4. CSUSA creates and operates high quality schools with:
An unwavering dedication to student success
An unyielding commitment to ethical, sound and efficient
business practices
Providing a superior choice for all stakeholders that fosters
educational excellence in America.
We will be one of the premier education companies in the world.
Our dominant brand and ability to drive student success will create
unprecedented demand:
Communities will petition us to develop a school in their area.
All of our schools will be fully enrolled with waiting lists.
Our superior capabilities will allow us to be a catalyst to spawn new
synergistic business units and companies which will continue to fuel
our growth and geographic reach.
We will make a positive difference to millions of students worldwide
OURMISSION
OURVISION
4
6. JONATHAN K. HAGE
LETTER FROM THE CEO
As the fastest growing charter school management company in the United States, we have an extremely
important responsibility to do it right. All eyes are on us as we continue our journey toward greatness. Parents
watch us to make sure we are providing the high-quality education their children deserve. Students watch us
and model our behavior. Legislators watch us to be sure our practices are above reproach. Districts watch us to
determine if they really need to be worried about parents leaving their schools and if they need to improve any of
thei og ams o e ning oa ds atch us to e su e e e im lementing ou o iginal ision ith fidelity
With all of these people watching us, we are fortunate to have a set of four important values around which we
can all oin in a single allying c y fo g eatness e must sho all of these g ou s that it s not ust hat e
do, ut ho e do it t s not enough to uild a school, staff it ith teache s and o de oo s and com ute s
We have to build a school that creates an inspiring academic environment; we have to staff that school
with teachers who motivate students to become lifelong learners who deeply embrace their education; and
we have to provide students with creative resources that make them able to compete in an ever-changing
world that requires more and more creative problem solving. We have to live by our four values: PURPOSE,
PASSION, INTEGRITY and GRIT.
Our PURPOSE is to bring great educational options to students. Regardless of zip codes or economic status,
e e e ut in this osition to ma e a eal change in students li es and ultimately the futu e of ou count y
Our leaders are in our classrooms. We must provide them with the tools they need to bring us successfully
into the future.
PASSION is a strong word that every person at CSUSA can speak about at length. Each person wants to
contribute to the greatness of CSUSA and every student who graduates from our schools.
hen e s ea of , e don t mean that e e yone is e fect e all ma e mista es nteg ity means
we learn from those mistakes, own up to them and move on to be better at what we do. Integrity is doing the
right thing when no one is watching. We have an entire organization dedicated to doing what is right and having
a strong moral compass that guides us on our journey to greatness.
GRIT goes hand-in-hand with integrity. There are not many professions where doing the right thing is so fraught
ith o osition hat e do is not easy e a e often u against hat seem li e im ossi le odds ut e don t
give up on students. Ever. Our students are counting on us. We will be the leader in showing the world HOW to
o e ly educate Ame ica s child en
We look forward to providing the best education possible for our students.
Sincerely,
Jonathan K. Hage
6
7. “We have to live by our four
values: PURPOSE, PASSION,
INTEGRITY and GRIT.”
8. ENVIRONMENTALLY
SOUND
AdvancED REACCREDITS CSUSA
Since 1997, CSUSA, led by Jon Hage, has been a nationally recognized leader in providing high-quality
educational management services. CSUSA manages 77 public charter, turnaround and innovation schools
in seven states, serving over 65,000 students.
Accreditation is part of our vision of creating the most successful education environment for our students
ac oss the count y he ocess and ecognition of acc editation should instill confidence in a ents that
ou schools ut students fi st and that, at e e y le el, ou staff is im lementing the most ad anced and
innovative solutions in education.
Accreditation is a glimpse into CSUSA and the education environment we have developed over many
yea s A as initially acc edited in and as the fi st education management com any to o tain
accreditation using the AdvancED corporation, system-wide accreditation process. This year, we are proud
to say that AdvancED reaccredited CSUSA, saying “CSUSA fosters educational excellence and a shared
commitment to focusing on success for all students.”
8
9. Students at Hollywood
Academy of Arts and
Science dress the part as
they participate in real-world
business activities.
9
21. Living the HOW: Why How We Do Anything…Means Everything at CSUSA!
Establishing an education revolution has multiple parts and one main ingredient – a powerful
culture. CSUSA has nearly 8,000 staff and teachers and every year we join together to align our
goals, emind each othe of ou alues and to get fi ed u fo the futu e
u ast yea s ummit theme i ing the o ins i ed and challenged the A team to
ta e the ne t ste on a ou ney to g eatness he theme is a out li ing a set of alues a clea ly
a ticulated set of inci les that define the cultu e of the o gani ation and ho e e yone on the
team needs to work together.
he ummit io iti ed fou o e ful inci les that can guide the thoughts, decisions and
actions e e y day th oughout the A net o hese fou inci les u ose, assion,
nteg ity and it lay out the foundation of this yea s annual e o t
21
24. SHERRY A. HAGE
OUR CALLING AS TEACHERS
Every Sunday evening around 6:30 p.m., a text reaches CSUSA leadership offering them a subtle
eminde of a o e ful thought ou u ose as educato s
ach day, o e , students a e d o ed off at ou schools hey a e filled ith ho es, d eams and
endless potential. Their parents are extending us their trust, a sense of faith that we are the right ones to
help their children grow.
The battle for choice ends at our door. The bell silences any noise of politics and the only sound you
hear throughout schools are the wisdom of individuals dedicated to their craft of expanding the minds of
our future generation.
Last year, we encouraged our teachers to be “Great by Choice.” A choice to be great is a moral
im e ati e ecause at A e don t oduce o dina y oducts o idgets, e un schools
All children deserve a great school and a great education.
Our values: Purpose, Passion, Integrity and Grit are not simply words. They are values that allow us to
achieve success. When we achieve greatness for our students, it will be because we:
• Live purpose-driven lives.
• Are passionate about contributing our best with an intensity of spirit.
• Live with integrity – doing the right thing the right way.
• Use grit when we face adversity and do whatever it takes to help our students be successful.
Living the How,
Sherry A. Hage
24
26. DOV
SEIDMAN
CEO, Author and Thought Leader
KEYNOTE SPEAKER
Dov Seidman is a CEO, author and thought leader, who has built a career, and
pioneered an industry, around the idea that the most principled businesses are
the most successful o s est selling oo , hy e o Anything
eans e ything, ins i ed this yea s theme at the A ummit eache s
and staff were inspired to focus on key fundamentals of HOW they go about
creating the best learning environment for each student.
26
32. PURPOSE
/pərpəs/ noun
The reason for which something is done.
The reason why something exists – Living
a purpose-driven life. A life of significance,
giving back, making a difference.
32
35. We MUST be purpose-driven EVERYDAY as Educators!
#CSUSAsummit
My PURPOSE for teaching is to give HOPE to children
at the most challenging times of their school year!
#CSUSAsummit
Purpose is igniting the love of education with a fire
that never extinguishes. To do that we should offer NO
excuses. #CSUSAsummit
Charter Schools USA, represents thousands of teachers
that are driven by one thing: PURPOSE #CSUSAsummit
Charter Schools USA
Charter Schools USA
Charter Schools USA
Charter Schools USA
PURPOSE
35
36. 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 CSUSA’s
top teachers and is one of CSUSA’s highest honors. Each and every school within
the network nominated one outstanding teacher.
NEW AMERICAN HERO
TEACHERS
PURPOSE
36
37. All of us have a favorite teacher – someone who impacted our life at a critical time. The work of teachers might
not always receive headlines, but their efforts are etched in the minds of students forever. At CSUSA we have
incredible teachers that represent our values and deserve to be recognized – and that is why we initiated the
e Ame ican e o A a d A he A is gi en to ou net o s to teache ho e esents u ose,
passion, integrity and grit.
his yea s A is Amanda homas of hicago nte national ha te chool ong ood ong ood As a
teacher she is one of a kind, a determined advocate of each child who enters her classroom.
hat does inning As e Ame ican e o a a d mean to th g ade eading teache Amanda homas
eing ecogni ed isn t im o tant to me, homas said, ut inning means e e doing g eat things he e at
CICS Longwood.”
Thomas, who has been a teacher for 14 years, is in her third year at CICS Longwood. She previously taught at
two non-charter public schools and a private school. She believes the difference between CICS Longwood and
those other schools is that CICS Longwood “gives students all the tools they need to be successful.” Thomas
said, at CICS Longwood, there is no giving up on students. Indeed, the school proclaims, “We strongly believe
that all children can learn and deserve access to a great school.”
In her own life, Thomas understands the principle of never giving up. She said for many years she “resisted” the
call to be a teacher. Despite the fact that her peers and her own teachers said she would make a great educator,
she ne teaching as an emotionally difficult calling homas finally em aced the call in college he said
she d st uggled fo yea s ith math, ut he so homo e yea she had a ofesso ho e lained conce ts in a
way that just “clicked.” At that moment, Thomas decided she wanted to be that person – the person who never
ga e u on a student and hel ed them tac le a su ect they thought they couldn t maste
homas is this yea s A ecause she is the em odiment of that ofesso At the eginning of this yea ,
one student in her class simply “slept or acted out.” Thomas pulled that student aside and asked what was the
matter. The student hated reading because “everyone” said he was “bad at it.” Thomas reassured the student
and said that, together, they were going to prove “everyone” wrong. After just three quarters, that student has
progressed to grade level.
CICS Longwod is a Title I school where 100 percent of the student body receives free or reduced lunch. Thomas
said many of the students who come through CICS Longwood have never had an adult tell them they could
succeed and could master reading, writing and science. Thomas said CICS Longwood teachers, and CSUSA,
are committed to telling students they “can” achieve – and helping them do so.
“I have three children of my own and my oldest is in 7th grade,” Thomas explained. “I would be angry if any
of thei teache s sim ly ga e u homas said she efuses to e the e son ho gi es u , and it s clea he
colleagues at CICS Longwood refuse to as well. In the 2014-2015 school year, CICS Longwood
increased the overall percentage of students meeting projected growth targets on the Northwest Evaluation
Association (NWEA) reading and math scale. That year, 62 percent of students in reading and 71 percent of
students in math made their individual growth targets.
AMANDA THOMAS
Chicago International Charter School Longwood
37
38. PASSION
/p ən/ noun
A strong, barely controllable emotion. A
thing rousing enthusiasm – contributing
our best with an intensity of spirit.
38
41. CSUSA is driven by a passion to teach…because we know
education is the great equalizer.
#CSUSAsummit
CSUSA leaders are passionate about: leadership,
opportunity, growth, meaningful student success,
and the freedom to choose. #CSUSAsummit
Everyday I walk into the classroom I am met by
passionate students…which makes me a passionate
teacher. #CSUSA. #Edu
Let’s ignite that intensity of spirit and that passion for
our students. #CSUSASummit
Charter Schools USA
Charter Schools USA
Charter Schools USA
Charter Schools USA
PASSION
41
42. LOVE FOR
LUKAS
STUDENT ADVOCACY
PASSION
As educators we recognize our job is to inspire, motivate and elevate the level of passion in each of our students.
Yet, over the course of our careers, which may span multiple decades, students are often the ones who remind
us of the good things in life hey emind us of the easons e chose this ofession in the fi st lace
n a e o al, lo ida, a to n ac oss the i e and miles a ay f om ate ay ha te chool, li es a fi e yea
old boy named Lukas Moulder, whose passion for life has made an impact on CSUSA.
Lukas should be in kindergarten. Instead, he is battling a rare and serious form of cancer that is making an
impact on his family and all those who know him. His cancer was diagnosed shortly before Thanksgiving, and
since then Lukas has undergone radiation, surgery and what is expected to be months of chemotherapy.
“I just want to take it away, take his pain away,” said his mother, Nicole Reynolds.
mmediately afte students and staff at ate ay ha te lea ned of u as attle, they egan to fight alongside
him and his family. The Gateway family made it their mission to help the family with their rising medical costs.
u as doesn t go to ate ay no do any of the students o staff no him hey ust hea d his sto y and decided
to take action.
“Students were excited to donate to this young boy,” said Sara Abraham, principal at Gateway Charter. “We do a
se ice o ect e e y yea ecause it s im o tant fo us to gi e ac to ou community e sa this as the e fect
opportunity and needless to say I am proud of our students and staff.”
t s a little oy in ou community that ant to li e an a esome life and to ha e an un elie a ly good futu e,
said seventh-grader Zach Jakubuwksi.
Gateway Charter High School Senior Brook Adkins agreed.
e e ust t ying to focus on getting him ette , she said o m eally oud e came togethe to aise money
for such a good cause.”
Students and staff set a goal of $1,000 as an initial donation and in less than 10 days, they quadrupled that and
presented Lukas a check for more than $4,000.
t s ama ing hat assion fo a cause can do
“Complete strangers, it really is a miracle,” said Reynolds. “I just want to say thank you to everybody. It really
means a lot to us can t elie e ho many eo le came togethe to hel ou son
42
44. INTEGRITY
/ n rə / noun
The quality of being honest and having strong
moral principles; moral uprightness – Doing
the right thing, the right way.
44
47. I am committed to inspiring students to be leaders with
integrity and grit - Teacher
at the #CSUSAsummit
Everyone’s job is to do the next right thing, not the
next thing right - Dov Seidman
#CSUSAsummit
INTEGRITY is doing the right thing, even when no
one is watching - C.S. Lewis #csusahq
#CSUSAsummit
INTEGRITY is the surest path to success in our
schools @CSUSASherryHage #CSUSAsummit
Charter Schools USA
Charter Schools USA
Charter Schools USA
Sherry Hage
INTEGRITY
47
48. JOEY
MELENDEZ
Coral Springs Charter School – Coral Springs, FL
ALUMNI STORY
“To whom much is given, much is expected” – everyone from President John F. Kennedy to Microsoft
founder Bill Gates has uttered those words, but during his time at Coral Springs Charter School
(CSCS), Joey Melendez lived that phrase.
At least part of it.
he son of a single mom, elende didn t sta t out ith much and, then, much as ta en a ay e lost
his g andmothe fi st, then g andfathe , and, finally, his mom the oman ho fought ha d to get him a
place at CSCS. The teachers at CSCS were there through it all. His drama teacher Alaina Butler said,
oey g e u he e en hen elende s mom as in the something that ha ened hen
Joey was in college – his CSCS “family” was with him.
In return, Melendez gave as much to his CSCS “family” as it gave to him. His list of extracurricular
activities alone was enough to exhaust a student with robust family support. Melendez was involved
in drama, student government, chorus and Students Against Drunk Driving (SADD), among other
activities. The school requires students to complete 80 community service hours – Melendez completed
nearly 300 (His mom was also an active volunteer).
Acco ding to faculty, one of elende s c o ning achie ements as the A host ut
This event is a training exercise that allows students to witness the aftermath of an alcohol-related auto
accident elende ote the sc i t fo the d amati ation, got students, a ents and the olice and fi e
departments involved as actors and oversaw the production. His efforts had an impact on students
preparing for prom and graduation. As one teacher explained, Melendez brought home the “real
consequences” of drinking and driving.
As part of their mission, many charter schools – including Charter Schools USA and CSCS – attempt
to instill in their students a sense of service. We hope our students will carry this sense of duty with
them throughout their lives, and Melendez certainly has done this too. At Broward College (BC), where
he ecei ed his associate s deg ee, elende sta ted the Ame ican ign anguage lu At lo ida
Atlantic ni e sity A , he e elende ill ea n his achelo s deg ee this s ing, he is hea ily
involved in the entertainment and broadcasting departments (Melendez would like to work some day
both as a sign language interpreter and a broadcaster).
INTEGRITY
48
49. elende has also ta en hat he s lea ned in college and ought it ac to e has gi en egula
American Sign Language lessons to CSCS student government leaders and, as drama teacher Butler
noted, Melendez “has worked with” CSCS “thespian students, sharing what he remembers from his days
of competing.”
Melendez also sometimes just comes back to visit his “family.” Teacher Julie Webb noted Melendez “now
has his o n condo, goes to school full time and o s t o o s, ut still finds time to o in and say
hello.” Webb said Melendez is “a student who has made a lasting impression on my life.” Teacher Sara
a s ag eed he said, ach of us has een im acted y oey s assion and lo e fo teaching othe s,
especially on the topics he holds near and dear to his heart.”
elende says his acti ities as , and A and the eo le he s met th ough them ha e e t
him going through his losses.” He also still considers going back to CSCS to be going back “home.” He
said, f e e ha e a o lem, o need ad ice, no can still go ac to and find someone ho
will listen.”
Since Melendez also helped set up other charter schools during his CSCS time, his impact is felt well
beyond his CSCS “family” – by people whom he has never met. Why take on that enormous task, in
addition to his studies, se ice and e t acu icula s elende said he did it ecause he ne the e e e
so many other students like him – students from whom so much had been taken away, but, with a school
“home,” much could be expected.
49
53. “Grit is when you reach down deep inside and face
adversity. “ - #CSUSAsummit
Guts, Resilience, Integrity, Tenacity = GRIT
#CSUSAsummit
Mrs. Johnson’s class is working on increasing
their reading s ills five words per inute
#GoalSetting #Grit
Charter Schools USA
Charter Schools USA
Charter Schools USA
GRIT
53
54. WHAT IS A CHARTER
SCHOOL TEACHER?
WHAT MAKES IT WORTH IT
chool choice is not sim ly fo a ents and students it s a choice teache s and administ ato s ma e as
ell ha te schools att act a ce tain ty e of educato o, hat is it hy does a teache choose a cha te
school o e all of the othe o tions
hen as ed teasingly y thei inci al, ac son elf, if it s the ela ed hou s that d e them to a cha te ,
enaissance ha te chool at ent al alm teache s am e nstein and helsea ic holt laugh they
both arrive at school around 6:30 a.m. and leave over twelve hours later. Bernstein, who taught for most of
her 20-year career in a private school, and Pickholtz, who taught in the public school system before joining
CSUSA, both said the hours they put in today at Central Palm are much longer than the ones they put in
anywhere else.
So what makes it worth it?
Bernstein, who teaches kindergarten, said teaching at a charter school is simply more rewarding. “The kids
a eciate you ic holt , ho teaches fi st g ade, said it s es ecially g atifying to see students g o th
e e is hat that g o th loo s li e a young inde ga tne ente ed e nstein s class mid yea , ight afte the
inte holidays, una le to ecogni e a single sight o d Afte ust one ua te in e nstein s class oom, the
student could ecogni e sight o ds ith ide in he student, e nstein oclaimed, e s a eade no
o did e nstein, ent al alm, and the student, ma e that ha en h ough a c eati e, igo ous, and
es onsi e og am that e ects the shee num e of hou s, lanning, and thought cha te school teache s
put into their individualized lesson plans.
o e nstein s student, that og am included t o afte noons of tuto ing each ee , staying in close touch
ith the student s a ents a out ho to einfo ce class o at home, colla o ation ith colleagues, small
group reading sessions with classmates, individualized learning time during the school day, and a process
that allo ed the student to hel set and the efo e ta e o ne shi of his o n goals
The hours paid off and both Bernstein and Pickholtz get emotional talking about the academic, social, and
emotional changes they see in their students throughout the year (They also both noted they keep up with
thei fo me students og ess as they mo e u th ough ent al alm
Broadly, Pickholtz said growth like this is possible because, in charter schools, teachers are allowed to be
mo e c eati e and e i le, and fo that eason, cha te schools a e es ecially att acti e to he millennial
GRIT
54
55. gene ation he e a e no sc i ted lesson lans, she said hat fact d a s a diffe ent ind of teache a
more entrepreneurial one who is stimulated by challenges rather than overwhelmed by them.
Working in a charter school, of course, comes with plenty of challenges. Student populations at most
charters, including most CSUSA schools, come from underserved communities. Teachers come to charters
understanding these challenges, but with the belief that, in a responsive learning environment and with some
grit, any student can succeed.
Importantly and impressively, teachers also come to charter schools with the understanding that they simply
can t ass students along something that is outine in othe ty es of schools inci al ac son elf
e lained, en in inde ga ten and fi st g ade, the e a e non negotia les fo eing omoted n , e
etained child en in inde ga ten ist ict ide in the t aditional u lic schools, the e o a ly e en t
ids ho e en t mo ed to the ne t g ade eache s in cha te school can t sim ly ass on difficult
students they must ta e es onsi ility and unde stand that, if thei cu ent a oach isn t o ing, it s u to
them to ta e the lead to find a solution
Compassion is also a trait many charter school teachers exhibit. “Sometimes students just need for you to
tell them that you lo e them, ic holt said n a lot of ays, e e li e second a ents ha te school
teache s li e a ents on t gi e u
Charter schools also attract administrators who have this creative, entrepreneurial, problem-solving yet
compassionate mindset. These school leaders understand that a single solution cannot possibly work for
every child in a classroom, much less a whole school. Bernstein said in her more than two decades of
teaching she has ne e felt so much su o t, es ecially f om a school s administ ation he leade shi is
fantastic,” Bernstein said. “Not intimidating at all and less rigid. There is an open door policy that gives a real
sense that e e in this togethe
hy do teache s choose cha te schools o the same eason a ents do t s he e they, and thei
students, go to succeed.
55
56. HARRIS
BROWN
Thomas Carr Howe Community School – Indianapolis, IN
ENVIRONMENT IS EVERYTHING
Sometimes all a student needs is a fan. A fan that understands that “potential without action” is “pretty
much just a dream.”
T.C. Howe Community High School basketball coach Mosi Barnes was that fan for Harris Brown.
oach a nes said he d hea d a out a is, and had seen him lay as et all, long efo e the t o
met at T.C. Howe. In fact, Barnes invested time and teaching in Brown because he saw unmatched
grit and determination.
Despite his talent on the court, Harris had been expelled from one school and was recognized more for
terrible grades and poor attendance than he was for basketball. Harris had no one “in his corner” and
asn t illing to listen to eo le ho e e su o ting him li e his mom At the same time, he had lenty
of people in his ear persuading him to do the wrong thing and pressuring him to sell drugs.
entually, a is landed at o e and says the day oach a nes ent f om atching a is life
on the sidelines to being his “brother” and coach at T.C. Howe was the day his life changed. Coach
a nes says it s the day oth thei li es changed
Coach Barnes said he and his colleagues at T.C. Howe recognized Harris needed support – people
“in his corner” – and that they tried to “create an atmosphere for success” that would show Harris what
he could achieve with hard work and a plan. Coach Barnes, who believes “environment is everything,”
built the right network that enabled Brown to begin focusing on school as well.
nde oach a nes leade shi and guidance, and ith the est of the A team ehind him,
a is is iting his o n tu na ound sto y As oint gua d, a is led o e to its fi st as et all
championship in three decades. He was Indianapolis Player of the Year, 1st Team All-City and on the
Indiana All-Star Team – and the T.C. Howe honor roll.
oach a nes says he s a is iggest fan
True, but as Coach Barnes has also said: this is not the end of the Harris Brown story. With a full-ride
schola shi to the ni e sity of ans ille, a is g it ill soon ea n a much igge follo ing
GRIT
56
61. CSUSA is not simply breaking the barriers of choice, it is leading public
education through innovative teaching methods and technology. Innovation
doesn’t simply involve new gadgets, it also includes the most advanced and
well-researched methodologies that will ensure our students are growing.
61
62. THE PERFECT
LABORATORY
FOR DISCIPLINED
INNOVATION
nno ation has many definitions ost eo le connect inno ation ith ta lets, com ute s, touch sc eens and
a lications hile A laces all of those elements of technology at ou students finge ti s, e elie e
technology and partnerships must measurably move the needle on student achievement.
n othe o ds, inno ation fo inno ation s sa e isn t al ays in the est inte est of the students nstead,
CSUSA is focused on disciplined innovation within our network. Our team of educators and technology
experts are piloting programs with entrepreneurs, startups, companies and cutting-edge thinkers. All of these
programs are implemented to either assist our schools, our teachers or our students – or a combination of
the three.
For instance, one new program that we are piloting is Lexia Reading Core5. Lexia is an adaptive reading
og am tailo ed to each student s s ecific s ill ga s hen used ith fidelity, you can see measu ea le
growth in less than one year. CSUSA is piloting Lexia in certain schools and after three months of
instructional use, we are seeing dramatic improvement.
o ou teache s, e ha e de elo ed a ne a tne shi ith hal com hal s latfo m allo s cu iculum
directors to build and distribute organized curriculum maps to teachers, where they can instantly start lesson
planning. The platform also supports teacher professional development by linking growth goals directly to
lesson plans and enables collaboration among teachers and administrators to improve lesson quality and
planning processes. We anticipate rolling this program out in all CSUSA schools by the 2016-17 school year.
Across our network we are working to identify ways to improve data-driven instruction, create a cashless
school en i onment, and find ne alte nati es fo assessment and state e o ting
As CSUSA works to innovate our schools and our student environment, we see our mission as going beyond
our 77-school network. CSUSA is a perfect laboratory for innovation. That is one of the many reasons
cha te s e e c eated As e find solutions ithin A, e ho e to sha e ou successes and info mation
with local districts to improve educational opportunities for all students.
INNOVATION
INNOVATION IN OUR SCHOOLS
62
63. INNOVATIVE APPROACH
CSUSA uses innovative learning methods to deliver the best educational practices within the
framework of a research-based education model. Here is a glimpse at the unique and innovative
approach that CSUSA takes across its network:
STUDENT-CENTERED LEARNING ased on o e t a ano s esea ch, students use an
innovative, seven-step learning process that enables them to construct a deep understanding of
the material and develop autonomy and critical thinking skills.
BLENDED LEARNING AND EDUCATIONAL TECHNOLOGY – Our students experience
various blended learning models. To facilitate effective blended learning strategies, CSUSA uses
state-of-the-art technology, including interactive displays, tablets, laptops, document cameras,
production rooms, and more.
GUARANTEED AND VIABLE CURRICULUM – CSUSA schools use a curriculum mapped
to the standards. CSUSA is piloting an online curriculum mapping and lesson-planning platform to
increase ease and effectiveness of the use of the curriculum.
DATA-DRIVEN INSTRUCTIONAL MODEL – In connection with our timely and effective
measurement tools, the proven Education Model uses student performance data to drive
instructional decisions made within the classroom. Data-driven instruction occurs for whole-group,
small-group, and individualized learning.
TIMELY AND EFFECTIVE MEASUREMENT TOOLS – Our schools use innovative
measurement tools, NWEA and Common Monthly Assessments, which accurately pinpoint exactly
which skills the students need to work on in order to reach mastery of the standards. These
assessments provide instant results so teachers can provide timely feedback to their students.
CHARACTER PROGRAMS – In conjunction with local school districts, CSUSA is
implementing a school-wide behavior plan that promotes student advocacy, empathy,
empowerment and positive decision-making skills, which are essential for adolescent
development throughout high school.
GRADING PHILOSOPHY u hiloso hy is uni ue in that g ades e ect t ue standa ds
mastery. Students are given multiple opportunities to demonstrate understanding and are not
penalized for non-academic aspects, such as neatness or timeliness. Those are considered for
behavioral consequences.
PERSONALIZED LEARNING PLANS – Students take ownership of their data to help make
decisions and meet academic goals. Students lead conferences with their parents and teachers to
describe their plan to improve performance.
To further encourage the use of innovative learning methods in the classroom, our schools have
access to an Innovations Team at CSUSA. These experts provide many facets of support and
their aim is to bring 21st century skills and products into the classroom to further enhance the
learning environment. 63
64. On behalf of NWEA, I would like to commend the students, teachers, and leaders at Charter
Schools USA on a tremendous year of growth. We are humbled – and proud – to play a role in
your achievements.
NWEA holds a vision of transforming education so that every student achieves growth and
mastery. Providing accurate, reliable information on each and every student is more than just
our work. It goes
to the heart of our mission of partnering to help all kids learn.
We know that when teachers get such information, they can make amazing things happen for
their students. And in this, your numbers tell the story, one of new possibilities opening up as
students
discover what they can achieve.
he futu e is you s and e at A salute you dete mination to g o
Yours in partnership,
Matt Chapman
CEO, NWEA
LETTER FROM NWEA
MEASURING
ACADEMIC
PROGRESS
64
66. THE YEAR IN REVIEW
2014-15
MAP Assessments are aligned to Common Core, College and
areer eadiness as well as state s ecific standards in ath and
English Language Arts (Reading).
National Growth Norm – The average percent of students meet-
ing growth targets nationwide is 50 percent. When performance
exceeds 50 percent, more students than average are meeting or
exceeding their annual growth targets, as provided by NWEA.
Overall – The percent of students in a region who met or exceeded
their normative growth targets.
Lowest Quartile – The percent of the region’s students in the
lowest quartile at the beginning of the year who met or exceeded
their normative growth targets.
Student quartile performance is relative to the national achieve-
ment norms provided by NWEA. Students performing above the
50th percentile are considered above average when compared to
the average student nationwide. A region or school’s performance
is considered above average when more than 50% of students are
at or above the 50th percentile.
ACADEMIC ANNOTATIONS
A
B
C
D
66
67. Math Growth
OVERALL OVERALLLOWEST QUARTILE LOWEST QUARTILE
Reading Growth
63% 54%65% 64%
National Norm
CSUSA NETWORK-WIDE
CSUSA Schools’ End-Year Status in Math and Reading
Math Reading
% at each quartile
26% 29%
27% 28%
24% 22%
24% 20%
50th Percentile
Quartiles: Top Quartile 3rd Quartile 2nd Quartile Lowest Quartile
A A
B
B B
C C
D
68. CSUSA OVERALL
GROWTH
CSUSA Math Growth
OVERALL OVERALLLOWEST QUARTILE LOWEST QUARTILE
CSUSA Reading Growth
ACADEMIC 2014-15
63%
54%
65% 64%
As a network, CSUSA schools earned an overall “B” rating in 2014-2015. This was achieved
in a year of more rigorous assessment and accountability standards nationwide.
On national assessments, CSUSA students exceeded the national average on both growth and
achievement measures.
• Almost two-thirds of students met their growth targets in math and over half of students did so in reading.
• Almost two-thirds of students in the lowest quartile met their growth targets in both math and reading.
• 53 percent of students are considered at or above grade-level nationally in math, slightly above
average nationally.
• 57 percent of students are considered at or above grade-level nationally in reading, exceeding
normative performance.
National Norm68
69. CSUSA NETWORK-WIDE
CSUSA Schools’ End-Year Status in Math and Reading
Math Reading
% at each quartile
26% 29%
27% 28%
24% 22%
24% 20%
50th Percentile
Quartiles: Top Quartile 3rd Quartile 2nd Quartile Lowest Quartile
70. SOUTH FL BROWARD
The South Florida Broward region is home to 11 schools, six of which the State of Florida
designates as “High Performing” schools. As a region, CSUSA’s South Florida
roward schools et or e ceeded the district in every roficiency category for
holding a five ercentage oint advantage in reading, si ercentage oint advantage
in math, tying the district in science and holding a nine percentage point advantage in
social studies.
On national assessments, South Florida Broward students exceeded the national average on
both growth and achievement measures.
• More than half of all students met their growth targets in math and reading.
• Almost two-thirds of students in the lowest quartile met their growth targets in math and reading.
• 60 percent of students are considered at or above grade-level nationally in math.
• 65 percent of students are considered at or above grade-level nationally in reading.
OVERALL OVERALLLOWEST QUARTILE LOWEST QUARTILE
ACADEMIC GROWTH 2014-15
REGION:
58% 50%62% 64%
Math Growth Reading Growth
58%
50%
62% 64%
National Norm70
71. ANNUAL SNAPSHOT
of Academic Achievement
Math Reading
% at each quartile
31% 35%
29% 30%
22% 21%
18% 15%
50th Percentile
Quartiles: Top Quartile 3rd Quartile 2nd Quartile Lowest Quartile
72. SOUTH FL DADE
Math Growth
OVERALL OVERALLLOWEST QUARTILE LOWEST QUARTILE
Reading Growth
ACADEMIC GROWTH 2014-15
REGION:
68% 56%67% 70%
The South Florida Dade region is home to six schools, four of which the State of Florida
designates as “High Performing” schools. As a region, CSUSA’s South Florida Dade
schools et or e ceeded the district in every roficiency category for holding
a nine percentage point advantage in reading, 12 percentage points in math, eight
percentage points in science and a 13 percentage point advantage in social studies.
On national assessments, South Florida Dade students exceeded the national average on
both growth and achievement measures.
• More than two-thirds of all students met their growth targets in math and more than half did so
in reading.
• Over two-thirds of students in the lowest quartile met their growth targets in math and reading.
• 58 percent of students are considered at or above grade-level nationally in math.
• 61 percent of students are considered at or above grade-level nationally in reading.
National Norm72
73. ANNUAL SNAPSHOT
of Academic Achievement
Math Reading
% at each quartile
28% 31%
30% 30%
24% 23%
18% 16%
50th Percentile
Quartiles: Top Quartile 3rd Quartile 2nd Quartile Lowest Quartile
74. SOUTHEAST FL
Math Growth
OVERALL OVERALLLOWEST QUARTILE LOWEST QUARTILE
Reading Growth
ACADEMIC GROWTH 2014-15
REGION:
63% 54%65% 61%
The Southeast Florida region is home to eight schools, six of which have opened in the
last two years in areas of greatest need. The percent of at-risk students in this region
surpasses the CSUSA average in Florida, with almost 70 percent of students receiving
free or reduced lunch. As a region in 2014-15, CSUSA’s Southeast Florida schools held a
nine percentage point advantage over their districts in social studies.
On nationally normed assessments, Southeast Florida students exceeded the growth of
students nationwide.
• Almost two-thirds of all students met their growth targets in math and more than half did so in reading.
• Almost two-thirds of students in the lowest quartile met their growth targets in math and reading.
• A majority of students, 52 percent, are considered below grade-level nationally in math.
• 55 percent of students are considered at or above grade-level nationally in reading.
National Norm74
75. ANNUAL SNAPSHOT
of Academic Achievement
Math Reading
% at each quartile
21% 25%
27% 30%
25% 23%
26% 22%
50th Percentile
Quartiles: Top Quartile 3rd Quartile 2nd Quartile Lowest Quartile
76. WEST FLORIDA
Math Growth
OVERALL OVERALLLOWEST QUARTILE LOWEST QUARTILE
Reading Growth
ACADEMIC GROWTH 2014-15
REGION:
62% 52%65% 63%
The West Florida region is home to 10 schools, six of which have been open for 10
years. Even in a year of increased rigor on state assessments and the removal of stu-
dent learning gains from Florida’s school grade calculations, a majority of West Florida
schools aintained or i roved their final school grade in
On nationally normed assessments, West Florida students exceeded the national average on
both growth and achievement measures.
• Over 60 percent of all students met their growth targets in math and more than half did so in reading.
• Almost two-thirds of students in the lowest quartile met their growth targets in math and reading.
• 52 percent of students are considered at or above grade-level nationally in math.
• 57 percent of students are considered at or above grade-level nationally in reading.
National Norm76
77. ANNUAL SNAPSHOT
of Academic Achievement
Math Reading
% at each quartile
25% 28%
27% 29%
26% 23%
22% 19%
50th Percentile
Quartiles: Top Quartile 3rd Quartile 2nd Quartile Lowest Quartile
78. CENTRAL FLORIDA
Math Growth
OVERALL OVERALLLOWEST QUARTILE LOWEST QUARTILE
Reading Growth
ACADEMIC GROWTH 2014-15
REGION:
63% 52%66% 64%
The Central Florida region is home to six schools, one of which the State of Florida des-
ignates as a “High Performing” school. As a region in 2014-15, CSUSA’s Central Flori-
da schools met the districts’ performance in reading and held a two percentage point
advantage over their districts in social studies.
On nationally normed assessments, Central Florida students exceeded the national average
on both growth and achievement measures.
• Almost two-thirds of all students met their growth targets in math and more than half did so
in reading.
• Almost two-thirds of students in the lowest quartile met their growth targets in math and reading.
• 50 percent of students are considered at or above grade-level nationally in math.
• 55 percent of students are considered at or above grade-level nationally in reading.
National Norm78
79. ANNUAL SNAPSHOT
of Academic Achievement
Math Reading
% at each quartile
22% 26%
28% 29%
26% 24%
25% 21%
50th Percentile
Quartiles: Top Quartile 3rd Quartile 2nd Quartile Lowest Quartile
80. NORTH FLORIDA
Math Growth
OVERALL OVERALLLOWEST QUARTILE LOWEST QUARTILE
Reading Growth
ACADEMIC GROWTH 2014-15
REGION:
66% 53%67% 64%
The North Florida region is home to seven schools, one of which the State of Florida
designates as a “High Performing” school. As a region in 2014-15, CSUSA’s North Florida
schools exceeded the districts’ performance in reading by two percentage points, in
math by three percentage points and held a six percentage point advantage over their
district schools in social studies.
On nationally normed assessments, North Florida students exceeded the national average on
both growth and achievement measures.
• Two-thirds of all students met their growth targets in math and more than half did so in reading.
• Almost two-thirds of students in the lowest quartile met their growth targets in math and reading.
• 58 percent of students are considered at or above grade-level nationally in math.
• 60 percent of students are considered at or above grade-level nationally in reading.
National Norm80
81. ANNUAL SNAPSHOT
of Academic Achievement
Math Reading
% at each quartile
Quartiles: Top Quartile 3rd Quartile 2nd Quartile Lowest Quartile
31% 33%
27% 27%
22% 22%
20% 19%
50th Percentile
82. GA / NC
Math Growth
OVERALL OVERALLLOWEST QUARTILE LOWEST QUARTILE
Reading Growth
ACADEMIC GROWTH 2014-15
REGION:
70% 59%74% 71%
he eorgia orth arolina region is ho e to five schools, two near tlanta, , two
in Charlotte, NC and one in Raleigh/Durham, NC. Because Georgia students took brand
new assess ents in , final acco nta ility res lts were not availa le at the ti e of
publication. However, combined, both schools exceed the state performance in English
Language Arts by 14 percentage points, in math by eight percentage points, in science by
nine percentage points and in social studies by seven percentage points. Both schools also
outperformed their local districts in a majority of grade levels and subjects. All three North
Carolina schools outperformed their local school districts and the state as a whole on all
co ara le school grade etrics heir roficiency in ath, and science e ceeded
the state by 19 percentage points and on the more rigorous College and Career Readiness
standards, CSUSA’s North Carolina schools also exceeded the state by 19 percentage points.
On nationally normed assessments, Georgia-North Carolina students exceeded the national
average on both growth and achievement measures.
• 70 percent of all students met their growth targets in math and almost 60 percent did so in reading.
• Over 70 percent of students in the lowest quartile met their growth targets in math and reading.
• 72 percent of students are considered at or above grade-level nationally in math.
• 75 percent of students are considered at or above grade-level nationally in reading.
National Norm82
83. ANNUAL SNAPSHOT
of Academic Achievement
Math Reading
% at each quartile
Quartiles: Top Quartile 3rd Quartile 2nd Quartile Lowest Quartile
46% 47%
26% 28%
16% 15%
11% 10%
50th Percentile
84. LOUISIANA
Math Growth
OVERALL OVERALLLOWEST QUARTILE LOWEST QUARTILE
Reading Growth
ACADEMIC GROWTH 2014-15
REGION:
58% 51%58% 56%
he o isiana region is ho e to nine schools, five of which o ened their doors for the
first ti e in he ercent of at ris st dents in this region s r asses the
networ average, with ercent of st dents receiving free or red ced rice l nch n
, the state of o isiana i le ented oth new ed cational standards and the
assess ent t dents at e isting o isiana schools fared etter, on aver
age, than their local school co nter arts on the new assess ents
On nationally normed assessments, Louisiana students exceeded the growth of
students nationwide.
• l ost ercent of all st dents et their growth targets in ath and ore than half did so in reading
• l ost ercent of st dents in the lowest artile et their growth targets in ath and reading
• a ority of st dents are considered elow grade level nationally in ath and reading, a ing growth a
long ter foc s in o isiana
National Norm84
85. ANNUAL SNAPSHOT
of Academic Achievement
Judge Ulysses Gene
Thibodeaux, chairman of both
the Lake Charles Charter
Foundation and Southwest
Louisiana Charter Foundation.
Math Reading
% at each quartile
Quartiles: Top Quartile 3rd Quartile 2nd Quartile Lowest Quartile
12% 15%
19% 23%
25% 26%
44% 37%
50th Percentile
86. MIDWEST
Math Growth
OVERALL OVERALLLOWEST QUARTILE LOWEST QUARTILE
Reading Growth
ACADEMIC GROWTH 2014-15
REGION:
70% 63%71% 71%
The Midwest region is home to eight schools, three of which are traditional public school
turnarounds in Indianapolis, IN. CSUSA’s four schools on the south side of Chicago are
themselves turnaround schools, though they initially opened as charters. The percent
of at-risk students in this region surpasses the CSUSA network average, with almost 90
percent of students receiving free or reduced priced lunch. Students in this region, while
entering school multiple years behind their grade-level peers, have shown remarkable
growth over the last three years of intervention. Each of the Chicago schools has
i roved their school rating y at least one level and for the first ti e in the state
of Indiana, a turnaround school has improved their failing grade.
National Norm
On nationally normed assessments, Midwest students exceeded the growth of
students nationwide.
• 70 percent of all students met their growth targets in math and almost two-thirds did so in reading.
• Over 70 percent of students in the lowest quartile met their growth targets in math and reading.
• A majority of students are considered below grade-level nationally in math and reading, making
growth a long-term focus in the Midwest region.
86
87. ANNUAL SNAPSHOT
% at each quartile
Quartiles: Top Quartile 3rd Quartile 2nd Quartile Lowest Quartile
Math Reading
17% 17%
22% 25%
27% 28%
34% 30%
50th Percentile
88. CSUSA and Red Apple Development manage 77 campuses in seven states. Our eye is on the future
as we develop the most advanced and efficient public charter schools and campuses in education.
88
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