SY 20/21 Data Deck

Table of Contents

• Who are we?

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• What are we doing?

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• How are we doing?

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• Why are we getting these results?

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• Summary

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• Appendix

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Who Are We?

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Green Dot has been operating schools since 1999

We have 19 middle and high schools serving 11,000+ students from historically underserved communities.

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• 94% are socioeconomically disadvantaged
• 14% are students with disabilities

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• 17% are English Learners
• 98% are students of color

Our name came from a map of internet connectivity across Los Angeles

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• green dots showed libraries, schools and recreation centers that were wired for the internet

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• red dots showed those that did not have internet connection

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Our hope was to turn the red dots green by partnering with communities to provide students with the opportunities and resources necessary to amplify their inherent talents.

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We have given new life to our name by ensuring every Green Dot student has access to a computer and internet connectivity.

Our Mission + Our Vision

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The mission of Green Dot Public Schools

is to help transform public education so

all students graduate prepared for college, leadership, and life.

Green Dot Public Schools will prepare the college graduates needed to build an sustain pathways to prosperity in the communities we serve.

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We will outperform the nation

in preparing college graduates.

Equity: Removing Predictability of Success or Failure

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What Are We doing?

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ur Amazing Team-Home Office

ur Amazing Team-Animo Mae Jemison

ur Amazing Team-Animo Watts

Ánimo Mae Jemison and Ánimo Watts ensure all students have access to distance learning to prepare them for college,

leadership and life

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1,136 Chromebooks distributed

to students

93% attendance during distance learning

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85% students responded Agree to the survey statement, “I’m Learning in my Distance Learning Classes.” 

86% of families agreed: Green Dot has

clearly communicated their vision for Distance Learning to families.

Five Essential Practices ensure high-quality supports for students with disabilities

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Special Education Team Structure: Maximizing Direct Support to Schools

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Director of Special Ed & Psych Services

5 Special Ed Program Administrators

MTSS Support Advisor

Special Populations Data Associate

23 School Psychologists

Transition Program Administrator

3 Special Ed Program Specialists

5 Transition Support Staff

Our Special Education Team members are largely based at school sites,

spending over 90% of their time supporting teachers, leaders and students. Some of the many on site supports include: coaching, observations, leading or co-leading lessons, IEP meeting participation, etc.�

Special Education Programs at Ánimo Mae Jemison and Ánimo Watts

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Ánimo Mae Jemison and Ánimo Watts supports students with autism, specific learning disabilities, other health and specific language impairments and emotional disturbance through the following specialized programs:

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• Comprehensive Co-teaching Models
• Content Area Support (co-planning, push-in, consultation, small group, Academic Success class)
• Transition to Post-secondary Supports
• Hybrid Special Day classes at Watts
• Academic Success for Reading & Math Skills Intervention at Mae Jemison

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Ánimo

Mae Jemison

Ánimo

Watts

How are we doing?

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Academic Outcomes

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At our focal schools incoming 6th and 9th grade students with disabilities enter behind their peers in math and reading

On average, a SpEd student enters Ánimo Mae Jemison 3 grade levels behind in math and 4 grade levels behind in reading.

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At Ánimo Watts, a SpEd student enters 9th grade an average of 6 grade levels behind in math and 5 grade levels behind in reading.

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Students with disabilities are demonstrating growth, but not at the rates needed to close gaps and accelerate learning

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At Ánimo Mae Jemison, 18% of students with disabilities grew 2 or more grade levels in math, and 3% showed similar grade level growth in reading.

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At Ánimo Watts, 10% of students with disabilities grew 2 or more grade levels in math, and 20% showed similar growth in reading.

Student Totals for 2+ Grade Level Growth in Math and Reading, SY 2018-19

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A total of 112 SpEd students were assessed in both math and reading at our focal schools. Only 2 students (1 at each school) grew by two grade levels in both subjects.

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129 students SpEd students were assessed in math and/or reading at our focal schools, with 30 (unduplicated) students growing by two grade levels in either subject.

Students with disabilities demonstrate challenges with accessing grade level content

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Ánimo Mae Jemison SY 2018-19

Ánimo Watts SY 2018-19*

* Note: Per Ánimo Watts’ grading policy, students were not issued D’s - this policy changed during the 2020-21 school year.

2019-20 Ánimo Watts Graduation Rates

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When we look at Animo Watts’ graduation rates, we are outperforming our neighboring traditional district. However, the percentage of SpEd students who graduate A-G eligible is 28% lower than GenEd. To be A-G eligible students must earn a C or higher in their A-G courses (grades in A-G courses is the reason for the gap in A-G rate).

Attendance

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Attendance Trends

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Ánimo Mae Jemison SY2019-20

Chronic Absenteeism Rates

Ánimo Watts SY2019-20

Chronic Absenteeism Rate

Attendance Trends

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Discipline

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Discipline Trends

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Ánimo Mae Jemison SY2019-20

Official Unique Suspension Rate

Ánimo Watts SY2019-20

Official Unique Suspension Rate

Discipline Trends

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Ánimo Mae Jemison SY2019-20

Official Unique Suspension Rate

Ánimo Watts SY2019-20

Official Unique Suspension Rate

Summary

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• Students with disabilities enter our campuses 2+ years behind in math and reading skills.

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• While students attend our schools, we provide intervention and core classes in Math and English to mitigate and accelerate student growth.

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• We know we need to grow students 2+ years each year in reading and math if we are to close the gaps in these skills for students.

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• We are not currently seeing students grow at 2+ years or more in reading and math at a high rate.

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• The impacted access to reading and math at grade level, and impacted growth in these areas impacts outcomes for students.

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• In distance learning we have seen a decrease in student attendance and engagement that also impacts student ability to grow their skills and elevate their grades.

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• Students are able to graduate from our schools, but are not earning Cs or higher in courses, indicating an impact on what and how much students are actually learning and are actually prepared for when they leave our buildings.

Appendix

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Disability Breakdown at Focal Schools, SY 2020-21

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Average Grade Level Upon Entry to 6th and 9th grade, SY 2018-19

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Average Annual Grade Level Growth in Math and Reading, SY 2018-19

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D and F Grade Breakdown, SY 2018-19

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Attendance Data for Students with Disabilities

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CDE Suspension Rates for Students with Disabilities

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Students with disabilities demonstrate challenges mastering grade-level content in Math and ELA.

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Ánimo Mae Jemison SBAC Results SY 2018-19

Ánimo Watts SBAC Results SY 2018-19

Percent of Students Meeting or Exceeding Math Standards

Percent of Students Meeting or Exceeding ELA Standards

Percent of Students Meeting or Exceeding Math Standards

Percent of Students Meeting or Exceeding ELA Standards

Ánimo Watts Graduation Metrics

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Animo Watts c/o 2023 Current Graduation Progress

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Currently, 11 out of 18 SWD are on track to graduate in 2023

FIA Results for Ánimo Mae Jemison

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FIA Results for Ánimo Watts

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