1149 S. Hill St., Suite 600 | Los Angeles, CA 90015 | greendot.org

Green Dot and AMUDenver, February 15-16, 2011

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Agenda

• Quick intro to Green Dot: mission, results and core beliefs

• A perspective on our labor contract and the current climate between teachers and management at Green Dot (the “unvarnished truth”…)

Green Dot’s mission

is leading the charge to transform public education in Los Angeles and beyond so that all young adults receive the

education they deserve to be prepared for college, leadership & life.

Our ultimate goal:All 700K students in LAUSD go to a great school

4

In ten years, Green Dot has grown to serve over 8,300 students

4*Refers to projected annual enrollment (e.g., average enrollment throughout the year, not start-of-year enrollment) Source: State of the Dot update, 2010

Founding Five

JeffersonCluster

LockeTransformation

FirstMiddle School

0

20

40

60

80

100%

SpecialEd

129

ELL

2025

FRL

75

93

Green Dot2010-11

LAUSD2008-09

We work with a diverse student population that mirrors LAUSD’s

0

20

40

60

80

100%

Green Dot2010-11

79.2%

18.4%

LAUSD2008-09

73.2%

10.7%

16.1%

Latino

African-American

Other

Student Racial Make-up % students enrolled in Special Ed, ELL, FRL

*Preliminary estimates for 2010-11 school year; ELL number to finalized in February ’11; FRL number to be finalized in November ‘10Source: Green Dot internal data; California Department of Education Data for grades 9-12 (2008-09 data) p11

* *

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We are one of the most efficient school systems in the country (because we have to, frankly!)

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Green Dot1 $7,800

Tennessee (50th) $7,932

Mississippi (46th) $8,870

Revenue per student1

Chicago

DC LANYC

Mia

mi

Atlanta

Baltimore

Philadelp

hia

Detroit

Gre

en Dot

49 47 46 46 44 44 43 41 4047

Base salary for entry-level full time teacher, FY09 ($K)

1. Nationwide per student data from FY08, which is latest available U.S. Dept of Education data; Green Dot per student is from FY11. Benchmark data is district average for primary and secondary students, whereas Green Dot is only high school students; since high schools receive more per pupil than middle/elementary schools the benchmark data is lower than it should be if apples to apples high school funding comparison

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APIComparable LAUSD schools: 573Green Dot: 730

Comparable LAUSD schools: 11%Green Dot: 57%

Comparable LAUSD schools: 49%Green Dot: 82% CAHSEE*

COR**

(COLLEGE OPPORTUNITY RATIO)

Green Dot’s established schools outperform their peers in LA

*Average of Math and ELA passing rates**Refers to new statistical indicator that reports the effectiveness of CA’s high schools in producing college-ready graduates; shows % of incoming 9th graders that graduate meeting UC/CSU requirements four years later; Green Dot’s % based on outcomes from “Founding Five” schoolsNote: Based on Green Dot schools operating for at least three years; “comparable schools” refers to those operating in neighborhoods with a Green Dot school: Inglewood, Morningside, Venice, Westchester, Roosevelt, Garfield, Washington Prep, Jordan, Fremont, Santee, and JeffersonSource: Green Dot Key Performance Indicators 2010; LAUSD website; California Department of Education data

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The Locke Transformation is challenging us at new levels

Amidst this challenging environment, Locke is making strides

An unprecedented challenge…No other CMO had taken on a transformation of similar scale

…with a high-need student population…Large % credit deficient, full range of Special Ed needs, conditions of

extreme poverty

…and an inherited culture that worked against successSchool culture not about going to class, let alone to college

Increased retention Increased rigor Improved results

Note: “Locke then” refers to Locke results in 2007-08 (i.e., under LAUSD); “Locke now” refers to Locke results in 2009-10 (i.e., under Green Dot)Source: CDE Dataquest for LAUSD; internal data for Green Dot

8Locke then Locke now

0.84000000000000

1

95%

Start-of-year vs. end-of-year enrollment

Locke then Locke now

0.5672%

% of students taking Math and/or ELA CST exams

Locke then Locke now

0.46 57%

% of students passing CAHSEE

We are part of a $60M, 7-year grant from the Gates Foundation to

raise teacher effectiveness

A

Why we succeed: our core strengths

We do what it takes to prepare the highest need students for college, leadership and life, which

makes us better at serving all students

B

We value results and have built systems and

processes to enable accountability and earned

autonomy

We have made a large investment in developing a pipeline of strong administrators, through high-

touch coaching, mentoring, and individualized PD

C

D

A firm commitment to

serve all students,

including the highest need

Unparalleled focus on the development and support ofstrong principal leaders

A

D

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History of AMU (Asociación de Maestros Unidos)

2001 2003-04 2007-08 2010

First 6 teachers at Green Dot, in agreement with management,

start a new bargaining unit

with CTA

First contract is negotiated and ratified.

Basic goal was to achieve a contract that was good for students

and respectful of adults, and that set the ground rules for a professional

environment

2nd contract was mostly “clean-up” to remove items

and improve clarity of language and

we achieved a 6% raise

Tense 3rd contract negotiations due to CA budget crisis. Management seeks cost

concessions, AMU seeks more decision-making for teachers. Ultimately, the parties reached agreement that met the interest

of both Green Dot and AMU

Focusing on communication,

transparency and many joint meetings to navigate through tough issues as a team, not divided

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• Work minutes and duties

• Tenure

• Statutory rights in Ed Code, which limit dismissal

• Decisions and rights are negotiated in contract orEd Code

• Traditional grievance procedure (no mediation)

Key elements of our collective bargaining agreement

AMU – Green Dot Traditionalvs.

• Professional day

• No tenure

• Just cause due process for discipline/termination

• School site decision making

• Grievance Procedure built on conflict resolution

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What management and the teachers are working on to improve our schools

Joint Best Practices Handbook- Decision Making

- how decisions are made at the school site (role of teachers, parents, students, classified and Principals)

- how joint committees should work (Teacher Evaluation Committee, Teacher Effectiveness Advisory Panel, Professional Development, Counselor Committee, etc.)

AMU Executive Board and Green Dot Management meet once a month (updates, climate check, new issues, new projects,…)

Joint Communications

AMU has membership on Green Dot’s Board of Directors

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AMU view of where we are today

Everyone has the same goal of using collaboration to best serve our students

Agree that sites need to retain autonomy

Flexible to form and dismember committees as needed

Open communication between labor and management

Strengths Areas to improve

Communication

-leadership to members

-members to leadership

-leadership to management

Trainings

-messaging

-conflict resolution

-collaboration

-implementation of contract

Decision Making Process

-distinction between “input” and “decision making”

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Management view of where we are today

• Contract “forces” administration and management to constantly think about improving processes and communications

• Allows for innovation and change

• Good balance of autonomy and accountability

Strengths Areas to improve

• Inconsistent execution at some sites destroys credibility of management

• Balancing “autonomy” while pushing schools to improve (seen as taking away autonomy)

• Balancing “participation in decision making” and “single point accountability” difficult to make at times