Policies & Compliance
Nondiscrimination Statement: Prohibited–Encouraging Disenrollment Discouraging Enrollment
Green Dot Public Schools does not discriminate against any person on the basis of the characteristics listed in Education Code Section 220 (actual or perceived disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, religious affiliation, sexual orientation, immigration status, or any other characteristic that is contained in the definition of hate crimes set forth in Section 422.55 of the Penal Code or association with an individual who has any of the aforementioned characteristics) and Education Code Sections 221.5 and 221.51 in any of its policies, practices, or procedures. Green Dot Public Schools also does not discriminate against any person on the basis of legal or economic status, primary language, or English Learner status in any of its policies, practices, or procedures. Green Dot Public Schools adheres to all provisions of federal law related to students with disabilities, including but not limited to, Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act of 1990, and the Individuals with Disabilities Education Improvement Act of 2004 (“IDEA”). Green Dot Public Schools is committed to providing a work and educational atmosphere that is free of unlawful harassment and the “Discrimination/Harassment Policy” complies with the requirements of Titles IV, VI and VII of the Civil Rights Act of 1964 (race, color, or national origin), Title IX of the Educational Amendments of 1972 (sex), Section 504 of the Rehabilitation Act of 1973 (mental or physical disability), The Individuals With Disabilities Education Act of 1990, the Age Discrimination in Employment Act of 1967, and the Age Discrimination Act of 1975, and other applicable federal and state laws. Green Dot Public Schools also prohibits sexual harassment, including cyber sexual bullying, and harassment based upon pregnancy, childbirth or related medical conditions, race, religion, religious affiliation, creed, color, gender, gender identity, gender expression, national origin or ancestry, physical or mental disability, medical condition, marital status, age, sexual orientation, or any other basis protected by federal, state, local law, ordinance or regulation. Green Dot Public Schools does not condone or tolerate harassment of any type, including discrimination, intimidation, or bullying, including cyber sexual bullying, by any employee, independent contractor or other person with which Green Dot Public Schools does business, or any other individual, student, or volunteer. This applies to all employees, students, or volunteers and relationships, regardless of position or gender. Green Dot Public Schools will promptly and thoroughly investigate any complaint of harassment and take appropriate corrective action, if warranted. Inquiries, complaints, or grievances regarding harassment as described in this policy should be directed to the Green Dot Public Schools Uniform Complaint Procedures (“UCP”) Compliance Officer as identified in Policy C. 16.0.
Rev. 06/2021
Authorized by LACOE
Animo City of Champions is proudly authorized by the Los Angeles County Office of Education (LACOE), ensuring high standards and educational excellence.
Los Angeles County Office of Education (LACOE)
Phone: (562) 922-8806
Address: 9300 Imperial Hwy., Downey, CA 90242
Phone (Alt): (562) 922-6111
Articles of Incorporation
The Articles of Incorporation establish Green Dot Public Schools as a nonprofit organization and outline our mission, structure, and purpose. This foundational document sets the framework for our operations and governance, ensuring transparency and accountability in all that we do.
You can view the full Articles of Incorporation here.
Dress Code / Uniform Policy
Green Dot’s uniform requirements are maintained and enforced to provide students with a safe and collegial environment aligned to Green Dot’s mission. Although each Green Dot school may modify school colors as needed for school safety, students must adhere to the requirements below at all times.
A student has the right to dress in a manner consistent with the student’s gender identity, subject to any dress code adopted on a school site.
Belts. If a belt is worn, only tan, brown, or black, a standard width, and properly worn at waist level. Belts may be webbed, braided or leather. Belts and belt buckles must not have logos, studs, chains, writings, or initials.
Footwear. Only closed-toes dress shoes or tennis shoes. No slippers or sandals.
Headwear. No hats, bandanas, sweatbands, or visors are allowed. Students may wear ribbons, rubber bands, barrettes, or headbands.
Jackets/Coats/Sweatshirts. Must be all black without writing, initials, emblems, or logos of any kind except the school name. Logos bearing the school name are available for free for all students upon request in the school office. Students may not wear hoods in class.
Pants/Shorts. Only trouser-style khaki or black pants/shorts and unripped black jeans . Sweatpants are not allowed. Trousers or unripped black jeans must be at least ankle length but not touching the ground. It is not permissible to cut the leg seam. Shorts must reach the top of the knee in length. Pants/shorts must be worn at waist level and not at the hip.
Shirts. Only collared shirts, preferably polo-style are to be worn. The only approved logo or name is the school name. Logos bearing the school name are available for free for all students upon request in the school office. Shirts must be tucked in at all times during school hours. When both hands are raised, the shirt must be long enough to remain tucked. All undershirts must be white, grey, or black, and must be worn under the shirt.
Skirts/Skorts. Skirts/skorts must be khaki style, an appropriately fitted size, and fall just above the student’s kneecaps.
Tights/Leggings. Only solid white or beige may be worn under skirts of the appropriate length.
Sweaters. Only V-neck pullover, crew-neck pullover, or cardigan in solid black. All sweaters must be worn over a uniform shirt.
Uniform Violation
Violations of the above Uniform Requirements must not result in suspension. Green Dot recommends that its schools follow these steps as needed:
1.Meet with the student to understand the challenges and provide a loaner uniform, if available;
2.Communicate with parents; then
3.Follow up with student for additional support as needed and provide a restorative intervention
Policy: Mathematics Placement Policy
This policy has been adopted to establish a fair, objective, and transparent protocol for placement in mathematics courses for students entering 9th grade, in order to ensure the success of every student and to meet the Legislative intent of the California Mathematics Placement Act of 2015.
- In determining the mathematics course placement for entering 9th grade students, Green Dot systematically takes multiple objective academic measures of student performance into consideration, which may include any or all of the following as determined by Green Dot:
- i-Ready Diagnostic Adaptive Assessment aligned to the Common Core Math standards;
- Statewide summative mathematics assessments through the CAASPP;
- Placement tests that are aligned to state-adopted content standards in mathematics;
- Recommendation, if available, of each student’s 8th grade mathematics teacher based on classroom assignment and grades;
- Recommendation, if any, of each student’s 9th grade mathematics teacher based on classroom assignments and grades provided at the beginning of the school year;
- Final grade in mathematics on the student’s official, end of the year 8th grade report card; or
- Results from all placement checkpoints, including at least one (1) placement checkpoint within the first month of the school year as described in Section 2, below.
- Green Dot will provide at least one (1) placement checkpoint within the first month of the school year to ensure accurate placement and permit reevaluation of individual student progress. All mathematics teachers responsible for teaching 9th grade students will assess the mathematics placements for each 9th grade student assigned to the teacher’s mathematics class. The teacher’s assessment will take into consideration factors which may include, but are not limited to, updated i-Ready Adaptive Diagnostic scores, the student’s classroom assignments, quizzes, tests, exams, and grades, and any comments provided by the student, the student’s parent/legal guardian, and/or the student’s other teachers regarding the student’s mathematics placement. Based on the assessment, the teacher will then recommend that the student remain in the current mathematics placement or be transferred to another mathematics placement, in which case the teacher shall specify the mathematics course or level recommended for the student.
- The Green Dot Director, or his or her designee, shall examine aggregate student placement data annually to ensure that students who are qualified to progress in mathematics courses based on their performance on objective academic measures included in Section 1 of this policy are not held back in a disproportionate manner on the basis of their race, ethnicity, gender, or socioeconomic background. Green Dot shall annually report the aggregate results of this examination to the School Board.
- Green Dot offers clear and timely recourse for each student and his or her parent or legal guardian who questions the student’s placement, as follows:
- A parent/legal guardian of any 9th grade student may submit a written request to the Green Dot Principal, or his or her designee, that:
- Requests information regarding how the student’s mathematics placement was determined. Within five (5) days of receipt, the Green Dot Principal or designee shall respond in writing to the parent/legal guardian’s request by providing the information, including the objective academic measures that Green Dot relied upon in determining the student’s mathematics placement.
- Requests that the student retake the i-Ready Diagnostic and/or an additional placement test, in which case the Principal or designee will attempt to facilitate the retest within two (2) weeks.
- Requests reconsideration of the student’s mathematics placement based on objective academic measures. Within five (5) school days of receipt, the Green Dot Principal or designee shall respond in writing to the parent/legal guardian’s request. The Principal or designee and the student’s mathematics teacher must assess the objective academic measures provided by the parent in conjunction with the objective academic measures identified in Section 1 and 2 of this policy. Based on this assessment, the Principal or designee must determine whether the most appropriate mathematics placement for the student is the student’s current placement or another placement, in which case the Principal shall specify the mathematics course or level recommended for the student. The Principal’s or designee’s response must provide the determination as well as the objective academic measures that the Principal or designee relied upon in making that determination.
- Notwithstanding the foregoing, if the Principal or designee requires additional time to respond to a parent/legal guardian’s request, the Principal or designee will provide a written response indicating that additional time is needed. In no event shall the Principal’s or designee’s response time exceed one (1) month.
- If, after reconsideration of the student’s mathematics placement by the Principal or designee, the parent/legal guardian is dissatisfied with the student’s mathematics placement, the parent/legal guardian may choose to sign a voluntary waiver requesting that the student be placed in another mathematics course against the professional recommendation of the Principal or designee, acknowledging and accepting responsibility for this placement.
- A parent/legal guardian of any 9th grade student may submit a written request to the Green Dot Principal, or his or her designee, that:
- Green Dot shall ensure that this mathematics placement policy is posted on its website.
- This policy is adopted pursuant to the Mathematics Placement Act of 2015, enacted as Education Code Section 51224.7.
Rev. 06/2021
Student Policy Manual
📖 View the Student Policy Manual for important guidelines and policies.
Title IX
Green Dot Public Schools (“GDPS”) does not discriminate on the basis of sex and prohibits any acts of sex discrimination including sex-based harassment in any education program or activity that it operates, as required by California law, Title IX (20 U.S.C. § 1681 et seq.) and the Title IX regulations (34 C.F.R. Part 106), including in admission and employment. Inquiries about the application of Title IX and 34 C.F.R. Part 106 may be referred to the GDPS Title IX Coordinator, the Office for Civil Rights of the U.S. Department of Education, or both. All complaints and reports of conduct that may constitute sex discrimination including sex-based harassment should be submitted to our Title IX Coordinator, who can be reached at:
Cen`Cere Cooks, Principal
9330 S 8th Ave, Inglewood, CA 90305
A copy of GDPS’s Title IX Policy, which includes the specific rules and procedures for reporting sex discrimination and sex-based harassment occurring within GDPS’s education program or activities and for pursuing available remedies, is available on the GDPS website at: Student Policy Manual
For California Department of Education resources click HERE
Harassment, Intimidation, Discrimination and Bullying Policy
For details click here.
Green Dot Public Schools Board Members
Kevin S. Reed – Board Chair
Vice President and General Counsel, University of Oregon
Kevin Reed is the Vice President and General Counsel for the University of Oregon, and was formerly the Vice Chancellor of Legal Affairs at UCLA. A civil rights lawyer by training, Reed served as general counsel of the Los Angeles Unified School District (LAUSD), the nation’s second largest school district. Prior to joining LAUSD, Reed spent six years as a managing attorney for the western regional office of the NAACP Legal Defense and Educational Fund, Inc. Afterward, he spent nearly eight years in a boutique litigation firm. Reed received his JD, cum laude, from Harvard Law School and his bachelor’s degree with distinction, from the University of Virginia. He is a member of the California, New York, and Massachusetts state bars.
Jon Goodman – Board Vice Chair & Secretary
Former President, Town Hall Los Angeles
Jon Goodman, former President of Town Hall Los Angeles, has occupied several leadership positions in projects designed to strengthen the Los Angeles region, as well as in academia and businesses outside of California. Under her leadership, Town Hall Los Angeles became the venue of choice for world leaders in business, politics, and culture. Prior to Town Hall, as Director of the EC2 Incubator at University of Southern California’s Annenberg Center, Goodman built and led the nation’s first new media incubator. Before founding EC2, she was the Director of the Entrepreneur Program at USC, where she led it to the top-five national rankings. Before relocating to Los Angeles, Goodman served as research professor and as the founder and Director of the University of Houston/Gulf Coast Small Business Development Center at the Bauer College of Business Administration. Goodman earned her PhD in Strategy and Microeconomic.
Peter Scranton
Venture Entrepreneur
Peter Scranton has developed early-stage venture companies, including an entrepreneurial venture partnership in retail marketing and a business service company dedicated to building employee engagement and productivity. Prior to developing venture opportunities, Mr. Scranton worked on client strategy, capital development, community assessment, and feasibility and development planning for healthcare and science projects for Jensen + Partners, a project and construction management firm. Mr. Scranton was a principal in the Atlantic Advisory Group concentrating on strategic alliances, process management, and raising capital for high tech and internet companies. Previously, Mr. Scranton developed a company that provided policy analysis via the Web and advised edutainment companies. He earned an M.A.O.M from Antioch University and his undergraduate degree from Yale University.
Louis Gomez
Department Chair of Education, UCLA
Louis Gomez is the Department Chair of Education at UCLA. He is also a Professor of Urban Schooling and Information Studies, and holds the MacArthur Chair in Digital Media and Learning in the Graduate School of Education and Information Studies at UCLA. Gomez is also a Senior Fellow at the Carnegie Foundation for the Advancement of Teaching. His research interests encompass improvement science in education, the application of computing and networking technology to teaching and learning, applied cognitive science, and human-computer interaction. Gomez holds a bachelor’s degree in psychology from SUNY-Stony Brook and a doctorate in cognitive psychology from UC Berkeley.
Ivette Peña
Court Counsel/Chief Deputy, Legal Services for the Superior Court of California, County of Los Angeles
Ivette Peña is Court Counsel/Chief Deputy, Legal Services for the Superior Court of California, County of Los Angeles. Peña advises the court on employment, labor, and personnel matters involving its employees and other legal issues pertaining to the operation of the court.
Claudio Chavez
Principal, CWG Capital
Claudio Chavez has over 20 years of experience in commercial real estate transactions and related investments. Currently, he serves as the Principal of CWG Capital. Mr. Chavez was formerly Chief Executive Officer of Arch Bay Capital, LLC, an investment and asset management company.
Dr. Robert Cherry
Chief Medical & Quality Officer, UCLA Health
Dr. Robert Cherry was named Chief Medical and Quality Officer for the UCLA Health System in January 2014. Reporting to the President of UCLA Health, the Chief Medical and Quality Officer is responsible for system-wide quality improvement efforts. Dr. Cherry develops collaborative approaches to quality and value-based care for populations across the continuum of care; coordinates innovative methods in the use of analytics, informatics, and advanced computational techniques that are designed to raise clinical quality, improve patient experience, and provide value to patients.
Ricardo Barragan
Managing Director, J.P. Morgan Private Bank
Ricardo Barragan is a managing director and banker in the Private Bank at J.P Morgan’s Los Angeles office. He has almost three decades of experience in the financial industry and is responsible for advising clients on a range of personal wealth matters including investment management, portfolio construction, asset allocation, credit solutions, estate planning, and charitable giving.
Rita Ravindra
Chief Operating Officer, FitPlan
Rita Ravindra is a start-up business executive with expertise in business development, finance, fundraising, strategy, and global business operations. She is currently the Chief Operating Officer for FitPlan, which is a subscription-based fitness app.
LaTonia Lopez
President, Animo Classified Employees Association (ACEA)
LaTonia Lopez is the President of the Ánimo Classified Employees Association (ACEA), a partnership with Green Dot educational and vocational employees. Lopez has worked passionately doing “HEART work, that’s hard work” in the South Los Angeles private and public sectors of education.
For details click here.
Title I School-Parent Compact / Acuerdo entre la escuela y los padres del Título I
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🔗 Ver en Español
Green Dot California Board Meetings
For details click here.
Conflict of Interest Policy
At Green Dot Public Schools, we are committed to maintaining the highest ethical standards. Our Conflict of Interest Policy ensures that decisions made by our staff and leadership are in the best interest of the organization and its stakeholders, free from personal gain or external influence.
You can view the full Conflict of Interest Policy.
Technology and Acceptable Use Policy
Rights and Responsibilities Policy C. 7.0
Policy: Acceptable Use of Green Dot Technology
This policy is for the management and usage of Green Dot’s computer equipment, technology resources, servers, networks, and online services accessed via Green Dot equipment and resource networks (“Green Dot Technology”) . The policy describes acceptable Green Dot Technology usage. Violators of Green Dot Technology policies will lose technology access privileges. As described in Sections C 19.0 and C 20.0, parents/guardians may be held financially responsible for the loss of or damage to Green Dot issued technology devices.
Use of Green Dot Technology is intended to serve and pursue educational goals and purposes. Student use of Green Dot Technology is limited to only those activities that further or enhance the delivery of education through classroom activities, research in academic subjects, career or professional development activities, Green Dot approved personal research activities, or other purposes as defined by the school from time to time. Students have a duty to use Green Dot Technology only in a manner specified in this Policy.
User Obligations and Responsibilities
- Students have an affirmative obligation to consult appropriate computer personnel for any questions concerning the use of Green Dot Technology.
- Except where authorized by the school, students shall not use Green Dot Technology for activities that do not serve an educational purpose. Prohibited uses include, but are not limited to, using Green Dot Technology for unauthorized commercial purposes or monetary gain or for any activity prohibited by law or Green Dot policy (includes but is not limited to acts related to credit card fraud, electronic forgery, the use or sale of drugs, alcohol, or tobacco, and assisting others to perform illegal acts). Any violation that is determined to be prohibited by law may result in criminal prosecution.
- Students are responsible for the proper use of their Green Dot Technology network or online services account at all times. Students shall use these services only under their assigned login or account and shall not share their account information.
- Students may not use Green Dot Technology to plagiarize another’s work, to place copyrighted material on the Green Dot computer systems without the author’s permission, or in a manner that violates the terms of any software license agreement. Unless specified otherwise, students may download copyrighted material and software for their own educational purpose; however, such material shall not be distributed or duplicated without the copyright holder’s written permission.
- Unless otherwise noted, records, files, logs of any Internet Web Sites stored or visited, and communications accessed, stored, or transmitted using Green Dot Technology is not private or confidential. Green Dot may monitor and access any such user activity and data at any time, including to maintain system integrity and ensure acceptable use of technology.
- Students shall not access other users’ electronic communications, documents, or files without permission. Students shall not interfere with other users’ ability to send or receive electronic communications, nor shall they attempt to read, delete, copy, modify, or forge other users’ electronic communications, documents, or files.
- Students should not intentionally interfere with the performance of Green Dot’s network or intentionally damage any Green Dot Technology. Students shall not use hacking tools on the network, intentionally introduce malicious code or viruses into Green Dot’s network, or create unauthorized wireless networks to access Green Dot’s network. This includes establishing wireless access points, wireless routers, and open networks on personal devices.
- Students shall not transmit material via any media, including email or internet pages, that is threatening, obscene, disruptive, or sexually explicit, or that could be construed as harassment or disparagement of others based on their race, national origin, sex, sexual orientation, age, disability, religion or political beliefs.
- Students shall not engage in any form of bullying, including but not limited to, bullying committed by means of an electronic act using Green Dot Technology. This includes but is not limited to creating, posting, or transferring discriminatory, confidential, threatening, libelous, or slanderous comments through any electronic communication device in any form that intimidates, harasses, or is otherwise intended to harm, insult, or humiliate in a deliberate, repeated, or hostile and unwanted manner.
- Students shall not vandalize Green Dot Technology in any form. Vandalism includes uploading, downloading, or creating computer viruses and/or any intentional or malicious attempt to harm or destroy school equipment, electronic information services or the data of another user.
- Students shall use appropriate language and decorum while using Green Dot Technology.
- Green Dot will not be responsible for users’ negligent or willful violations of Green Dot Technology policies, including but not limited to the unauthorized costs incurred by users due to such violations.
- Students shall promptly report any security problem or misuse of Green Dot Technology to the teacher or principal.
- Before a student is authorized to use Green Dot Technology, the student and their parent/guardian shall sign and return the Acceptable Use of Technology Agreement in this Manual.
- Before a student is authorized to check out and use a Green Dot-issued technological device for use at home, the student and their parent/guardian shall sign and return the Technology Device Check-Out & Home-Use Permission Form.
Safety
- Green Dot shall ensure that all School computers with Internet access have a technology protection measure that blocks or filters Internet access to websites that have no educational purpose and/or contain visual depictions that are obscene, constitute child pornography, or that are harmful to minors. While Green Dot is able to exercise reasonable control over content created and purchased by the School, it has limited control over content accessed via the internet and no filtering system is 100% effective. Neither Green Dot nor its staff shall be responsible for the failure of any technology protection measures, violations of copyright restrictions, or user mistakes or negligence.
- To reinforce these measures, Green Dot implements rules and procedures designed to restrict students’ access to harmful or inappropriate matter on the Internet and to ensure that students do not engage in unauthorized or unlawful online activities, including but not limited to the safety and security of students and student information when using email, chat rooms, and other forms of direct electronic communication. Staff shall supervise students while they are using online services and may have teacher aides, student aides, and volunteers assist in this supervision, as appropriate.
- Green Dot provides age-appropriate instruction regarding safe and appropriate behavior on social networking sites, chat rooms, and other Internet services. Such instruction shall include, but not be limited to, maintaining the student’s online reputation and ensuring their personal safety by keeping their personal information private, the dangers of posting personal information online, misrepresentation by online predators, how to report inappropriate or offensive content or threats, behaviors that constitute cyberbullying, and how to respond when subjected to cyberbullying. Students are expected to follow safe practices when using school technology.
- Student use of School computers to access social networking sites is not prohibited, but access is limited to educational purposes only. To the extent possible, Green Dot blocks or limits access to such sites on School computers with Internet access.
Concerning Internet Usage
Reasonable precautions are established to prevent access to pornography, “hate groups,” and other non- educational Internet sites. Such precautions include, but are not limited to, an Internet firewall system, which scans and limits access to Internet sites, a monitor scanning software allowing the instructor to view each student monitor from the instructor’s monitor and instantly blank, lock, or deactivate the student’s system. Any student intentionally attempting to or bypassing these precautions will be denied computer access. The discipline board or school officials will determine other administrative disciplinary actions. The student and their parents accept responsibility for the student’s online actions. All other disciplinary policies of the School apply to the use of technological resources.
Concerning General Usage
The School will report suspected criminal activity to law enforcement authorities. Criminal activity includes, but is not limited to: defamation; obscenity; discrimination; violation of copyrights, trademark and/or licenses; and/or violation of other rights arising under the law. The School also reserves the right to discipline students for violations of this policy, up to and including suspension and expulsion.
Students are encouraged to remove any “personal” information stored on the School’s computers. Generally, the School will delete information left on computers/networks to better facilitate the use of computers for legitimate School purposes, and the School shall not be liable for any damages resulting from the deletion of personal files or personal electronic information stored on School computers.
Protection Measures
While Green Dot is able to exercise reasonable control over content created and purchased by Green Dot, it has limited control over content accessed via the internet and no filtering system is 100% effective. Neither Green Dot nor its staff shall be responsible for the failure of any technology protection measures, violations of copyright restrictions, or user mistakes or negligence. The student and parent agree not to hold Green Dot or any Green Dot staff responsible for the failure of any technology protection measure, violations of copyright restrictions, or user mistakes or negligence. They also agree to indemnify and hold harmless Green Dot and its personnel for any damages or costs incurred.
Uniform Complaint Procedures (UCP) Policy
For details click here.
School Accountability Report Card(SARC)
For details click here.
Free and Reduced Priced Meal Application
Required meal applications for the National School Lunch Program (NSLP) are reviewed by local school or district officials before granting free or reduced price benefits. The form is also used for income verification, Title I support, etc.
For details click here.
Title I Parent & Family Engagement Policy / Política de Participación de Padres y Familias Título I
For details, click below:
🔹 English Version
🔹 Versión en Español
LCAP Federal Addendum
For details click here.
Community Schools Implementation Plan
For details click here.
English Learner Master Plan
Explore the comprehensive English Learner Master Plan for detailed guidelines and support.
📄 Download the plan:
🔹 English Version (PDF)
🔹 Spanish Version (PDF)
Education Protection Accounts (EPA)
Green Dot Public Schools California required financial reports updated annually including: Form 990,
For details click here.
Prop 28 Annual Report
For details click here.
Amended and Restated Bylaws of Green Dot Public Schools
For details click here.
CDE Resources for Families
For details click here.
Our Charter School and Green Dot Public Schools prides itself on providing a safe learning environment for its students.The risk of unprescribed synthetic drugs, such as Fetanyl, is a growing national concern. We ask for your support in continuing to keep our schools safe and drug-free locations.
Fentanyl is an extremely potent opioid that poses significant risks even in small amounts. Its presence in counterfeit pills and other substances has tragically led to numerous overdoses and deaths across the country.
In response to the growing concern around fentanyl use in younger age groups, our Charter School and Green Dot Public Schools has worked with the California Department of Public Health to supply our schools with Naloxone in the event of an on campus opioid overdose. Naloxone, also known as Narcan, is a lifesaving medication used to reverse opioid overdose including heroin, fentanyl, and prescription opioid medications. It is safe and easy to use, works almost immediately, and is non-addictive. Staff at each school site have all been trained in the proper administration of the lifesaving drug in the event it must be used.
There have not been any reported cases of fentanyl use at any of our schools. This is just a preventative measure for our students and community. Our Charter School and Green Dot Public Schools encourages and fosters a drug free environment for all students, staff, and the community. This preventative measure is to continue to ensure the safety and wellness of those that we serve.
Helpful Tips and Resources
- Educate Yourself and Your Child: Learn about the signs and symptoms of drug use, including changes in behavior or physical appearance. Open dialogue with your child about the dangers of synthetic drugs and the importance of making healthy choices.
- Monitor Online Activities: Be aware of your child’s online behavior and interactions, as synthetic drugs are sometimes marketed and sold through social media and other internet platforms.
- Seek Support and Guidance: If you suspect your child may be experimenting with drugs or if you need guidance on how to discuss these issues, don’t hesitate to reach out to school counselors, healthcare professionals, or community organizations specializing in substance abuse prevention.
- Dispose of Unused Medications Safely: Properly dispose of unused or expired medications to prevent accidental ingestion or misuse. Many pharmacies and law enforcement agencies offer safe disposal options.
- Stay Informed: Stay updated on local and state efforts to combat drug abuse and support legislation that promotes community safety and well-being.
We will continue ensuring the safety and well-being of all our students. With your support, we can educate, support, and protect our children from the dangers posed by synthetic drugs at home and at school
Your partnership in this endeavor is greatly appreciated. If you have any questions or concerns regarding student safety, or substance abuse prevention, please feel free to contact us at our Charter School Main Office.
Suicide Prevention Policy
Green Dot recognizes that suicide is a major cause of death among youth and should be taken seriously. To attempt to reduce suicidal behavior and its impact on students and families, Green Dot has developed prevention, intervention, and postvention strategies .
In compliance with Education Code Section 215, this policy has been developed in consultation with Green Dot and community stakeholders, Green Dot school-employed mental health professionals (e.g., school counselors, psychologists, licensed clinical social workers, licensed marriage and family therapists , nurses), administrators, other school staff members, parents/guardians/caregivers, students, local health agencies and professionals, law enforcement, and community organizations in planning, implementing, and evaluating Green Dot’ strategies for suicide prevention and intervention. Green Dot must work in conjunction with local government agencies, community-based organizations, and other community supports to identify additional resources.
To ensure the policies regarding suicide prevention are properly adopted, implemented, and updated, Green Dot shall appoint an individual (or team) to serve as the suicide prevention point of contact for Green Dot. This policy shall be reviewed and revised as indicated, at least annually in conjunction with the previously mentioned community stakeholders.
- Staff Development
Green Dot, along with its partners, has carefully reviewed available staff training to ensure it promotes the mental health model of suicide prevention and does not encourage the use of the stress model to explain suicide.
Training shall be provided for all school staff members. It may also be provided, when appropriate, for other adults on campus (such as substitutes and intermittent staff, volunteers, interns, tutors, coaches, and afterschool staff).
Training:
- All suicide prevention trainings shall be offered under the direction of mental health professionals (e.g., school counselors, school psychologists, and school mental health services team members,such as licensed clinical social workers, licensed marriage and family therapists,) , other public entity professionals, such as psychologists or social workers) who have received advanced training specific to suicide. Staff training may be adjusted year-to-year based on previous professional development activities and emerging best practices.
- At least annually, all staff shall receive training on the risk factors and warning signs of suicide, suicide prevention, intervention, referral, and postvention.
- At a minimum, all staff shall participate in training on the core components of suicide prevention (identification of suicide risk factors and warning signs, prevention, intervention, referral, and postvention) at the beginning of their employment or annually. Core components of the general suicide prevention training shall include:
- Suicide risk factors, warning signs, and protective factors;
- How to talk with a student about thoughts of suicide;
- How to respond appropriately to the youth who has suicidal thoughts. Such responses shall include constant supervision of any student judged to be at risk for suicide and an immediate referral for a suicide risk assessment;
- Emphasis on immediately referring (same day) any student who is identified to be at risk of suicide for assessment while staying under constant monitoring by staff member;
- Emphasis on reducing stigma associated with mental illness and that early prevention and intervention can drastically reduce the risk of suicide;
- Reviewing the data annually to look for any patterns or trends of the prevalence or occurrence of suicide ideation, attempts, or death. Data from the Social Emotional Learning Screener should also be analyzed to identify school climate deficits and drive program development.
- Information regarding groups of students judged by the school, and available research, to be at elevated risk for suicide. These groups include, but are not limited to, the following:
- Youth affected by suicide;
- Youth with a history of suicide ideation or attempts;
- Youth with disabilities, mental illness, or substance abuse disorders;
- Lesbian, gay, bisexual, transgender, or questioning youth;
- Youth experiencing homelessness or in out-of-home settings, such as foster care; and
- Youth who have suffered traumatic experiences.
- In addition to initial orientations to the core components of suicide prevention, ongoing annual staff professional development for all staff may include the following components:
- The impact of traumatic stress on emotional and mental health;
- Common misconceptions about suicide;
- School and community suicide prevention resources;
- Appropriate messaging about suicide (correct terminology, safe messaging guidelines);
- The factors associated with suicide (risk factors, warning signs, protective factors);
- How to identify youth who may be at risk of suicide;
- Appropriate ways to interact with a youth who is demonstrating emotional distress or is suicidal. Specifically, how to talk with a student about their thoughts of suicide and (based on Green Dot guidelines) how to respond to such thinking; how to talk with a student about thoughts of suicide and appropriately respond and provide support based on Green Dot guidelines;
- Green Dot-approved procedures for responding to suicide risk (including multi-tiered systems of support and referrals). Such procedures should emphasize that the suicidal student should be constantly supervised until a suicide risk assessment is completed;
- Green Dot-approved procedures for responding to the aftermath of suicidal behavior (suicidal behavior postvention);
- Responding after a suicide occurs (suicide postvention);
- Resources regarding youth suicide prevention;
- Emphasis on stigma reduction and the fact that early prevention and intervention can drastically reduce the risk of suicide;
- Emphasis that any student who is identified to be at risk of suicide is to be immediately referred (same day) for assessment while being constantly monitored by a staff member.
- Employee Qualifications and Scope of Services
Employees of Green Dot must act only within the authorization and scope of their credential or license. While it is expected that school professionals are able to identify suicide risk factors and warning signs, and to prevent the immediate risk of a suicidal behavior, treatment of suicidal ideation is typically beyond the scope of services offered in the school setting. In addition, treatment of the mental health challenges often associated with suicidal thinking typically requires mental health resources beyond what schools are able to provide.
- Parents, Guardians, and Caregivers Participation and Education
- Parents/guardians/caregivers may be included in suicide prevention efforts. At a minimum, schools shall share this suicide prevention policy with parents/guardians/caregivers by notifying them where a complete copy of the policy is available.
- Parents/guardians/caregivers should be invited to provide input on the development and implementation of this policy.
- All parents/guardians/caregivers may have access to suicide prevention training that addresses the following:
- Suicide risk factors, warning signs, and protective factors;
- How to talk with a student about thoughts of suicide;
- How to respond appropriately to the student who has suicidal thoughts. Such responses shall include constant supervision of any student judged to be at risk for suicide and referral for an immediate suicide risk assessment.
- Student Participation and Education
Messaging about suicide has an effect on suicidal thinking and behaviors. Consequently, Green Dot along with its partners has carefully reviewed and will continue to review all materials and resources used in awareness efforts to ensure they align with best practices for safe messaging about suicide. Suicide prevention strategies may include, but not be limited to, efforts to promote a positive school climate that enhances students’ feelings of connectedness with Green Dot and is characterized by caring staff and harmonious interrelationships among students.
Green Dot’ instructional and student support program shall promote the healthy mental, emotional, and social development of students including, but not limited to, the development of problem-solving skills, coping skills, and resilience. The instruction shall not use the stress model to explain suicide.
Green Dot’ instructional curriculum may include information about suicide prevention, as appropriate or needed, taking into consideration the grade level and age of the students. Under the supervision of an appropriately trained individual acting within the scope of her/his credential or license, students shall:
- Receive developmentally appropriate, student-centered education about the warning signs of mental health challenges and emotional distress;
- Receive developmentally appropriate guidance regarding Green Dot’ suicide prevention, intervention, and referral procedures.
The content of the education may include:
- Coping strategies for dealing with stress and trauma;
- How to recognize behaviors (warning signs) and life issues (risk factors) associated with suicide and mental health issues in oneself and others;
- Help-seeking strategies for oneself and others, including how to engage school-based and community resources and refer peers for help;
- Emphasis on reducing the stigma associated with mental illness and the fact that early prevention and intervention can drastically reduce the risk of suicide.
Student-focused suicide prevention education can be incorporated into classroom curricula (e.g., Advisory, College Readiness, Seminar, physical education).
Green Dot will support the creation and implementation of programs and/or activities on campus that raise awareness about mental wellness and suicide prevention (e.g., Mental Health Awareness Week, Peer Counseling, Freshman Success, and National Alliance on Mental Illness on Campus High School Clubs).
- Intervention and Emergency Procedures
Green Dot designates the following positions to act as the primary and secondary suicide prevention liaisons:
- School Psychologist
- School Mental Health Services Therapist or School Mental Health Team Member
- School Counselor
Whenever a staff member suspects or has knowledge of a student’s suicidal intentions, they shall promptly notify the primary designated suicide prevention liaison. If this primary suicide prevention liaison is unavailable, the staff shall promptly notify the secondary suicide prevention liaison.
The suicide prevention liaison shall immediately notify the Head of School or designee. The suicide prevention liaison and/or Head of School or designee shall then notify the student’s parent/guardian as soon as possible if appropriate and in the best interest of the student. Determination of notification to parents/guardians/caregivers should follow a formal initial assessment to ensure that the student is not endangered by parental notification.
The suicide prevention liaison shall also refer the student to mental health resources at Green Dot or in the community.
When a student is in imminent danger (has access to a gun, is on a rooftop, or in other unsafe conditions), a call shall be made to 911.
When a suicide attempt or threat is reported on campus or at a school-related activity, the suicide prevention liaison shall, at a minimum:
- Ensure the student’s physical safety by one of the following, as appropriate:
- Securing immediate medical treatment if a suicide attempt has occurred;
- Securing law enforcement and/or another emergency assistance if a suicidal act is being actively threatened;
- Keeping the student under continuous adult supervision until the parent/guardian and/or appropriate support agent or agency can be contacted and has the opportunity to intervene.
- Remaining calm, keeping in mind the student is overwhelmed, confused, and emotionally distressed;
- Moving all other students out of the immediate area;
- Not sending the student away or leaving him/her alone, even to go to the restroom;
- Providing comfort to the student, listening and allowing the student to talk and being comfortable with moments of silence;
- Promising privacy and help, but not promising confidentiality.
- Document the incident in writing as soon as feasible.
- Follow up with the parent/guardian and student in a timely manner to provide referrals to appropriate services as needed.
- After a referral is made, Green Dot shall verify with the parent/guardian that the follow up treatment has been accessed. Parents/guardians will be required to provide documentation of care for the student. If parents/guardians refuse or neglect to access treatment for a student who has been identified to be at risk for suicide or in emotional distress, the suicide prevention liaisons shall meet with the parent to identify barriers to treatment (e.g., cultural stigma, financial issues) and work to rectify the situation and build understanding of care. If follow up care is still not provided, Green Dot may contact the Department of Child and Family Services (DCFS.)
- Provide access to counselors or other appropriate personnel to listen to and support students and staff who are directly or indirectly involved with the incident at Green Dot.
- Provide an opportunity for all who respond to the incident to debrief, evaluate the effectiveness of the strategies used, and make recommendations for future actions.
In the event a suicide occurs or is attempted on the Green Dot campus, the suicide prevention liaison shall follow the crisis intervention procedures contained in Green Dot’s safety plan. After consultation with the Principal or designee and the student’s parent/guardian about facts that may be divulged in accordance with the laws governing confidentiality of student record information, the Principal or designee may provide students, parents/guardians, and staff with information, counseling, and/or referrals to community agencies as needed. Green Dot staff may receive assistance from Green Dot counselors or other mental health professionals in determining how best to discuss the suicide or attempted suicide with students.
In the event a suicide occurs or is attempted off the Green Dot campus and unrelated to school activities, the Principal or designee shall take the following steps to support the student:
- Contact the parent/guardian and offer support to the family.
- Discuss with the family how they would like Green Dot to respond to the attempt while minimizing widespread rumors among teachers, staff, and students.
- Obtain permission from the parent/guardian to share information to ensure the facts regarding the crisis are correct.
- The suicide prevention liaisons shall identify a media spokesperson if needed.
- Provide care and determine appropriate support to affected students.
- Follow Green Dot’s re-entry protocol, including, but not limited to, provide an opportunity to the student and parent/guardian to participate in a re-entry planning meeting with the Principal or designee, and Green Dot’s mental-health staff. Assessing capacity to integrate back into school may include obtaining a written release from the parent/guardian to speak with any health care providers; conferring with the student and parent/guardian about any specific requests on how to handle the situation; informing the student’s teachers about possible days of absences; allowing accommodations for make-up work (being understanding that missed assignments may add stress to the student); appropriate administrators maintaining ongoing contact with the student to monitor the student’s actions and mood; and working with the parent/guardian to involve the student in an aftercare plan.
- Supporting Students during or after a Mental Health Crisis
Students shall be encouraged through the education program and in Green Dot activities to notify a teacher, Administrator, School Psychologist, School Counselor, School Mental Health Services team member or other adult when they are experiencing thoughts of suicide or when they suspect or have knowledge of another student’s suicidal intentions. Green Dot staff should treat each report seriously, calmly, and with active listening and support. Staff should be non-judgmental to students and discuss with the student, and parent/guardian, about additional resources to support the student.
If you would like to commence mental health services for a student at the school, please contact the School Counselor, School Mental Health Services Team MemberSchool Psychologist, or the main office by calling the school’s office.
- Responding After a Suicide Death (Postvention)
A death by suicide in the school community (whether by a student or staff member) can have devastating consequences on the school community, including students and staff.
Green Dot shall follow the below action plan for responding to a suicide death, which incorporates both immediate and long-term steps and objectives:
The suicide prevention liaison shall:
- Coordinate with the Principal or designee to:
- Confirm death and cause;
- Identify a staff member to contact deceased’s family (within 24 hours);
- Enact the Suicide Postvention Response;
- Notify all staff members (ideally in-person or via phone, not via e-mail or mass notification).
- Coordinate an all-staff meeting, to include:
- Notification (if not already conducted) to staff about suicide death;
- Emotional support and resources available to staff;
- Notification to students about suicide death and the availability of support services (if this is the protocol that is decided by administration);
- Share information that is relevant and that which you have permission to disclose.
- Prepare staff to respond to needs of students regarding the following:
- Review of protocols for referring students for support/assessment;
- Talking points for staff to notify students;
- Resources available to students (on and off campus).
- Identify students significantly affected by suicide death and other students at risk of imitative behavior;
- Identify students affected by suicide death but not at risk of imitative behavior;
- Communicate with the larger school community about the suicide death;
- Provide information regarding funeral arrangements for family and school community (if appropriate);
- Respond to memorial or vigil requests in respectful and non-harmful manner; responses should be handed in a thoughtful way and their impact on other students should be considered; The following guidelines are recommended – final decisions are to be made collaboratively by the school administrator and Green Dot’s School Coordination of Services Team Mental Health Team:
- Memorials created by students (including flowers, cards, pictures, stuffed animals, or other items): Such memorials should not be disruptive to the daily school routine. Memorials placed in the hallway or heavily trafficked areas could be disruptive and may be relocated.
- An established timeframe for the display of memorials should be shared with students and staff, after which any non-perishable and salvageable items should be reviewed for appropriateness and may be offered to the family by the identified school liaison. An example of a timeframe could be to keep the memorial in place until the day of the services or during a natural break in the school’s calendar, whichever comes first.
- Permanent memorials, such as trees, benches, or wall plaques are not permitted on school property.
- The focus of the school should be to maintain a regular schedule, structure and routine as much as possible given the circumstances, which will benefit the entire student body and staff.
- Memorial service or vigil should not be held at the school site, as this would disrupt the regular schedule of a school day.
- Any fundraising efforts should be led by the student’s family or appointed designee not by a Green Dot employee.
- Identify media spokesperson if needed.
- Include long-term suicide postvention responses:
- Support siblings, close friends, teachers, and/or students of deceased
- In the case of any death, consider any short-term or long-term memorials and how they may impact students who are emotionally vulnerable and at risk of suicide
Rev. 06/2026
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