ANAHUACALMECACInternational University Preparatory of North America

International Baccalaureate Program



FROM: Marcos Aguilar, Tlayekantsi

Anahuacalmecac International University Preparatory of North America

TO: Austin Beutner, Superintendent

Los Angeles Unified School District

May 26, 2020

RE: Highly irregular COVID-19 Pandemic “Annual Performance-based Oversight Visit” 

On May 1, 2020, our school notified the Charter Schools Division of LAUSD of our concerns over the proposed ANNUAL PERFORMANCE-BASED OVERSIGHT VISIT. Both our detailed concerns and our request to postpone the oversight visit in light of the COVID-19 Pandemic and systemic impacts faced by us all were ignored outright. Instead on May 8, 2020, we received communication via email of an expanded oversight visit followed by a second email from CSD on May 19, 2020, detailing additional oversight mandates. 

We write today to advise you that as of the date of this notice we have exhaustively complied under protest with the mandate to provide evidence of all documents requested in the Annual Performance-Based Binder Prep Guide – Remote Version and reaffirm our request for postponement or waiver of any additional requirements of the highly irregular “Annual Performance-based Oversight Visit” in light of the COVID-19 Pandemic and school closure in compliance with Executive Order N–26–20. We affirm that Senate Bill 117 in its entirety protects our right to request a waiver from the undue burden of additional and irregular oversight reporting responsibilities beyond COVID-19 related requests for information by the Superintendent of Public Instruction of the State of California. Additionally, we have publicly posted our exhaustive response to LAUSD CSD’s Request for Information Regarding Provision of Services in Response to the COVID-19 Pandemic on our website.

Once again, we reiterate that what matters most to our parents at this time, and to the society we serve, is caring for our students, their families, and the urgent on-going needs of our Indigenous communities throughout the District during this pandemic. We are now in the process of working towards a healthy closure of the school year, planning for summer, and preparing, along with all public schools, for recommencement of the regular academic year in light of continued great uncertainties.  We once again respectfully call upon the CSD and the Superintendent to extend your broad discretionary authority at this time to focus upon our shared responsibilities to serve the neediest and most at-risk students. The State of California itself has sought complete waivers to compliance with federal education law, state testing has been canceled not modified, and even public transparency laws have been temporarily altered by executive order. In fact, on April 27, 2020, the U.S. Secretary of Education issued a series of recommended waivers of federal education law. The Secretary wrote, “Decision-making must be based on what is best for students, not the ‘system’.” We believe that the CSD’s insistence upon what it euphemistically refers to as a “Remote Performance-Based Oversight Visit” is recklessly based upon what is best for the “system” of the CSD, and not our students’ best interests.

The LAUSD CSD’s imposed oversight visit to be conducted remotely is completely contrary to the US Secretary of Education’s recommended core principles and the needs of our students and community at this critical time of national crisis. What we have already done is reported upon how our school community has responded to the COVID-19 Pandemic, how we have implemented direct services to ALL LEARNERS (posted here and here), provisions of meals, and community services through our AIUPNA Continuity of Learning Plan and strategic crisis community response plans, and our on-going affirmation to manage finances responsibly. We have also submitted regularly requested financial records and are preparing to submit all other documentation of our work as requested by the LAUSD CSD.

We remind you that during our charter approval hearing we emphasized that the failure on the District’s part to properly and legally comply with federal requirements under Title VI of the Elementary and Secondary Education Act (ESEA) negatively impacted our school community and students in particular due to the lack of meaningful consultation on LAUSD’s one-sided charter policy among so many other things. We reiterate our request to waive the annual site visit protocols entirely or postpone the oversight visit until sixty days after classes return to regular session. The main reasons for our request are four-fold:

  1. Safety: Our personnel have been needlessly exposed to risk by having to travel to the school campus or meet in person so as to comply with District mandates as a part of the requirements for evidence. School personnel have needlessly been endangered by necessary contact with records, campus, and physical collaboration among staff already committed to direct student and community services.
  2. Diversion of limited staff & resources:  At a time of intense direct student services including emergency education, distance learning, personalized learning, special education, community crisis advocacy, crisis fundraising, and direct meal provision, the site visit diverts attention from critically needed direct student and community services. Our small school staff is dedicated to addressing the multiple day-to-day needs of our students, our families, and the communities we serve. The same people currently serving students and the community will have to divert all attention to meet our internal and external expectations of quality responsiveness to the LAUSD.
  3. Overly burdensome: Our staff are fully engaged in direct educational, social and community services. Certain key records are only kept in hard copy and are the Indigenous cultural intellectual property of our organization and community. These records are not available digitally but are ordinarily made available for review in person in hard copy. The remote site visit protocols have changed without consultation thereby impacting our cultural intellectual property rights as Indigenous Peoples.
  4. Irreparable Harm: The rubric used to judge our school’s “performance” has not been developed or disseminated to accompany the proposed remote oversight visit to transparently account for how this remote visit will achieve its goal of "performance-based oversight and to support the success of all students". This irregular oversight visit is unaccountable to a publicly agreed upon evaluation rubric. The imposition of this irregular site visit and the lack of thorough development of a rubric by which the District will allege its “performance-based” review is based penalizes our entire staff and community as we have no fair notice as to how to internally prepare to excel for your review. The District’s mandates, in turn, have caused added stress, anxiety and other irreparable harm to our staff and students, during a pandemic, which our school has had to compensate for internally. 

As an additional consequence of our compliance under protest we also hereby notify you of our intent to file a complaint against the Los Angeles Unified School District under its Uniform Complaint Procedure due to its disparate treatment of our school under the oversight obligations of the District. It is disappointing to note that whereas our small staff has been forced to overwork ourselves and juggle the on-going human needs of our students and community, the LAUSD can pick and choose its legally mandated responses to the public. At the same time the LAUSD CSD is pressuring our small school to comply with multiple complex deadlines, a May 4, 2020 letter by no less than the LAUSD’s Uniform Complaint Procedure Coordinator affirmed that, “Senate Bill 117, Section 7, enacted on 3/17/20, provides, ‘The timelines established pursuant to Section 33315 of the Education Code and Chapter 5.1 (commencing with Section 4600) of Division 1 of Title 5 of the California Code of Regulations are extended by the length of time a school is closed due to the coronavirus (COVID–19).’ Therefore, the District will conduct an impartial investigation, which will be completed on or before 60 days following the reopening of schools.” This particular complaint filed with the U.S. Department of Education Office of Civil Rights affirms that it is the LAUSD that discriminated against American Indians and not any particular school covered under this section as the law specifically omits any references to “Local Educational Agencies” in this specific waiver. Yet, the creative subterfuge demonstrated by the LAUSD UCP Coordinator again demonstrates the disparate and discriminatory treatment received by our school, widely recognized as the ONLY community-based autonomous Indigenous Peoples public school in the County of Los Angeles. 

In closing, we affirm that Senate Bill 117 in its entirety protects our right to request a waiver from the undue burden of additional and irregular oversight reporting responsibilities beyond COVID-19 related requests for information by the Superintendent of Public Instruction of the State of California. In fact, the irregular oversight process imposed by the CSD represents a wholesale effort to penalize our school staff, students and community and has interfered with our ability to focus upon high-quality distance learning and COVID-19 related responsive services.

We respectfully reaffirm our request for postponement or waiver of any additional mandates imposed by the highly irregular “Annual Performance-based Oversight Visit” in light of the COVID-19 Pandemic and school closure per Senate Bill 117 and our school’s compliance with Executive Order N–26–20.



On March 4, 2020, California Gov. Gavin Newsom declared a state of emergency due to the #COVID-19pandemic. On March 13, 2020, Gov. Newsom issued an executive order authorizing school closures due to the COVID-19 pandemic. 


The physical closure of schools across the state is intended to mitigate the impacts of the COVID-19 pandemic by reducing the transmission of the disease and thereby drastically reducing the duration of impacts of the pandemic.


Executive Order N-26-20 authorized all Local Educational Agencies, including charter schools, to provide “high-quality educational opportunities to the extent feasible through, among other options, distance learning and/or independent study”. The executive order also calls for providing “school meals in non-congregate settings” and “supervision of students during ordinary school hours” all “to the extent practicable”. 


In response, Anahuacalmecac has organized to provide for distance learning opportunities, virtual meeting time with counselors and tutors as well as planned support for students with Individualized Education Plans. Our educators will also curate cultural programming and meet-ups online for students to maintain a sense of community and cultural relations. Online parent forums will be organized and community-based planning will be coordinated.


On March 2, 2020, Anahuacalmecac began planning for the likelihood of the impacts of the pandemic on our school community. On March 13, 2020, Anahuacalmecac teachers and support staff, coordinated our pedagogical response by outlining programmatic expectations of all teachers and constructing a common understanding of our students’ educational needs during an emergency school site closure. 


Further guidance from the State of California was provided on March 17, 2020. State guidance elaborates upon the executive order’s objectives for “high-quality educational opportunities” and the provision of school meals and student supervision. As of March 23, 2020, the Superintendents of both Los Angeles County Office of Education and Los Angeles Unified School District have publicly announced that school site closures will remain in effect countywide through May 1, 2020.


On April 1, 2020, the Governor of the State of California and the State Superintendent of Public Instruction publicly called for school sites to remain closed and distance learning to remain in force through the end of the 2019-21 academic year.


In response, Anahuacalmecac educators have developed a Continuity of Learning Plan to leverage our existing capabilities, assets and resources to the greatest extent feasible based upon our school’s curricula and praxis. The overarching goal is to provide ways for students to continue learning from a safe environment in their homes while exploring content curated and facilitated by Anahuacalmecac educators through online, distance learning. The core elements of the school curricula including the International Baccalaureate programs, the IndigeNations Scholars program, and the multilingual Nahuatl and Spanish/English dual immersion programs will be centered upon California state standards-aligned learning opportunities which advance inquiry, student-centered praxis and culturally-rooted content to the greatest extent possible.


Consistent with the general call for concern and action in response to the CoronaVirus 19 Pandemic and state of emergency as declared by all levels of government, our school pedagogy and praxis calls upon our educators to prioritize our policies, plans and practices in accordance with our principles of 1) Life, 2) Love, 3) Learning and 4) Liberation. Anahuacalmecac’s pedagogical philosophy is culturally rooted and community-based. These basic philosophical and pedagogical concepts reflect an urgent recognition of the unpredictable context our students, educators and communities are navigating, giving priority to our basic human needs and our greatest aspirations as Indigenous Peoples. Reaffirming the basic human rights to LIFE with justice and dignity, Anahuacalmecac is committed to serving as a community-based institution serving the families of our students, our extended communities and allies and all Indigenous Peoples facing this crisis. In the pedagogical context, our students’ right to LIFE means that our school will prioritize their survival, health and well-being as community-members and culture-bearers. Enhancing the familial relational bonds codified by the LOVE is not only a call for socio-emotional support during this crisis, but a recognition of the transformational and healing power of LOVE as we seek to raise resilient and internationally-minded community-members and leaders. Exploring the multiple ways in which our students can engage with the act of LEARNING, Anahuacalmecac is committed to expanding upon the opportunities presented by “distance learning” by reaffirming the pedagogical principles upon which our school is founded towards a more creative and strategic use of time, resources, energy and intelligence including online platforms. Lastly, given the global scope of this crisis and its implications upon all aspects of all life on Mother Earth, we continue to uplift the importance of engaging in a praxis of LIBERATORY education, one which balances the teachings of our ancestors with the visions of our next seven generations in harmony with all of our relations.


Life, Love, Learning and Liberation, towards an Indigenous education with self-determination.     




This plan aims  to respond to a unique crisis creatively and strategically. Based upon the charter of Anahuacalmecac International University Preparatory of North America, this plan advances a path towards continuity of learning consistent with our core  mandates, programs and pedagogical priorities. Guidance in the development of this plan has come from a variety of sources beginning with the collective practice of our educators and Council of Trustees. Among other entities, Anahucalmecac following guidance provided by the Governor of the State of California, California Department of Education, the Los Angeles County Office of Education, the Los Angeles Unified School District, the California Charter School Association, the Charter School Development Center, the Los Angeles Department of Public Health, the International Baccalaureate and community-based elders and allies. 


Key documents referenced in our planning for the continuity of learning include a document titled, Online learning, teaching and education continuity planning for schools (March 2020). Included in this document and also referenced by our planning team are the U.S. Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center which includes information for schools facing emergency closures and advice produced on general considerations during online learning preparation from Global Online Academy. Lastly, the California Department of Education also released guidance for online learning. In Lessons From the Field: Remote Learning Guidance, the CDE, “attempts to support the move to remote learning by examining five major categories of online teaching and learning: a) Pedagogy and Practices, b) Accessibility, c) Content, d) Tools and Resources, and e) Infrastructure and Devices”.  In general, these guidance resources have helped our educators prepare for the distance learning environment by centering upon the synchronous and asynchronous types of meetings, interactions and media and how best to creatively and strategically employ these. In our analysis of all of these resources we find it necessary to emphasize multiple dimensions of the educand-educator dialectic including culture, community and creativity.



El 4 de marzo de 2020, el gobernador de California Gavin Newsom declaró el estado de emergencia debido a la pandemia COVID-19. El 13 de marzo de 2020, el gobernador Newsom emitió una orden ejecutiva autorizando el cierre de escuelas debido a la pandemia de COVID-19.
El cierre físico de las escuelas en todo el estado tiene como objetivo mitigar los impactos de la pandemia COVID-19 al reducir la transmisión de la enfermedad y, por lo tanto, reducir drásticamente la duración de los impactos de la pandemia.
La Orden Ejecutiva N-26-20 autorizó a todas las agencias educativas locales, incluidas las escuelas autónomas, a proporcionar "oportunidades educativas de alta calidad en la medida de lo posible a través de, entre otras opciones, aprendizaje a distancia y / o estudio independiente". La orden ejecutiva también exige que se proporcionen "comidas escolares en entornos no congregados" y "supervisión de los estudiantes durante el horario escolar ordinario", todo "en la medida de lo posible".
En respuesta, Anahuacalmecac se ha organizado para proporcionar oportunidades de aprendizaje a distancia, tiempo de reunión virtual con consejeros y tutores, así como apoyo planificado para estudiantes con Planes de educación individualizados. Nuestros educadores también seleccionarán programas culturales y reuniones en línea para que los estudiantes mantengan un sentido de comunidad y relaciones culturales. Se organizarán foros de padres en línea y se coordinará la planificación comunitaria.
El 2 de marzo de 2020, Anahuacalmecac comenzó a planificar la probabilidad de los impactos de la pandemia en nuestra comunidad escolar. El 13 de marzo de 2020, los maestros y el personal de apoyo de Anahuacalmecac coordinaron nuestra respuesta pedagógica describiendo las expectativas programáticas de todos los maestros y construyendo una comprensión común de las necesidades educativas de nuestros estudiantes durante el cierre de una escuela de emergencia.
El 17 de marzo de 2020 se brindó más orientación del Estado de California. La orientación estatal se basa en los objetivos de la orden ejecutiva para "oportunidades educativas de alta calidad" y la provisión de comidas escolares y supervisión de los estudiantes. A partir del 23 de marzo de 2020, los Superintendentes de la Oficina de Educación del Condado de Los Ángeles y del Distrito Escolar Unificado de Los Ángeles han anunciado públicamente que el cierre de las escuelas seguirá vigente en todo el condado hasta el 1 de mayo de 2020.
El 1 de abril de 2020, el Gobernador del Estado de California y el Superintendente de Instrucción Pública del Estado pidieron públicamente que las escuelas permanecieran cerradas y que el aprendizaje a distancia permanezca vigente hasta el final del año académico 2019-21.
En respuesta, los educadores de Anahuacalmecac han desarrollado un Plan de Continuidad de Aprendizaje para aprovechar nuestras capacidades, activos y recursos existentes en la mayor medida posible según los planes de estudio y la práctica de nuestra escuela. El objetivo general es proporcionar formas para que los estudiantes continúen aprendiendo de un entorno seguro en sus hogares mientras exploran contenido curado y facilitado por educadores de Anahuacalmecac a través del aprendizaje en línea a distancia. Los elementos centrales del currículo escolar, incluidos los programas de Bachillerato Internacional, el programa de Becarios IndigeNations y los programas de doble inmersión en náhuatl y español / inglés multilingües se centrarán en las oportunidades de aprendizaje alineadas con los estándares del estado de California que promueven la investigación, la praxis centrada en el estudiante y culturalmente contenido rooteado en la mayor medida posible.
De acuerdo con el llamado general de preocupación y acción en respuesta a la pandemia de CoronaVirus 19 y el estado de emergencia según lo declarado por todos los niveles de gobierno, nuestra pedagogía y praxis escolar llama a nuestros educadores a priorizar nuestras políticas, planes y prácticas de acuerdo con nuestros principios de 1) Vida, 2) Amor, 3) Aprendizaje y 4) Liberación. La filosofía pedagógica de Anahuacalmecac tiene raíces culturales y está basada en la comunidad. Estos conceptos filosóficos y pedagógicos básicos reflejan un reconocimiento urgente del contexto impredecible por el que navegan nuestros estudiantes, educadores y comunidades, dando prioridad a nuestras necesidades humanas básicas y nuestras mayores aspiraciones como pueblos indígenas. Reafirmando los derechos humanos básicos de LIFE con justicia y dignidad, Anahuacalmecac se compromete a servir como una institución comunitaria que sirve a las familias de nuestros estudiantes, nuestras comunidades y aliados extendidos y todos los pueblos indígenas que enfrentan esta crisis. En el contexto pedagógico, el derecho de nuestros estudiantes a la VIDA significa que nuestra escuela priorizará su supervivencia, salud y bienestar como miembros de la comunidad y portadores de cultura. Mejorar los lazos familiares relacionales codificados por el AMOR no es solo un llamado al apoyo socioemocional durante esta crisis, sino un reconocimiento del poder transformador y curativo del AMOR a medida que buscamos formar miembros y líderes comunitarios resilientes y de mentalidad internacional. Al explorar las múltiples formas en que nuestros estudiantes pueden participar en el acto de APRENDIZAJE, Anahuacalmecac se compromete a ampliar las oportunidades que presenta el "aprendizaje a distancia" al reafirmar los principios pedagógicos sobre los cuales nuestra escuela se basa en un uso más creativo y estratégico del tiempo. , recursos, energía e inteligencia, incluidas plataformas en línea. Por último, dado el alcance global de esta crisis y sus implicaciones en todos los aspectos de la vida en la Madre Tierra, seguimos elevando la importancia de participar en una praxis de la educación LIBERATORIA, que equilibre las enseñanzas de nuestros antepasados ​​con las visiones de nuestros próximas siete generaciones en armonía con todas nuestras relaciones.
Vida, amor, aprendizaje y liberación, hacia una educación indígena con autodeterminación.
Este plan tiene como objetivo responder a una crisis única de manera creativa y estratégica. Basado en los estatutos de Anahuacalmecac International University Preparatory of North America, este plan avanza un camino hacia la continuidad del aprendizaje consistente con nuestros mandatos, programas y prioridades pedagógicas. La orientación para el desarrollo de este plan proviene de una variedad de fuentes, comenzando con la práctica colectiva de nuestros educadores y el Consejo de Fideicomisarios. Entre otras entidades, Anahucalmecac, siguiendo la orientación proporcionada por el Gobernador del Estado de California, el Departamento de Educación de California, la Oficina de Educación del Condado de Los Ángeles, el Distrito Escolar Unificado de Los Ángeles, la Asociación de Escuelas Chárter de California, el Centro de Desarrollo de Escuelas Chárter, el Departamento de Salud Pública de Los Ángeles, Bachillerato Internacional y ancianos y aliados de base comunitaria.
Los documentos clave a los que se hace referencia en nuestra planificación para la continuidad del aprendizaje incluyen un documento titulado, Planificación de la continuidad del aprendizaje en línea, la enseñanza y la educación para las escuelas (marzo de 2020). Incluido en este documento y también referenciado por nuestro equipo de planificación, se encuentra el Centro de Asistencia Técnica (TA) de Preparación para Emergencias y Gestión de Emergencias de las Escuelas (REMS) de EE. UU. Academia. Por último, el Departamento de Educación de California también publicó una guía para el aprendizaje en línea. En Lecciones del campo: Guía de aprendizaje remoto, el CDE, "intenta apoyar el movimiento hacia el aprendizaje remoto mediante el examen de cinco categorías principales de enseñanza y aprendizaje en línea: a) Pedagogía y prácticas, b) Accesibilidad, c) Contenido, d) Herramientas y Recursos, y e) Infraestructura y Dispositivos ”. En general, estos recursos de orientación han ayudado a nuestros educadores a prepararse para el entorno de aprendizaje a distancia al centrarse en los tipos de reuniones, interacciones y medios sincrónicos y asincrónicos y la mejor manera de emplearlos de manera creativa y estratégica. En nuestro análisis de todos estos recursos, encontramos que es necesario enfatizar múltiples dimensiones de la dialéctica educador-educador incluyendo cultura, comunidad y creatividad.

COVID-19 Operations Written Report

Local Educational Agency (LEA) Name

Contact Name and Title

Email and Phone

Date of Adoption

Anahuacalmecac International University Preparatory of North America

Marcos Aguilar, Head of School, Executive Director

(323) 352-3148


Descriptions provided should include sufficient detail yet be sufficiently succinct to promote a broader understanding of the changes your LEA has put in place. LEAs are strongly encouraged to provide descriptions that do not exceed 300 words.

Provide an overview explaining the changes to program offerings that the LEA has made in response to school closures to address the COVID-19 emergency and the major impacts of the closures on students and families. {WORDCOUNT 300}

Prior to school site closures which began March 16, 2020, Anahuacalmecac communicated via automated phone calls, group messaging apps, our website, and direct emails to teachers, staff, parents, and families of State, City, and School district recommendations on school site closures to avoid further risk of COVID-19 transmission. Two weeks prior to school site closures and the transition to the live distance learning environment, educators and support staff conducted assessments of student needs, capabilities, and familiarity with existing online assets to establish a baseline approach to the schoolwide distance learning plan. All available computers were issued to students as of March 17, 2020. Anahuacalmecac school leadership, teachers and support staff outlined programmatic expectations and online learning schedule for live instruction in order to continue the same course offerings for Tk-12. The school planned and organized for a live virtual meeting time with counselors, tutors, and teachers to personalize learning supports and differentiate learning for underperforming, sped, EL, and foster students. Families of students who have IEPs were contacted via phone and IEP amendment meetings were held. Teachers continued to meet with English Language students in small groups for 30 minutes a day during distance learning. Online student’s safety was monitored and prioritized by teachers, school administration, and staff while attending Google Classrooms, or enrolled in special programs or services. Students were provided additional opportunities for personalized learning in small groups with TA’s and via various online resources such as Khan Academy,,, RazKids, and many others. Online parent forums were organized and community-based planning was coordinated. Meal distribution to our students and the community began on March 18 and remains open to date. The Anahuacalmecac school board has followed board meeting and agenda meeting guidelines, as written in Executive Order N-26-20. School board and committee meetings were held throughout. Nevertheless LAUSD has been remiss of its duties to support our school and community during this crisis.

Provide a description of how the LEA is meeting the needs of its English learners, foster youth and low-income students. {WORDCOUNT 300}

Anahuacalmecac ensured that all TK-12th students including English Learners, foster youth, and low income have access to all forms of distance learning via a school-issued computer, Google Classroom, free internet with Spectrum and other available wireless companies. Families were informed of programs and opportunities available to all students, specifically to EL, foster youth, low-income, and special education, and underperforming students via letters, One-Call automated messages, email, online community meetings, and individual phone calls. Anahuacalmecac continues communication regarding access to socio-emotional support through the school counselor, school psychologist, and other social-emotional supports targeting individual needs. Anahuacalmecac informed parents of IEP amendments and 100% of amendments were held to individualize supports in a live online format and to identify any additional supports needed.

Services began the week of school closure in small groups via an online platform. School counselors provided counseling services to all students through one-on-one sessions, group social check-in sessions, and classroom guidance lessons via remote learning platforms. Students needing additional academic support had access to live small group tutoring sessions. English learners, special education services, and translation support were offered within all distance learning classes, intervention sessions, and social sessions. Teachers scheduled small group meetings for EL students for 30 minutes and additional hangouts were provided four to five days out of the week for middle and high school students. Attendance was monitored daily. Various tools were used to support language acquisition. Teachers used Jamboard during EL class meets for interactive writing and online software. For example, TK-7 graders utilized Raz-kids to read grade-level text. Eighth grade and high school EL students focused on using guided reading and guided writing strategies. Based on the end of the school survey, English learners, foster youth, and low-income students expressed that working in small groups was beneficial and effective in their learning.


Provide a description of the steps that have been taken by the LEA to continue delivering high-quality distance learning opportunities. {WORDCOUNT 300}

Anahuacalmecac continues to deliver high-quality distance learning opportunities by administering surveys to students and parents to gauge quality and workload. Anahuacalmecac provided information on how to acquire free or discounted connectivity at their homes. The school provided students with IEPs with the services based on their Amendment IEPs virtually or phone. Service schedules were created along with student general education class schedules. Special intervention groups and EL groups were created by general education teachers and paraprofessionals to support students in small group settings and personalize services. 

Professional development meetings and phone communication allowed collaboration between the general education teachers and the SPED team. In addition, SPED resources, such as IEPs, accommodations, and professional development opportunities were implemented to support the transition to synchronous distance learning for students with special needs. 

A call, a text, and email was sent to all families informing them of the learning memo and assessment/grading policy shared with all students via email, Google Classroom, school’s website, and community meeting. Parents participated in several surveys during our weekly community meetings that addressed the challenges and successes that students and parents faced. 

Counselors and school psychologists continued services based on their IEP and the changing needs of all students. Parents were provided with contact information from the school counselor and psychologist in order to provide support to students who need social-emotional support. In addition, the school administrators, staff, and teachers led social groups Google Meets, cultural online events, clubs, etc. Weekly counseling meets with the counselor were offered to middle and high school students.

Example of online training provided to all staff, students, and parents is Google Suite. Anahuacalmecac provided support for all parents to log onto Google Classroom with their child’s account, accessing student email, and submitting work. Repair and replacement of devices were made available.

Provide a description of the steps that have been taken by the LEA to provide school meals while maintaining social distancing practices. {WORDCOUNT 290}

With nearly 83% of the student population eligible for free/reduced lunch Anahuacalmecac is serving a community in which food insecurity was already present at significant levels and has increased in the current emergency. Anahuacalmecac chose its high school campus as a location for meal distribution since it has the physical capacity to accommodate drive-thru/parking for grab and go meals. For meal distribution, a table is placed close to the curb where the individuals get off their vehicles or walk up to pick up the meals. Families and the community have been notified through email, districtwide phone calls, website postings, flyers, phone calls, and social media. The meal program is supported by a pool of volunteers who cover when a staff member is out. Anahuacalmecac has implemented several key steps to maintain social distancing practices and limit the total amount of public exposure while continuing to provide meals to students and families in need. Signs and the Social Distancing Protocol provided by the LA County Office of Public Health and the CDC are posted both inside and outside of the building, along with curbside to reinforce social distancing practices. Each child 18 years of age or younger is provided with 2 Meals which consist of breakfast and lunch served Mon-Friday between 9am and 12pm. Staff serving meals are provided masks or cloth face coverings, hand sanitizers, and gloves. Anahuacalmecac also partnered with the local church which provides access to fresh food every Thursday. As June began, Anahualcalmecac alone has served 26,500 meals since March 18 in partnership with LEAP with a daily meal count average of 325, except on Thursdays which serves 350. Anahuacalmecac is committed to maintaining meal service during the summer months to support our community.


Provide a description of the steps that have been taken by the LEA to arrange for supervision of students during ordinary school hours. {WORDCOUNT 296}

During Anahuacalmecac’s provision of Distance Learning education, the school engaged other local partners to support this emergency protocol and helped lead community-based responses to the COVID-19 Pandemic. Cycles for parent feedback have been maintained. Partnerships included other agencies and community-based organizations including LEAP, California Native Vote Project, After-School All-Stars, the California Charter Schools Association, the Eastside Cafe, the Community Reclamation Coalition, the El Sereno Community Land Trust, the Audubon Center at Debs Park, and other local organizations as well as the families of students enrolled in our school and alumni who contributed time and expertise on a voluntary basis. AIUPNA developed our plan for ensuring that students from all grades served are supervised during school hours in consultation with the parents of students enrolled at our school through school site council meetings, weekly community assemblies and in schoolwide staff meetings all conducted via online meeting platforms. Through Distance Learning, attendance was monitored daily by school personnel and communication with parents was maintained in all cases of absences. Safety protocols were developed, implemented and followed to improve supervision and safety of students while online through summer school this month. The School Guidance Counselor and Psychologist regularly coordinated meetings with students to monitor overall well-being and distress. Parent requests for additional child care were referred to the sites made available across the county by LACOE and LAUSD which focused on essential medical workers as available. Additionally, the school regularly communicated with parents about additional services provided by other agencies through email, group messaging apps, weekly meetings,  and on our website. Wellness check phone calls were made to students’ homes if they did not attend 3 days in a row. Guidance for staff referrals exist in cases of students or families dealing with food insecurity, loss of stable housing, or illness. 

California Department of Education

May 2020