UPDATES:

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.     

__________ 

COVID-19 Operations Written Report

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, CK-12.com, PBSLearning.com, 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