Entries by Ronaldo Gomez

Supporting Our Special Education Students: A Spotlight on Kristin Decker

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Supporting Our Special Education Students: A Spotlight on Kristin Decker

Special education Case Manager Kristin Decker is an Amador County native and Cal Poly San Luis Obispo alumnus. While working towards her master’s in Special Education, she received her Mild/Moderate and Moderate/Severe credentials from National University, a complement to her Social Sciences major and Law minor. Although she didn’t initially set out to become a special education teacher, Kristin soon found that it was exactly where she was meant to end up.

“I had originally intended on getting my general education credential but was advised that a special education credential would help me get ‘my foot in the door,’” Kristin shares. “After my first week of working with our exceptional students, I knew special education is exactly where I was meant to be for my teaching career. I love serving our students and could not imagine being in education without supporting our students with exceptional and individual needs.”

After completing her education, Kristin initially began her career as a vocational technician. Soon after, she became a Moderate/Severe Special Education teacher for the Calaveras Transition Program, eventually going on to become the Inclusion Specialist for the Calaveras County Office of Education. As someone who puts heavy emphasis on relationship-building, Kristin wanted to continue to expand her work with and impact on the special education community. So, in 2022, she became a Case Manager at Visions and began to find her niche within our unique community.

“Relationships are key in this position and it is one of my favorite pieces of what I do. I have wonderful families that I get to establish relationships with here at Visions,” shares Kristin. “It is unique because in a seat-based setting, you don’t typically get to know a parent to the degree that I do here at Visions. It makes it such a wonderful experience to be able to work so closely with both the student and the parent.”

Kristin hasn’t only become close with her special education families, but with the special education staff as well, including other case managers, Special Education Manager Loretta Holder, and Director of Special Education Jessica Lauder.

“Our SPED community is a great one. The teachers are always collaborating and bouncing ideas and suggestions off one another. I know if I have a question, I can send it out to the chat and so many of my coworkers will reply with suggestions and what has worked best for them in the past,” says Kristin. “Jessica Lauder is a wealth of knowledge and information and has been an incredible support to me with some of the trickier questions and situations. Loretta Holder makes me feel appreciated for my work and support to the department.”

“I want to express my deepest appreciation for the incredible work that Kristin does in her role as a Special Education Case Manager here at Visions,” says Loretta. “Her unwavering dedication and compassionate nature in supporting students, their families, and colleagues is truly commendable. Kristin’s expertise in special education and her passion for making a positive impact in the lives she serves shines through in everything she does. Kristin is a joy to work with and an outstanding asset to our organization and community!”

A Career and a Calling

The work our case managers do with our special education community is truly unique. From supporting and assisting with IEPs (Individualized Education Programs) to providing direct instruction to students to working with numerous service providers, our case managers are equipped with a unique set of skills that helps our special education students find success here at Visions.

“I have gained so much knowledge around different SPED procedures. Working so closely with credentialed teachers and gen ed administrators has given me invaluable insight to general education and what our teachers are doing daily to help enrich the lives of our students, not just academically, but socially and emotionally,” says Kristin.

Although she’s only been at Visions for two years, the knowledge and experience Kristin has gained working with our special education staff and families has been invaluable to her career.

“Working at Visions has allowed me to grow professionally in my career. The knowledge I have gained from the different experiences I have had has been so wonderful,” Kristin shares. “I have been exposed to a vast amount of cases allowing me to learn and grow in each situation. I am truly grateful for so many people when it comes to their support, ideas, collaboration and commitment to our students.”

Family-Focused

Outside of work, Kristin likes traveling, playing games, and spending time with her five year old daughter, Rylee. Whether it’s adventuring to the local park, the nearest Starbucks, or Disneyland, Kristin loves hanging out with her family outside of the time she gets to spend with her Visions families.

“I love my students, the families and my coworkers. I have learned so much from each one of these people,” Kristin shares. “I am able to meet with students and families in person on a regular basis which continues to fill my cup and teacher’s heart. Coming to Visions has truly been one of the biggest career blessings of my life and I am thankful for my job everyday.”

May Is Asian American & Pacific Islander Heritage Month

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May Is Asian American & Pacific Islander Heritage Month

Asian American and Pacific Islander Heritage Month is observed each May. This month honors the history, culture, and influence of individuals and groups from the entire Asian continent, including East, Southeast, and South Asia and the Pacific Islands of Melanesia, Micronesia, and Polynesia.

AAPI is celebrated in many ways for many things, and we love seeing how members of these rich communities honor this heritage. Here at Visions, we encourage this recognition year round, and invite you to find ways to honor and celebrate these diverse cultures.

Information & Resources

For more information about AAPI Heritage Month, visit History.com. Parents and teachers, check out this reading list to help your students continue expanding their knowledge on Asian American history, culture and stories.

Congratulations to Visions’ 2023-24 State Seal of Biliteracy Honorees!

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Congratulations to Visions’ 2023-24 State Seal of Biliteracy Honorees!

Tuesday, April 30th, marked the annual Sacramento County Office of Education State Seal of Biliteracy (SSB) Recognition Ceremony. The ceremony was hosted at Center High School’s Auditorium where over 200 students from schools and districts participating in SCOE’s Language Exam Program were honored for their multi-linguistic ability and contribution to a more inclusive and globally competitive postsecondary education system and workforce.

Nine of Visions’ 45 students who earned the Seal this year attended the event with a member of their family. Students in attendance included Camila R. (IS, Spanish), Olivia M. (UP, French), Madelyne O. (IS, Spanish), Malakai P. (UP, Spanish), Julie S. (UP, Russian & Ukrainian), Emily V. (IS, Spanish), Mark Y. (UP, Russian), Guillermo Z. (HS, Spanish), and Karina Z. (UP, Ukrainian).






Visions is extremely proud of these students and the 36 additional Seal honorees who were not present at the recognition ceremony. All students will receive official certificates by mail acknowledging them for this accomplishment and the official Seal decal (to be affixed to their High School Diploma) and medal at Grad Checkout. The number of Seals awarded to Visions’ students increased by 48% from the prior year, with students passing Oral and Written SSB Exams in Armenian, French, Japanese, Russian, Spanish, and Ukrainian. Four students earned the Seal for proficiency in two non-English languages.

Congratulations again to all Visions’ SSB honorees! And thank you to the many families, teachers, counselors, and administrators who supported these students in their multilingual education and development.

State Seal of Biliteracy efforts were coordinated internally by Silvia Covarrubias of Assessment Services. Staff who supported Oral and Written Exam efforts included Yelena Dmitriyeva, Edith Diaz, and Esmeralda Rodriguez of Enrollment Services, Lyubov Rusu-Carp of Special Education, Melinda Lewis of University Prep, and Home School Principal Julie Cole.

May is Mental Health Awareness Month

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May is Mental Health Awareness Month

If you or a loved one needs assistance, please see these resources.

Mental Health Awareness Month is observed every May and is a time to raise awareness about the importance of mental health and wellness. It’s also an opportunity to share our stories, connect with others, and address mental health challenges in an effort to destigmatize and prioritize the well-being of all individuals. Join us this month as we share different resources to help create space for open and honest conversations about mental health awareness.

The Mental Health Month Calendar below illustrates different activities that you can do throughout May to put your mental health first. Thank you to our our Empowering Voices club for brainstorming all of these amazing ideas!

Special thanks to Empowering Voices club members Nikkiah, Gianna, Madeline, Logan and Archie for their calendar tips and insight into the many aspects of mental health awareness. Stay tuned for more Mental Health Awareness content and resources throughout the month!

Insights from Our Empowering Voices Club

Visions’ Empowering Voices club is a space for students to come together to share their voices and raise awareness of mental health and wellness. For Mental Health Awareness Month, we asked the club a series of questions about mental health stereotypes, how to support a friend, and more. Read some of their responses below.

How do you think societal expectations or stereotypes about mental health impacts teenagers, and what can be done to challenge and change these perceptions?

“I think societal expectations or stereotypes about mental health impact teenagers negatively in that some teens fear speaking about their mental health as a fear of being seen as abnormal or weird. I believe that having more open and honest conversations about certain perceptions can help to make some changes.”

“I don’t believe that anyone who has not gone through a mental health crisis will have much of a stance on mental health awareness. Veterans may come home from a deployment traumatized, they could feel isolated because their friends would not be able to relate to civilians who were not in combat. Similarly people who have gone through physical, psychological, sexual, and or emotional trauma may also feel isolated because general people may not have gone through similar trauma, and not be able to relate to the traumatized person.”

“I think mental health is a topic that people are just beginning to speak about, so it is not yet regarded as something everyone can struggle with. Teenagers may compare their experiences to others, and feel guilty for seeking out support because other people ‘have it worse’. However, when people speak about physical health, they do not compare their own experiences and challenges in this way. If someone were to break their leg and seek out help at a hospital, they would not feel guilty because there are other people there who are more badly hurt. A broken leg requires care. However, when it comes to mental health, the standard for when help is necessary has not yet been fully formed. Many people may remain in denial about whether or not they deserve to seek out support, and even if they know they need help, they might be confused on who to turn to or what to do.”

How do you support your friends or peers who may be struggling with their mental health? What advice would you give to someone who wants to be a supportive friend?

“I support my friends and peers who may be struggling with their mental health by trying to get them to laugh or play games with me. I’d advise someone who wants to be a supportive friend to be a listening ear. People don’t realize how having one person who listens to them helps.”

“As a person who struggles with mental illness and knowing friends who harbor similar hardships, offering support is a delicate balancing act when you need to prioritize your own well-being, too. The support might not be equal 100% of the time, but it should be mutual. Check-in with one another, encourage and celebrate every victory, and make time for face-to-face connection. Be open to vulnerable conversations without dismissing the other’s feelings. Make your presence known, but remember you cannot solve someone else’s problems. Don’t overstep boundaries by demanding a response or a reaction; you’re not entitled to full access to people’s inner world. And at the end of the day, you’re not at fault or to blame for the ultimate decisions of others. So long as you try your best to be a good human, that counts for something.”

“When someone I care about is struggling with their mental health, I first have to check in with myself. If I feel like I have the emotional capacity to listen, I make it known that I am available if they need to talk about it. I also tell them that I am available if they need a distraction. Usually, a gentle reminder that I am here for my friends if they need me is enough to make them feel a little better, and more supported. I want to make it known that they are not as isolated as they may feel, since mental health struggles can feel very lonely. If someone I know is struggling with an issue that feels extremely worrying, and I feel constantly nervous that they may be in danger, this is a sign that it’s time to reach out to an adult or a professional. I have learned that, as a friend, there is a limit to the amount of support I can offer, and it is always best to speak to someone trustworthy if I feel worried about someone. To anyone looking to become a supportive friend, I would give you this advice: lead with kindness and empathy, keep firm boundaries, and remember that you deserve to be cared for, too. It is easy to get wrapped up in the struggles of others, and make them ‘your responsibility’. However, at the end of the day, you cannot control how your friends feel, and you cannot solve their problems. If you have been a supportive friend, and they are still struggling, it is not your fault. You must look inward and make sure you have given yourself the same care that you extend to others. You deserve to feel loved, too.”

“Whenever there is someone who is having a difficulty, I offer a shoulder to cry on. I generally do very well with knowing what to say to make people feel better. If I feel like I don’t have advice for the person I offer to listen to what is going on in their life so that they at least feel like they are being heard.”

“I make an effort to meet my friends or peers where they are in their journey. This means I offer them a safe, non-judgmental space to openly express themselves. I engage in active listening, paying close attention to what they are sharing. Additionally, I seek permission before offering feedback, as they may simply want a space to share their thoughts without receiving advice. My advice: Allow your friends the time and space they need, keep their disclosures confidential, and be accessible for support when they need it.”

Student Spotlight: A Space For Every Learner

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In a maroon-colored sweater, Dominic smiles for the camera as he holds a podium microphone at the California State Capitol.

Student Spotlight: A Space For Every Learner

Ten-year-old Dominic D. loves showing off his baseball swing, his bowling form and his dance moves. In the car on the way to his speech therapy appointments, he listens to Meghan Trainor. If he’s not doing his schoolwork, he’s performing in The Nutcracker, throwing the first pitch at the Sacramento River Cats game, or flying airplanes. In Dominic’s world, there truly are no limits.

As a child with Down syndrome, Dominic has always had a unique learning experience. He began in public school as a kindergartener, where he was learning alongside general ed students. Despite having access to special education services, Dominic lacked the opportunity to learn about topics that interested him, and it was made clear by the school that there was no room for differentiated learning.

“Dominic has always been such a smart and curious person. He just loves to learn!” says Dominic’s mom, Keiri. “Although he had access to special ed services, he did not have access to the topics he enjoyed learning. We were told he was ‘behind’ on his sight words, but he wasn’t recognized for his knowledge of our founding fathers. He didn’t identify letter sounds appropriately 100% of the times that he was assessed, but he could correctly identify the politicians trying to run for president in 2020. There was a very clear message sent to us that watching the news and learning American history as a kindergartener was not going to prepare Dominic for 1st grade.”

Of course, in the back of Keiri’s mind were thoughts like: “Why couldn’t he learn his sight words WHILE he’s learning about the history of our country? Why couldn’t he practice letter sounds WHILE he was repeating what he saw on the news?” Keiri knew that there was a middle ground between getting a high-quality education and exploring Dominic’s gifts and interests, and that’s what brought them to Visions.

A New Way to Educate

At the height of the COVID-19 pandemic, Keiri got to experience a taste of homeschooling. Dominic’s school had shut down, and while the districts were trying to figure out how to make distance learning successful, Keiri was already practicing educating Dominic in their home.

“We read books, created arts and crafts, watched science and history videos, used workbooks, and he and I retained a lot of information. No two days looked the same, and we were accomplishing so much more than he was accomplishing in a classroom and with distance learning,” says Keiri.

By the time they were accepted into the Home School Academy at Visions in 2020, Keiri and Dominic were used to the experience of educating and learning at home. Now four years later, they are continuing to explore all the ways that the flexibility and personalization of homeschooling can significantly shape a child’s learning experience.

“The ultimate goal for me was to make sure Dominic has access to every single thing he wants to learn,” says Keiri. “Dominic would not be where he is now if he wasn’t homeschooled with Visions. We have the freedom to deep dive into specific topics, to switch gears, to take breaks, to not take breaks, to change our minds and go to a museum instead of completing a lesson at home. Visions helps me by bridging any gaps before I even see them.”






Academically, Socially, and Emotionally Supported

Dominic and Keiri have many support systems here at Visions, including Dominc’s credentialed teacher, Ferrin Cowan, his Special Education teacher, Lexi Fahr, and his Occupational Therapist, Kelly Martinez. Meetings with Ferrin are spent swapping stories and hearing about all of Dominic’s adventures, and more often than not, they run a little longer than scheduled.

“I absolutely cannot live without our CT, Ferrin Cowan! She meets us where we are, supports us, encourages us, and literally shows up for us. One of Dominic’s dreams was to dance in The Nutcracker, and he danced in The Nutcracker in December. Ferrin attended that performance, and so did Lexi, as well as Kelly.”

“I loved being able to see Dominic on stage performing in The Nutcracker. He is always smiling and is always happy to perform his new skills!” shares Ferrin. “His family is dedicated and passionate about learning, which shines through in Dominic. I look forward to seeing him achieve his dreams!”

“Homeschooling is liberating.”

With the freedom and flexibility of Visions’ Home School Academy, Dominic is now able to take drum and keyboard lessons with Visions vendor School of Rock, attend dance classes, and even meet with local politicians. In March, Dominic and his family were invited to the State Capitol for the proclamation of Down Syndrome Day in California. There, he was presented with a Certificate of Recognition from Assemblyman Joe Patterson and got to connect with other local kids and families. This is one of the many reasons Keiri loves homeschooling at Visions – seeing her son change lives everywhere he goes.

“In September 2022, the author, actor, activist, motivational speaker and my friend, Tyler Merritt, created a video featuring him and Dominic, which garnered a lot of attention on social media,” Keiri shares. “Tyler had just written a children’s book called A Door Made for Me based on his own experience with racism and discrimination when he was a child. Dominic cracked that book open, read it out loud cover to cover, and I sent the video of Dominic reading the book to Tyler. Within a few hours, Tyler created a video with excerpts of Dominic reading his book and Tyler’s own revelation that his story, his message, was reaching so many more children than he had imagined.”

After four years of experiencing the benefits of Visions, Keiri is grateful that she made the switch for Dominic when she did. Instead of focusing on all of the things Dominic can’t do, Visions nurtures and expands all of the things he can do, and is redefining what education can look like outside of a traditional classroom setting.

“Homeschooling with Visions is liberating, eye opening, and it opens up opportunities I never knew existed. Once you start homeschooling, you’ll see how much can be accomplished in a few hours; there’s time to learn more, play more, do more, explore more,” says Keiri. “Visions provides access to the resources every student needs to succeed and to excel. To anyone who has a child with special needs, a disability, a learning difference, Visions In Education will make your jaw drop and you’ll think, ‘Wait…my kid has choices? IEP meetings are easy, supportive, and are all about making sure your kids are getting what they need in order to grow, learn, thrive, and succeed?’ To anyone who has a kid who is overwhelmed by the brick and mortar school environment, homeschooling with Visions is the place where they will learn and succeed.”

All About Dominic

What’s your favorite subject? Studies Weekly is my favorite! And math…and science…and history…and California history.

What’s your favorite part about being homeschooled? Learn what I want.

What do you like to do outside of school? Go to museums and stadiums, play sports, School of Rock, and dance classes.

Student Spotlight: Finding Light in the Dark

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Student Spotlight: Finding Light in the Dark

When Emily B. was in third grade, she was diagnosed with an autoimmune disease and ulcerative colitis. Over the next five years, Emily and her mom, Heidi, would be in and out of hospitals trying to find the right doctors, medications, and support for Emily’s conditions.

As she navigated her health issues, Emily missed school on and off, and her grades began to decline to the point where she was failing most of her classes. Despite her situation, Emily’s school at the time was unwilling to make accommodations or provide the family with additional support. As Emily got older, Heidi knew that the best thing for her daughter was to find a school that would allow them to prioritize Emily’s health while also providing a high-quality education.

At first, Heidi struggled to find the right alternative to Emily’s traditional public school. Eventually, she met a woman who told her that she was working as a nurse and had gone through Visions to get her education. As a mother who had spent the past five years in hospitals, Heidi said, “You rely on good nurses.” This was the moment she knew Visions was the right school for them.

A Perfect Match

Heidi finally enrolled Emily in our Home School Academy when she was in eighth grade. Although Emily continued to struggle in the beginning, with support from her credentialed teacher and resources like a free Chromebook, a budget for learning materials, and access to tutoring services, she was able to turn her grades around and continue to find success in our 9-12 Independent Study program.

“Eighth grade was tough. Going from failing to passing in six weeks was a miracle,” says Heidi. “This year she is a freshman and thriving. Her illness is in remission and she is able to focus on school finally.”

Although she made significant strides with her grades, Emily still needed additional help in subjects like science, math, and language arts. After talking to Emily’s credentialed teacher about her academic struggles, Heidi was referred to A+ Tutoring, one of the 600+ Enrichment Vendors that Visions partners with to provide services to our students. A+ Tutoring was able to connect Emily with Brooke Fallas, one of their tutors, and assist Emily on her path to success.

“With Visions, they have so many tools to make your child succeed,” says Heidi. “I read a lot of great reviews and decided to give A+ a shot. I’m so glad we did.”

A+ Tutoring makes it a priority to understand each student’s unique learning style. Their tutors teach in a way that students understand, meeting them where they are and finding points of connection to facilitate effective instruction. In Brooke and Emily’s case, that connection was evident from their very first meeting.

“Brooke and I hit it off, she was so understanding and kind and also patient. I told her about the anime I watch and the video games I play. We had a great conversation. She is a great tutor,” Emily shares.

“When we first started, she [Emily] was a little apprehensive and had some really negative feelings about her schoolwork — just super overwhelmed and had a ton on her plate,” says Brooke. “I think when she noticed that we, as a team, were there to support her no matter what was going on was when she really got invested in herself. It’s awesome to see her show up for herself and overcome the barriers she had!”

Brooke has had such a profound impact on Emily that when she was told that Brooke would be going on vacation for a few weeks and that A+ would provide her with a different tutor, Emily declined.

“My daughter and her tutor have such a connection. They understand each other and click. I’m so thankful that we found A+ Tutoring,” says Heidi.

Bright Futures

Through her time at Visions and with A+ Tutoring, Emily has become more confident in herself and her abilities, and has overcome her health battles and educational setbacks. As Brooke says, “It really feels like she’s taken the power back in her own hands and is ready to face whatever is thrown at her.”

“Thank you so much to our Visions team and to our A+ team for helping our daughter succeed in life,” says Heidi. “There truly is light at the end of a dark tunnel.”

Enrichment Vendors

Visions is proud to partner with hundreds of Enrichment Vendors that help students, like Emily, supplement their education, expand their learning, and nourish their growth. Check out all of our vendors here!

About A+ Tutoring

A+ Tutoring prioritizes understanding each student’s unique learning style and needs. Through comprehensive assessments, they determine whether students respond best to visual, auditory, or kinesthetic methods. Their tutors then customize their teaching approach, integrating relevant materials and interactive exercises tailored to enhance comprehension and engagement. Continuous monitoring of progress allows them to fine-tune their strategies, ensuring optimal learning outcomes for every student.

A+ Tutoring also caters to the specific needs of charter school and homeschool families by providing tailored support. They align their tutoring with the curriculum and collaborate with educators to offer flexible, personalized instruction that complements their curriculum and learning goals. Their goal is to empower all students with the support they need to succeed academically.

Board of Directors Spotlight: Meet Mark Holman

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Board of Directors Spotlight: Meet Mark Holman

Please share why you volunteer on the Board at Visions In Education.

As a successful local CEO who values education and family, volunteering on the Board at Visions In Education allows me to give back to my community while advancing my personal and professional priorities for community development. I’m passionate about ensuring all students have access to high-quality education and personalized learning experiences, and I’m committed to contributing my skills and experiences to support Visions In Education’s mission. Serving on the Board is a fulfilling way for me to combine my dedication to education, family, and public service.

What is it about Visions that made you want to be part of our school community?

I was drawn to Visions In Education both because of its commitment to personalized learning and flexibility in education and the potential to impact public education more broadly. I believe every student deserves the opportunity to learn in a way that best suits their needs and goals, and Visions embodies that philosophy. Being part of the Visions school community allows me to contribute to shaping the future of education and making a positive impact on students’ lives.

How might you describe the difference that our teachers and staff are making by meeting the individual and unique needs of each student?

The impact of Visions’ teachers and staff in meeting the individual and unique needs of each student is profound. By personalizing education plans and providing one-on-one support, they create a learning environment where every student can thrive. This tailored approach not only drives academic success but also fosters confidence, motivation, and a sense of belonging in each student. By recognizing and accommodating diverse learning styles, interests, and challenges, our teachers and staff empower students to reach their full potential and achieve their goals. Their dedication to meeting students where they are and helping them succeed sets a foundation for lifelong learning and success beyond the classroom. Ultimately, our teachers help students shape their futures and equip them with the skills and confidence to navigate the world with purpose and resilience.

What is one way that Visions is making a difference in our community from your perspective?

By offering personalized learning experiences, flexible schedules, and comprehensive support services, Visions ensures that every student has the chance to succeed academically and personally. This commitment to inclusivity and excellence both empowers individual students and also contributes to the overall strength and vitality of our communities. Visions fosters a culture of lifelong learning and empowerment, preparing students to become engaged citizens, future leaders, and positive contributors to our society. Another way Visions contributes is to lead among the broader charter school community. Given our location near the Capitol and our high-quality management, educational, and governance practices, we are able to help the State of California learn new ways to improve public education statewide. Being an incubator of public school innovation was the original intent of the California Charter Schools Act.

As a member of the Board, you have an important policy and oversight role to ensure the school is achieving its mission. How would you describe your role in holding Visions accountable for meeting our goals to a variety of stakeholders, including families, staff, and taxpayers?

As a member of the Board, my role in holding Visions accountable for meeting our goals involves several key responsibilities. First and foremost, I work alongside fellow Board members to establish clear policies and objectives aligned with the school’s mission. This includes regularly reviewing and evaluating the school’s performance metrics and progress towards achieving our goals.

To ensure accountability to stakeholders such as families, staff, and taxpayers, I actively engage in oversight activities, such as monitoring financial stewardship, compliance with regulations, and the effectiveness of educational programs. I participate in regular Board meetings where we discuss strategic initiatives, review data and progress, and address any concerns raised by stakeholders.

Transparency is paramount in accountability, so I advocate for open communication channels between the Board, administration, staff, families, and the community. This includes providing opportunities for stakeholders to give feedback, ask questions, and voice concerns regarding the school’s operations and performance. Listening is critical.

Additionally, I believe in fostering a culture of continuous improvement, where we regularly assess our practices and policies to identify areas for enhancement and ensure alignment with our mission and values. By actively fulfilling my oversight role and promoting accountability measures, I strive to uphold the trust and confidence of all stakeholders in Visions In Education as we work together to fulfill our shared educational goals.

One of the most important jobs I have as Chair is to work with our Superintendent to create a sustainable culture of good governance.

What are you most passionate about? How are you able to pursue that passion by serving on our Board?

I’m passionate about many things, including liberty and innovation. Serving on the Board at Visions In Education allows me to advocate for policies and initiatives that prioritize family involvement in education. By promoting innovation in a well-managed public school environment where teachers and families and other caregivers are valued partners in students’ learning journeys, I can help the State of California create a more enriching and effective educational experience for all students.

Please share a bit about your background, family, and what you like to do in your spare time.

Outside of my professional endeavors, my family is my greatest joy and priority. I’m married to my wonderful wife, Jennifer, and we have a 10-year-old son who keeps us both grounded and inspired. Spending quality time with my family, whether it’s exploring historical sites, cooking together, spending time in the wilderness, playing games, or simply sharing stories around the dinner table, are among the activities I cherish most in life.

In my spare time, I’m deeply interested in history, which ties into my involvement as a former Chairman of the Board of the Patrick Henry Memorial Foundation. Learning about and gaining insight from the past is both a passion and a source of inspiration for me. Additionally, I’m deeply involved in community service and my church, as giving back to others is a core value that drives me in both my personal and professional life.

Is there anything else you’d like to add?

I would like to express my deep gratitude to Visionaries—both past and present—for the great honor of serving this innovative and transformative organization.

Visions Basketball Club Completes First Season

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Visions Basketball Club Completes First Season



Watch Our Basketball Club!

This year, Visions In Education kicked off sports clubs for the first time in our school’s history. Alongside our soccer club, Visions fielded a basketball club for friendly, intermural competition with other schools.

“On February 7, 2024, twenty-seven strangers entered the Visions In Education Boardroom for our first club meeting,” said Coach Ron Thomas. “I couldn’t tell them how many games we would win by the end of the season, but I could tell them that we would become a family, and that is exactly what happened.”

Coaches Ron Thomas (Associate Director of Equity and Student Engagement) and Independent Study Vice Principal David Doyle built a 10-week training schedule that started with practices and basic basketball drills to get students ready for competition.

“I thought there would have been more girls [signing up] but it was still a fun experience and I grew closer to my basketball community,” said Liana M., a player on the Basketball Club.

Due to a large number of participants, Visions was able to construct two separate groups to compete and play. Both groups stepped up to represent Visions in the playoffs this year. For the first time, Visions will have six players competing in this year’s All-Star Game.

“We ended the season with twenty-five players that became a cohesive club,” said Thomas. “They knew that they were a part of history being the first Visions In Education basketball club; they represented the school well and built the foundation for a program that will be even better in the years to come.”

Congratulations to Visions” basketball club for their first successful season! Win or lose, we are all #VisionsProud of you.

From Academics to Authorship: A Spotlight on Mitch Weathers

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Mitch takes a selfie wearing a black t-shirt and Apple Airpods standing underneath a rainbow.

From Academics to Authorship: A Spotlight on Mitch Weathers

From the moment Mitch Weathers stepped into the classroom 22 years ago, he has been fascinated by this one question: What has the greatest impact on student success? Armed with an undergraduate degree in Geology, a masters in Cross-Cultural Pedagogy, and a love for working with adolescents, Mitch set out to find the foundation for lifelong learning and the key to student success.

Beginning as the Executive Director of a non-profit that served “at-risk” middle and high school youth, Mitch realized that he had a passion for helping kids, but wanted to do so in a different way. Following that desire, he entered the classroom, and after 18 years in a traditional learning environment, he came to Visions and began teaching in the University Prep Academy. After only a short time, Mitch began to see the unique way that Visions and the University Prep program serves our students.

“I love being a member of the UP team! It is the most creative, student-centered, switched-on group of educators I have had the privilege of working with,” says Mitch. “What is most engaging, and simultaneously challenging, is our pursuit to personalize each student’s education within our self-paced, independent study context, while not necessarily ‘teaching’ every student each day.”

Answering the Question

After all these years of teaching, and in between gardening, ultramarathoning, and spending time with his wife, Amber, and two daughters, Vivienne and Olive (see pictures below!), Mitch was finally able to answer the question that has persisted for over twenty years – the greatest impact on student success is executive functioning skills.

“It has become overwhelmingly clear that unless we first lay the foundation for learning, a teacher’s efforts are in vain,” explains Mitch. “Executive functioning skills lay that foundation and instill a sense of agency in learners.”

Mitch’s passion for this discovery has manifested into his first ever book, Executive Functions for Every Classroom, Grades 3-12: Creating Safe and Predictable Learning Environments. Written in his home office over the course of two years, Executive Functions for Every Classroom explores the ideas of executive functions such as memory, self-regulation, and goal setting, and how they ultimately help pave the way for success inside and outside the classroom.

“I wrote this book to share with my fellow teaching colleagues how one can ‘teach’ these skills in conjunction with the content or curriculum of their grade level or subject matter,” explains Mitch. “I believe that educators are searching for the answers to help address fallout from the pandemic. Executive functions are what they are looking for, but historically they have been left up to chance. Educators want to know how to equip their students with executive functions, and that is what this book teaches them.”



Although it was one of his “toughest professional challenges” yet, writing this book was a goal that Mitch had wanted to accomplish for many years. Fighting self-judgment and imposter syndrome throughout his writing journey, Mitch was humbled to see that after the book’s release, it quickly became a #1 bestseller on Amazon.

“It felt great, of course, but also humbling. There is a vulnerability to putting your book out into the world for everyone to read, and judge, potentially,” shares Mitch. “Knowing that my work resonates with so many means the world to me.”

Now a published author, Mitch is continuing to teach his Life Science classes and work with his UP students and families. With a great team around him and a 1% better mentality, Mitch is determined to “focus on students as individuals” and utilize what he’s learned about executive functions to allow every student to thrive.

“What I love most is the focus on each and every student as unique learners. Because we are not necessarily ‘teaching’ content in the same way a teacher might in a brick and mortar setting, the focus must be on supporting students in a way that sets them up for success,” says Mitch. “As Jon Eckert says, ‘We don’t serve all students, we serve each student’.”





Want to learn more? Grab a copy of Mitch’s book here!

Visions Visited By Professor From Japan

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Visions Visited By Professor From Japan

On March 12, Visions was honored with a visit from Professor Dr. Tsukasa Sasaki of Yamaguchi University in Japan. Dr. Sasaki visits schools around the world to learn about their personalized methods to serve today’s diverse student needs.

Superintendent Olmos and the Instructional and Business Services Leadership teams hosted his visit. During his four-hour visit, the professor received presentations on our school and had the opportunity to virtually attend various student classes and events. 

Via Zoom Dr. Sasaki got to meet our students and teachers. He observed English, Math, Health, Daily Live and even a Kimochi Social Emotional Learning class organized by our Social Workers!

Remote Yet Connected

“This was not the first time that the professor visited us—he visited us in 2004 and 2010! He consistently praised that while we are individualized, we are not isolated. While we are remote, we are still close and connected,” said Chief Academic Officer Micah Studer.

Dr. Sasaki saw how we’ve adapted and improved our teaching methods and systems over the years to best serve our students and families. 

Thank you, Dr. Sasaki, for traveling to visit with us and other schools. We hope to host you again in the future!

Special thanks to the following staff members who hosted Dr. Sasaki: Sofia P., Alyssa L., Krista M., Hilary S., Nancy O., Nicole S., Melissa M., Dina Z., Diana W., and Victoria S.