Executive Summary of BVSD Admin Representative of Horizons Site Visit Notes .pdf (218 KB)

Executive Summary of BVSD Admin Representative Site Visit Notes Horizons K–8 Charter Renewal Site Visit – December 9, 2025 Overall Impression Across all observations, interviews, and classroom visits, the BVSD Admin Rep team consistently noted that Horizons demonstrates a deeply aligned and fully lived mission and vision centered on self-directed learning, community engagement, and supportive, student-centered environments. The school’s distinctive educational model—multi-age groupings, experiential learning, explicit social-emotional instruction, and a strong emphasis on intrinsic motivation—is visible throughout classrooms, recess spaces, student interactions, and staff practice. Key Strengths and Celebrations 1. Strong Mission Alignment ●​ Staff, students, and families demonstrate a shared commitment to Horizons’ values:​ self-directed learning, personal responsibility, community contribution, and intrinsic motivation.​ ●​ Culminating projects, student-led conferences, multi-age classrooms, and experiential learning (“learning beyond walls”) serve as powerful anchors of this philosophy.​ ●​ Students consistently spoke about choice, autonomy, belonging, and supportive relationships as distinguishing features of their school experience. 2. High-Quality Instruction & Learning Environments ●​ Classrooms were described as stimulating, intentional, and collaborative, with strong teacher-student relationships.​

●​ Instructional observations revealed:​ ○​ High levels of student engagement and curiosity​ ○​ Rich vocabulary and conceptual exploration​ ○​ Effective teacher questioning that fosters critical thinking​ ○​ Frequent peer collaboration and self-directed problem-solving​ ○​ On-the-spot differentiation enabled by small class sizes​ ●​ The Learning Lab and other multi-sensory supports demonstrate strong neurodiversity-affirming practices. 3. Embedded Social-Emotional Learning ●​ SEL is both explicit (Second Step, Restorative Practices, problem-solving protocols) and integrated throughout the day.​ ●​ Tools such as regulation kits, HEART/Giraffe Talk, and mentoring structures (e.g., buddy programs) are consistently utilized.​ ●​ Students reported feeling safe, supported, included, and connected, reflecting a culture of care and psychological safety. 4. Positive Student Culture ●​ Students demonstrated independence, creativity, and collaboration during both structured and unstructured time.​ ●​ Recess observations highlighted self-directed, imaginative play and inclusive peer interactions.​ ●​ Students articulated a strong sense of community, describing Horizons as “home,” “welcoming,” and a place where “everyone is really friendly.” 5. Academic Growth in Key Areas ●​ School leadership proudly noted strong math growth, particularly in middle school.​

●​ Intentional focus on backward design, standards alignment, and reflective teacher practice is evident. Areas for Growth 1. Demonstrating Academic Growth on Standardized Measures ●​ Despite high overall achievement, the school acknowledges a need to improve year-over-year growth, especially as measured by CMAS.​ ●​ Leadership is working to address staff resistance to mid-year assessments and reinforce the importance of standardized measures as a validation tool. 2. Governance Structure and Board Dynamics ●​ Multiple stakeholders—admin, board, and staff—identified:​ ○​ Conflict of interest concerns with having teachers serve on the Board​ ○​ Lack of clarity in decision-making authority between admin and the Board​ ○​ A need for updated bylaws and more coherent governance processes​ ●​ These governance tensions appear to contribute to leadership turnover and community friction at times. 3. Supporting New Staff and Ensuring Model Fidelity ●​ Observations indicated variation in how deeply new teachers internalize and enact the Horizon model.​ ●​ Admin Reps wondered about the onboarding system and how the school ensures consistent instructional alignment. Board and Community Reflections Board Vision for the Next Five Years ●​ Achieving long-term financial stability in the face of enrollment pressures​ ●​ Continuing to lead in neurodiversity-informed practices​

●​ Strengthening community engagement that reflects the needs of dual-working families​ ●​ Honoring Horizon’s values: self-directed learning, flexibility, and deep student-teacher relationships Critical Needs Identified by Leadership ●​ Clear governance structures and revised bylaws​ ●​ Improved district support (PD, mentorship, access to services)​ ●​ Better alignment of SEL teaching responsibilities between counseling and classroom staff​ ●​ Tools for parents to better understand the rigor of intrinsic motivation and student-led learning Student Voice Highlights Students consistently named: ●​ Choice, autonomy, slower pace, and ability to take their time​ ●​ Strong friendships across grade levels​ ●​ Supportive teachers​ ●​ A caring, inclusive community​ ●​ Desire for:​ ○​ More extracurriculars (sports, theater, clubs)​ ○​ More electives​ ○​ Additional funding for classroom supplies Their comments affirm the school culture described by adults and observed in classrooms.

Conclusion Horizons K–8 is a deeply mission-driven school with a clear identity rooted in self-direction, community, and whole-child development. The learning environments and school culture strongly reflect these values, and the commitment of staff, students, and families is evident. At the same time, important challenges—particularly in governance, new staff onboarding, and growth metrics—represent critical opportunities for improvement as the school moves forward in the renewal process. Overall, the site visit demonstrates a school with a powerful model, strong community, and high potential, now poised to refine structures and systems that will sustain the model into the future.