Focus areas: strategic planning and math progress. Congratulations were given to CEO Alton Nelson for a recent award from the Chamberlain Foundation for his work in supporting student educational opportunities. Planning for leadership transition was praised and qualities of Interim ED Liz Martinez were outlined. Board will establish a subcommittee to work on stakeholder engagement around the transition.

The community took time to celebrate Victor Hugo Bautista, who graduated from MWA in the Fall 2025 semester. During his senior year, Victor overcame significant academic challenges and persevered to successfully complete all remaining requirements. His family came to witness, and he had both faculty and staff at MWA say words to congratulate his success. 

A parent expressed appreciation for the school community and encouraged the board to consider ways to formally recognize and celebrate staff and family contributions on campus. Another parent shared plans to launch a student-led study abroad club, highlighting opportunities for international learning experiences.

Middle school student leaders presented on the growth and impact of student government, emphasizing increased leadership opportunities, event planning, collaboration across MS and US and the power of early college and career exposure.

Students highlighted events like the January assembly, community night, unity gala, and a theater performance. ASB students shared that they recently collaborated with deans on presenting student climate data, upcoming assemblies and events, expanded engagement with the middle school, and noted  renewed sense of school spirit. 

MWEF CEO Patrick O'Donnell shared an update on upcoming strategic shifts, including moving college success support programming to MWA, streamlining the activities of MWEF, and spinning off a new nonprofit focused on building internships career pipelines across the county. Board discussion expressed strong support for the direction, emphasized the importance of career-connected learning, curriculum alignment, transition points between grade levels, and using student and alumni feedback to strengthen the model.

The discussion highlighted strong data-driven practices in grades 5–6, improvements in math instruction and coaching, thoughtful use of online platforms to address staffing gaps, and the importance of equity in cohorting and access to in-person teachers. The board also noted progress in college and career outcomes, instructional coaching supports for new teachers, and requested follow-up clarification on select data charts and program overlaps.

The board noted the strong focus on instructional practice, effective lesson planning, and clear connections to student outcomes. Members requested continued clarity around long-term English Learners, including overlap with special education, and praised the smooth approach to leadership transition and growth.

The board praised progress exiting differentiated assistance in most areas, highlighted greatly improved suspension and expulsion outcomes, and noted positive indicators of student culture. Board requested a high level lottery update and staff shared that application numbers are above last year with a significant increase in Black/African American applicants and enough applications to fill available seats across grades. 

No questions were asked about the Finance Report.

The board discussed scheduling for next year’s meetings, received a copy of The Brown Act, and received an update from the student representative on selecting next year’s student board member. Board member Serrano also shared progress on an alumni engagement project and observed that rising students are enthusiastic about AP courses. Board member Romero noted that discussions regarding the culture and climate committee and student/staff surveys were underway.

Discussion focused on alignment with the strategic plan, student outcomes, and equity for high-need groups. Board members appreciated the updated metrics and integration of the LCAP with the WASC goals and strategic plan, noted areas needing more attention and suggested additional focus on English learners, students with disabilities, and multilingual recognition. They also acknowledging the limitations of mid-year data and shared ideas for alternative 3-year goals for LCAP metrics. 

Data from 2023–24 and is required to be presented by the state. Discussion highlighted that many teachers are now making adequate progress toward their clear credentials, an improvement from previous years when some were in limbo with waivers or emergency permits.

Members noted the report effectively showcases progress by presenting ample data and evidence accompanied by strong analysis and implications for adaptations. Board members entered suggested edits directly on the online document or will forward them this week for consideration/incorporation. iChapter 4, which includes draft goals, is still pending, with planned alignment between LCAP and WASC goals, emphasizing support for all learners, college and career readiness, and culture and engagement; a draft of this section will be sent the board's  Curriculum and Instruction Review Advisory Committee  prior to submission to on February 13th. The board will formally review the goals after the visiting committee’s April 13–15 visit.

The board reconvened from closed session and announced that Alicia Malet Klein, Enrique Romero, and Felicia Salva will form a committee to oversee the appointment of the Executive Director by the June meeting and will coordinate related stakeholder engagement.

During discussion items, board members expressed appreciation for the work and of supporting staff. Thanks were shared for staff engagement on the Culture and Climate Committee and the collaborative efforts supporting students and families.

• Sep 8, 2025 at 4pm
• Oct 20, 2025 at 4pm
• Dec 15, 2025 at 11am
• Jan 26, 2025 at 11am
• Mar 9, 2026 at 4pm
• WASC Visit April 13-15, 2026
• May 4, 2026 at 4pm
• Graduation Jun 11, 2026 at 6pm 
• Jun 15, 2026 at 11am