Student Spotlight: Evey Marcella
A Rising Star in Theatre and the Arts
TLC La Mesa 3rd grader, Evey Marcella, is already making her mark in the world of theatre, dance, and music — and this season, she’s taking a big step forward. We’re excited to celebrate Evey’s latest accomplishment: being cast as Young Anna in Frozen Jr. with San Diego Junior Theatre, one of the nation’s most respected youth theater programs.
This is Evey’s first year at TLC, and she shared that what she loves most about joining our community is that she’s “learning with other people.” Outside the classroom, Evey is deeply committed to her craft. She has been immersed in the arts for most of her life — “I’ve been dancing since I was in the womb,” she joked. She has studied ballet for seven years, trained in professional singing for two, and began acting in shows just nine months ago. Her passion and dedication have quickly propelled her into competitive roles.
A Magical Opportunity
Evey’s role as Young Anna is both an exciting milestone and a meaningful step toward her dream of performing. She has been working hard on her singing, acting, and dancing in preparation for the show. Despite her experience, she shared that the audition process was still nerve-wracking: “It was so scary… I felt hot and nervous. I couldn’t stop looking at the judges.” But her talent and perseverance shone through.
When asked about the most challenging part of being in a play, Evey explained, “Staying in character.” The most exciting part? “Bowing, meeting, and greeting after the performance.” Balancing school and rehearsals keeps her busy: “I have to be at school all day 3 days a week and then go to rehearsal for 3 hours, and then the cycle keeps going.” Even with the long days, Evey says performing is worth it — especially because she’s made wonderful friends along the way.
Supporting Young Performers
Evey and her family hope this experience helps build a stronger connection between TLC and the San Diego Junior Theatre, opening doors for more TLC students interested in the arts. For classmates thinking about trying acting, Evey offers heartfelt advice: “It’s hard to be in both school and acting, but no matter what, you’ll do great at both.”
Join Us at the Show!
The TLC community is warmly invited to cheer on Evey and the entire cast of Frozen Jr. — a magical, family-friendly production perfect for all ages.
San Diego Junior Theatre – Frozen Jr. Location: Casa del Prado Theatre, Balboa Park Tickets: $15 Show Dates: January 9–18, 2026. Purchase tickets here. Let’s come together to celebrate Evey’s hard work, talent, and incredible accomplishment. We’re so proud of you, Evey — and we can’t wait to see you shine!
Understanding the LCAP: How TLC Plans, Measures, and Improves Student Success
At TLC, we’re constantly reflecting, adjusting, and planning to ensure every student thrives. One of the most important tools we use to do that is the Local Control and Accountability Plan, better known as the LCAP. You may have heard the term before — but what does it actually mean for our school community, and why is it so important? The LCAP gives families a clear picture of how TLC sets goals, funds programs, measures progress, and responds to the needs of our students. It’s essentially our roadmap: a three-year plan that makes sure our decisions stay aligned with state priorities and the voices of our families, staff, and students. As we move through year two of our current cycle, we’re excited to share how TLC is monitoring progress and preparing for our mid-year update. Below is a breakdown of what the LCAP is, what goals guide our work, and how we measure success.
What is the LCAP?
The Local Control and Accountability Plan (LCAP) is a three-year plan that describes the goals, actions, services, and expenditures used to support positive student outcomes that address state and local priorities. Currently we are in year two of the three year cycle with our mid-year update deadline of February 28th, 2026. TLC will report its mid-year update to the Board of Directors at the end of January for approval.
What Goals does TLC have written into the LCAP?
All three TLC school sites have three broad goals and various actions and metrics tied to each of them. While these goals are all the same, each site has its own demographics and community that make the results unique. Goal 1: Provide every student with high-quality instruction by utilizing research-based teaching methods and a rigorous, standards-aligned curriculum. Incorporate technology to address the diverse learning needs of our students, including those who are English Language Learners (ELL), in Special Education (SPED), and Socioeconomically Disadvantaged (SED). Equip all students to excel as critical thinkers, problem solvers, and innovators in a constantly evolving global society. (Aligns with WASC Action Plan 1, 4). Goal 2: Continue to develop and train staff on an infrastructure that employs various forms of student and school wide data and assessments to guide instructional decisions and implement evidence-based intervention services and programs. Challenge students academically and evaluate program effectiveness to identify and provide appropriate academic and social-emotional support. This will ensure academic success for all students, close the achievement gap among all subgroups, and prepare students to be College and Career Ready. (CCR). (Aligns with WASC Action Plan 1-4). Goal 3: Engage parents, families, and community members as partners in education to support student academic achievement and foster a safe, supportive, welcoming, inclusive, and positive learning environment. (Aligns with WASC Action Plan 3-4).
How are the goals monitored during each cycle?
Each goal has actions that are used to address how TLC plans to reach the outlined goal and each goal's progress is monitored using a set of metrics that is observed over the course of the three year timeline. During the mid-year update, metrics and actions are reviewed to monitor the progress and at the end of each school year, we reflect on what was done and what plans will be put in place for the next year’s improvement. These reflections also include how TLC used the voices of various stakeholders (staff, parents, and students), to measure the outcomes and make plans for the next year. Below you will find a brief description of the actions and metrics for TLC’s three broad goals:
Goal 1 Actions: include staff placement to support the school programs, professional development for teachers and staff, course access to ensure college and career readiness, purchasing of core curriculum, and Induction and Intern support.
- Metrics: focus on the number of teachers appropriately teaching in the field they are credentialed for, student access to standards based materials, student enrollment in a broad course of study, Dual enrollment numbers, AP class enrollment, AVID enrollment and enrollment in CTE courses.
Goal 2 Actions: focus on multiple types of assessments, staffing and services for English learning students, staffing and services for students with disabilities, MTSS staffing and curriculum for academic intervention and supports, MTSS staffing and curriculum for social emotional and behavioral support and intervention, Technology, and finally, staffing, strategies and programs for promoting a positive school culture and safe school environment.
- Metrics: are based on the assessment results that are pulled from published data on the California School Dashboard website for each school site. Each year this data is published in the fall based on the previous spring testing window. Meaning the mid year update of the 2025-2026 LCAP will highlight testing outcomes from the Spring of the 24-25 school year CAASPP testing.
Goal 3 Actions: focus on increasing opportunities for parent participation in decision making, opportunities for providing support, parent engagement/participation, and community outreach, facilities, and nutrition.
- Metrics: include annual building checks, offering parents opportunities for input through School Site Council meetings, offering various opportunities for parent participation in school wide events, increasing participation rates in annual surveys for parents, and staff members, increasing the number of breakfast and lunches served during the school year, and utilizing the raptor check in system for all visitors.
Where can I find the full LCAP for my school site?
You can find the full LCAP and mid year updates on the TLC website under compliance documents. The mid-year update for the 25-26 school year will be uploaded following board approval, which is anticipated on January 28th, 2026. For any questions regarding the LCAP, you can reach out to Amanda Sowell at amanda.sowell@learningchoice.org
History Comes Alive: US History Students Experience the Psychology of the Salem Witch Trials
This month, Ms. Alexis Pacheco, teacher at TLC Chula Vista, brought the Salem Witch Trials to life in a way her 11th grade US History students will never forget. As part of their learning goal — to analyze the causes and consequences of the Salem Witch Trials, and how this episode reflects broader issues of fear, gender, and power — students participated in an interactive simulation designed to mirror the rumors, and mass hysteria of 1692. Through this hands-on experience, students were able to feel the emotional intensity of the period, not just read about it. The lesson began as a simple “game.” Each student was quietly told they were either a “witch” or a “regular person,” and their goal was to form the largest possible group without including a witch. Any group with a witch would lose; any witches who successfully infiltrated a group would win. Immediately, the classroom shifted as students began questioning, accusing, and trying to read each other’s intentions. Small, exclusive groups formed quickly, fueled by suspicion and uncertainty. Rumors circulated within minutes. When students asked how many witches were among them, Ms. Pacheco gave only one cryptic answer: “More than one.” The pressure grew. Once the groups settled, Ms. Pacheco made the big announcement: “All witches, please raise your hand.” No one raised a hand. The realization hit instantly — the fear, division, and mistrust had been entirely self-created. Students immediately connected the activity to the real Salem Witch Trials and the harm fear can inflict on a community, even when there is no evidence. They discussed the psychology behind scapegoating, the speed of rumor-spreading, and how easily people can be gaslit into doubting others — or themselves. Afterward, students completed a reflection describing their emotions, strategies, accusations, and insights. Many recognized clear parallels between the simulation and modern social dynamics such as online rumors, peer pressure, misinformation, and the consequences of assumptions. For many, it was the first time the witch trials “made sense emotionally.” Examples of student take-aways include:
“I found myself accusing my friends… When I found out they weren’t lying, I felt so bad! Back in the day, they could’ve been seriously hurt. Rumors still spread today, and the consequences are still serious.”
“I was shocked to realize how gaslit I was. Since Ms. Pacheco said there were witches, we didn’t question it. I can see how influential leaders back then started rumors. People need to think for themselves.”
“I was the only student who said, ‘I don’t think there are any witches,’ but no one listened. It helped me see how people with different opinions back then were ignored or turned against.”
Students walked away with a deeper understanding of why the witch trials were so destructive — and why critical thinking, empathy, and resisting assumptions remain essential skills today. Ms. Pacheco’s creative lesson not only brought the past to life but also sparked meaningful connections to the world students navigate now.
Reading, Writing, Arithmetic and Adventure:
Incorporating Wonder and Life Skills into Homeschool Curriculum
Written by the Rose Family
We are the Rose family and we have been homeschooling our children at TLC since they were both in Kindergarten. Our daughter is now in 5th grade and our son is in 2nd. We enjoy homeschooling at TLC because of the flexibility and the great working relationship we have with our Educational Partner, Mrs. Jacobus. We have been partnered with her for several years now and she is very supportive of our travel schedule, allowing us to schedule EP meetings and wrap up the learning periods even while we are on the road. Recently, we took our learning to Sedona and the Grand Canyon. Our daughter has been reading a book series called Campground Kids that she received from a fellow TLC classmate. It’s full of adventure that centers around the National Parks. She asked if we could go to the Grand Canyon and see some of the sights highlighted in one of the books. We love traveling as a part of our homeschooling curriculum because it brings subjects to life and helps to fortify learning in our students' young minds. During this trip, we were able to bring the following subjects to life:
- Math & Financial Literacy: The planning and budgeting process that takes place beforehand provides critical math skills that they will need in the future.
- Life Science - (habitats animal behavior): One morning on a walk, we happened upon a large herd of female elk. My daughter commented that we should be careful because there was probably a male elk nearby. Sure enough, laying under a tree and watching over the females was a large male elk. Later that day, when we researched this, we found that the elk mating season is in the fall and you will often see male elk watching over a herd – they can be very aggressive during this time.
- Physical Science: The Grand Canyon is one of the best examples of weathering and erosion. The Colorado River in combination with rain, freezing and thawing have contributed to a variety of amazing rock formations.
- Earth Science: The Grand Canyon is one of the most visible landforms seen from space.
- Geography: Learning how to use maps to plan routes and understand directions.
- Social Studies: While on a walk, we stopped at an art exhibit and listened to Native American stories detailing the meaning of their artwork and pieces they designed.
- Media: We enjoy incorporating photo and video editing into our students' studies while on these trips.
- Language Arts: Upon returning home, the kids typically create a Google slide report for class.
One of the hands-on learning moments that stood out was the treetop ropes adventure course our children participated in. It incorporated practical skills such as problem-solving, technical skills, communication as well as locomotor skills for physical education. One of the most memorable moments of this homeschool trip was when we were eating breakfast in our trailer and two elk came right up to our door and started grazing on the grass. The kids loved it because they were able to see them incredibly close while still being safe. It was one of the moments they still talk about. If another family is interested in learning outside of the classroom or home, I would suggest they ask each member of the family somewhere they would like to see or learn about. Pick the one that fits best logistically and go for it - it is something that the whole family can enjoy and breaks up the school routine. Most importantly, it provides lasting family memories!
Staff Spotlight: Deanna Carey
A Heart for Students, Families, and Community
If you’ve spent any time on the Chula Vista campus, you’ve likely felt the energy, warmth, and steady presence of Deanna Carey, our Assistant School Site Administrator. With 11 years at TLC — and even longer as part of the founding homeschool community — Deanna’s roots here run deep. She has taught at every grade level, supported countless families, and helped shape the caring, connected environment that makes TLC feel like home. Known for her joyful greetings, hallway bubbles, high-fives with TK students, and the reassuring way she shows up for learners of all ages, Deanna is equal parts mentor, leader, and cheerleader. Her passion for building relationships, strengthening the school community, and creating spaces where students feel seen and supported shines through everything she does. We invite you to get to know the heart behind the role — a dedicated educator whose journey, creativity, and commitment continue to enrich TLC in meaningful ways. What is your role at TLC, and how long have you been with TLC? I currently serve as the Assistant School Site Administrator at TLC Chula Vista. My journey at TLC spans 11 years, during which I've had the privilege of teaching across elementary, middle, and high school levels. Beyond my professional role, I was part of the original community, being one of the founding families who homeschooled my seven children through 8th grade. I truly believe that the community at TLC is profoundly unique and special. What’s your educational background? I have a BS in Liberal Studies with an emphasis on Elementary Education, an MA in Special Education, and an MA in School Leadership. What part of your job do you find most meaningful? The most fulfilling part of my career is my role as an Educational Partner. I find immense value in collaborating with families and building relationships, as this serves as an invaluable catalyst for trust and understanding within the triad. Nothing compares to the experience of seeing a student I mentored from 9th grade walk across the graduation stage; it is my absolute favorite. We've shared the journey through good and bad times, developing a deep, lasting bond of trust. When they return years later to share their life accomplishments, college, careers, marriage, and babies, it creates a beautiful full-circle experience. What's your day-to-day like? My days are dynamic and often "wild", filled with a never-ending diversity of tasks. I begin by greeting elementary students, and on Thursdays (our student Fridays), we fill the hallway with bubbles! I make my rounds through the middle and high school buildings to ensure everyone is settled and to check in with students who need an extra smile or connection. My responsibilities range from supporting a 3rd-grade friend with reading and monitoring the boys' bathroom antics to advising the seniors and covering lunch and traffic duty. My favorite moment this year is giving high-fives to the TK class; they bring me so much joy and have affectionately nicknamed me Chicken Lady and Boss Lady. What's one initiative or project you're especially proud of? I am especially proud of the staff development work I've championed, specifically the staff community building initiative. Last year, I launched HYPE Buddies, a program that pairs staff members for year-long encouragement. I have created fun staff events that build a richer school campus. I operate from the core belief that by pouring into the staff, we ensure they have enough in their emotional "buckets" to serve their students effectively. What do you like to do in your spare time? In my spare time, I am happiest outdoors. I love to travel, especially visiting national parks, and hiking. I'm also active in youth and children's ministry at my church. My greatest joy is spending time with my seven (almost all grown) children and my granddaughter, and I am anxiously anticipating the arrival of my grandson. I also love to cook and bake; I'm known as the BIG cookie baker. What were you like as a student yourself? I was an extremely quiet and timid student who preferred getting lost in a book to doing a math problem. School was not a comfortable environment for me, and I often felt unseen and unheard by my teachers. This experience fuels my current passion: I intentionally create spaces for students that make them feel comfortable and loved. If you weren’t in education, what other career could you see yourself in? If I ever left education, I would pursue my passion by opening a bakery/coffee shop. My dream would be to clear my afternoons for free baking lessons with children, sharing my love of the kitchen, and giving them opportunities for hands-on exploration and learning.
We are grateful for the energy, compassion, and leadership Deanna brings to TLC each day, helping ensure our campus remains a place where everyone feels seen, supported, and valued.
Growing Together: TLC Campuses Launch School Garden Projects
We’re excited to share that both our Chula Vista and La Mesa campuses have been awarded a $3,500 Whole Kids Garden Grant—a tremendous opportunity to expand hands-on learning, nurture environmental stewardship, and build deeper connections across our TLC community. With this support, each campus is developing a vibrant outdoor learning space where students can plant, explore, collaborate, and discover the joy of growing their own food. Chula Vista Garden Coordinator, Nicole Johnson, summarized:
“We’re excited to introduce our new school garden project—a hands-on learning space where students can explore, grow, and connect with nature! The garden will feature five raised beds filled with a variety of fruits, vegetables, herbs, and native plants, along with a few fruit trees to round out the space. This project is designed to support environmental education, healthy eating, and community involvement, and we can’t wait for families to be part of the growing process.”
Similarly, the La Mesa garden team envisions the garden being a powerful extension of the classroom—one that brings students together through shared experiences, collaborative learning, and meaningful engagement with the natural world. La Mesa Garden Coordinator, Amanda Camat, explained:
“As a K–12 school, we have students at different stages of their educational journey, and sometimes it is a struggle to find common ground. However, this garden project is something all of our young scholars can enjoy.”
Through gardening, students at La Mesa will learn about nutrition, wellness, and the joy of growing their own food, all while nurturing critical social-emotional skills. The San Diego campus is also exploring gardening as a tool for learning and community building. Nutrition Assistant & Yearbook Editor, Carli Anderson, has brought her passion for gardening, composting, and sustainability to life by leading the development of a blossoming outdoor learning space in San Diego. Students are already exploring raised beds, a compost bin, and large planters, with winter seeds beginning to sprout—green beans emerging as the earliest growers. Carli has also decorated the garden beds with handmade vegetable decals to help students identify what they’re growing and spark curiosity. She is currently seeking student volunteers to help with ongoing garden care and learning opportunities. Our garden projects are a collaboration between students, teachers, and families.
How to Support the Gardens:
- Donate Materials. Needed items include gloves, hand shovels, and watering cans. Donations can be dropped off at the front office, addressed to Nicole Johnson (Chula Vista), Amanda Camat (La Mesa), or Carli Anderson (San Diego).
- Volunteer. If you're interested in volunteering you can contact: Chula Vista: Nicole Johnson, nicole.kingkade@learningchoice.org / La Mesa: Amanda Camat, amanda.camat@learningchoice.org / San Diego: Carli Anderson, carli.anderson@learningchoice.org
Across all three campuses, TLC’s school gardens are growing more than fruits and vegetables—they are cultivating curiosity, responsibility, community, and joy. We can’t wait to see the learning and connection that will blossom in these beautiful new spaces.
Introducing The Learning Choice Academy Chula Vista PTO
We are excited to share that The Learning Choice Academy Chula Vista officially launched its Parent-Teacher Organization (PTO) in October 2025! This new group is focused on strengthening our school community, increasing family involvement, and adding more fun and enrichment opportunities for our students. The PTO was started with the support and leadership of Tiffany Dvorak, 1st grade teacher and Educational Partner at TLC. After her first year at TLC, Tiffany saw an opportunity to build even stronger connections among students, families, and staff.
“I really loved the program and small class sizes at TLC, but I felt like we were missing the community and fun that comes with elementary school. I’ve worked in other public schools before and knew how meaningful family events and involvement can be. With the help of some amazing parents, we were able to bring this vision to life.”
The main goal of the PTO is to bring fun and family involvement to TLC while also enhancing students’ educational experiences. Through monthly meetings, family-friendly events, and volunteer opportunities, the PTO aims to strengthen family-school partnerships and foster a positive, connected school culture. This year, the PTO plans to focus on:
- Building community among families and staff
- Organizing family events
- Supporting classroom needs
- Increasing volunteer opportunities
- Fundraising to support books, supplies, enrichment programs, and field trips
The PTO’s first fundraiser—Winter Grams—was a huge success, and the group is excited to use the funds raised to directly support TLC students and classrooms. Families interested in getting involved or learning more are encouraged to attend the PTO’s monthly meetings. Meeting dates and information are shared on ParentSquare. We are grateful to our dedicated parents, caregivers, and staff who are helping make this new PTO a success, and we look forward to all the ways it will enrich the TLC community!
STAR Student Recognitions
TLC recognizes STAR students each month based on a determined character trait. Students are nominated by their Educational Partners and School Site Administrators. Congratulations to this quarter's STAR students!
November: Responsibility
Odumye Agiobenebo Stacy Alvarado Duran Bella Baker Emily Benitez Gus Bogdon Miyah Brown Malaysia Brown Ajax Casas Isaac Castaneda Maria Castro Jove Cienfuegos Daisy Cole Caleb Del Toro Bella Delgadillo Hezekiah Descans Aurora Kai Elias Dominic Espedal Dominique Evans Azul Fernandez Izabella Fierro Keith Fuller Josh Galicia Madelynn Gray Soren Gurule Ezra Hamilton Luke Herman Andrea Hernandez Parra Eli Hewitt Conley Hickman Sophie Huynh Sophia Hyde Clare Johnson Pius Johnson Sneha Kalakotla Cade Kocher Nunu Lopez Jahayrah Lopez Axel Madrid Torres Johnny Marcoux Ruth Merino Jacob Nims Benjiman Ocampo Braxton Parman Luz Pasol Emilio Perez Charlotte Poynor Arabella Poynor Madelyn Pratt David Ramirez-Verdugo Jade Redondo Kingston Rice Eileen Sanchez Liliana Saward Juliet Solis-Chavez Maximiliano Trujano De Los Santos Armando Venegas Omar Villegas Contreras Ashley Virgil Madilyn Webb
December / January: Fairness
Scarlett Aceves Ivin Alvarado-Duran Dewey Back Juliette Bain Lily Belue Evey Benavides Toby Carlton Brooks Duke Aaron Echeverri Logan Elias Enrique Ferrer Romero Olivia Fimbres Noah Flores Seleena Gallegos Zoey Garcia Gael Gaxiola Ricardo Gonzalez Arden Gray Brooklyn Gray Eliot Guentner Abigail Haffner Amelia Hall Astrid Happensack June Hernandez Annalee Hough Finnway Lazaro Miles Medina Kamila Mercado Isaac Miller Robert Morales Kamilla Murphy Avery Nguyen Alyssa Olvera Lilian Parman Benji Perez Austin Pratt Bella Ramirez Kip Rappaport Adriel Reyes Nouvongsa Mayar Shnati Santiago Silva Madilyn Webb Marley Webb Alyssa Zarate
This quarter's staff recognitions are:
January / February: Fairness
Carli Anderson Elena Bell Alex Browne Amanda Camat Karla Campista Tracy Carsten Julian Eberman D.J. Fackrell Danica Fetty Faith Galbadores Alonzo Garcia Beth Gast Lizeth Gomez Adrianna Gray Jenna Hochstadt Xander Johnson Michelle Lein Molly McKenna Heather Mortensen Kei Okura Jocelyn Pacheco Dawn Zeiger
Credits:
Created with an image by Justlight - "A replica of a courtroom from the Salem Witch Trials with information about the infamous event and its impact on history."