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MDUSD Superintendent Dr. Adam Clark sent the following message to District staff, parents/guardians and students this morning:

Dear MDUSD Community,

The safety and well-being of our students remain our top priority. Every child deserves to learn in an environment free from harm, harassment, and fear, where they can focus on their academic, social, and emotional growth. Our District is deeply committed to ensuring that all students are protected, respected, and supported—regardless of their background, race, religion, immigration status, gender, or socioeconomic status.

To maintain this commitment, we follow safety protocols to protect our campuses. These include:

• Controlled student pick-up processes: Systems are in place to ensure students are only released to authorized individuals.
• Response to immigration enforcement: See below 
• Secure facilities: Our gates and doors are kept secure, with monitored access points. Visitors are required to sign in at the office, where signs and systems remind everyone of our commitment to campus security.
• Surveillance systems: Cameras are installed to monitor activity and ensure safety across our schools.
• Collaborative protocols: We maintain clear procedures for working with local law enforcement to ensure our campuses and students remain secure.

Conflicts between students can happen, and when they do, we follow a clearly defined discipline code that upholds the rights and dignity of every student involved. Our administrators and staff are trained to handle such situations thoughtfully and in alignment with state and federal laws. Bullying, harassment, and discrimination of any kind have no place in our schools. When incidents occur, we investigate thoroughly, taking swift action to resolve issues. While not all outcomes may meet everyone’s expectations, we ensure that every concern is heard and addressed through established processes, including opportunities for appeals or alternative solutions.

Our proactive approach includes equipping staff with culturally responsive strategies to address bias, promoting respectful interactions, and preventing systemic issues that contribute to harassment. We remain steadfast in our mission to protect the physical, emotional, and academic well-being of all students. If you ever have concerns or suggestions, we encourage you to reach out. Together, we can ensure that our schools remain safe and welcoming for everyone.

Thank you for your partnership and trust as we work to create the best possible learning environment for your children.

Sincerely,

Dr. Adam Clark

 

MDUSD Regulation 5145.13: Response To Immigration Enforcement

Original Adopted Date: 05/01/2018 | Last Revised Date: 01/18/2023 | Last Reviewed Date: 01/18/2023

Status: ADOPTED

Responding to Requests for Information

Unless authorized by the Family Educational Rights and Privacy Act pursuant to 20 USC 1232g, student information shall not be disclosed to immigration law enforcement authorities without parental consent, a court order, or judicial subpoena. The Superintendent or designee shall annually notify parents/guardians that the district will not release student information to third parties for immigration enforcement purposes, unless the parent/guardian consents or as required to do so by a court order or judicial subpoena.

Upon receiving any verbal or written request for information related to a student's or family's immigration or citizenship status, district staff shall:

1. Notify the Superintendent or designee about the information request 
2. Provide students and families with appropriate notice and a description of the immigration officer's request
3. Document any request for information by immigration authorities
4. Provide students and parents/guardians with any documents provided by the immigration enforcement officer, unless such disclosure is prohibited by a subpoena served on the district or in cases involving investigations of child abuse, neglect, or dependency

Resources and data collected by the district shall not be used, directly or by others, to compile a list, registry, or database of individuals based on national origin, immigration status, religion, or other category of individual characteristics protected against unlawful discrimination.  (Government Code 8310.3)

Responding to Requests for Access to Students or School Grounds

District staff shall receive parent/guardian consent before a student is interviewed or searched by any officer seeking to enforce civil immigration laws at the school, unless the officer presents a valid, effective warrant signed by a judge or a valid, effective court order. A student's parent/guardian shall be immediately notified if a law enforcement officer requests or gains access to the student for immigration enforcement purposes, unless the judicial warrant or subpoena restricts disclosure to the parent/guardian.

All visitors and outsiders, including immigration enforcement officers, shall register with the principal or designee upon entering school grounds during school hours. Each visitor or outsider shall provide the principal or designee with his/her name, address, occupation, age if less than 21, purpose in entering school grounds, proof of identity, and any other information required by law.  (Penal Code 627.2, 627.3)

District staff shall report the presence of any immigration enforcement officers to on-site district police and other appropriate administrators.

As early as possible, district staff shall notify the Superintendent or designee of any request by an immigration enforcement officer for access to the school or a student or for review of school documents, including service of lawful subpoenas, petitions, complaints, warrants, or other such documents.

In addition, district staff shall take the following actions in response to an officer present on the school campus specifically for immigration enforcement purposes:

1. Advise the officer that before school personnel can respond to the officer's request, they must first receive notification and direction from the Superintendent or designee, except under exigent circumstances that necessitate immediate action
2. Request to see the officer's credentials, including his/her name and badge number, and the phone number of the officer's supervisor, and note or make a copy of all such information 
3. Ask the officer for his/her reason for being on school grounds and document the response 
4. Request that the officer produce any documentation that authorizes his/her school access 
5. Make a copy of all documents produced by the officer and retain one copy for school records
6. If the officer declares that exigent circumstances exist and demands immediate access to the campus, comply with the officer's orders and immediately contact the Superintendent or designee 
7. If the officer does not declare that exigent circumstances exist, respond according to the requirements of the officer's documentation, as follows: 
   1. If the officer has an Immigrations and Customs Enforcement (ICE) administrative warrant, district staff shall inform the agent that they cannot consent to any request without first consulting with the district's legal counsel or other designated district official.
   2. If the officer has a federal judicial warrant, such as a search and seizure warrant or an arrest warrant signed by a federal judge or magistrate, district staff shall promptly comply with the warrant. If feasible, district staff shall consult with the district's legal counsel or designated administrator before providing the officer with access to the person or materials specified in the warrant. 
   3. If the officer has a subpoena for production of documents or other evidence, district staff shall inform the district's legal counsel or other designated official of the subpoena and await further instructions as to how to proceed. 
8. Do not attempt to physically impede the officer, even if the officer appears to be exceeding the authorization given under a warrant or other document. If an officer enters the premises without consent, district staff shall document the officer's actions while on campus.
9. After the encounter with the officer, promptly make written notes of all interactions with the officer, including:
   1. A list or copy of the officer's credentials and contact information 
   2. The identity of all school personnel who communicated with the officer 
   3. Details of the officer's request 
   4. Whether the officer presented a warrant or subpoena to accompany his/her request, what was requested in the warrant or subpoena, and whether the warrant or subpoena was signed by a judge 
   5. District staff's response to the officer's request 
   6. Any further action taken by the officer 
   7. A photo or copy of any documents presented by the officer 
10. Provide a copy of these notes and associated documents collected from the officer to the district's legal counsel or other designated district official

The district's legal counsel or other designated official shall submit a timely report to the Governing Board regarding the officer's requests and actions and the district's responses.  (Education Code 234.7)

The Superintendent or designee shall also email the Bureau of Children's Justice in the California Department of Justice (BCJ@doj.ca.gov) regarding any attempt by a law enforcement officer to access a school site or a student for immigration enforcement purposes.

Responding to the Detention or Deportation of Student's Family Member

The Superintendent or designee shall encourage students and their families to update their emergency contact information as needed throughout the school year and to provide alternative contacts, including an identified trusted adult guardian, in case a student's parent/guardian is detained or is otherwise unavailable. The Superintendent or designee shall notify students' families that information provided on the emergency cards will only be used in response to specific emergency situations and not for any other purpose.

The Superintendent or designee shall also encourage all students and families to learn their emergency phone numbers and be aware of the location of important documentation, including birth certificates, passports, social security cards, physicians' contact information, medication lists, lists of allergies, and other such information that would allow the students and families to be prepared in the event that a family member is detained or deported.

In the event that a student's parent/guardian is detained or deported by federal immigration authorities, the Superintendent or designee shall release the student to the person(s) designated in the student's emergency contact information or to any individual who presents a caregiver's authorization affidavit on behalf of the student. The Superintendent or designee shall only contact child protective services if district personnel are unable to arrange for the timely care of the student by the person(s) designated in the emergency contact information maintained by the school or identified on a caregiver's authorization affidavit.

The Superintendent or designee shall notify a student whose parent/guardian was detained or deported that the student continues to meet the residency requirements for attendance in a district school, provided that the parent/guardian was a resident of California and the student lived in California immediately before he/she moved out of state as a result of the parent/guardian's departure.  (Education Code 48204.4)

The Superintendent or designee may refer a student or his/her family members to other resources for assistance, including, but not limited to, an ICE detainee locator, legal assistance, or the consulate or embassy of the parent/guardian's country of origin.

Dear MDUSD families, The District's Multilingual Education Dept. warmly invites you to join us from 6-7 p.m. Thursday, January 30th at Willow Creek Center in Concord for a listening session to explore the possibility of introducing a Farsi Heritage Language program in our District.

We value your input and look forward to hearing from our families as we work toward expanding our community-based heritage language programs.

Please see the flyers below and click on this video for more information.

 

 

Learning to recognize the symptoms of an opioid overdose and being ready to administer naloxone may save a life. 

MDUSD's next Fentanyl Awareness Event will be held at 6 p.m. Wednesday, Jan. 29 at El Dorado Middle School, 1750 West Street in Concord. We will share resources and provide snacks and water at 5:40 p.m.  

Click on this link to register for our event at El Dorado Middle School.

Please share this information with your families and friends.  

We encourage students to attend this event with their parent/guardian.

Each adult who registers will receive a free Naloxone Kit.  

Information about past fentanyl events is here. 

Additional details are in the flyers below.

 

 

Contra Costa County families can get free legal assistance regarding immigration issues at an upcoming Immigration Forum from 9 a.m. to closing Saturday, Jan. 25 at Willow Cove Elementary, 1880 Hanlon Way in Pittsburg (94565). 

The free event will include:

• Immigration consultations
• Know your rights workshops
• A resource fair

For more information, email Erica Yañez at erica.yanez@pd.cccounty.us or Leticia Preciado Gomez at lpreciado-gomez@pittsburgusd.net. Additional details are here and in the attached flyers.

 

 

Northgate HS students in teacher Meg Honey's U.S. History class collected donations to benefit Eaton wildfire victims in the Altadena area, which they have learned was one of the first Black middle class neighborhoods that residents of the deep South migrated to in the 1920s as they sought to escape from oppressions of Jim Crow laws.

The students supported the Altadena Girls effort, started by a 14-year-old girl, which went viral on Instagram. The class effort culminated on Monday, Jan. 20 - the Martin Luther King, Jr. Day of Action - when Honey and some of her students and community volunteers packed up items collected and shipped them to the Altadena Girls. As of Friday, the class had collected about 15 moving boxes full of items requested, along with $3,000 in donations and a pledge from an anonymous donor who has offered to pay for all the shipping costs. Honey, overcome by the outpouring of generosity, was moved to tears, as she spearheaded the effort, which her students wholeheartedly embraced as a way to give back to the California community. Honey invited community members to support the project on social media posts. 

Students Airah Pozas, Babak Okhrayi, Anna Murgescu, Adam Novik, Samara Spiker and Kaley Nguyen said they wanted to help after they learned about the damage done to the Altadena neighborhood. 

Airah said she tried to imagine what it was like for the teens affected by the fires and that some of the items they put on their wish list were things that she would also want if she had lost everything. Babak and Adam, who are part of the school's Leadership class, said they view this project as another way to serve the greater community and it was especially meaningful on the MLK Jr. Day of Service. Babak said he donated a hoodie and some school supplies. 

Anna said students have learned about the Great Migration and that packing up the items on Monday was a great way to honor Martin Luther King, Jr.'s legacy. Adam said Northgate fosters a strong sense of community service in its clubs and in its "If I could change the world" projects. "Giving back is part of what a lot of students do here," he said, adding that this project was significant since it tied in with what they had learned about the Great Migration and discrimination in U.S. history. Samara said she knows people who have had to evacuate due to the wildfires, which inspired her to want to help. And Kaley said she appreciated the opportunity to act on what they have been learning in class. "It's good to be able to put it into perspective and give to people who really need something," she said. 

Update: Here is a Facebook post from Honey showing the group's work on Monday, Jan. 20, which says:

"Today, hundreds of beautiful, new items were sorted, organized, and packed into fifteen huge boxes bound for Altadena.

A wonderful and community care focused day to support our friends in Southern California and to honor Dr. King’s legacy.

"Life’s most persistent and urgent question is: ‘What are you doing for others?’. - Dr. King, 1957"

Northgate HS U.S. History Teacher Meg Honey shows the Great Migration from the South to Los Angeles to her class (above left); students Airah Pozas, Anna Murgescu and Babak Okhravi hold items to benefit Altadena wildfire victims (above center); students sort items to be packed (above right)

 

This week's MDUSD Friday Letter includes:

• “Supporting Our Immigrant Families: Resource of the Week" - Immigration Forum on January 25 in Pittsburg,
• Northgate High School U.S. History students supporting the Altadena Girls project to help Eaton wildfire victims in the predominantly Black Altadena neighborhood, a community tied to their studies of the “Great Migration” 
• Updates on the recent AAPAC MLK Day celebration and details about the upcoming Farsi Heritage Language listening session on January 30;
• Hidden Valley Elementary School earned an Eco Award from the City of Martinez for its exceptional waste reduction efforts;
• School, student, and staff highlights from across the District shared on social media;
• And more!

You can read it here.

 

The 2nd Annual MDUSD Career Technical Education (CTE) Fair for middle school students on Jan. 9th at Riverview MS gave 8th-graders from all middle schools in the District the opportunity to learn about careers within different industry sectors including hospitality, trades, and photography. They also had an opportunity to learn about the different career pathways in MDUSD high schools such as construction, engineering, auto tech, digital media and JROTC. "The goal is to help students begin to explore different career interests and see how the career pathways can support those career interests as they transition into high school," said Heather Fontanilla, MDUSD's Director of College & Career Readiness. The event featured 10 different industry partners and 10 career pathways from District high schools, with teachers and high school students showcasing the work they do. It also included post-secondary education providers including MDUSD Adult Education, Diablo Valley College and Cal State East Bay. To help keep students engaged, they were given a "BINGO Card" that asked them to visit booths for five organizations/industry partners, along with the career pathway information tables, to state which career pathway interests them the most, and to share feedback about what they learned, said Anna Ramos, MDUSD's Manager of Youth Development & Support Services, who coordinated the fair. "We were really intentional about bringing in business partners that tie to a career pathway, so students can see what they could do after they graduate from high school," she said, adding that Elegance Party Rentals and OhReilly Productions were "the hotspots" with their chocolate fountain and popcorn, and photo booth, related to the hospitality and photography career pathways.  Middle school students were also able to participate in some hands-on activities, such as soldering a pipe and handling a drone, under the supervision of MDUSD Career Pathways high school students. "I enjoy working with my hands," said Concord HS junior Max Platt, a construction pathways student who was showing El Dorado MS student Jaime Bermudez how to solder. Max said "Mr T." (Tom Trowbridge) is a great teacher and he wanted to help attract more students to his construction program, which he called "a viable career pathway." Although Max may not pursue construction as a career, he said he is proud that he knows how to frame a wall and could even frame a house, build things and has learned some plumbing and electrician skills. Fontanilla said students in teacher Omar Edwards' patient care pathway at Ygnacio Valley HS are learning about drone operation to prepare them to earn their Remote Pilot's certification. "It ties it into his pathway as many first responders are using drones," Fontanilla said, adding that the district has received grant funding to set up a district wide drone program which has also been implemented at College Park HS with Carrie Wilkerson (Photography), at Concord High School HS with Jennifer Kennedy (Visual Arts), and in the Multimedia pathway Mt. Diablo HS. "We purchased materials for other pathways, but they haven't yet started implementation," Fontanilla said. El Dorado MS Principal Megan Estenson was enthusiastic about bringing her students to the event. "I think it's wonderful," she said, adding that she appreciated the focus on trades such as construction to show students they have options that may not require a 4-year college degree. Some of her students have also visited a local union shop to learn more about trades. "The exposure to different fields has been good for our kids and helps give them goals for the future," she said.  Mt. Diablo High School's new Auto Tech team was proud to talk about their new program, which started up this year and includes 111 students in five classes. Teacher Neil Bertson said he has worked in the industry for 35 years and has two master certificates from Ford, but he always wanted to teach, so he jumped at the opportunity. This year, he is teaching basics such as how to change tires, jumpstart batteries and change oil. He will add an advanced class next year that will include diagnostics, and may include welding. Students Dreama Melendez and Citlali Torres said they wanted to learn how to fix their own cars. "I like old school cars," said Dreama. "I want to save money and know how to do it myself." Cotati said she doesn't want to depend on her parents to fix her car. She plans to enroll in Los Medanos College and would like to learn how to weld. Student Juan Aguillar said students are giving Bertson feedback on what they want to learn. "We're helping him out in trying to build a plane while flying," he said. High school career pathway programs that participated in the fair were: Art & Digital Media at College Park HS; Art & Digital Media, and Transportation at Concord HS; Art & Digital Media, Auto/Transportation Tech, Information Computer Technology, and JROTC at Mt. Diablo HS;  and Education, Engineering, and Health at Ygnacio Valley HS. Ramos said the fair was held earlier this year and counselors attended with students so that 8th-graders could learn about potential classes before filling out their high school course cards. Students interested in programs not offered at their "home" high schools would need to apply for an intra-district transfer. Click on this reel and check out the Middle School Social Media highlights below to see more photos from the Fair.   MDUSD Middle School students and staff members enjoyed the Career Technical Education Fair! Social media highlights included: Oak Grove MS counselor Mrs. Harris meeting up with a former student who was sharing her experiences in JROTC at Mt. Diablo HS, Pine Hollow MS students having a great time at the fair, and Sequoia MS students taking advantage of the amazing opportunity to interact with high school students and Career Pathways teachers.

This week's Friday Letter spotlights:

• The 8th grade Career Technical Education (CTE) fair at Riverview MS,
• Student news including MDUSD football athletes recognized by Bay Area News Group, as well as MDHS girls basketball players highlighted by West Coast Preps,
• School news including the Second Annual Pozolada at Shore Acres Elementary is a success; and Northgate High School's nutritious meals and Girls Flag Football program are highlighted in a recent Diablo Magazine article focused on student wellness,
• Staff news highlighting Bay Area News Group's Honorable Mention for Ygnacio Valley HS Football Coach Rae Jackson Sr. in its HS football Coaches of the Year recognition,
• School Social Media Highlights from Gregory Gardens, Monte Gardens, Rio Vista and Fair Oaks elementary schools; Oak Grove, Pine Hollow and Sequoia middle schools; and College Now, Concord HS, Mt. Diablo HS and Olympic HS;
• Staff social media highlights spotlighting Technology Integration Leaders at Bel Air Elementary, College Park HS, Delta View Elementary, Foothill MS, Oak Grove MS, Valhalla Elementary, Westwood Elementary and Wren Avenue Elementary;
• And more!

You can read it here.

 

Superintendent Dr. Adam Clark sent the following message to the MDUSD Community on Jan. 9, 2025:

Dear Mt. Diablo Unified School District Community,

I hope this message finds you well. I’m writing to keep you informed about an important process underway in our District: the collective bargaining negotiations between the Mt. Diablo Unified School District (MDUSD) and the Mt. Diablo Education Association (MDEA).

Collective bargaining is a collaborative process through which we negotiate the terms of employment contracts, including salaries, benefits, working conditions, and other topics that directly impact our educators and students. 

To keep our community informed, we have created a dedicated webpage on the MDUSD website “Human Resources / Labor Relations” tab where you can follow the progress of these negotiations. Click here:  Labor Relations. The page includes:

• Updates from bargaining sessions

• Contracts and proposals

• Important documents related to the process

We encourage you to visit this page regularly to stay updated on this important work. Negotiations are often complex and can take time, as both parties work together to reach agreements that balance the needs of our teachers, students, and District resources.

We understand that clear communication is vital during this process, and we are committed to keeping you updated every step of the way. Please visit our website regularly to stay informed and engaged.

Thank you for your support and engagement. We will continue to provide updates as the process progresses.

Thank you, 

Dr. Adam Clark

Superintendent Dr. Adam Clark sent the following message to the MDUSD community on Jan. 8, 2025:

Dear Students, Families, and Staff of the Mt. Diablo Unified School District,

I am writing to you today to reaffirm Mt. Diablo Unified School District’s unwavering commitment to equity in our schools, specifically within our athletic programs. As a School District, we must ensure that every student, regardless of gender, has access to the resources, facilities, and opportunities they need to succeed and thrive.

This letter comes in the wake of a settlement agreed upon between the District and a class of female students addressing disparities under Title IX at College Park High School. The findings that led to this agreement highlight unacceptable inequities that have persisted for far too long. On behalf of the District, I want to sincerely apologize for these failures and assure you that we are committed to rectifying them.

As part of this settlement and beyond the settlement, the District is committed to ensuring fairness and equity across all of our high school athletic programs. Accordingly, the District is and will be instituting the following:

1. Equal access to athletic facilities, equipment, and scheduling for boys’ and girls’ teams.

2. Renovations to ensure parity in locker rooms, fields, and training facilities at CPHS by 2027.

3. Annual surveys to identify and increase athletic participation based on student interest.

4. Ensuring prime game times and equitable publicity for all sports teams.

5. Centralized scheduling and monitoring by a Title IX Coordinator to uphold compliance.

6. A comprehensive policy to oversee booster clubs, ensuring funds are distributed equitably.

We are already taking proactive steps to implement these changes, including instituting consistent and equitable practices across all District schools. A Title IX Consultant will help guide our compliance efforts, and we are working closely with not only College Park but all of our high schools to begin improvements immediately. These actions are just the beginning of our work to address inequities and strengthen equity across all schools in our District.

Athletics should serve as a platform for empowerment and growth, and we are committed to promoting an environment where every student feels valued, supported, and able to reach their fullest potential.

We invite you to stay informed about our progress as we implement these reforms. Updates will be shared regularly on the District’s website. Together, we can ensure that all students in MDUSD have access to the opportunities they deserve.

Thank you for your continued support as we work to create a more equitable future for our students.

Sincerely,

Dr. Adam Clark