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

Dear MDUSD Community,

At MDUSD, our #1 Local Control and Accountability Plan (LCAP) goal is clear: All students will receive a high-quality education in a safe and welcoming environment with high expectations and rigorous instruction in the California State Standards that prepare them for college and career. This commitment is unwavering, and it applies to every student, regardless of their background, identity, or circumstances.

We recognize that recent legal changes may have raised concerns for some students, families, and employees, particularly those in our LGBTQ+ and transgender communities. We want to assure you that MDUSD remains steadfast in upholding the rights and protections of all students and staff under California law and our Board policies.

California law explicitly prohibits discrimination based on gender, gender identity, gender expression, sexual orientation, and other protected characteristics. Our District policies reinforce these protections, ensuring that all students have equal access to educational programs, extracurricular activities, and school facilities in alignment with their gender identity. We also provide comprehensive and inclusive curriculum and support services that reflect the diversity of our student body.

Bullying, harassment, or discrimination of any kind will not be tolerated in our schools. If any student or family has concerns, we encourage you to reach out to your school administration or the District office. Every student deserves to feel safe, valued, and respected in our schools.

We will continue to create learning environments where all students can thrive, knowing they are fully supported by their school community. Thank you for being our partners in this important work.

Sincerely,

Dr. Adam Clark

See attached: California Law and Board Policies regarding rights of LGBTQ+ students

When Northgate HS student Ava Scattergood was thinking about what kind of project she could complete to earn her Girl Scout Gold Award, she remembered how much she enjoyed writing to express her feelings during the pandemic at the end of her 6th grade year and while she was in 7th grade at Foothill MS. "I realized that writing was a great way to express your emotions, instead of bottling them up inside and being aggressive or saying things you don't mean," she said. "It's a good way to clear your mind and put your feelings into words." So, she interviewed a local psychologist and an expert in Social Emotional Learning (SEL) to create lists of mental health journaling and art prompts for children in grades TK-5. Then, she worked with principals and teachers at a handful of MDUSD elementary schools including Valle Verde and Mt. Diablo elementary schools, to implement the program. She surveyed students at the end of the year, and then tweaked the questions and posted them online at myfeelingsjournal.com as an SEL resource for schools and families. She earned her Gold Award and is now trying to spread the word about the online resource as a way for young students to safely express themselves, explore their emotions and anxieties, and work through problems they may be facing. Already, the National PTA has posted a link to her website on its ArtsEd Resource Webpage (under "Support Creating Art at Home"). Valle Verde Elementary 1st grade teacher Jenn Philips said the journaling was "a very special project" and that her students LOVED writing and drawing in response to Ava's prompts, which covered a wide variety of topics. "The prompts were also great discussion points to talk about as a class and build community together so all students felt safe and comfortable," Philips said. "They were creative, thoughtful, and fun for the students to respond to in their Feeling Journal and share with their peers and teacher." The prompts included: "Who is your hero? Why?" "If you could be an animal, what would be and why?" "Write about a time you cried. What happened? How did you fix it?" "Draw a worry monster." "What should you do to make it go away?" Mt. Diablo Elementary Principal Sara Harris said her school's 1st through 3rd-graders participated in the program last year, with some students continuing this year. She said it helped students express their emotions, deal with stress, improve their focus and behavior, build empathy, and boosted their confidence. And it helped teachers better understand their students, manage their classrooms, reflect on their own emotional responses to students' feelings, and strengthen their teacher-student relationships. Harris said she would recommend the program to other elementary schools in the district, especially if teachers were trained on how to use it effectively. "Not only does it support students’ emotional development, but it also creates a more emotionally aware and supportive school culture," she said. "Teachers benefit too, with a clearer understanding of their students and a better approach to handling emotions within the classroom."  The project also piqued Ava's interest in psychology and mental health, which prompted her to found a Mental Health and Wellness Club at Northgate that includes about 25 students who work with the AP psychology teacher and Social Work Specialist in the school's Wellness Center to help students deal with stress and other issues. Ava is considering expanding her prompts for middle or high school students and says her club meetings always start with journaling. She is also working with the American Heart Association's "Teen Impact" program to raise money and awareness for heart health through April 10. Now a junior, Ava said she hasn't yet decided what she will tackle for her senior project next year. She might expand her feelings journal, or try something completely new.

This week's MDUSD Friday Letter spotlights:

• Northgate HS student Ava Scattergood's "My Feelings Journal" project helps young students in grades TK-5 develop Social Emotional Learning skills,
• National School Counseling Week reflections,
• Recap of the recent HBCU Fair at Mt. Diablo High School,
• A guest column on the Northgate HS Black Student Union’s Black and African American History Month events,
• The "Ashes for Beauty" club at Ygnacio Valley High School that helps students overcome challenges, T
• The Pleasant Hill MS "Cake" Art Exhibit is on display at the Pleasant Hill Library,
• Mt. Diablo High School Girls Basketball Coach Ronnie McGee, Northgate High School’s Cheer Team, and the Ygnacio Valley Boys Basketball team led by Antonio Kellogg Jr. making news headlines,
• And more!

You can read it here. 

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Today, a former Mt. Diablo Unified School District (MDUSD) employee was arrested and criminally charged following an investigation into the misuse of District funds. The District first uncovered evidence indicating potential financial misconduct related to contracts with an afterschool care provider and took immediate action by filing a report with the Concord Police Department. Additionally, the District hired an independent forensic accountant to conduct a financial audit.

The District’s internal review found that public funds intended for student services were potentially misappropriated. Specifically, initial findings suggest that hundreds of electronic devices, including iPads, were purchased but never delivered to District sites or used for student programs. The District is working closely with local, state, and federal law enforcement agencies to ensure a full and thorough investigation, and it will pursue all legal avenues to recover any misused funds.

“Educating our children is our most pressing priority,” said Superintendent Dr. Adam Clark. “Anyone who attempts to misuse funds intended for the education of our students will be held accountable. We are committed to full transparency and will continue to take decisive action to safeguard public resources and protect the integrity of our programs.”

As this matter involves ongoing litigation, the District cannot comment further on specific details at this time. However, we will continue to provide updates as appropriate. We encourage our community to review the Department of Justice’s Press Release for more information.

Rego Indictment Attachment

 

MDUSD's Multilingual Education Department held its second Farsi Heritage Language Listening Session on Thursday to get feedback on an idea to offer a Farsi Heritage Language program to the more than 500 District students whose families speak Farsi or Dari. The Department plans to host another Farsi Listening Session in the future and to distribute an online survey, said Chitra Bhardwaj, Assistant Director of Multilingual Education. Bhardwaj and other members of the Department shared a PowerPoint presentation that showed Persian (including Iranian, Farsi and Afghan Dari), is spoken by 542 students, making it the second-most common language other than English spoken by District students, behind Spanish. The presentation also showed that 764 District students were born in Afghanistan, making it the top birth country of MDUSD students outside the U.S. out of 126 countries, as of October, 2024.  A "Heritage Language Program" includes instruction in the language of an immigrant student's native country, Bhardwaj said. As an immigrant from India, she said that the loss of an person's native language in the U.S. can feel like "a loss of identity." She realized that "in order to learn a new language, we don't have a lose a language. We don't have to get rid of our roots." A Farsi Heritage Language program could help families to preserve students' culture and language, and enhance their sense of belonging, Bhardwaj said, adding that she has previously launched successful heritage language programs in Washington state.  Parents and school staff members who attended the event were enthusiastic about the idea. Some parents said they have been speaking Farsi with their children at home so they won't forget it, while also helping them to learn English for their schoolwork. Bhardwaj said the District wants feedback as it "dreams" of its "vision" for the program, which could include Farsi instruction in Social and Emotional Learning (SEL) and other subject areas during the school day.  Ideas suggested for further consideration included Farsi poetry, offering a high school level Farsi for Farsi speakers World Language course that would meet college A-G course requirements, and expanding the International Baccalaureate Program (IB) at Ygnacio Valley HS to include instruction in Farsi that would earn students IB bilingual recognition. Ygnacio Valley HS Vice Principal Carissa Weintraub and Community Services Assistant Azam Rasuli said their school has about 65 Afghan students they believe would benefit from a Farsi Heritage Language program.  Bhardwaj said staff and administrators at Mt. Diablo HS and Oak Grove MS have also expressed interest in bringing a Farsi Heritage Language program to their schools. "We have received so much positive affirmation," she said. "I think it's so beautiful."

This week's MDUSD Friday Letter spotlights:

• Farsi Heritage Language Listening Session,
• MDUSD high school Diablo Athletic League (DAL) Fall sports standout athletes,
• Foothill MS art students visit the Animation Career Pathway class at Northgate HS,
• Pleasant Hill MS takes part in the Great Kindness Challenge,
• School Social Media highlights including elementary school celebrations of the 100th day of school and Lunar New Year, a MS basketball event, and HS student achievements and activities;
• And more!

 

College Now, MDUSD's "middle college," is recruiting 11th and 12th graders for the 2025-2026 school year. Through a partnership with Diablo Valley College (DVC), College Now allows students to start college while they are still in high school. College Now students attend both high school and college classes on DVC's campus, using those college classes to meet graduation and college entrance requirements. Students in the alternative high school program also have the opportunity to explore possible career interests. The goal is for all College Now graduates to finish high school with at least one year of college completed. This head start on college saves both time and money when students go on to complete college.  

Over the last several weeks, College Now presented to 10th graders at all of District high schools. College Now will host two parent information nights next month:

• February 5 at MDUSD's Willow Creek Center and
• February 11 at Mt. Diablo High School

The February 5 meeting will also have a virtual option. Please see the attached flyers for more information. Applications are due on February 13. 

Started in 2016-17, College Now is targeted toward students who are self-motivated, independent learners seeking more academic rigor in a supportive community of teachers, counselors and tutors. This includes students who may feel disconnected from their regular high school, who are able to do college-level work and are looking for something different. The program has received a $250,000 Middle College/Early College grant from the state to expand from its original 60 students (30 juniors and 30 seniors) up to 120 students This year, about 98 students are enrolled in the program, including juniors Nathan Torres and Zahra Almukter, who previously attended Mt. Diablo HS and Concord HS respectively. They both highly recommend the program and say it provided them with a "fresh start" on a college campus in a small community of students, teachers and counselors that feels like a family, where everyone treats each other with respect and cares about each other. "I view DVC as my second home," Nathan said. "I'm enjoying my time here." 

They both work outside of school and say they appreciate the program's focus on making connections between what they are learning in class to their lives, which makes classes relevant and engaging. Both said they have grown and matured since starting the program last semester, gaining confidence in their academic abilities, as well as in their social, emotional, public speaking and life skills. They were both seeking new challenges and are excited to be part of a diverse student population that includes teens as well as adults in their college classes. "There are a lot of different people and they all have their own stories and we all learn from each other," Zahra said. They said teachers, counselors and tutors give constructive feedback on assignments and in one-on-one meetings that helps them to think critically, overcome struggles and reflect on their short-term goals and their long-term goals after graduation. For example, Zahra said math teacher Ms. Higby encourages students to ask questions if they don't understand something. "I find that so helpful, because if you're able to pinpoint your confusion, you can work through it," she said. "Teachers here want the best for their students."

Social Studies teacher Erica Shaw, who often posts on social media about students' educational experiences, said, "I teach in College Now to empower all students to analyze the world around them so they can create the future they want for themselves and their community." Counselor Rima Boujaoude added: "I came to College Now because it provides a unique opportunity for students to be a part of a smaller learning community, and allows me to get to know each student as an individual, which is a challenge in a comprehensive high school setting. I firmly believe in the program's commitment to constantly striving to break down barriers to higher education, as well as to other postsecondary options, so all students can recognize their full potential."

Check out the College Now Social Media highlights below to see how students have started off this school year.

 

College Now juniors Nathan Torres and Zahra Almukter stand in the Diablo Valley College quad on a break between high school and college classes on the campus.

College Now students participate in a variety of fun and educational activities throughout the year. Recent social media highlights include: US History students used AI to generate Funko Pop industrialists and labor organizers as they learned about industrialization and the Gilded Age, Seniors participated an in “Econ Island” simulation that required them to determine economic goals and set up their own societies, in a community-building activity, students got to know each other better through “speed dating” style conversations, and Students finished the first week of the 2nd semester reviewing their “why we are here” statements, then participating in a paper airplane competition and trivia game including current events questions.

This week's MDUSD Friday Letter spotlights:

• The College Now program at Diablo Valley College (DVC) is currently recruiting juniors and seniors for the 2025-26 school year,
• Highlights from this week’s Board of Education meeting, including Superintendent’s Report,
• A recent KPIX news report focused on student safety,
• A recent Transitional Kindergarten (TK) teacher training that focused on making literacy fun for our young learners,
• Our Resource of the Week designed to support our immigrant families, offering a step-by-step guide on how to Create a Family Preparedness Plan,
• College Park HS Biomedical Sciences students practice blood draws,
• School and staff social media highlights, including peeks into the fun experiences students are enjoying in the College Now program;
• And more!

You can read it here. 

 

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.

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)