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Northgate HS Ethnic Studies teacher Meg Honey and Saint Mary’s College of California Professor Dr. Mary Raygoza are both passionate about helping their students understand the importance of diversity in children’s literature. 

Honey helped found the Rise Up Against Racism nonprofit that installs “Little Free Antiracist Libraries” in the community, including at El Dorado MS and in her own classroom. Filled with books that have been banned elsewhere, the library is a resource for Honey’s students, who are delving into issues including justice and identity, as well as book bans, censorship, and activism.

“Ethnic studies students explore themes of joy and resilience, inclusion, equity, and belonging,” Honey said. “And children’s literature really helps us make sense of those important topics in a way that provides great access and connection, while also giving us the opportunity to discuss big topics in really simple form.” 

Raygoza is teaching a course this month called, “J is for Justice: Early Childhood Books for a More Just World,” which is exploring similar themes. So, Honey invited Raygoza and her college students to collaborate with the Northgate Ethnic Studies students in a joint discussion on Tuesday about how children’s literature impacts children and families. The students broke into groups to read and discuss some of the books, after the teachers noted that children’s books can be viewed as “mirrors,” “windows,” or “sliding glass doors.”

Reflecting on this, Northgate student Emma Arruda said, "books serve as a mirror that can reflect your own lived experiences, a sliding glass door that allows you to put yourself into another person's reality, and a window that allows you to take a deeper look into another person's life/culture." Emma said her group "also talked about how some of these books might be put on banned or censored book lists as a way to suppress people's chosen identities that don't fit the mold of social norms."

The students used a rubric called "Considerations in Selecting Books for Young Children that Build Equity and Inclusion," as they discussed the characters, stories, themes, settings and illustrations in the books. Honey noted that historically some groups of people have been virtually "left out" of literature, while other people have been "over-represented in books and media." Her students sometimes analyze children's books while referencing high school level books such as "An Indigenous Peoples' History of the United States," to see how the same themes are discussed at different grade levels.

After reading the book, "Cornrows," by Camille Yarbrough, Northgate senior Ismael Opeyany said: "The book provided us a window to look into a different culture, showing the importance of braids. Coming from somebody outside this culture, I understand their culture better now.”

Saint Mary's student Kate Plachy complimented an insight shared by a Northgate junior Brooke Rooney, who said that the reason people ban books is because they know the messaging works in helping people to better understand each other. Honey agreed, adding: "People who are implementing book bans know that these books create more inclusive and welcoming societies."

For Honey and Raygoza, as well as their students, the time spent together was inspiring and motivated them to want to collaborate with each other again in the future. 

"Our convening affirmed that social justice and community-centered learning can take place across education levels," Raygoza said. "SMC undergraduates learned from and with high school students as they read and analyzed early childhood books together. What was most powerful was watching my college students learn directly from high school students who are already thinking critically about representation, power, and whose stories get told. Meg Honey’s high school students are engaged in sophisticated, justice-centered literary analysis."

Raygoza also praised Honey's teaching and relationship to her students. "Meg Honey’s classroom is a space where joy, critical inquiry, and community come through not only her curriculum but the uplifting and affirming ways in which she engages with all students."  

Honey was also incredibly impressed with Raygoza's accomplishments and the work she is continuing to do at Saint Mary's College. They are both Northgate HS alumni — Honey graduated in 1997 and Raygoza graduated in 2005, with Honey as her swim coach.

"Returning to Northgate as an alum was deeply personal," Raygoza said after the class. "My path into educational research and teacher education began here with my senior project focused on the topic of educational inequity in the era of No Child Left Behind. Pursuing my passion was possible because of my humanizing, empowering teachers at Woodside Elementary, Oak Grove MS, and Northgate."

She went onto earn Bachelors and Masters degrees and a Ph.D., and teaches in the Teacher Education program at St. Mary's. But the "J is for Justice" course is open to students with any major and focuses on children's books that uplift characters of marginalized identities. "The culminating assignment of the course is for students to author their own children’s book, selecting a theme based on something they would have loved to read as a child themself," Raygoza said.

Honey said she was glad her students got to learn how Raygoza started out as a Northgate student and followed her passion to make a difference in education through her work. 

Both the Northgate and SMC students said they appreciated the joint learning experience, as well as the educators.

• SMC junior Anna Clara Rocha ('27), said: "We got to sit down and meet with the students in Ms. Honey’s social justice class and I can say that as a college student from Saint Mary’s College I was thoroughly impressed with what I witnessed. The students, ranging from freshmen to seniors, spoke eloquently about such important social issues and were very well informed. You could feel the energy in the classroom, these kids are the future of social justice and Ms. Honey has created an amazingly safe environment to teach this curriculum!"

• Northgate senior Ciaria Ireland said: "Working with SMC students was a fun and new experience for me. I would love to do something like this in the future, maybe even just reading books about topics related to Ethnic studies, and then dissecting and studying the book. This visit really brought out something I didn't even know was inside of me."

• Northgate freshman Charlotte King said: "I really enjoyed listening to everything the SMC students had to say. They all had very valuable insights, and the sharing space felt very comfortable. I think it was also super fun to be able to understand the perspectives of people older and more educated on certain topics."

• Northgate junior Brooke Rooney said: "I would love the opportunity to collaborate with SMC students once again because it gives us high schoolers the belief in our own capabilities of contribution, even if we have not yet reached the collegiate level of education. I believe true learning is held in experiences and reaching beyond the walls of a single institution. In order to move forward as a flourishing society we need to have the courage to expand the reach of our knowledge."

• Northgate sophomore Livia Stroh said: "We talked about representation shown in the children's books that we read and how the books were able to show that in a way that would be easy for young children to understand. Each book has a different way of showing the representation that aligns with the themes and topics in Ethnic Studies, and they each show the representation in a clear and respectful way that is easy for children to learn from and understand."

• SMC student Olivia Burke (NHS '23, SMC '27), said: "Mrs. Honey’s classroom is filled with joy and passion, and I am grateful that I got to experience it! It is clear that she has a heart for her students and the material she teaches, and is making a real impact through her work. I am so glad to know that Northgate students have such a wonderful teacher and role model who is highlighting the value of social justice, activism, and representation."

In a followup survey at Northgate, many students said they would like more opportunities to engage with SMC students. "I truly hope to continue working with Mary (Raygoza) and create more moments like Tuesday," Honey said, adding that she is also excited about MDUSD's teacher residency partnership with Saint Mary's. "There are so many powerful understandings and experiences that happen when K-12 schools connect with our higher education institution partners."

Social Justice Storytime with Saint Mary's College Students on Saturday at Pleasant Hill Library 

Dr. Raygoza and her "J is for Justice" students will present a special Social Justice Storytime in celebration of Martin Luther King Jr.'s leadership in the Civil Rights Movement at 10:30 a.m. Saturday, Jan. 17 at the Pleasant Hill Library.

The students will read a selection of children's books that focus on themes of empathy, inclusivity, solidarity and mindfulness. The program is best suited for ages 2-8 with a caregiver. No registration required.

Gregory Gardens Elementary Principal Katie Koontz is promoting this event to her school community because it ties in with the school's emphasis on the social justice curriculum standards of identity, diversity, justice and action — which are part of the school's Social and Emotional Learning (SEL) program.

"Our social justice work is really about giving students the tools and language to talk about who they are, how they relate to others, and how to handle big feelings and real-world topics in a safe, supported way," Koontz said. "Each standard has age-appropriate lessons and book selections that help spark conversation, build empathy, and teach students how to listen, reflect, and respond respectfully." 

Raygoza said the event information has been shared with MDUSD principals and is expected to draw over 100 families. "We're so excited," she said. "Children's books and literacy — including book bans and debates on the science of reading — are hot news topics right now. The work of educators, librarians, and children's book authors to inspire hope, awareness, solidarity, and change through books and early reading is so important. Children's books offer high school and college students alike opportunities to engage in critical analysis and hope."

 

 

This week's MDUSD Friday Letter spotlights:

• Northgate HS Ethnic Studies class collaborates with Saint Mary’s College of California students who are studying Social Justice in Children’s Books to discuss the importance of representation and diversity;
• KQED features podcast on California Food Deserts by College Now student Eumari King Perez;
• El Dorado Middle School honored 247 students who earned GPAs of 3.5 or higher in their First Semester Honor Roll celebration;
• Foothill Middle School 8th-graders explored the Animation Career Pathway at Northgate High;
• Ygnacio Valley Elementary students showcased a traditional Mexican dance they mastered over two months of instruction funded by the Mt. Diablo Education Foundation;
• And more!

You can read it here.

 

The 3rd Annual MDUSD Career Technical Education (CTE) Fair for middle school students on Jan. 8th at Riverview MS gave 8th-graders from all middle schools in the District the opportunity to learn about career options after high school such as working for local agencies including the Contra Costa Water District or PG&E, and to find out about the different career pathways in MDUSD high schools such as construction, engineering, healthcare, auto tech, digital media and JROTC.

"The goal of this event is for students to learn about some careers in different industries," said Heather Fontanilla, MDUSD's Director of College & Career Readiness. "Another goal is for them to learn about the different pathway programs at the high schools so that they can consider the options when they are completing course cards for the 2026-2027 school year." 

The event featured 13 different education and industry partners, as well as 11 career pathways from District high schools, with teachers and high school students showcasing the work they do and offering hands-on experiences to the middle school students. It also included post-secondary education providers including MDUSD Adult Education, Diablo Valley College and Cal State East Bay.

"We're very excited to be hosting the fair," said Riverview MS Principal Veronica McLennan. "It's a great opportunity for our students to learn about the different programs in our schools and what's offered in our community."

To help keep students engaged, they were given a "BINGO Card" that asked them to visit booths and to share feedback about what they learned, said Anna Ramos, MDUSD's Manager of Youth Development & Support Services, who coordinated the fair. She said Shore Acres Elementary 5th-graders, who will attend Riverview MS next year, also got a sneak peak at the campus and the fair.

The hands-on activities included welding, practicing CPR and interacting with a robot, under the supervision of MDUSD Career Pathways high school students. Concord HS Transportation Tech student Mario Rodriguez, who taught 8th-graders how to weld at the event, said his classes teach students life skills that will benefit them even if they don't end up becoming auto technicians. Mario said career pathways can "lead you to what you want to do in life." CHS Auto Tech teacher Greg Golson said the Fair gave 8th-grade students the opportunity to get a glimpse of the skills they can develop in high school that they wouldn't ordinarily get to see.  

Mt. Diablo HS Patient Care pathway seniors Tiffany Dong and Elsey Campos Perez said they both want to work in healthcare after graduation and their pathway courses are giving them a head start on what they need to learn, including CPR. Similarly, the Principles of Biomedical Science Pathway at College Park HS also attracts students interested in healthcare fields. Riverview MS 8th grader Bryan Alvarez said he wants to learn more about the human body. "I really like science, but I also like acting," he said. Mt. Diablo HS also has a Digital Arts program in which some students create videos. Bryan's sister Stephanie Alvarez, who is the Riverview MS Community School Coordinator, said the fair exceeded the expectations of many 8th graders, who thought it wouldn't be very interesting before they attended, but who were excited after they went. "It's a great idea," she said. 

Ygnacio Valley HS Engineering teacher Joseph Alvarico, whose students demonstrated a robot they created in the school's Robotics Club, said the fair helped 8th graders get hands on experience related to careers they could pursue in the future, and helped his high school students build presentation, leadership and communications skills. "So, it serves both of them well - the high school and the middle school students," he said.

High school career pathway programs that participated in the fair were: Biomedical Science, and Photography at College Park HS; Engineering, Art & Digital Media/Photography, and Transportation at Concord HS; Auto/Transportation Tech, Culinary Arts, Patient Care and JROTC at Mt. Diablo HS; Animation at Northgate HS; and Education, and Engineering at Ygnacio Valley HS. Students interested in programs not offered at their "home" high schools would need to apply for an intra-district transfer to participate in some programs. 

Click here to watch a reel featuring highlights from the event.

 

This week's Friday Letter spotlights:

• The 3rd Annual Middle School Career Technical Education (CTE) Fair at Riverview MS;
• Valley View MS 7th grader Maya Alonso thanks first responders with gift baskets;
• College Now student Zachary Lee earns 2nd Place in Diablo Valley College’s “Business Pitch” competition;
• Five MDUSD High School Football players recognized with Honorable Mentions by the Bay Area News Group for their standout performances;
• Art from Sequoia MS students is on display at Pleasant Hill City Hall;
• Northgate HS earns AP Honor Roll "Gold" Distinction;
• School Social Media Highlights featuring the MS CTE Fair and other activities;
• And more!

You can read it here.

 

MDUSD is excited to have launched a new Teacher Residency program in partnership with St. Mary's College of California, which offers teachers in training the opportunity to work alongside a highly qualified teacher mentor in our District three days a week. This year, 12 teacher residents have been placed in Hidden Valley, Strandwood and Wren Avenue elementary schools; and at El Dorado and Riverview middle schools. They include residents pursuing multiple subject, single subject math, and special education credentials, who receive stipends of $31,400 per year and are given priority for substitute teaching positions while they are residents and for teaching positions after they earn their preliminary credentials at the end of this school year.

"I think it's going really well," said Christina Nelson, MDUSD's Teacher Residency Program Coordinator. "We're hoping to fill hard-to-fill positions and we are focused on diversifying the workforce." 

MDUSD and St. Mary's College are co-hosting an information night from 4:30-5:30 p.m. Thursday, Jan. 15 at Willow Creek Center in Concord for those who are interested in participating in the second year of the program in 2026-27 (see flyer for details and RSVP here). The application deadline to St. Mary's is March 1 and candidates can apply to the MDUSD residency after they are accepted.

At Riverview MS, teacher resident Dre Walker said he feels blessed to have been accepted into the program and paired with Special Education teacher Mary Acebu, a 13-year veteran who teaches Special Day Class students in grades 7-8. "I have to step up my game this year, in terms of lesson planning and being able to group the students strategically," she said, explaining how she is adapting to having another educator in the classroom along with para-educator Kimberley Montano. The students shift from one class to the next because many are mainstreamed for part of the day. "I'm here to show him the ropes on IEPs (Individualized Education Programs), testing, using different technologies to reach the kids, district requirements, and getting him ready for next year, once he becomes a full-fledged special education teacher."

Both Walker and Acebu agree that it is rewarding to teach special education. "Kids light up in the classroom once they understand something - that's always the goal," Acebu said. "They'll say, 'Oh, you taught me that last week,' and it just clicks. Those 'aha' moments - I live for those. I love that the most - being with the kids. I know if I can change even one student's life, I think I've fulfilled my purpose."

Walker sees the strong relationships that Acebu has built with her current and former students and he is working to establish his own connections with students. "She has found the students' superpowers," he said. "Most of our students have a skillset they don't realize. We bring it to light, so they can see it and run with it. These kids need an opportunity to be with quality teachers who believe in them."

One student named Alex said she likes both Acebu and Walker. "She's fantastic," Alex said of Acebu. "She's the fun teacher. She's nice and she's kind. And Mr. Dre - he's kind and he likes my artwork and how I try my best when I'm doing my work." Walker and Alex get along so well that they have created their own handshake, which they excitedly demonstrated.

Both Acebu and Walker are on the same wavelength in terms of blending academic and social and emotional learning by making their classroom a positive place where students feel safe, respected, academically challenged, welcome and valued. "We teach them to love themselves and to love others," Walker said. "Our kids are not afraid to ask questions," Acebu added.

Relying on the Universal Design for Learning, they design lessons to meet students' individual needs. Acebu, who is one of the school's Technology Integration Leaders, uses multimedia, websites and creates her own virtual lessons taking students places they have never been, such as Japan. When they use videos, such as CNN 10 current events, Acebu and Walker stop the program often to talk about it and how it relates to students' lives, explaining vocabulary words that may be unfamiliar. Acebu tries to make lessons engaging by rephrasing questions, alternating between multiple choice, writing and oral lessons. When some students said they didn't know why they were getting Tuesday off, that sparked a discussion about Veterans Day and why it's important - and Acebu learned that some students have military family members.

"She's fluid," Walker observed. "She's constantly changing based on the surroundings and characteristics of her students." By listening to the students, Acebu said she is able to figure out what they are interested in and what they have questions about. She also gives them short breaks during lessons so they don't feel bombarded by too many questions in a row. And she encourages students to ask questions if they don't understand something, which helps them feel confident and prepares them for high school. 

Walker attends staff meetings and is included in Acebu's communications to other staff members and to parents, which include weekly reports about what students are learning. Acebu said teaching life skills is Walker's forte. He loves explaining things like Native American History and Digital Citizenship to students.

Both Acebu and Walker said they would highly recommend the Teacher Residency program to aspiring teachers, as well as to veteran teacher mentors. "It can seem overwhelming to work with another person in the class, but it takes skill, patience and leadership," Acebu said. "When you know what you're able to bring to the table to help someone be the best teacher they can be, this is the perfect program to help people who want to be teachers in the future."

Walker said Acebu welcomed him with open arms and treated him as an equal when he first arrived. "At age 57, I'm learning new things," Walker said. "She's amazing."

Note: This news item was originally published Nov. 15, 2025. It was updated Dec. 30, 2025 with details about the Jan. 15, 2026 information night.

Click here to register.

MDUSD strives to graduate students who think critically, respect diverse cultures, are self-directed learners, and understand how our local, state and federal governments work so they can advocate for themselves and others through civic engagement. Social Studies teachers Bryan and Erica Shaw - who teach at Ygnacio Valley HS and the College Now program at Diablo Valley College - are so passionate about helping students to develop these skills that they have spent years creating and/or implementing inquiry-based, student-driven projects that require students to delve deeply into topics that interest them or are personally relevant to them, sparking discussions that help their classes better understand complex societal issues such as immigration, cultural identities, equitable education, and the importance of individual voices in democracy.

Based on the successes they have experienced with these projects, the Shaws (who are married) recently presented their lesson ideas to educators from around the country at the National Council for the Social Studies Conference (NCSS). The lessons include "Project Citizen," which involves in depth research into a problem and the creation of a proposed policy solution presented to a panel of local civic leaders, and Oral Family History projects that require students to explore their cultural heritage and family history by interviewing a family member, then creating videos shown to the class, which help build empathy and understanding among diverse students.

"The goal of the Project Citizen curriculum is to develop civic-minded students and to get them engaged in some sort of civic action," said Erica, after her seniors presented their projects on Dec. 16 to Superintendent Dr. Adam Clark, along with some school Board Members, District Administrators and two Concord City Council members. "Our hope is that we can introduce more teachers in the District to this." Erica has also written a U.S. History project for juniors in which they study struggles for equity in the U.S. among African Americans in the first quarter, then choose a different group - such as Hispanics, Asians, LGBTQ people, women or Native Americans - and read a book in English class about that group, and create a social media campaign to inform their peers about a social issue they're facing. "Juniors analyze what has changed and what has stayed the same," she said.

In both projects, students do their own thinking and come to their own conclusions, Erica said. "One of my core values is that I don't want to teach students what to think. They're asking questions and coming to conclusions and I'm teaching them how to access resources. Speaking to a panel of civic leaders shows students that their voices matter and as adults, they will know that they have the right to speak up for what they want in their local governments and they learn how to."

Two classes of College Now students collaborated on projects that they voted to research. One advocated for the expansion of Ethnic Studies in schools and the other advocated for public displays of "Know Your Rights" cards for immigrants who may encounter ICE agents. They researched existing laws and discussed the advantages and disadvantages of their proposals. After the presentations, Dr. Clark said he was extremely proud of the students and that the projects were much more beneficial to them than simply taking a final exam. "You will always remember this," he said, adding that the issues they raised, including cultural competency and protecting immigrant families, are also important to the MDUSD School Board. He praised their research, which included surveys and interviews, as well as their balanced presentation of the facts on both sides of the issues. "Our future is in great hands with leaders such as yourselves."

Students KiMaya Friedman and Mya Santiago, who advocated for the expansion of Ethnic Studies, said the project was beneficial because it helped them and their classmates understand the importance of learning about other cultures. "It would be great if school districts across the entire U.S. could also come up with this kind of structure so everyone is inclusive and able to understand each others' backgrounds," said KiMaya, who is African American, adding that she realized after talking to her classmates that she is not the only one who has experienced racism. "I can connect with these people and make change." Mya, who is Mexican American, said she was pleased by the diversity of the panel that listened to their presentations and was encouraged by Dr. Clark's feedback. "It boosted my confidence in my role in government and my community and my city and my district," she said. "This has given us an insight into what we are capable of doing. It’s very beneficial and it’s helped me to be more confident that the words I have to say are able to be heard and I have a lot of knowledge to share and people are ready to listen." 

Students Nathan Wehrmeister, Soha Ahmadzi, and Samuel Utoikamanu - who advocated for wide distribution of Know Your Rights information for immigrants - said the project was more beneficial than just taking a test because it taught them about the process for changing policies in their local communities. And they all agreed that Erica is a fantastic teacher who respects their individual backgrounds. "It makes you feel included and want to learn more about the subject," said Soha, who is Middle Eastern. "Her energy is contagious. When you first walk into class, she has a big smile on her face, ready to talk about history. We all love her.:"

Bryan's 12th grade Government students are also working on Project Citizen presentations, which they will give after the Winter Break. This week, his Ethnic Studies class students presented their Oral Family History video projects, which Bryan developed six years ago. Since then, he has collaborated with other Education Academy and International Baccalaureate (IB) teachers to expand the project as a cross-curricular final. Next semester, in Ethnic Studies, students will do a Memorial Project, in which they find a group, person or event that deserves a Memorial, but doesn't have one. They create a memorial in their education class, then create a 10-minute podcast in their English class, which helps them to earn the State Seal of Civic Engagement, if they complete the required paperwork.

The goal of the oral history project, Bryan said, "is to elevate marginalized voices and add them to historical narratives." Often, he explained, students are not interested in the figures they learn about in U.S. history because they cannot identify with them. Sharing their family histories builds empathy and builds community, as they honor each other's family experiences and sacrifices.
 
In two hours, the class watched intensely personal video interviews produced by nine students, covering topics including immigration; the death, incarceration or deportation of a parent; and enduring family bonds. The videos included captions, since some interviews were in languages other than English, as well as some tears, as students' parents and grandparents talked about their family's challenges and hopes for the students' futures. Bryan encouraged students to look for commonalities among the diverse stories. Students noticed that many families faced struggles and a majority of them were immigrants. But all of the family members interviewed said they wanted the students to graduate from high school and go onto college and/or fulfilling careers, and to live happy lives. 

Precious Johnson, who interviewed her 67-year-old grandmother, said she enjoyed learning about her family history and was proud of her grandma's service in the military. "I liked this way better than a test or an essay," she said, adding that it helped her to understand her classmates. "I liked seeing different people's cultures and families." Bryan said the class will finish watching all of the student videos after winter break. He said project-based learning requires students to dig around and do research and produce something they are proud of. "Especially since so many of our students are first or second generation, we're hoping it motivates them to see why education is important, both formal and informal," he said.

Education is very important to Bryan and Erica. They are still students themselves - both pursuing Masters Degrees in U.S. History with an emphasis in Constitutional Studies, funded in part by competitive fellowship grants they received from the James Madison Foundation. They are both attending Gettysburg College and are writing their thesis papers in the spring. Bryan will focus on the Port Chicago Mutiny trial and Erica will focus on the influence of Black women in Oakland after the Suffrage movement, looking at their role in the formation of the Black Panthers. "We have great conversations," Bryan said, with a smile. 

 

This week's MDUSD Friday Letter spotlights:

• Social Studies teachers Erica Shaw from College Now and Bryan Shaw from Ygnacio Valley High School recently presented at the National Council for the Social Studies (NCSS) Conference, highlighting powerful, inquiry-driven lessons that put students at the center of their learning;
• Schools are closed through Jan. 2 for winter break
• Bridge Program students create monthly newscast and visit KTVU;
• Mountain View Elementary hosts a Winter Education Night,
• Shore Acres Elementary hosts its 3rd Annual Pozolada;
• Students from Valle Verde and Walnut Acres elementary schools displayed artwork during the Orchards Shopping Center’s Annual Art Walk;
• College Park High School reopens its Wellness Center and holds an Open House;
• Hidden Valley Elementary Parent Liaison Cynthia Duarte Bishop helps support 23 families in need;
• And more!

You can read it here.

 

By Theresa Harrington Brandt
MDUSD Public Information Officer

On Dec. 11, students from El Monte, Meadow Homes and Shore Acres elementary schools had the opportunity to see "A Christmas Carol" at the Lesher Theater in Walnut Creek, sponsored by the Diablo Regional Arts Association's Women's Artistic Alliance. Students and teachers said they appreciated the chance to see a dramatic production, which prompted claps, cheers, laughter, and oohs and aahs throughout the show.

"I'm happy because I've never been here and it's something new for me," said Meadow Homes 5th-grader Madelin Marroquin as she lined up with her classmates outside the theater before the show. Teacher Elora Hinckley pointed out the "Content Advisory," which warned that the performance included ghosts and spirits, loud noise, fog effects, strobe lighting effects, and "bursts of holiday cheer."'

"This is my favorite thing that we do, because a lot of the students have never seen live theater before, so it's very special," said Women's Arts Alliance member Carole Wynstra, who sat in the balcony near the Meadow Homes and El Monte elementary students. 

During intermission, after the Ghost of Christmas Past had visited Ebenezer Scrooge, three Meadow Homes students gave the show a positive review. "I think it's pretty cool," said Alex Jacobo. Emiliano Moreno added: "Some parts are scary." But Daniel Ortiz was undaunted. "It's a good show," he said. "I like the ghost. It's not too scary." By the end of the show, Emilio said he liked it and Alex raved, "I loved it. It was amazing!"  

As Shore Acres students and teachers gathered in the lobby after the show, teacher Elvira Martinez said her students acted out the play the previous day in class, so it was fun for them to see it on the stage. Student Melanie Castañeda said enthusiastically, "I loved it! My favorite characters were Scrooge and Tiny Tim."

The Center Rep cast and Lesher Center staff and volunteers enjoy introducing students to first-time theater experiences, said Lesher Center General Manager Carolyn Jackson. "The buzz, the excitement - it brings us joy," she said.

Since 2008, the Diablo Regional Arts Association's "Arts Access" school time performances have provided more than 60,000 East Bay students, teachers, and chaperones with the opportunity to experience high-quality live performances and visual arts exhibitions at the Lesher Center for the Arts, with a focus on students from Title 1 schools, primarily from the Mt. Diablo School District, said Diablo Regional Arts Association Executive Director Peggy White. "We also provide study guides for teachers that meet the MDUSD Curriculum standards."  

MDUSD thanks the Association, Lesher Center and Center Rep for providing these opportunities for our students and we look forward to more exciting and educational field trips in the future!

 

MDUSD Superintendent Dr. Adam Clark sent the following message to District families and staff members on Dec. 12, 2025:

Dear MDUSD Community,

Each student in Mt. Diablo Unified School District brings special strengths, experiences and potential. As we continue working together to support growth in every classroom and every school, we remain committed to transparency and continuous improvement.

Today, I am sharing the 2025 California School Dashboard results for Mt. Diablo Unified School District. The Dashboard is a statewide tool that provides clear, accessible data about how Districts and schools are performing across multiple indicators, such as academic achievement, graduation rate, attendance, school climate, and college/career readiness. This presentation was shared at our Governing Board meeting on Wednesday, December 10.

This year’s results highlight both areas of strength and areas for growth. For example, our graduation rate rose to 89.8%, marking a 3.5% increase from the previous year, and our College and Career Indicator also improved by 3.2%, with nearly 45% of students meeting the preparedness benchmark. At the same time, the data shows continued disparities in academic outcomes and attendance that we are actively addressing through targeted supports, District adopted curriculum, grade level standards and expanded family engagement.

We take this data seriously because it informs our planning, professional development, and resource allocation throughout the year.

I encourage all families and staff to review the Dashboard data. You can access the presentation by clicking on the attachment. If you have questions about your school’s data or what it means for your student, I encourage you to reach out directly to your school principal or teacher. They can explain what supports are in place and how we are working to ensure that all students thrive.

As we continue to strengthen our systems and celebrate the progress we’re making, we are also reminded of the importance of partnership. We cannot do this work alone. Together, we can make the vision of high-quality education a reality for every student in MDUSD.

Thank you for trusting us with your students!.

Dr. Adam Clark

Note: The MDUSD Governing Board received this presentation on Dec. 10, 2025. The agenda item is here. The CA Dashboard website for MDUSD is here. Click on "View All Schools" to see MDUSD School Dashboard reports. 

 

This week's MDUSD Friday Letter spotlights:

• A field trip taken by students from El Monte, Meadow Homes, and Shore Acres elementary schools to see "A Christmas Carol" at the Lesher Center in Walnut Creek;
• Board of Education elects Debra Mason as President and Keisha Nzewi as Vice President,
• Board recognizes the 50th anniversary of the Individuals with Disabilities Education Act (IDEA);
• Board Recognition of College Park HS graduate Mathys Joseph for his recent ACSA Every Student Succeeding Award;
• The Special Education Community Advisory Committee’s joyful holiday party;
• Recognition of MDUSD’s Fall Sports Diablo Athletic League (DAL) All-League selections including four MVPs;
• School and Staff Social Media highlights including Winter Concerts,
• And more!

You can read it here.