This week's Friday Letter spotlights:

• MDUSDS's eight Classified Employees of the Year,
• Northgate HS junior Sven Grant has been recognized in a Pioneer Athlete Profile for his accomplishments as a member of the Northstar Ski team,
• Two MDUSD students honored in the 27th Annual Art & Writing Challenge hosted by the Mt. Diablo Peace and Justice Center,
• MDUSD Preschool & Assessment Center Team Joins Community Partners at Family Resource Fair,
• Dr. Heather Fontanilla's article detailing how MDUSD is preparing students for the workforce published on ACSA's prestigious Resource Hub,
• Spotlight on 7 Technology Integration Leaders (TILs),
• And more!

You can read it here.

 

The Mt. Diablo Unified School District is pleased to announce the District's eight Classified Employees of the Year, including two who were also selected as County Classified Employees of the Year from among the District finalists. The District Classified Employees of the Year are: Jose (Jun) Cancio, Custodial and Maintenance Services; Teresa Cross, Transportation Services; Anita Fontana, Security Services; Gyongyi Iraheta, Food & Nutrition Services; Virginia (Ginny) Monge, Paraprofessional; Nicole Nakasato, Clerical and Administrative Services; Tara O'Keefe, Technical Services; and Ai Dong (Kitty) Peng, Health and Student Services. The MDUSD Governing Board will recognize the employees at its May 14th meeting. Nakasato and Cross were also recognized as Contra Costa County Classified Employees of the Year on April 23rd. 

Cancio, who is now the Elementary Head Custodian at Shadelands Preschool/Sunrise Elementary School, was nominated for the award by Bancroft Elementary teachers Anna Davis and Jennifer Winbery earlier this year, when he was a custodian at their school. He has worked in custodial and maintenance services for 26 years. "His efficiency and problem-solving abilities have positively impacted the overall workflow of the school, ensuring that operations run smoothly and effectively," according to his nomination. "Jose has made remarkable contributions both within the school and in the wider community." The teachers said Cancio participates in school events, volunteer programs and outreach events "ensuring that the school remains a well-integrated and supportive institution for both students and parents." He also leads by example and is a "cornerstone of the school community." 

Cross, a School Bus Driver, was nominated by Transportation Director Cris Lepe, who praised her "dedication, skill and unwavering commitment to our school community" during her two decades of service. She drives a 40-foot bus and serves the Bay Point community driving school routes, and also drives for field trips. "Her ability to foresee and prevent potential issues, particularly with field trip scheduling, has proven invaluable," Lepe said. "Teresa's sharp eye for logistics and her understanding of our operational needs help preempt potential problems, allowing the field trips for the transportation department to run smoothly." Lepe concluded that Cross "brings consistency, skill and quiet strength to our department as a model of professionalism" with a strong work ethic and "deep care for her students and colleagues." 

Fontana, a Campus Supervisor II at Pine Hollow MS, was nominated by Principal Andrew Strawbridge. "As a dedicated campus supervisor with 31 years of exeptional service, Anita exemplifies the highest standards of prefessionalism, care, and commitment to our school community," Strawbridge said in his nomination. "Anita's firm yet fair approach to campus supervision sets her apart as a leader and role model." Strawbridge added that Fontana builds positive and respectful relationships with students and staff, and mentors other campus supervisors. "Her dedication, leadership, and kindness make her an indispensable part of the Pine Hollow family." 

Iraheta, who is a lead Food Service Worker 1 at Woodside Elementary, was nominated by Food Service Area Supervisor Tom Egan for her 15 years of service. "Woodside Elementary kitchen successfully serves approximately 96 to 98 percent of the enrolled students at Woodside breakfast and lunch daily," Egan said in his nomination. "This is absolutely unheard of in our business. She does this by interacting with the students, attending afterschool functions with the parents and letting them know about our Food Service program, while promoting our department and the food she proudly serves." Egan added that she comes up with new ideas for recipes and operations, mentors new hires, is highly motivated and "is a strong communicator and collaborator who fosters positive relationships with colleagues, staff, parents and of course, the students."

Monge has been a Special Education Assistant (SEA) in an autism class at Silverwood Elementary for more than five years. "She has advocated for her students like no other aide I have ever seen," said teacher Liz Tang, who was one of several Silverwood staff members who nominated Monge. "She stays late, comes early, and even skips lunch to make sure there are enough appropriate things for her students to be doing." Tang added that Monge has provided lesson plans and curriculum for substitutes. "She just knows what needs to be done and is doing everything she can to help her class succeed." 

Nakasato, who is the District's Student Enrollment Coordinator, was nominated by Student Services Directors Marji Calbeck and Felicia Stuckey-Smith. Nakasato has worked in the District for eight years, is a "visionary leader and a systems thinker with a skillset to be highly effective in multiple capacities," her directors said. She is passionate about education, has strong organizational and interpersonal skills and "was the brain trust behind the creation of our current Centralized Enrollment Center." She created the centralized TK and Kindergarten enrollment process and the virtual processes for transfer and "choice" lotteries. She provides professional development to other district staff members, works closely with the IT, Human Resources and Fiscal Departments, and "provides a welcoming environment to all of our families as the Enrollment Center is the first point of contact for families coming to MDUSD."

O'Keefe is a Network/Systems Administrator, who has worked in this field for 16 years. "Tara's proactive approach to her role ensures not only the resolution of immediate issues, but also the implementation of long-term improvements, creating a seamless and supportive environment for students and staff," said Director of Technology and Innovation Robert Sidford in his nomination. "Her positivity and focus ensure that problems are met with solutions, not blame, and her efforts have become a cornerstone of her schools' success." Sidford also praised O'Keefe's people skills, saying "her dedication to creating a stable, secure, and supportive environment enables students, staff, and teachers to focus on their goals and thrive." 

Peng has worked as a Licensed Vocational Nurse for five years. She "has demonstrated exceptional clinical expertise" and "handles every situation with competence and care," said Director of Strategic Supports and Interventions Linda Pete and Credentialed School Nurses Diana Nachajski and Marianne Johnson in their nomination. "Many students have directly benefitted from her swift actions in urgent situations, such as administering first aid or coordinating emergency care, which has had a lasting positive impact on their health and well-being." In addition, Peng "has developed a deep connection with students in her care, parents and staff," making her a "trusted figure" who demonstrates compassion, professionalism, dedication, a strong work ethic, and an "unwavering commitment to the health and well-being of our school community."

 

After creating a "touring" production of Little Women by his Northgate HS drama students last year, Drama Artistic Director John Litten and his Drama III students followed up this year by touring two productions - one for elementary students ("The Lady or the Tiger?") and one for middle and high school students - "The Warriors." A small cast of students staged three back-to-back performances of "The Warriors" over two days - April 28 and April 30 - at Foothill MS and Valley View MS, then culminating with a performance for Drama students at College Park HS. 

Their goal was to bring student-driven, high-quality free educational theater directly to other MDUSD campuses, Litten said. "Not only does this provide our young actors with real-world performance experience, but it also fosters creativity, empathy, and engagement in the audiences we serve." As the only two high schools with drama programs in MDUSD, Litten and College Park HS teacher Tony Gardner have also collaborated on creating an honors Drama course that will launch at both schools next year, and they are discussing the idea of developing a Theater Festival, similar to band festivals that are held at many schools.

The show focused on fights between rivaling gangs, but also dealt with themes of friendship, families, survival and peace. After the performance, Northgate students answered questions from their College Park peers about their fight scenes, costumes, and rehearsals.

All the students posed for a group photo with their teachers after building bonds as fellow actors. Gardner said he invited the Northgate students to College Park to strengthen ties between the two schools based on their love of drama. "Collaboration between high schools is always good - good for students and for the district," he said. "Sharing and enjoying performing arts together is important. We shouldn't always just get together to compete, but to collaborate." 

The College Park students were especially impressed by the choreographed fight scenes, which included one gang swinging bats at rival gang members, punches, slow motion kicks, grunts, groans and even some "leap frog" jumps. The Northgate actors talked about how they concentrated on their facial expressions and practiced projecting their voices in rehearsals. To make it easy to tour the show, there were no sets and few props.

The Northgate students also discussed the sacrifices they make to be in productions, rehearsing after school and on weekends, while juggling school and other activities, as well as District and AP testing at this time of year. But they do it because they love it, they said. They spend so much time together that they have become like a second family. 

Litten invited Gardner to bring his students to perform at Northgate. "Let's start to build a bridge," Litten said. "Let's start to see each other's plays." College Park HS student Emme Potts, a junior, said she supports this. "I do think it's a good idea for people to connect between schools," she said. "Bringing two schools together to perform for one another - to have that opportunity - is a very good idea."

Click on this reel to see highlights from the show.

 

Students from all five MDUSD comprehensive high schools participated in the 2025 MDUSD Campus to Commerce Career Pathways Showcase on May 1 at John Muir Health in Concord, displaying photos and samples of their work and speaking to visitors about what they are learning. During the event, three students participated in a panel discussion about the value of the District's career pathways programs along with three internship providers from local businesses.

The participating Career Pathways programs included: Art & Digital Media at College Park HS; Art & Digital Media, Engineering, and Transportation at Concord HS; Art & Digital Media, Engineering, Information Computer Technology, and Patient Care at Mt. Diablo HS; Art & Digital Media at Northgate HS; and Education, Engineering, and Health Care at Ygnacio Valley HS. 

The student panelists were MDHS Patient Care Pathway student Sofia Carrera Cuevas, CPHS Art & Digital Media student Joseph Giacomino, and YVHS Engineering student Angie Villalon. Sofia, a sophomore, said she has appreciated the internship and training opportunities she has received, which have strengthened her interest in healthcare. She has worked as a paid intern for MDHS teacher Dr. David Pintado's East Bay CPR organization, and received Community Emergency Response Training (CERT) training through a partnership between MDHS and the city of Concord. Joseph, a sophomore, said business partners show students things they aren't exposed to in school. He met with the Sunvalley Shopping Center manager to discuss marketing, and visited the Academy of Art and the Disney animation studio, which helped him to decide that he was most interested in animation, he said. Angie, a senior, said her internship at Calitho enabled her to use machines and software not available at her school. "It helped me to realize I want to continue developing my skills in product design," she said. 

Students showcasing their programs at display booths were also enthusiastic about the in-depth career education they are receiving. MDHS Digital Arts & Media students Isabella Leon and Gisselle Garcia explained their "capstone" projects to Superintendent Dr. Adam Clark, including photo displays and posters. Both students plan to attend Diablo Valley College (DVC) after graduation, then transfer to universities. CHS photo arts student Penny Selby said she likes expressing herself through photography and using technology to enhance her photos. Although her career goal is to become a librarian, she says she will continue to explore photography as a hobby. YVHS Education Academy student Amy Arreola said her courses are preparing her for a career as a teacher, and she would ideally like to return to MDUSD and teach ethnic studies, which she said is crucial to help students understand themselves, their families and their peers. 

During his presentation at the event, Dr. Clark said MDUSD is working to teach students technical skills needed to pursue careers, as well as "soft skills" , such as showing up on time, being able to work with diverse people, and critical problem-solving. Partnering with local businesses gives them an opportunity to help shape their future workforce, while giving students valuable exposure to real life careers. "I see it as a symbiotic relationship between our schools and our business partners," Dr. Clark said. 

 

This week's MDUSD Friday Letter spotlights:

• Campus to Commerce Career Technical Education (CTE) Showcase at John Muir Medical Center,
• Northgate HS Drama III students share their performance of "The Warriors" with College Park HS drama students,
• Shore Acres Elementary and Mt. Diablo Adult Education’s Family Literacy Class celebrated Día del Niño (Children’s Day) on April 30,
• School social media spotlights
• And more!

You can read it here.

 

MDUSD Superintendent Dr. Adam Clark sent the following message to the District community on April 26, 2025:

Dear Mt. Diablo Unified Community,

Thank you for your continued commitment to our schools and our students. As part of our promise to keep our community informed, I invite you to review this summary of the ongoing negotiations between the Mt. Diablo Unified School District and the Mt. Diablo Education Association.

This update presents a factual overview of the proposals and key issues that have been discussed. As your superintendent, my focus remains on supporting students. That support is realized through responsible financial stewardship and ensuring that the dedicated educators and staff who serve our students are equipped with the resources they need to succeed.

My ultimate goal is to ensure that every student in Mt. Diablo achieves academic success and has the opportunity to reach their full potential. I encourage you to read through this update carefully. While many important issues are addressed, you may notice the apparent absence of a direct focus on student achievement in several proposals. Additionally, some requests arguably are beyond the traditional scope of a collective bargaining agreement, an observation which the District has communicated to MDEA across the bargaining table.

It is vital that we remain informed and aware of the broader context of public education, both within our county and across the state and nation. Mt. Diablo is doing meaningful and impactful work for students. While we acknowledge there is more progress to be made, we are committed to moving forward, not backward.

Thank you for being an engaged part of our educational community. Together, we will continue to keep students at the center of every decision we make.

MDEA DECLARES AN “IMPASSE” IN NEGOTIATIONS:
NEXT STEP IS MEDIATION
PARTIES HAVE MET 10 TIMES FOR 60 HOURS PRIMARILY TO DISCUSS
OVER 200 CHANGES PROPOSED BY MDEA IN NEARLY EVERY CONTRACT ARTICLE
PLUS NEW ARTICLES FROM MDEA ON SOCIAL JUSTICE, ETC.
OVER 60 COMPENSATION ITEMS FROM MDEA
PROJECTED TO COST $147 MILLION OVER NEXT THREE YEARS

April 26, 2025

Introduction: Bargaining teams for the Mt. Diablo school district and Mt. Diablo Education Association met on April 18, 22, and 23, 2025, culminating in their tenth bargaining session over a successor collective bargaining agreement to begin on July 1, 2025. The parties have now spent approximately 60 hours in negotiations this year. A summary of these sessions follows.

MDEA DECLARES AN “IMPASSE” IN NEGOTIATIONS:
THE FIRST STAGE IS MEDIATION 

At the close of negotiations on April 23, MDEA declared an “impasse” in negotiations. Under our state’s collective bargaining law for school districts, this means one or both parties believe differences on remaining items are so profound that more face-to-face meetings would be futile. Therefore, the assistance of a state-appointed mediator is requested.

[Note: On April 24, the District informed MDEA it would join in the request for a declaration of impasse.]

State law requires the parties to participate in the impasse process when they cannot reach an agreement. The first step is mediation, which can last for however long the mediator believes is productive. If mediation is unsuccessful, the mediator – and only the mediator – can “release” the parties to the next required stage of the impasse process: fact-finding. 

In fact-finding, a three-person panel – one member appointed by the District, one by the union, and a neutral selected by these two members from a list provided by the Public Employment Relations Board (PERB) – holds a hearing where each party submits facts, arguments, and evidence supporting its position on unresolved issues. 

The party seeking to change the contract or to add new language bears the burden of persuading the panel of the legitimacy of its proposals. In addition, each party presents evidence on the affordability of their proposals. The panel then issues an advisory report with recommended terms for settlement.

If the fact-finding report does not lead to a settlement, the negotiation process is terminated, and each party is permitted to act unilaterally. The District may impose terms within its last best offer, and the union may withhold service through a strike.

Depending on how long mediation lasts and whether mediation and/or fact-finding continues or is suspended over the summer months, the impasse process can take three to six months to complete before the parties can legally take unilateral action.

PARTIES HAVE MET 10 TIMES FOR 60 HOURS PRIMARILY TO DISCUSS
OVER 200 CHANGES PROPOSED BY MDEA IN NEARLY EVERY CONTRACT ARTICLE
PLUS NEW ARTICLES FROM MDEA ON SOCIAL JUSTICE, ETC.

As summarized in the previous Negotiations Update, MDEA has opened almost every article of the contract (23 out of 29) and proposed four new articles to add to the contract. Altogether, there are over 250 proposed contract changes within these articles. The District opened seven articles.

Over the last 10 sessions, the parties have exchanged over 150 proposals and responses. The District has been prepared for every session; in fact, on occasion, the District emailed already-completed proposals after the session due to time constraints. The District has consistently provided a rationale for every proposal and response. 

Since MDEA has proposed so much new language, without demonstrating a need for why it is required, it is to be expected that many of the District’s responses have been to maintain current contract language (status quo). In the District’s opinion, which it has expressed to MDEA at the table, concerns with some of MDEA’s new language include the following:

• Limiting student access to courses, especially electives.
• Decreasing student learning time with their regular teacher by proposing more preparation time and release time away from the classroom.
• Student safety issues raised by MDEA’s proposal to prohibit supervision of pupils by teachers before and after the student day.
• Additional notices to and involvement of the Association in District procedures, thereby adding further requirements to District operations.

The breadth and scope of MDEA’s proposals impede a detailed review in this space; however, some of those proposals include:

• Prohibit reassignment of elementary school teachers after the first student day due to enrollment changes, which may potentially leave some classrooms unstaffed while other classes remain under-enrolled.
• Require site administrators to take steps so that all unit members are safe and protected from harassment of interference by outside agitators, which includes parents, and is open to interpretation.
• Prohibit unit members from caring for service animals other than their own.
• Reduce maximum site meeting times from 90 to 75 minutes.
• Prohibit prep providers (e.g., Enrichment & Support Teachers and Teacher Librarians) or any other non-classroom teacher from being directed to cover a classroom when a substitute is unavailable, potentially leaving classrooms without a teacher for the day, which would require distributing students to other classes and changing the instructional day for all students at that grade level at that site.
• Prohibit requiring a lead nurse and lead counselor to substitute for an absent unit member, potentially leaving students without required medical or mental health services.

Evaluation and Social Justice: MDEA continues to propose:

Evaluation:

• Require all evaluators to be trained in cultural competency, antiracist professional evaluations, antiracist school leadership, supporting victims of racial violence, racial stress, and/or racial trauma, microaggressions, and overcoming implicit bias.
• Formation of a “Racially Just Evaluation Workgroup“ to investigate and propose evaluation processes that address many of the areas listed directly above.
• Prohibit formal evaluations when any employee assigned to the space is absent.
• Require immediate reassessment of a needs improvement or unsatisfactory evaluation by the administrator in charge of the District’s equity efforts.
• Require tracking evaluations by race; gender (including male, female, non-binary, and agender); years of experience (and in the District, and at the site/program); school site; grade level; and subject.
• Take steps to eliminate, within five years, all racial disparities in evaluation ratings. 
• Require an improvement plan construction process; if the evaluator and unit member cannot agree on the plan, a team composed of those two, plus a MDEA representative and another administrator, shall work to construct a plan. If there is still disagreement, the District Board of Trustees will decide on the plan.

Social Justice (new Article):

• A list of joint “commitments” including those related to (partial list): 
  • a welcoming environment and rigorous instruction; 
  • highly qualified, culturally proficient, and responsive staff who will create a safe and engaging learning environment respectful of all students’ backgrounds; 
  • continuously engaging, collaborating, and bargaining to protect, defend, and improve the rights of bargaining unit members in keeping with their academic and professional status; 
  • improving the education and workplace conditions and outcomes for all bargaining unit members, including Black, Indigenous, and People of Color (BIPOC); and
  • Ensuring all students, specifically including focus scholars – among them, African American students, Foster Youth, students experiencing homelessness, students with IEPs, and emerging bilingual students – will experience culturally responsive practices and be provided rigorous instruction.
• Require all bargaining unit members to be offered training every three years in:
  • Racially just grading and classroom management practices;
  • Trauma-informed practices;
  • Cultural competency;
  • Restorative justice; and
  • Social Emotional Learning.
• Require the District to join MDEA in advocating for new legislation ensuring probationary employees may be non-reelected only for “just cause” with due process rights only after fair warning, a written corrective action plan, and the opportunity to fully implement that plan.
• Prohibit use of AI in any employment decisions.
• Require that all bargaining units work at sites that have fully staffed and resourced restorative justice programs.
• Require the District to designate an Equal Employment Opportunity Compliance Office to investigate and remedy allegations that employees, contractors, vendors or volunteers are creating undignified or disrespectful working environments or conditions.

OVER 60 COMPENSATION ITEMS FROM MDEA
PROJECTED TO COST $147 MILLION OVER THE NEXT THREE YEARS

MDEA has made over 60 proposals that would directly increase compensation.  

In addition to MDEA’s proposed 15% salary increase over three years, there are numerous proposals for hourly pay, stipends (including 33% to 60% increases in certain middle and high school stipends) and the like for many professional responsibilities certificated unit members normally perform. There are also proposals for new paid leaves of absence, lower class sizes and caseloads, travel pay, and stipends for being involuntarily reassigned to teach a different grade level and/or class course.

Thus far, the District has estimated that taken together, some (but not all) of these MDEA proposals will cost the District (for the MDEA unit only) about $41M in 2025-2026, $49M in 2026-2027, and $57M in 2027-2028, for a total of about $147M over the three-year contract. 

For 2025-2026, the cost of a 1% salary increase for MDEA is about $2M, so these costs represent salary increases of 20.5% in 2025-2026, 24.5% in 2026-2027 and 28.5% in 2027-2028, for a total 73.5% increase over three years (based on a non-compounded cost of 1%).

Salary and Benefits

Salary: The District continues to propose a one percent (1%) raise in each of the 2025-2026 and 2026-2027 school years, and to reopen negotiations over salary for the 2027-2028 school year. This would be on top of the 9% salary increase given to MDEA members for the current school year. 

MDEA originally proposed raises of 8%, 5%, and 5% in the 2025-2026, 2026-2027, and 2027-2028 school years, respectively. In its latest proposal, MDEA reduced the raises for each of these years by 1% (7%, 4%, 4%).

MDEA’s proposals also include: 

• Move to a “one column salary schedule” (eliminate multiple columns based on educational units earned).
• Reduce the number of steps from the current 25 to 18 to reach the maximum salary.
• Revise the calculation of the Hourly Rate for extra work based on a designated step of the salary schedule. According to MDEA, this would result in an Hourly Rate of $70.89 based on 2024-2025 salaries.
• Revise the calculation of the Summer School Hourly Rate based on a designated step of the salary schedule. According to MDEA, this would result in an Hourly Rate of $78.29 based on 2024-2025 salaries.
• 150% additional pay for unit members who provide training on any day outside of their regular work year.
• Stipends for unit members who work with student teachers less than 50% for one semester ($1500) and 50% or more for one semester ($3000).
• Stipends for lesson planning and/or grading duties for vacant positions.
• Annual $300 per-site classroom/professional materials stipend for unit members assigned to multiple sites.
• Annual $500 professional use technology/software/digital subscriptions stipend.
• Retention Bonus equal to 8% of a unit member’s annual salary when the District contracts out any position in the same job as the unit member.

Many of the foregoing proposals either cannot be quantified and/or have not been costed out by the District due to the unpredictable nature of the requests, potentially leaving the district open to mandates it cannot fund.

Benefits: The District currently pays 100% of the Kaiser Cal PERS rate for employees and their dependents. Current contract language continues this indefinitely and MDEA members would only be responsible for paying 20% of future increases. Despite this, the District proposed paying 100% of all increases for the next two years.  

MDEA has proposed:

The District will pay 100% of Kaiser CalPERS premiums for employees and their dependents, regardless of any increases in those rates (this is commonly referred to as “uncapped benefits”).

Effective July 1, 2025, the District will pay the full cost of the Delta Dental PPO Premium plan. Currently, the district pays for the Delta Dental PPO plan as the premium plan is not designed for all employees, but it is meant as a buy-up option for those who may need additional coverage. 

Increase cash-in-lieu payment to unit members who do not take medical benefits from $2060 to $2300.

Next Steps: Once the parties file for impasse with PERB (Public Employment Relations Board), it means that further negotiation sessions will not change the fact that the parties cannot reach an agreement, and a state mediator will be appointed. The parties will then begin participating in the impasse process to resolve their differences with the mediator. 

Mt. Diablo Unified School District Negotiation Team:

Ryan Sheehy, Interim Chief, Human Resources
Samantha Allen, Chief, Educational Services
Dr. Wendi Aghily, Chief, Pupil Services & Special Education
Adrian Vargas, Chief Business Officer
Erin DeMartini, Director, Elementary Education
Ruth Steele, Director, Secondary Education
Dr. Tamekia McCauley, Elementary Principal
Crystal Stull, Middle School Principal
Josie Kirkland, High School Vice Principal
Greg Dannis, District Legal Counsel

Dr. Felicia Stuckey-Smith: Champion for Equity and Student Success
By Rosie Reid, MDUSD Program Specialist

Dr. Felicia Stuckey-Smith is a transformative educational leader whose 40+ years of service – 27 in MDUSD – reflect an unwavering commitment to equity, inclusion, and student-centered education. With a unique blend of legal acumen and profound educational expertise, Dr. Stuckey-Smith has held a wide range of impactful roles in the Mt. Diablo Unified School District. She taught both middle school core (English/Social Studies) and high school English before serving as a district alternative education administrator, elementary principal, secondary classroom and mentor teacher, Gifted and Talented Education Coordinator, and Beginning Teacher Support and Assessment (BTSA) Coordinator. 

As the Director of Student Services for MDUSD since 2010, Dr. Stuckey-Smith has been responsible for the safety and well-being of hundreds of thousands of economically and ethnically diverse students. Her contributions to equitable education have not gone unrecognized. Dr. Stuckey-Smith was named the Association of California School Administrators ACSA Region 6 (East Bay) Student Services Administrator of the Year in 2014, and she has received this honor again for 2025. This prestigious award recognizes her outstanding leadership and unwavering commitment to student support and well-being. 

She also received the Black Excellence District Administrator of the Year award in 2023 and serves as Co-Chair of the California Association of Pupil Personnel Administrators (CAPPA), demonstrating her continued leadership at the state level.

Her leadership encompasses critical areas of student success and wellness, including attendance, enrollment, discipline, healthcare services, Section 504, Home and Hospital instruction, counseling services, and support for foster and unhoused youth. Dr. Stuckey-Smith has led transformative initiatives that address disproportionality and systemic racism in education. She facilitated the district’s Equity Advisory Team, which developed comprehensive Board Policies on Equity and Disproportionality. She chaired the district’s Anti-Bias, Anti-Racism (ABAR) Advisory Committee, which worked to identify and dismantle systemic racism within district policies and practices. Under her leadership, the ABAR committee provided actionable guidance to the school Board, helping the district implement meaningful reforms that foster equity and inclusivity across all school communities. She also directed the District Positive Behavior Team, which supported students with chronic behavioral challenges and worked to prevent expulsions. As chair of the district-wide discipline team, she led the creation of a Behavior Matrix that integrates legal mandates, educational policy, and a commitment to fair and equitable discipline practices. Another major accomplishment was her work in creating a Counseling-Enriched Program (CEP) at Sun Terrace Elementary School in 2007, which provides a therapeutic approach to serving students who have not had success in mainstream classrooms. Her strong commitment to student wellness also led her to expand the number of Wellness Centers in MDUSD from two to seven and to strengthen implementation of wellness supports.
 
Her influence extends beyond MDUSD through her active role on the ACSA Student Services and Special Education Council and the Every Child Counts Symposium planning committees. She is a sought-after presenter for ACSA’s Special Education, Principal, and Pupil Services Academies, where she inspires current and future administrators with her knowledge, insight, and passion for equity.

Dr. Stuckey-Smith is more than an administrator—she is a changemaker. Her work continues to guide school districts in creating equitable systems that reduce suspensions, address disproportionality, and foster success for all students. Dr. Stuckey-Smith will retire in June 2025, leaving behind a brighter, more inclusive future for MDUSD and schools across California. She will be greatly missed for her thoughtful and innovative approaches to student support, her strong commitment to social justice, and her tireless advocacy for all students.

Congratulations also to the other MDUSD Diablo Managers Association (DMA) nominees for ACSA Region 6 Awards:
Elementary Administrator: Dr. Tamekia McCauley, Principal of Bel Air Elementary in Bay Point
Continuation/Educational Options Administrator: Courtney Lyon, Principal of Olympic High School in Concord
Central Office Administrator: Erin De Martini, Director of Elementary Education 
The complete list of ACSA Region 6 nominees and winners is here.