MDUSD's next "Cafecito Con Las Consejeras" (Coffee with the Counselors): A Chat with Latina Counselors, will take place from 10 a.m. to noon Saturday, May 3 in the Shore Acres Elementary Cafeteria at 351 Marina Road in Bay Point.

Topics will include:

• Summer enrichment opportunities,
• Summer school information and
• Finishing the year off strong.

RSVP here. For more information, contact Ms. Angela Ordaz at ordaz@mdusd.org or (925) 682-8000 x85671, Ms. Marcie Torres at torresmm@mdusd.org or (925) 682-8000 x6418, Ms. Yaretzie Amaya at amayay@mdusd.org or (925) 682-4030 x3414, or Ms. Leidi Arias at ariasl@mdusd.org or (925) 682-4030 x3406.  Hablamos Español. 

 

The MDUSD Board of Education is seeking a Student Board Member to serve from July 1, 2025- June 30, 2026. The Student Board Member functions as a preferential voting representative to the MDUSD Board of Education and serves an important role of communicating and facilitating the student perspective and participates in Governing Board functions. 

Applicants must:

• Be enrolled as a junior or senior in a MDUSD high school in 2025-26,
• Maintain a minimum 2.0 GPA,
• Be enrolled in 20 credits,
• Be available to attend all scheduled Board meetings,
• Be available to chair Student Advisory Committee meetings, and
• Provide one letter of recommendation. 

Current Student Board Member Crystal Ochoa will host online informational sessions at 4 p.m. Wednesday, April 30th and Wednesday, May 7th.

The application is here. It is due by May 12, 2025. 

More information is 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.

MDUSD is offering 5 Dual Enrollment classes next Fall that enable high school students to earn college credits through Diablo Valley College (DVC).

The courses include:

• Social Justice and Public Health courses at Mt Diablo High School; and
• Early Childhood Education, Social Justice, and Industrial Design courses at Ygnacio Valley High School.

Check out the Dual Enrollment Flyers and Fall 2025 Dual Enrollment Schedule for locations, dates and times.

More information, including a tentative recruiting schedule at Mt. Diablo HS and Ygnacio Valley HS, is here. 

 

An Ygnacio Valley HS "InvenTeam" of 12 students has been working for months to develop an invention aimed at helping those with limited hand mobility regain independence by expressing themselves with hand gestures and manipulating their fingers to accomplish small tasks. The students are on one of eight teams in the country - and the only one in California - to be selected to participate in prestigious Lemelson-MIT InvenTeam® grant program, which challenges them to create a solution to a real world problem. 

The team reached a milestone in late February, when it presented its prototype during a Mid-Grant Technical Review to program administrators and local community members including Concord Vice Mayor Laura Nakamura and Kaylee Deland, Senior Outreach Coordinator for Rep. Mark DeSaulnier. "Their presence, along with the support from our community, made the event incredibly meaningful for our students," said engineering teacher Joseph Alvarico, who is mentoring the team along with math and International Baccalaureate teacher Tabatha Box. "Our team received valuable feedback from the attendees, which will help them refine both their product development and presentation skills moving forward. The insights shared will be instrumental in strengthening their work as we continue progressing toward EurekaFest."

EurekaFest is the culmination of the program, when all eight teams will travel to Boston to present their final prototypes at MIT. The YVHS team is working on a glove with fingers that move using tiny servo motors connected by dorsal strings that are operated by preset computer programs coded by the students that could include a thumbs up, peace sign, pointing, and customizable movements. All of the students on the InvenTeam are also in the school's engineering pathway and participate in the Project 212 afterschool robotics club, which has given them a variety of technical, teamwork and presentation skills that they are using in their invention challenge. 

To fine-tune their invention, the team has reached out to mentors including Dr. Shelby Edgar, the Director of Hand Therapy at Golden State Orthopedic, to find out what kinds of challenges her patients face and what would help them the most. To narrow their focus, the team decided to target helping people with radial nerve palsy, a condition that impairs hand and wrist movement due to nerve damage and affects their ability to do daily tasks. This is often a temporary condition that lasts 6-18 months and affects 2-17% of people, team members said.

They received feedback on their technical invention, sustainability, communications/research, and financing for both the invention and their trip to the East Coast. If they are successful in creating a unique invention that is marketable, they may seek a patent. They have raised enough money for the trip, but are still seeking additional funding for the prototype, hoping that any additional money raised could be used to continue a similar invention program locally by integrating it into the engineering and/or International Baccalaureate program curriculum at the school. They are also continuing to seek mentors who can give them additional feedback on their invention. More information is on the team's Instagram and GoFundMe page. 

 

This week's MDUSD Friday Letter spotlights:

• The Ygnacio Valley High School InvenTeam,
• Horizons Center for Independent Study 11th-grader Regina Brunson earns spot at National Gymnastics competition,
• Mt. Diablo HS Health Occupations of America (HOSA) students continue education over spring break,
• A county library event at the Mt. Diablo Adult Education campus,
• School social media highlights featuring elementary and high schools,
• Staff social media highlights featuring Technology Integration Leaders (TILs),
• And more!

You can read it here.

 

Mt. Diablo HS Digital Innovation students and their teacher Susan Verharen proudly unveiled a new makerspace on Wednesday that they designed in the school library in collaboration with library media teacher Jean Malinasky. The interactive space includes maker stations such as a Lego "Brick Lab," art-focused "Papercraft Pavilion," crochet and macrame "Fabrication Station," and "Wordsmith Studio" where students can make bookmarks, journals and other literary-themed treasures. The space also includes a button machine and "Cricut" cuttiing machine that students can use to create buttons or other design projects such as stickers.

"Last spring Ms. Malinasky had a vision to create a space in the library where students could use their creativity in bookmaking, fine arts, fiber arts and constructing physical objects for enrichment, class projects, and Social Emotional Learning (SEL) without the use of technology," said Verharen, whose seniors in the Career Technology Education (CTE) Technology Pathway took on the project as a work-based learning experience, with Malinasky as their "client." 

'The students used the design engineering process to ideate, research, define project’s goals and the deliverables to create the library makerspace while Ms. Malinasky provided feedback and approvals to keep with her vision," Verharen said. "The furniture layout was designed by the class using 2D vector drawing software. All marketing materials and signage was designed by the class using Canva. To add to the decor, our fine arts and multimedia student art is displayed on the walls." 

To tie the makerspace in with the school curriculum, the students and teachers created an 18-page google doc that lists projects by subject area. For example, science students can make paper roller coasters, history students can make replicas of historical artifacts and language arts students can make character dioramas. They are hoping teachers will visit with their classes to see all the options available, which also include making beaded bracelets, key chains, Ninja stars made of popsicle sticks and origami. The projects can give students a sense of accomplishment, help them remember what they learned in class, and provide a quiet activity that can help calm them down if they're feeling stressed.

The students who designed the makerspace said it was a challenging, but fun project and they are eager to teach other students how to use it. Board Vice President Cherise Khaund, who toured the space on Wednesday, was impressed. "I just love seeing the opportunity for student-led creativity and design that's accessible to students throughout the school," she said. The makerspace will be open to students during lunch, and for after school clubs with teacher supervision, Verharen said. Staff may also consider using the space for team-buiding activities. Malinasky said she believes the makerspace could be a model that other schools could replicate and she invites colleagues from throughout the District to come and visit.

More photos from the grand opening are here.