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This week's MDUSD Friday Letter spotlights:

• Holbrook Language Academy kicks off a year-long celebration marking 10 years since the school reopened as a Dual Immersion academy in English and Spanish, which has grown into the only TK through 8 school in MDUSD and the only dual immersion middle school;
• No school from October 5 through 12 for Fall Recess and Indigenous Peoples' Day on October 12;
• Next Governing Board meeting will take place October 14, followed by the next AAPAC meeting on October 15;
• Growing Healthy Kids newsletter highlights garden education at Sun Terrace, Hidden Valley and Ayers elementary schools;
• And more!

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This year, Holbrook Language Academy has kicked off its 10-year anniversary celebration since opening as a Dual Immersion School in English and Spanish, looking back on its success as the only Dual Immersion school serving students in grades TK-8 in the district. It is one of several TK-5 dual language schools in MDUSD, but the only one that also includes a dual immersion middle school.

Last year, the first students who started as Kindergartners at the school finished 8th grade, and this year marks the first promotion for 8th-graders who started in TK, said Principal Silvia Orellana, who assumed leadership of the campus five years ago.

After Holbrook Elementary was closed due to budget cuts, it reopened in 2017-28 as a dual language school based partially on the advocacy of parents including Orellana, who petitioned the School Board to create the school, Orellana said. It started with only 150 students in grades Kindergarten through 2nd grade, then added a new grade level each year. "Now we are at full capacity, with two classes at every grade level," she said. At first, there was an English-only strand, but now it is a completely Two-Way Dual Immersion school, with students learning in English 50% of the day and Spanish the other 50%. By the time students complete 8th grade, they are bilingual and biliterate, and also have cross-cultural competence, Orellana said. Some are learning English as a second language and some are learning Spanish as a second language. It is a "magnet" school that serves students in the Holbrook neighborhood in Concord and also accepts students from throughout the district via transfers.

For the past three years, more than 90% of 8th-graders have passed the Avant Spanish proficiency test, which determines which level of Spanish they can take as high school freshmen. Many go into honors or Spanish 3 classes, and graduate from high school with the CA Seal of Biliteracy, Orellana said. Learning about cultures of the world is also an important focus at the school, she said, noting that students do projects based on cultural heritage and also discuss these themes during social emotional learning lessons in middle school.

Eighth-grader Delilah O'Hara said she appreciates the school community and is excited to be bilingual when she enters high school. "I think it will definitely help me in life," she said, adding that speaking Spanish will help her to communicate with new people she meets, and that she could help translate for her family when they travel.

Mireya Juarez, an 8th grader whose family came from Mexico and El Salvador, said learning Spanish at school helps her to communicate with some family members who don't speak English. Her classmate, Ethan Ventriglia, who also has family members from Mexico, said he also looks forward to being to communicate better with them and with other people he may meet while traveling, and said speaking Spanish could help in his future career. He recommends the school because it is a small community where students get to know each other. His classmate Elianna Simone said she also wanted to learn Spanish to be able to speak to some Spanish-speaking family members, after learning some Spanish at home. "My first word as a child was leche (milk)," she said, adding that she likes the fact that Holbrook goes through 8th grade because she has gotten to know her classmates really well. "Students here work very hard," she said. CAASPP English Language Arts standardized test results for 7th-graders in 2024-25 showed the highest level of improvement of any middle school in the District, Orellana said. She expects results from this year's 8th-graders (when they took the test as 7th-graders last year) to also show impressive growth. "It is a very strong class," she said. 

Math teacher Manuel Rios Vargara, who came to the school from Spain five years ago, is one of several bilingual teachers on the campus recruited through a California Department of Education program. Some other teachers on campus came from Mexico, Nicaragua, Puerto Rico and Iran, Orellana added. Rios Vergara said the school is transformational. "I came for the experience of teaching abroad," he said. "I'm staying for the team - the staff and the kids and the administrators and the families - the whole school community. It's a nice place to work. The program is appealing because I came from a bilingual background in Europe." But he said that here, there is a real need for a dual language school in the community because it honors and appreciates and respects students' cultural identities. "The program is good in terms of offering different voices and different perspectives," he said.
Cathy Kenney, a campus Noon Supervisor whose grandchildren attended the school, said the ones who have completed 8th grade are fluent in Spanish. "It's very good to have two languages," she said. She also thinks the students benefit from being able to stay on the campus through 8th grade instead of moving onto a different campus for middle school. "It's all here," she said.

Orellana said the 10-year celebration started during the school's "meet and greet" at a park before the school year began, with cake and balloons. "We sang Happy Birthday for our school in English and Spanish. It was a cool moment. That was the kickoff and we will sprinkle more throughout the year," she said, adding that the District's Lights on Afterschool celebration for its CARES Expanded Learning program will be held on the campus in recognition of the fact that the Holbrook CARES program started at the same time that the school reopened as Holbrook Language Academy. 

Parents at Orellana's first Cafecito con la Directora (Coffee with the Principal) also spoke about the 10-year celebration, with many parents giving positive feedback about the school and the impact it is having on their children.

"We're going strong," Orellana said happily.

This week's MDUSD Friday Letter spotlights:

• Early Start Program at Robert Shearer Preschool serving deaf and hard of hearing students;
• Mental Health & Wellness presentation September 30th;
• MDUSD College Fair October 22nd at Ygnacio Valley High School;
• Building Trades Parent Night November 4th at Concord High School;
• Mountain View Elementary Walk-a-Thon;
• October Board Resolutions;
• School and staff social media highlights;
• Community events this weekend;
• And more!

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In recognition of Deaf Awareness Month in September, the Friday Letter is spotlighting the Deaf and Hard of Hearing (DHH) Early Start Program at Robert Shearer Preschool in Pleasant Hill, which serves students who are infants through age 3 and are diagnosed with hearing loss after birth. It is part of a continuum of specialized programming in MDUSD that serves DHH students through high school. 

We are also highlighting the work of District Audiologist Dr. Michelle Louie-Kumar, who who assists all deaf and hard of hearing students in the District with their hearing aids and other devices, and connects with parents and medical professionals to help families and school staff understand the needs of each student, including attending IEP meetings. 

Deaf and Hard of Hearing Specialist Katie Laushman and Speech-Language Pathologist Jennifer Wayman make home visits to parents to help them learn how to communicate with their children and understand their options, including sign language, and the use of hearing aids or cochlear implants. This collaboration also includes assessing students, Wayman said. When they are 18 months old, students begin attending classes on campus to learn language together.

Students progress from the Early Start Program, to Preschool for students age 3-4, and TK at Robert Shearer Preschool, then Kindergarten through 5th grade at Westwood Elementary, El Dorado Middle School and Concord High School, which all have special education teachers, instructional assistants and interpreters who are fluent in American Sign Language (ASL). Teachers also use Hearing Assistive Technology (HAT) worn around their necks, which are microphones that amplify their voices in students' hearing aids or in Chromebook speakers.

Louie-Kumar came to the District last year, after working as a Pediatric Audiologist at UCSF Benioff Children's Hospital in Oakland. She said audiology involves testing to see how students are hearing, figuring out why they're having trouble hearing, and figuring out what device can help them. She offers technology and insight to help support DHH students in the classroom. "With all the medical advancements, we have a lot of options for kids," she said, adding that about 120 students in the district use hearing devices. She tests students in an audiology booth with equipment that allows her to determine what they can  and can't hear. "Because we serve a large area, my days are dynamic and hands-on," she said. "On any given day, I might travel to a DHH or mainstream classroom to troubleshoot a hearing aid or cochlear implant, sync a student’s device to a Chromebook or microphone, or set up a new speaker system, and train classroom staff." Ultimately, she said her goal is ensuring DHH students are supported and have the best access for academic success.

Robert Shearer Preschool Site Administrator Jessica Phillips said the Early Start Program creates an Individualized Family Service Plan (IFSP) designed to educate and support the whole family. This makes it more family-centered than the Individualized Educational Plans (IEPs) that guide the education of older students with disabilities and also teaches parents how to advocate for their children. "The whole team works together," she said. "They're helping families who are figuring out how to navigate this world and how to support their children. The goal is we've got to keep working on preventing language loss." She said it's also important for people who are not deaf or hard of hearing to understand how to communicate with those who are. "Get in front of them to get their attention," Phillips said. "And use body language and expression to help convey your meaning."

Some families with deaf students choose to only use sign language, other families of DHH students use both sign language and speech. MDUSD offers "total communication," using both oral and sign language instruction, and assists families who want to learn sign language. In the Early Start Program, parents are welcome to accompany their children. Wayman works with parents on strategies such as cues to listen to sounds (environmental and speech and language), establishing visual referencing (watching your face for cues), beginning sign language, optimal listening distance and the importance of consistent device usage. She also teaches children how to play the "listening game” that audiologists use to determine hearing levels. The child holds a block or ring to his or her ear, listens for a tone or sound, then puts the block or ring in a bucket indicating they’ve heard the tone or sound. As the child learns to speak, she pays close attention to speech sounds that may be impacted by their hearing levels. She collaborates closely with the MDUSD team as well as the team at UCSF Benioff Children’s Hospital when concerns arise. 

Parent Jessica Clasby, whose son Leo is 2, enjoys attending class with him. He has cochlear implants that enable him to hear. Without the devices, he would be completely deaf, she said. Clasby said she is extremely grateful for the Laushman and Wayman, who helped her and her husband as they processed the realization that their son could not hear. "They were there - ready," she said. "They knew what I needed before I knew. That was really great. I value the team. They put their hearts into it. They come in and guide you to be the best teacher for your kid." She and her husband are learning sign language along with Leo, and their goal is to use both with him. They hope to be able to send him to mainstream classes when he gets older. "My family and I often say we could not be in a better spot for Leo," she said. "It's just amazing." 

This week's MDUSD Friday Letter spotlights:

• Riverview Middle School's Hispanic and Latine Heritage Month Celebration;
• Choir students sang the National Anthem at an SF Giants game;
• Reclassification celebration for Multilingual students at Concord High, El Dorado Middle School, and Westwood Elementary;
• Focal Scholar Secondary students attend HBCU College Fair;
• MDUSD 2026-27 Teachers of the Year recognized at County Office of Education event;
• School and staff social media highlights;
• Community events this weekend;
• And more!

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At the African American Parent Advisory Council (AAPAC) Family Back to School Night on Sept. 10, MDUSD Superintendent Dr.Adam Clark and Family Engagement Coordinator Dr. Lamont Francies welcomed families and discussed school level AAPAC groups where families of African American students can learn about resources available and share their experiences with each other.

Dr. Clark said he and District staff have worked intentionally since he took over leadership of MDUSD six years ago to create an African American parent network, which is now connected through African American Parent Advisory Councils at 26 schools. Representatives from these groups meet monthly at the District-level AAPAC meetings in Bay Point. "Every year, it's been growing," he said, adding that he was thrilled to see families with children and Dads as well as Moms at the Thursday meeting. "We need to get more Dads in our schools." He said the District focuses on providing strong academics, along with social-emotional support in a safe, welcoming environment. 

Dr. Francies explained the District's Focal Scholar Program, which assists students who need extra supports at 12 schools. About 60% of Focal Scholars are African American, he said. District partners working with Focal Scholars include Delta Bay Impact, which meets with students at Riverview MS and Wren Avenue Elementary. Executive Director Tiffany Francies said she and her staff teach students how to advocate for themselves, as well as about Black culture and heritage. Students also attend events such as an annual HBCU college fair, where they can receive scholarships, Dr. Francies said, adding that their work is focused on improving educational outcomes such as grades and attendance, reducing suspensions, and helping students prepare for college. The AAPAC also offers events such as a Kwanzaa celebration and Martin Luther King Jr. night, as well as Black Excellence awards for students. "It's a great community," Dr. Francies said.  

Dr. Francies said he expects to present updates about the AAPAC to the School Board. He also highlighted the District's Black Educators Association, which provides a support network for African American staff members as well as recognition awards for staff and involved parents. He noted there are about 1,000 students identified as African American in the District, or about 3.4%, but there are likely more who are identified as "two or more races." The 10 District schools with the highest numbers and percentages of African American students range from #10 Valley View MS in Pleasant Hill with 26 African American students or 3.2% of students, to #2 Delta View Elementary in Pittsburg with 85 African American students or 13.2% of students, and #1 Mt. Diablo High School in Concord with 117 African American students or 8.4% of students.

After his presentation, Dr. Francies invited families to introduce themselves and the schools their students attend. Several parents said they were excited to be at the meeting, especially some whose children attend schools with few African American students. "This is so needed," said one parent. A family that moved to the District from North Carolina said they wanted to meet other families to be able to connect outside their neighborhood schools. Another family that moved to the District from Arkansas said they were also happy to be at the meeting and were looking forward to making new friends. Referencing an African proverb that emphasizes the importance of shared community, Dr. Francies invited everyone to mingle to strengthen their bonds. "We want you to stick around," he said. "You are not here by accident. You are here to meet somebody."

This week's MDUSD Friday Letter spotlights:

• The African American Parent Advisory Council's Back to School Night held Thursday in Bay Point,  
• Hispanic Heritage Month is September 15th through October 15th,
• Congratulations to six National Merit Scholarship Semifinalists from College Park and Northgate high schools
• Education experts visit Pleasant Hill MS classes to observe teaching and learning strategies;
• School and Staff Social Media Highlights;
• And more!!

Read it on ParentSquare.

September is Suicide Prevention Awareness Month, a time to focus on youth mental health, foster open conversation, and ensure every student knows they are supported.

Taking care of our mental health is just as important as taking care of our physical health. Seeking support, whether talking to a counselor, mental health provider, or doctor, is a normal, healthy part of growing up and staying well.

As a school district, we are committed to partnering with parents to create a safe, supportive environment for our students. 

Here are a few ways to foster mental well-being in your household:

• Normalize mental health conversations: Talk about emotions as openly as you would a cold or a physical injury. Remind your child that asking for help when feeling overwhelmed is a sign of strength, not weakness.
• Ask directly: Check in regularly by asking open-ended questions like, "How are you feeling about things lately?" Listen without judgment.
• Watch for changes: Pay attention to sudden shifts in mood, withdrawal from friends or hobbies, changes in sleeping/eating habits, or talking about feeling like a burden.
• Listen without fixing: Validate your child's emotions before offering solutions. Sometimes they just need a safe space to express difficult feelings.

Need Help Right Away?

• Suicide & Crisis Lifeline: Call or text 988 (24/7, free and confidential)
• Crisis Text Line: Text HOME to 741741
• Contra Costa Crisis Center: 1-800-833-2900 (24/7 local help, emotional and grief support)
• California Youth Crisis Line: 1-800-843-5200 (24/7, free and confidential)
• School Support: Contact your child’s school counselor and/or Wellness Administrator anytime during school hours.

Thank you for your partnership in keeping our students safe, connected, and supported.