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On March 4, 2026, Superintendent Dr. Adam Clark sent the following message to parents of pupils attending Bancroft Elementary School, teachers, administrators, and the Parent Advisory Committees:

To: Parents of pupils attending Bancroft Elementary School, Teachers, Administrators, and the Parent Advisory Committees

From: Dr. Adam Clark, Superintendent; Dr. Wendi Aghily, Chief of Pupil Services & Special Education: Ms. Samatha Allen, Chief of Educational Services

Subject: Bancroft’s Two Way Dual Immersion Program–Request for a Pause/Proposition 58 Request

Date: March 4, 2026

We are writing to address the Two Way Dual Immersion (TWDI) Program at Bancroft Elementary School (Bancroft). This written determination addresses: 1) the request to “pause” the transition of the TWDI from Bancroft to Woodside Elementary School (Woodside); and 2) the request for a “new” language acquisition program at Bancroft pursuant to Board Policy & Administrative Regulation 6174: Education for English Learners.

In summary, the District’s initial decision to relocate the TWDI from Bancroft to Woodside was based on multiple factors–including but not limited to years of community input regarding the feeder pattern from Bancroft to Foothill Middle School (Foothill) to Northgate High School (Northgate), District-wide community support for providing dual language immersion programs as outlined in the Local Control Accountability Plan (LCAP), creating sustainable feeder patterns and facility capacity issues. On January 30, 2026, the District received a petition from 498 community members/parents to pause the transition for kindergarten for the 2026-27 school year. Between January 30, 2026, and today’s date, the District has been reassessing this decision by
again considering community and stakeholder input, holding multiple meetings and evaluating enrollment numbers, costs, and space issues. On February 26, 2026, the District received parental requests pursuant to Education Code § 310/5 C.C.R § 11311 (Parent Requests to Establish a
Language Acquisition Program), implementing Proposition 58, hereinafter referred to as “Prop. 58 Requests,” for a “new” dual language immersion program at Bancroft.

As the factors for assessing the request to pause and the new Prop. 58 Requests are substantially similar and given the significant community engagement, the District is issuing a simultaneous written determination so that stakeholders do not have to wait the 60 days outlined in 5 C.C.R §
11311, thereby allowing families and staff to make informed decisions for the 2026-27 school year. As fully outlined below, after careful consideration of the community’s input and multiple factors (cost, space and enrollment patterns), the District finds that relocating the TWDI from Bancroft to Woodside, starting with kindergarten students for the 2026-27 school year, is necessary, and correspondingly, viable option is not to maintain/restart a TWDI program at Bancroft.

A. 2022-26: Community Input

Facility Space

Bancroft has one of the highest student enrollment numbers in the District, which has resulted in facilities and space issues. For example, if a Bancroft resident requires a special day class, the student cannot attend their neighborhood school. In addition, the school has lost flex space and has even had to give up outdoor space for additional buildings for afterschool care. Since 2013-14 school year, Bancroft’s enrollment has grown from ~502 students to ~686 in 2024-25 school year. On the other hand, Woodside (which is 1.8 miles from Bancroft) had, for the 2024-25 school year, ~260 students, with capacity for ~560.

The feeder pattern from Bancroft to Foothill and Northgate has resulted in the need for a lottery system for students, as more students seek to attend Foothill and Northgate than facility space allows. The following provides a summary of the percent of students accepted:

In contrast, the feeder pattern from Woodside to Oak Grove Middle School (Oak Grove) and then to either Mt. Diablo High School (Mt. Diablo) or Ygnacio Valley High School (Ygnacio Valley), has capacity for additional students.

Community Input

The District has received community input regarding programming at Bancroft and the cohort split. Over the years, parents have expressed significant concerns with the splitting of cohorts as students transition from Bancroft to Foothill and then to Northgate. The Board and District leadership have received numerous demands for the District to address the feeder pattern and “cohort splits.” For example, during the 2024-25 school year, the District received the following types of public comments:

• 1/8/25 Board Comment: “Please, I ask you to keep our cohort together! Please resolve and eliminate the very skewed Bancroft split feeder pattern so that ALL of the Bancroft residence area, including the small 10-15% that is currently split off, can in fact continue their MDUSD matriculation with their cohort together to senior graduation without having to go through the stressful process of requesting a cohort intradistrict transfer.”
• 1/8/25 Board Comment: “Please solve the Bancroft Split issue so 10-12 students a year, less than 10% of the Bancroft graduating class, aren’t forced to break away from their friends[.]”
• 1/8/25 Board Comment: “As a resident of the Walnut Creek-Carriage Square neighborhood, I am writing to request your support in resolving a long-standing issue impacting a small group of students from Bancroft Elementary School. Specifically, I am seeking a permanent solution to the enrollment anomaly that prevents students in our neighborhood from automatically matriculating to Foothill Middle School and Northgate High School alongside their Bancroft classmates.”
• 1/22/25 Board Comment: “We ask to reach an amicable solution for our current students and a more definite path for the students to come. Please fix our schools feeding pattern so all Bancroft students who reside in Bancroft’s boundaries are included.”
• 1/22/25 Board Comment: “We request that the Bancroft split within MDUSD be fixed so that children with Bancroft as their home/assigned elementary school be kept together in the same cohort through progression to Foothill Middle and then to Northgate High School. Our children are forming strong bonds with others in their cohort that are assigned to Foothill and Northgate and it is important for their collective development to remain together in the same cohort. Children affected by the Bancroft split that were granted an intra-district transfer to Foothill Middle are
  especially impacted as they will be forced to switch to a brand new cohort at an extremely vulnerable age if they are sent to a different high school than others in their cohort.”
• 2/12/25 Board Comment: “In the meantime all my child's middle school families have been informed of the Northgate informational evening which we knew nothing. Please fix the split so other families are not going through this process.”
• 2/26/25 Board Comment: “Respectfully, I ask that you maintain the Bancroft/Foothill/Northgate cohort and allow the children to complete their final four years with the peers they have been with for the past decade.”
• 2/26/25 Board Comment: “I am asking for your help to find a solution to keep the Bancroft, Foothill cohort group together at Northgate this year. The broken split feeder pattern at Bancroft Elementary needs to be fixed again.”

Based on this community input and facility space issues, District staff have been monitoring enrollment capacity and deliberating about potential solutions. Accordingly, in January 2026, District leadership consulted with the Principals of Woodside and Bancroft about the relocation of the TWDI program. On January 28, 2026, District leadership met with Bancroft staff regarding this transition and informed parents of the phased transition from Bancroft to Woodside of the TWDI. Immediately, the District received requests to “pause” this transition and to allow students to enroll in TWDI for 2026-27 at the kindergarten level (there is no current TK TWDI at Bancroft).

B. January 2026 through March 2026–Community Input and Consideration of Request to Pause

The following outlines the community engagement based on the request to “pause” the transition, which is substantially the same as starting a new TWDI program at Bancroft:

1. On January 29, 2026, Bancroft’s Principal created a google form for parents to submit questions, which was posted on ParentSquare.
2. On January 30, 2026, the District received and considered a letter entitled: “Sign on Letter Requesting Pause of the Immediate Phase Out of TWDI Program at Bancroft Elementary School,” which 498 individuals signed.
3. On February 2, 2026 Bancroft’s Principal posted responses to community questions in a Question & Answer (Q&A) Format.
4. On February 9, 2026, Bancroft’s Principal posted additional responses to
   questions.
5. On February 10, 2026, Superintendent Clark, Dr. Wendi Aghily, the Chief of Pupil Services & Special Education, Ms. Allen, the Chief of Educational Services and Board Trustee Lawrence met with the Bancroft Parent Faculty Club (PFC) to provide information and answer questions. Staff outlined the following considerations: 1) enrollment considerations; 2) student achievement; 3) staffing availability; and 4) facilities and services. The Parents’ main request was to “pause” the transition of the TWDI.
6. On February 11, 2026, the Board of Education held a meeting and staff provided a presentation on Dual Language Updates. During this meeting, District staff and Board members considered ~13 public comments, requesting to pause and/or maintain the TWDI at Bancroft. One of the main concerns voiced was the impact on families with siblings, resulting in siblings being separated and creating difficulties with respect to pick-up and drop-off. Trustee Lawrence specifically asked staff about the impact of “pausing” this transition.
7. On February 19, 2026, the District English Learner Advisory Committee held a meeting, which Bancroft families attended, including a District presentation and time for community input.
8. In response to these concerns, on February 19, 2026, Dr. Clark provided a follow-up letter, addressing community concerns and outlining the factors leading to this transition: An analysis of program composition–Bancroft residents overwhelmingly chose the Structured English-Only Program; Student achievement–English Language Learner performance is declining; Enrollment & Facilities–a lack of flex spaces and relocation of special day classes & numerous requests for the District to address the cohort split; and Fiscal issues–the District is concerned about current deficit spending.
9. On February 20, 2026, the District received and considered an email from Parents of Bancroft TWDI, which included two attachments: 1) “Why Eliminating the District’s Highest-Performing Spanish/English Program Would Be a Mistake” and 2) “Mount Diablo Unified School District’s Two-Way Dual Immersion Program at Bancroft Elementary: Claims vs. Facts.”
10. On February 23, 2026, Dr. Clark held a listening session at the Bancroft Multipurpose room to hear from participants of the program as well as community members. MDUSD staff who attended were Dr. Aghily, Ms. Allen, Ms. Erin DeMartini, Director of Elementary Support, the Chief of Human Resources Ryan Sheehy, and Ms. Kathryn Fireman, Director of the Multilingual Education Department and Board Trustee Linda Mayo. At this meeting, parents proposed continuing the program at Bancroft with only Bancroft residents as a self-contained model.
11. On February 25, 2026, the Board of Education held a meeting and 20 parents spoke about the TWDI at Bancroft.
12. On February 26, 2026, the District received a request providing as follows: “As of February 27, 2026, we have collected 37 written parent requests for incoming TK [transitional kindergarten] & K students.”
13. On March 3, 2026, the District received an updated request, with 42 signatures. Of note, two requests were duplicates, thereby the total number of requests is 40.

C. Required Actions for Parent Request to Establish an English Language Acquisition Program

1. Threshold Determination: For the purpose of this analysis, the District assumes that the requirements of Education Code § 310 have been satisfied, in terms of the submission of a sufficient number of parental requests for a language acquisition program. 

This letter serves to notify the relevant groups of the request for TWDI at Bancroft. 5 C.C.R. § 11311 provides that a District must provide a written response “when the parents of 30 pupils or more enrolled in a school, or when the parents of 20 pupils or more in the same grade level enrolled in a school, request the same or substantially similar type of a language acquisition program.” The District has assessed the signatures which included: 1) ~24 requests from Bancroft residents (~15 for kindergarten students for the 2026-27 school year; ~9 for TK students for the 2026-27 school year); 2) ~16 requests from non-Bancroft residents (~11 for kindergarten students for the 2026-27 school year; ~5 for TK students for the 2026-27 school year); and 3) Only ~13 are from students currently enrolled at Bancroft, who are Bancroft residents. While not individually submitted, the District assumes that they have been truthfully and accurately submitted. For the purpose of this analysis, the District assumes that the threshold for making this request is satisfied.

2. Cost & Resource Analysis: In determining the feasibility of pausing and/or creating a new TWDI at Bancroft, the District considered monetary costs, impact of creating sustainable enrollment patterns, and viability of operating a TWDI for Bancroft residents only, while operating a TWDI open District-wide at Woodside.¹

In reaching a decision on the request to pause/request for a “new” TWDI, the District assessed fiscal needs, along with non-monetary and intangible costs.

Program Cost

The current TWDI model at Bancroft functions through a two-teacher partner model–meaning that one teacher provides instruction to the students in English, while the other teacher provides instruction in Spanish. Each grade level has a teacher holding a Bilingual Cross-Cultural Language Academic Development (BCLAD) credential. This model results in both teachers instructing about 50 to 60 students per school year. The program requires a total of 12 teachers per year, including six with BCLAD credential, which costs about $125,000 - $150,000 per teacher, depending on years of experience and graduate degrees. The cost of materials and professional development are nominal as the District currently has several English Language Acquisition programs and materials which can be shared.² A hidden cost is that due to a lack of BCLAD teachers, the District has been hiring international teachers, which results in the requirement to provide a Teacher Induction Support Program (TISP). In other words, hiring BCLAD teachers is challenging, and thus, the partner model requires fewer BCLAD teachers, resulting in the District being able to serve twice the number of students.

Sustainable Feeder Patterns

Currently, Northgate and Foothill are operating at maximum capacity. The District has established enrollment capacity limits based on facility space and staffing. As outlined above, the District continually has to reject transfer requests to Foothill and Northgate. For example, in the 2025-26 school year, 72 students were rejected from Foothill, while 121 were rejected from Northgate. In contrast, Ygnacio Valley and Mt. Diablo have accepted 100% of their transfer requests, as has Oak Grove.

Many of the transfer requests come from Bancroft families who applied to Bancroft through an interdistrict or intradistrict transfer to participate in the TWDI program, and who later seek cohort priority placement in the Foothill/Northgate feeder pattern. As discussed, for years, the District has received impassioned pleas to address the cohort split issue.

Accordingly, relocating the TWDI program to Woodside addresses the community feedback. The Prop. 58 Requests are from families who have students who are pre-enrolled for TK or kindergarten. Almost half the Prop. 58 Requests come from families, who reside outside of the Bancroft attendance area. The transition to Woodside will ensure that students who chose TWDI will have the opportunity to remain with their cohorts as they transition to middle and high school. In addition, as Woodside has facility space, the District is able to grow the TWDI to additional families. In this respect, transitioning the program addresses these long-term feeder pattern issues.

Viability of Operating a TWDI at Woodside and Bancroft

Given all the input, the District considered the possibility of limiting the TWDI program to Bancroft residents, thereby having one classroom at Bancroft and two classrooms at Woodside. However, the Bancroft program is not sustainable with only Bancroft residents, as not enough residents chose the TWDI. Bancroft community residents overwhelmingly enroll in the English-only program; only 32.7% of Bancroft community members enroll in TWDI. Similarly, the Prop. 58 Requests only included ~14 Bancroft residents for kindergarten for the 2026-27 school year, ~9 Bancroft residents for TK. The District’s fiscal obligation is to have sizes as close to their maximum capacity (31 students), in order to reduce the cost of additional full-time
employees.

To date, twenty students have pre-enrolled for the TWDI program at Woodside. Accordingly, the Woodside program can fully absorb the Prop. 58 Requests from Bancroft. The Woodside Program could then operate with two partner teachers, while simultaneously addressing the feeder pattern issues, ensuring cohorts the ability to remain together and opening up space at Bancroft. Moreover, while Woodside can fully absorb the Bancroft students seeking TWDI, allowing Bancroft to continue to absorb non-residents is no longer sustainable. It has resulted in vulnerable populations (such as students with special needs) being forced out and has caused an untenable bottleneck at the middle and high school levels, which families have been demanding that the District remedy.

3. Written Determination: The District finds that it is not a viable option to implement the requested language acquisition program at Bancroft and emphasizes that the Woodside program is an alternate option.³

We want to acknowledge the strong engagement and thoughtful feedback shared. In weighing this decision, we carefully considered the concerns Bancroft families raised alongside the ongoing concerns the broader community expressed regarding addressing feeder patterns and ensuring equitable use of space across District schools. We specifically considered the option of having a TWDI program at Bancroft for residents only.

Based on the above factors, the District finds that beginning to operate a “new” TWDI for TK and K at Bancroft is not viable because: 1) Bancroft does not have enough residents to fill a TWDI program at either the kindergarten or TK level; 2) operating two TWDI programs at Woodside and Bancroft is not fiscally prudent as one school can serve all the student; 3) relocating the program to Woodside addresses the longstanding feeder problem for middle and high school, creating a sustainable feeder pattern; 4) relocating the program will address facility space issues at Bancroft and provides an opportunity to open up special day classes for students with disabilities who have been forced out due to space issues; and 5) relocating the TWDI
program to Woodside addresses the overarching issue of disparate uses of facility spaces across the District, thereby creating a new feeder pattern that will be better serve the District families as a whole.

Next Steps

At Board meetings, families expressed concerns with TK and K students not being in the same school as their older siblings while the program is phased out at Bancroft. For example, if a family chooses to enroll their kindergarten child in TWDI at Woodside, then that child would be separated from his/her siblings. The District notes that families frequently have to drop different age siblings off at different schools. However, the District understands that the goal is to have elementary school age children be at the same school as their siblings. Accordingly, based on the community input, the District considered not doing a phased transition, but instead moving the entirety of the TWDI program to Woodside–grades K through fifth. In light of the years of feedback on splitting cohorts, the District believed that doing a phased transition was better for families. In addition, given the concern that families may need to do two drop-offs and pickups, the District selected Woodside due to its proximity to Bancroft and as it currently provides a no cost before and afterschool program for students (CARES).

We remain committed to supporting students, families, and staff throughout this transition. Over the coming months, we will continue to work to address your concerns with the shift by exploring options for transportation and ensuring that school schedules allow for families who wish to enroll students at Bancroft and Woodside can successfully do so.

Thank you for your continued partnership and engagement.

¹ 5 C.C.R. § 11311(h)(2) provides: “Identify costs and resources necessary to implement any new language acquisition program, including but not limited to certificated teachers with the appropriate authorizations, necessary instructional materials, pertinent professional development for the proposed program, and opportunities for parent and community engagement to support the proposed program goals.”

² ELA programs are at Holbrook Learning Academy; Meadow Holmes Elementary; Ygnacio Valley Elementary; Cambridge Elementary; and Shore Acres Elementary.

³ 5 C.C.R. § 11311(h)(3) provides: “Determine, within 60 calendar days of reaching a threshold described in subdivision (h), whether it is possible to implement the requested language acquisition program; and provide notice, in writing, to parents of pupils attending the school, the school’s teachers, and administrators, of its determination[.]”

A PDF version of this message is here. 

Students from Concord and Mt. Diablo high schools' Transportation Career Pathways courses had an exciting opportunity to visit MDUSD's Transportation Department for a behind-the-scenes look at how our District keeps students moving safely every day, said Work Based Learning Coordinator Daisy Romero-Briceno, who organized the field trip. 

Hosted by Director of Transportation Cris Lepe and the District's Transportation team, students toured the office spaces where bus schedulers coordinate daily routes and learned about the important roles that support operations, including budgeting and logistics. In the garage, students observed mechanics at work and explored the maintenance process that keeps the fleet road-ready. A highlight of the visit was seeing a school bus lifted off the floor, giving students a view of the vehicle’s undercarriage, along with key mechanical components that ensure safety and performance. 

Students also visited the Maintenance & Operations Department, where they learned about facilities work and heavy machinery used across the District. This portion of the tour helped connect learning between the Transportation and Construction Career Pathways, reinforcing how multiple trades and career fields collaborate to support MDUSD schools. 

"From electric vehicles and charging stations to traditional gas-powered vehicles and fueling systems, students gained hands-on exposure to the evolving technology and infrastructure behind student transportation," Romero-Briceno said. "Experiences like this provide meaningful, real-world insight into high-demand career pathways right here within our District."

 

During its February 25th meeting, the Mt. Diablo Unified School Board recognized the 2026-27 District Teachers of the Year Mary Acebu and April Saldivar and finalists Erin Hernandez, Brendan Moseley, Christine Reimer and Julia Romero.

Acebu teaches Special Day Classes (SDC) at Riverview MS in Bay Point and Saldivar teaches Kindergarten at Shore Acres Elementary in Bay Point, as the English partner in the Dual Language program that also includes Spanish instruction.

Hernandez teaches 6th Grade Core English and World History, and 21st Century Skills at El Dorado MS in Concord; Moseley teaches 8th Grade English, English Language Development (ELD) and Academic Language Development (ALD) at Pleasant Hill MS; Reimer teaches AP U.S. History, Careers in Teaching, and Sociology at Northgate HS in Walnut Creek, and Romero teaches 3rd grade at Fair Oaks Elementary in Pleasant Hill. 

Superintendent Dr. Adam Clark praised the teachers and noted that the two MDUSD Teachers of the Year represent Mt. Diablo in the Contra Costa County competition, which will announce four county finalists in the spring and two County Teachers of the Year in September.  

The finalists were chosen from nearly 150 outstanding elementary, middle and high school educators who were nominated and offered the opportunity to submit a brief questionnaire. The Teachers of the Year received wooden plaques, while the four additional finalists received engraved glass mementos. 
You can watch the Board recognition here. 

Reimer thanked the Board and her fellow teachers and staff members. "This is a very difficult job and so many of my colleagues have inspired me throughout my 30-year career, so I would like to accept this on their behalf, because I wouldn't be the teacher I am without them," she said. "And thank you for the opportunity to work with all of your students. It's been very rewarding."

Hernandez said it felt "crazy" to be recognized alongside so many wonderful teachers. "I'm just so fortunate and I love teaching," Hernandez said. "Teaching rocks. El Dorado rules. Represent. That's where I am."
Romero thanked her colleagues, mentors and her family for all the support she has received over the years, as well as "the amazing families at Fair Oaks." 

Moseley thanked all of the hundreds and hundreds of students he has had the privilege to teach over the years. "They keep us coming back every single day. They inspire us, they motivate us, they are amazing people. And I feel so lucky to have the trust of our communities, our schools, and our parents, for their most precious things. Thank you to all the students in this District."

Saldivar said she was honored and was initially shocked to learn that she had been chosen as a Teacher of the Year, but also very happy to represent Shore Acres Elementary School in Bay Point. "Teaching is a deeply joyful career and teaching Dual Language at Shore Acres has been the honor of my life." She also thanked her teacher "besties" at Shore Acres, including a retired teacher, as well as her school administrators. "And of course, my Super Sharks, my students, who work hard every day to do the work of carrying two languages academically at Shore Acres," she said, adding: "And to the Shore Acres community - I love you."

Acebu said she was deeply honored and humbled to receive this recognition. "Teaching has never been about standing in the spotlight for me. It has always been about standing beside my students -  helping them find their voice, their confidence and their place in the world. I teach at Riverview, a Title 1 middle school, where resilience walks through my classroom door every day. My students remind me that growth does not happen in perfect conditions. It happens when someone believes in you, shows up consistently and refuses to give up on you. This recognition does not belong to me alone. It belongs to my village - colleagues who collaborate and share their brilliance, to our classified staff who support our students with compassion, to our administrators who lead with vision, and to the families who trust us with their children. Most of all, it belongs to my students. They are my greatest teachers. They remind me daily why this work matters. Thank you for supporting public education, for believing in our schools, and for investing in the futures sitting in our classrooms today."

Board Vice President Keisha Nzewi recognized all the the finalists and gave kudos to Bay Point, where the two Teachers of Year educate District students. "I just want to uplift that," she said. "We have excellent teachers everywhere in every school in our District, no matter if it's what we consider a high-achieving school, or a school that struggles with a myriad of issues. We have high quality teaching everywhere because every student deserves that. And I'm so excited that both of our Teachers of the Year are from Bay Point. Congratulations to them."

Board President Debra Mason, who represents Bay Point, said, "It always touches my heart to see educators that see the value of kids in my community."

Dr. Clark added that he loves to see the teachers' families come out to the Board recognition to see the impact the teachers have on students' lives.

MDUSD Superintendent Dr. Adam Clark (l-r) stands with District 2026-27 Teacher of the Year finalists Julia Romero, Christine Reimer and Erin Hernandez, District 2026-27 Teachers of the Year Mary Acebu and April Saldivar, and finalist Brendan Moseley at the Feb. 25, 2026 Board meeting.

This week's MDUSD Friday Letter spotlights:

• Board recognizes 2026-27 Teachers of the Year and finalists,
• Concord and Mt. Diablo high schools’ Transportation Career Pathways students visit District Transportation Department,
• CaliforniaColleges.edu online tool used by students in middle and high schools,
• 5 Northgate High School students named National Merit Scholarship Finalists,
• Northgate’s Robyn Khaund named a U.S. Presidential Scholar Candidate,
• Concord High School’s Leadership program hosts its 18th annual Leadership Exchange,
• Northgate’s Intermediate Animation and Animation III students attend the GRID Summit in Oakland,
• Ygnacio Valley High School’s International Baccalaureate Program hosts its annual gala celebrating international minded education and the achievements of its IB learners,
• Gregory Gardens Elementary launches new Daily Attendance Incentive
• Meadow Homes Elementary and Wren Avenue Elementary students honor Black History Month by presenting short biographies of Black inventors,
• And more!

You can read it here.

 

*Please note: These profiles were updated with new information Feb. 23-24. 

Last week, the Friday Letter highlighted the District's 2026-27 Teachers of the Year: Riverview Middle School’s Mary Acebu and Shore Acres Elementary’s April Saldivar!

This week, we are taking a closer look at the four other finalists: El Dorado Middle School teacher Erin Hernandez, Pleasant Hill Middle School teacher Brendan Moseley, Northgate High School teacher Christine Reimer, and Fair Oaks Elementary teacher Julia Romero. 

These teachers were selected along with Acebu and Saldivar from nearly 150 outstanding educators from TK through grade 12 who were nominated and offered the opportunity to submit a brief questionnaire. The questionnaires were scored by members of the MDUSD Teacher of the Year Selection Committee and the top-scoring individuals were interviewed. 

The MDUSD School Board plans to recognize the District Teachers of the Year, along with finalists and nominees, at its Wednesday, February 25th meeting. Like Acebu and Saldivar, all of the finalists place a high priority on building strong relationships with students, and emphasizing Social and Emotional Learning (SEL) as well as rigorous academics. Below are profiles of each, including what they love about teaching at their schools. 

Erin Hernandez

Hernandez, 47, teaches 6th grade Core and 21st Century Skills, helping students build critical thinking and collaboration skills, at El Dorado MS in Concord. She teaches about 120 students each day, drawing on her 23 years of teaching experience, including 21 years at El Dorado, where she taught 7th grade for 16 years before moving to 6th grade. She collaborates with Mr. Boles for the 21st Century Skills class, based on feedback from parents, most recently creating lessons on financial literacy. She also shares tips with staff about using student data to make sure their teaching strategies are working, so students are learning and growing. 

"I just really love El Dorado," Hernandez said. "I'm so lucky that I get to work here - the way we wrap ourselves around students and help them." Her favorite part of teaching, she said, is connecting with students, their families and staff colleagues. "There’s always something good in every day," she said. "It’s all I’ve ever wanted - to make school more fun for kids, help them learn how to be good people, and also see how they grow. Just getting to be a part of that is something really, really magical. I don’t think a lot of people can say that."

In her Core history class, Hernandez teaches students note-taking skills, which will help them in other classes, and as they progress through middle and high school. She also asks her students for feedback, so she can pinpoint what is working and how she could tweak lessons to make them more engaging. "I really struggled in middle school myself," she said, adding that she grew up in the San Diego area. "I didn’t connect with any of my teachers. I don’t even remember any of them. I never felt safe or protected when I was in middle school. So, I said to myself, 'When I become a teacher, I’ll never let kids have that feeling.' I don’t ever want them to feel alone. I open up my room during lunch for kids to come in and eat, have a fun chat, or not talk at all, but just be in the presence of someone where they feel they’re not being left out. Some of those kids who felt left out end up making new friends. I also try to make it so every kid in my class can access the materials."

Her students said she makes lessons fun and interesting, and they appreciate how well she communicates with them. "I think she's really nice and she's really good at connecting with the students," said Colton Greer, as he held a squishy plush stuffed animal called "Eggdog," who has become so popular that his photo is in the school yearbook. Chloe O'Driscoll said, "She just knows how to talk to kids." And Chloe Wong added, "I think she's really positive and she knows how to teach positively. She doesn't make everything really boring. She teaches so you're engaged in the learning." Hattie Kuhn agreed with her classmates and said she appreciates the time Hernandez gives students to do their work in class so they don't have a lot of homework. She also likes the way Hernandez decorates the classroom. "It's colorful," Hattie said.

El Dorado MS Principal Jeanne Johnson, who started off her career teaching French alongside Hernandez many years ago, is excited to congratulate her on being recognized as a Teacher of the Year finalist. "Whether she is helping students master data-driven goal setting or providing enrichment that pushes their reading skills to the next level, her commitment to innovation is unmatched," Johnson said. "She truly goes the extra mile to engage every learner, and her passion for teaching is felt by everyone who walks into her classroom. We are honored to have her on our team!"

Brendan Moseley

Moseley, 45, teaches 8th grade English, English Language Development (ELD) and Academic Language Development (ALD) at Pleasant Hill MS, where he has taught for 13 years, after starting off his career at Ygnacio Valley HS for one year and Pine Hollow MS for two years. He teaches about 155 students each day and has been the English Dept. chair for 12 years. Moseley also helps train other teachers in technology such as Google Classroom and in analyzing student data to make sure teachers are focusing on priority standards such as using contextual clues to determine word meanings, and intervening effectively to address weaknesses in students' understanding. He also collaborates with grade level chairs and Department Chairs at other MDUSD middle schools to make sure they agree on priority standards and supplementary instructional materials. 

"I like that every single day is different than the day before," he said. "This is a job with ever-shifting sands, and that can be panic-inducing sometimes, but it is also invigorating." Moseley said he enjoys getting to know his students and providing a safe space where they can feel comfortable being themselves, including keeping his classroom open at lunchtime. "I can’t be all things to all kids, but I can be something to some of them when they need it," he said. "Helping them learn how to navigate their lives - especially when there is so much constant change in our world - is an obligation, but also a privilege."

He challenges students by giving them rigorous assignments that help them to critically think about what they read, as well as what they say and write, so they understand the impact their language can have. When he decided to become a teacher, he said: "I thought, there would be no better gift than to put books into the hands of young minds an expose them to the world of ideas. I firmly believe that if you put the right book in the right hands at the right time, it can change lives. I've been fortunate over the years to have kids express to me they’ve read things that have opened their eyes to ideas they've never considered before." He gives students a "menu of books" so they can choose something that resonates with them, and so they can read about something they can see in themselves. "That can be very powerful," he said. 

His students said they appreciate how well he explains their assignments and his expectations, how quickly he grades their work and returns it to them with meaningful feedback that helps them to improve their writing, and how he tries to get to know them and connect with them. "He’s a really good teacher," said Mia Joseph. "He's really kind. And everything you do really helps you with future assignments or future classes you have. He wants to helps you no matter what. He teaches you how to write in a good, and quality way that will help you in college or high school." Parthenia Badrous agreed, adding: "If you show him a paragraph, he tries to understand your perspective, so he can help you make it better." They also appreciate the way he shows them their test scores and grades, so they can track their own progress. "The main goal is to understand how to improve," said Eli Feerer. "He gives us time to get stuff done. He’ll walk around and help, if you need it. He respects us." Moseley asks students for feedback on his lessons. "This shows that he cares about his improvement as much as he cares for our improvement," Eli added. "He explains his thinking better than other teachers."

Pleasant Hill MS Principal Terry McCormick, who nominated Moseley, said he has always been willing to try new technology and curriculum as an early adopter, then mentor the rest of the staff, which benefits the entire school. "He was the first teacher on campus to embrace Google Classroom, the first to pilot STAR tests, and the first to implement i-Ready with fidelity," she said. "He does amazing work. He is very unsung. He is extraordinary. We have College Park HS English teachers come to thank him for sending kids to high school so well prepared. He is the hardest teacher you’ll ever love. He is phenomenal."

Christine Reimer

Reimer, 52, teaches AP U.S. History, Careers in Teaching, and Sociology at Northgate HS in Walnut Creek, where she first taught as a student teacher in 1996, before working as a full-time teacher at Clayton Valley HS through 2013-14, when she returned to Northgate. She taught dance and history at Clayton Valley, but was tapped for Sociology and Careers in Teaching - in addition to history - when she got to Northgate when the previous teachers retired. She completed her Master's Degree in Teaching Leadership at Saint Mary's College of California in 2013, so the principal at the time thought she would be a good fit to work with students interested in teaching, she said. She is now in her 30th year of teaching, and in her sixth year of teaching AP U.S. history. 

"I love the interaction with the students," said Reimer, who teaches 133 students each day. "I look forward to coming to work. The best part is to see them excited about learning and to see them making connections. That’s very fulfilling. I really want my students to learn the things that will help them to understand their world better. History only matters when you can see yourself in it. I'm teaching them skills to analyze information and to be problem-solvers and to be able to craft arguments and utilize evidence effectively. " She tells her Careers in Education students that teachers don't just help students learn reading or math. "You're encouraging them and supporting them to be the best people they can be," she said.

Reimer also enjoys working together with her colleagues. "The collaboration among the Social Sciences Dept. here at Northgate is exemplary," she said. "I wish all teachers had the support and cohesiveness we have. We work together and support each other to create transformative experiences for students that are really unique." These include the school's Mock Congress for seniors and "If I could change the world" project for juniors, as well as helping to support English teachers when students undertake their Senior Projects.

Her students said she is passionate about teaching history and she goes deeper into the curriculum than the AP text. "She knows so much," said AP History junior Raihan Lele. "She's able to add to the text and make it more interesting. AP History junior Anderson Lien agreed. "She has a very dynamic teaching style," he said, adding that she talks about issues such as racism and racial violence, which some teachers might be hesitant to address. They also said she builds relationships with students that make them enjoy coming to class. "She cares about us and about the way we ingest historical reasoning and content," Anderson said. "She knows how to make things stick and get it across to high schoolers." Raihan and Anderson also agreed that the skills Reimer is teaching are beneficial in other classes, as well as in life. "Just in general," Raihan said, "the ability to analyze, reason and opinionate something - I think that's invaluable."

Northgate HS Ethnic Studies and U.S. History teacher Meg Honey first met Reimer as her U.S. History student when Reimer was a student teacher at Northgate. "As her student, I was inspired and excited every day in her class," said Honey, who was named an MDUSD Teacher of the Year in 2017-18. "Christine continues to set the standard for professionalism, empathy, historical knowledge, and dedication. I feel so lucky to be Christine's colleague at Northgate, 31 years after we first met! Congratulations Christine; you are loved, respected, and celebrated by students and teachers alike!"

Julia Romero

Romero, 47, teaches 3rd grade at Fair Oaks Elementary in Pleasant Hill, where she has taught for 21 years, after starting off her career at Sun Terrace Elementary. She also worked at Meadow Homes Elementary for one year. "I love making a difference in the kids’ lives and I love the challenge of getting to know each one and getting to know what works for each of them," she said. "I love that lightbulb moment when all of a sudden they get it and they’re feeling great, and they start liking learning and thinking it’s fun."

Noting that Fair Oaks is a Title 1 (low income) school, Romero said some students have experienced trauma or housing insecurity. "I like to set my classroom up as somewhere they can feel safe, comfortable and that their needs are being met for those hours of the day - and that way they can learn," she said, adding that she teaches 26 students, including 12 who are English learners. "I love being at Fair Oaks," she said, explaining that the administrators and teachers are very supportive. "I feel like we're all working together, helping each other out."

Third grade, Romero said, is her favorite grade to teach. "The students are so independent, but they have some innocence to them," she said. "I feel like they haven’t been influenced a lot by outside or negative things. They’re really open to learning. It’s a chance for me to show them it can be fun and they can be successful." As students take on reading and multiplication and division, Romero enjoys celebrating their successes with them. "I have a lot of kids who come in and are either not reading or they’re struggling," she said. "By the end of the year, it’s so exciting to see their growth. When they take the STAR test, or any assessment, we have a little data conference together. We celebrate any growth, and always come up with a goal. I ask: 'Where do you want to be?' I print out the plot graph that lets me know where they’re on track to be at the end of the year. I show them and we come up with a goal and we adjust it throughout the year. I think it’s so important. They want to see where they really are and how they did. I think that’s one way to get them to slow down and really take ownership of their growth."

Romero's students said she is kind and helpful. "She's the best teacher I ever had," said Mustafa Hassan. Meissen Toumert agreed, saying he likes the variety of activities in class such as sharing in circle time, learning different ways to solve problems, and playing math games. "She makes learning fun," he said. Ariana Lara said she enjoys talking with her classmates in circle time about important things such as why it is important to be honest with your friends. Elina Ayari said she feels safe and happy in Romero's class. "I think she's a great teacher," she said. "We learn a lot of things like math, and she lets us do fun activities on Fridays. And we have a class pet. She is a good person." Dylan Hernandez said he likes the way Romero asks students what they want to do on Fridays, such as using Legos, Chromebooks, or playing with magnet tiles. "I think that my teacher cares about us," he said. Bello Guillermo said Romero treats students with respect. 

Bello's mother, Eden Mok, nominated Romero. "My child, Bello, has ADHD, and a lot of times he carries the stigma of being a trouble maker," Mok said. "Ms. Romero sees past all that chaos and trouble and uncovers the gem my child is. She makes him feel safe and judgement-free. Her empathy and kindness inspires each child to be the best version of themselves. My child isn’t looking forward to the next grade because he doesn’t want to leave Ms. Romero. If she makes my child feel this well taken care of, I know she gives every child the same love."

 

This week's MDUSD Friday Letter spotlights:

• 2026–27 District Teachers of the Year Mary Acebu and April Saldivar and a closer look at the outstanding finalists: Erin Hernandez of El Dorado Middle School, Brendan Moseley of Pleasant Hill Middle School, Christine Reimer of Northgate High School, and Julia Romero of Fair Oaks Elementary;
• College & Career Expanded Learning internships in recognition of Career Technical Education (CTE) Month;
• College Park High School senior Leah Sobol named a National Merit Scholar Finalist!
• In honor of Black History Month, members of Northgate High School’s Black Student Union led a powerful panel discussion for Foothill Middle School 8th graders, addressing hate speech, building empathy, and fostering understanding;
• El Dorado Middle School won the Middle School soccer tournament,
• We congratulate College Park Boys Basketball, Northgate Girls Basketball, Northgate Girls Soccer, and Mt. Diablo Boys Soccer for earning spots in the NCS playoff quarterfinal games this Friday and Saturday;
• Concord High’s Link Crew hosted 8th Grade Day for students planning to attend Concord next year;
• Northgate High School’s 2025 yearbook selected for inclusion in Varsity Yearbook’s distinguished national Portfolio;
• And more!

You can read it here.

 

The Mt. Diablo Unified School District is pleased to shine a light on our two 2026-27 District Teachers of the Year: Riverview MS teacher Mary Acebu and Shore Acres Elementary teacher April Saldivar! We are also recognizing the finalists: El Dorado Middle School’s Erin Hernandez, Pleasant Hill Middle School’s Brendan Moseley, Northgate High School’s Christine Reimer, and Fair Oaks Elementary’s Julia Romero. The six teachers were selected from nearly 150 outstanding educators from Preschool through grade 12 who were nominated and offered the opportunity to submit a brief questionnaire.

The questionnaires were scored by members of the MDUSD Teacher of the Year Selection Committee and the top-scoring individuals were interviewed. The MDUSD School Board plans to recognize the District Teachers of the Year, along with finalists and nominees, at its Wednesday, Feb. 25th meeting. Acebu and Saldivar will now advance to the Contra Costa County Teacher of the Year competition, which will name four finalists in the spring and two County Teachers of the Year in September. We are taking a closer look at Acebu and Saldivar this week, and will feature the finalists in next week's Friday Letter.

Both Acebu and Saldivar said they were pleased to be able to bring more attention to their schools and the Bay Point community as a result of this honor. They are both passionate educators who build strong relationships with their students and who enjoy working collaboratively with other staff members at their schools to meet students' needs.

They represent diverse learners such as Kindergartners who are learning to read and write in both English and Spanish, and Special Education students in middle school, including some who are mainstreamed in general education classes as they prepare for high school. 
Acebu teaches 7th and 8th grade Special Day Class students at Riverview MS in Bay Point, where she builds students' skills and confidence, using technology, humor and individualized instruction. In addition, she mentors new teachers and serves as the school's Technology Integration Leader (TIL), while also pursuing a doctorate in Education.

Saldivar teaches Kindergarten at Shore Acres Elementary in Bay Point, as the English partner in the Dual Language program that also includes Spanish instruction. She provides students with a strong foundation in phonics as they learn to read and write, and focuses on Science and Social Studies in her English Language Development (ELD) instruction to build students' vocabularies. 

Mary Acebu

Acebu, 33, was born in the Philippines, where she started teaching special education in a private school before immigrating to the U.S. Her mother immigrated to the U.S. while Acebu was a child, so she was raised largely by her father. Once in the U.S., she continued teaching special education to elementary and high school students in a non-public school in Antioch, then began teaching Special Day Class (SDC) students in 7th and 8th grades at Riverview MS 10 years ago. In addition, she mentors student teachers through the Saint Mary's College Teacher Residency Program with MDUSD, as well as the CalStateTEACH program at Fresno State University. And she is the Technology Integration Leader (TIL) at her school, who helps staff learn to implement new technology on campus.

"With Special Education, it's different every day and every year," Acebu said. "Every single student has a story. I like getting to know them, seeing the potential in them, and helping them get to where they need to be. When you build relationships, you enable rigor. Once they see that a teacher cares for them as a human being, that translates to buy-in on lessons and you can reach them at a higher level." She noted that in a Title 1 (low income) school, many students have experienced trauma and things happening at home affect how they behave and perform academically. "I like seeing growth," she said. "I see my kids getting better everyday, even if it takes a long time. I know that it takes a village to raise our children and I'm happy to be a part of that. I know they feel safe in my classroom and they're loved. They are not afraid to ask questions. Sometimes they say I'm the only one who makes them happy."

Focusing on students' Social and Emotional Learning (SEL) is very important, Acebu says, explaining that she celebrates "small wins" in the classroom. "When everyone is on time. When everyone is working, we celebrate," she said. The celebrations can consist of verbal praise, positive behavior prizes, treats such as hot chocolate, or taking a break. As an immigrant English learner who was separated from her mother as a child and sometimes ate rice and soy sauce for lunch and dinner, Acebu said she can relate to issues some of her students face. "I want them to know that if you're given the right tools, you're not going to go astray," she said. She is proud that she has helped some students to move into mainstream general education classes with the support of resource teachers by showing them they were capable of doing that. She teaches a Life Skills Transitions class that introduces them to career pathways and virtual college tours, while also teaching them about the importance of building characteristics such as responsibility and resilience. "I want them to realize that you can do anything if you put your heart into it," she said. "If you really want something, you can achieve it."

Acebu is one of three teachers on campus bringing the Ocean Ambassadors science program to students. She modifies the lessons to make them appropriate for her students in collaboration with the general education teachers, using Universal Design for Learning strategies. Programs like these are crucial to Bay Point students, including some who have never been to the beach or to San Francisco, in part because parents work seven days a week or don't have cars. She is grateful to her colleagues at Riverview, including Para-educator Kim Montano, with whom she has worked for 10 years, and her new Student Teacher Andre Walker. "We used to be a dynamic duo," she said, "and now we're a terrific trio."

She wants to help bring about positive changes in the lives of her students, the new teachers she mentors, and among her colleagues at Riverside. "I just want to help people," Acebu said. This drive has motivated her to purse a doctorate in Instructional Technology through the American College of Education and to enroll in the Administrative Leadership Program offered by the Contra Costa County Office of Education. Her doctoral dissertation focuses on professional development and technology in Title 1 middle schools, which she says is sometimes not comprehensive enough to inspire teachers to embrace new resources. "When teachers feel supported and empowered and given the right resources," she said, "that results in better student outcomes."

King Dunbar, one of Acebu's 8th grade students, said she is a good teacher. "If we're having trouble with understanding something, we can always count on her to help us out with it," he said. "She helps me figure things out myself. She always has a nice attitude she brings to the class and she makes everybody happy." Acebu also builds relationships with students' families, which has resulted in some students and parents coming back to campus after students leave just to visit with her. Erika Colon, whose son Tyron McAllister was Acebu's student before he entered 9th grade at Mt. Diablo HS this year, visited with Acebu on Thursday with Tyron. "What I really like about her is she really works with you and your kids and she doesn't beat around the bush," Colon said. "She pushes them to their potential. I love that about her. She doesn't let them put themselves down. She shows them what they can do. She understands them. She knows what they need. She connects with them, but she's firm with them. I don't think we could ask for a better teacher than her. She makes her classroom fun. She really brings them love and joy just to be here. We have a parent-teacher bond. She comes to our students' high school graduations. She's amazing. She's rare." Tyron agreed. "She's the best teacher ever," he said, recalling the fun he had learning math in a "battle competition" where students would complete problems in front of the class. 

Acebu's CalTEACH mentee, Malachi Tripp, who teaches 6th grade Core English Language Arts and history at Riverview, also praised Acebu. "As a mentor, she is the best leader and coach you could ever dream of," he said, adding that her emotional intelligence and ability to understand people and situations is invaluable, along with her technology expertise. "She's very detailed and organized and she can come up with something that will open your eyes and amaze you." Tripp said she encouraged him to use technology such as Canva, even though he used to run from it. And he proudly told her that an administrator recently praised his use of a digital textbook, which was thanks to her. "She's changed my whole outlook on teaching, especially with what we have to deal with on a day to day basis," he said. "It's a blessing, it's a great thing for all of us, her being Teacher of the Year and being recognized for what she has done for the past 10+ years. She has said it takes a village. She has given love to all the people before her, who helped her get here today. Riverview is big on that." Tripp said he has seen the strong relationships Acebu builds with her students and feels a strong bond with her as his mentor. As a former Riverview student who attended Concord HS, then graduated from Mt. Diablo HS in 2002, Tripp said he wants to follow in Acebu's footsteps by helping others who want to get into the teaching profession, paying it forward, just like she has.

April Saldivar

Saldivar, 47, started her career as a daycare provider before obtaining her teaching credential and becoming a teacher at Shore Acres Elementary, where she has taught for eight years. She taught 1st grade, then became the Dual Language English partner for 1st grade, then taught Kindergarten during the pandemic over Zoom. She is now the English partner in the school's Dual Language Kindergarten program, working closely with Spanish language partner teacher Raquel Garcia Esquivel. "I have always been interested in working with kids," she said.

"After working for 15 years as a daycare provider, I knew I wanted to level up and reach out to broader communities." She studied sociology and education at UC Davis in her 30s. "Those studies helped me to know the student populations I wanted to serve," she said. "I was looking for a school like Shore Acres to help students access resources, reach their potential and work collaboratively with a community like this." 

The small Bay Point campus has welcomed her with open arms. "Shore Acres has been an amazing school," Saldivar said. "My colleagues have been my greatest teachers - showing me how to teach well, differentiate, and discern what students need in the classroom. Being in the Dual Language program as the English side allows me access to the culture and the special place that Shore Acres is. The community is a very close-knit, tight, supportive, loving community and being a teacher here is a privilege."

In the Dual Language Program, Saldivar teaches 26 students in English for part of the day, then switches students with Garcia Esquival, and teaches 27 students for another portion of the day. This means both teachers are educating 53 students together, but in separate classrooms and in different languages. "And we have to assess each of them, so it’s a big load," Saldivar said. "We have to be very efficient, but at the same time, make sure they get everything they need." To help build their vocabulary in English, she uses the social studies and science curriculum during English Language Development (ELD). And Garcia Esquival teaches Spanish Language Development (SLD), to build students' vocabulary in Spanish. 

Saldivar has been working to strengthen the Dual Language program and improve literacy scores by implementing "science of reading" practices such as emphasizing phonics in her classroom over the past three years. "I have seen profound changes in achievement," she said, noting that she helped pilot these materials in the District. "I immediately saw the great effects that science of reading-based practices had on teaching literacy. It is very strong in phonemic awareness, syllable work, and sounds - all to get the kids to build the parts of their brain that can take apart sounds and put them together, give them meaning, blend, and segment - to build those structures in their brain so they can read, so it’s not so laborious, or a chore. That’s what we’re building upon - making sure our literacy instruction is strong. For me, the most important thing I can give my kinders is the ability to read by the time they leave kindergarten." She also tries to meet students' Social and Emotional (SEL) and developmental needs, praising them when they sound out words or break them into syllables, and listening empathetically to anything they want to share during "carpet time." 

As a Kindergarten teacher, Saldivar said she enjoys helping students to build confidence in themselves as learners. "I love when the students start to believe in themselves - that they are achieving," she said. "When they start kindergarten, they don’t know yet what they’re capable of. When they read on their own, that look on their face when they say, 'I’m doing it,' it's priceless." She also enjoys working with Olympic HS students who help her students as teaching assistants to earn service learning credit. "Some of them speak Spanish and a lot of them are from the Shore Acres community," Saldivar said. "So, it’s wonderful because they can feel very useful and they’re giving back to Shore Acres." 

Saldivar said she and all the Shore Acres teachers work to show the students their potential, and to show them they’re capable of anything. "As an AVID elementary school, we’re always trying to prepare the kids to believe that their future is in college or in a career," she said. "They can imagine themselves going there. We make a plan for how they get there." Flipping through one student's AVID Binder, she showed information that is shared with parents to help them study with their children. "Students who are the most organized are the most successful in school," she said, explaining that the AVID binder helps students learn how to be organized and shows parents how to build on what their children are learning in English, Spanish, literacy and math. "I show the parents exactly how I'm teaching during parent teacher conferences," she said. "I show them how to use sound boxes (boxes on paper that students write letters in to sound out words). I share high frequency words, and letter sounds, so at home, parents can support them. Getting the students to reach their goals takes a team. This AVID binder gives the parents the tools to do that both in English and Spanish. Students work on it at home and at school, so it’s a big part of becoming scholars, becoming students of excellence." 

Her teammates said Saldivar greatly deserves this recognition. "She's amazing," said TK Dual Language Spanish Partner teacher Blanca Lopez Casado, adding that she learns a lot from Saldivar. "She goes the extra mile. She teaches in a very pedagogical way that is differentiated and individualized. She's like the captain of the ship." Garcia Esquivel added: "We've been together three years now. The reason I like to teach kindergarten is because of her. I love working with her so much."

 

This week's MDUSD Friday Letter spotlights:

• Our 2026–27 MDUSD Teachers of the Year: Riverview Middle School’s Mary Acebu and Shore Acres Elementary’s April Saldivar;
• And finalists: El Dorado Middle School’s Erin Hernandez, Pleasant Hill Middle School’s Brendan Moseley, Northgate High School’s Christine Reimer, and Fair Oaks Elementary’s Julia Romero;
• SOAR Program Specialist Dr. Rosie Reid and Crossroads High School Site Administrator Coleen Martin named ACSA Region 6 Administrators of the Year;
• Black History Month Celebration at Gregory Gardens Elementary, hosted in partnership with the school and AAPAC;
• Mt. Diablo High School student Patrick Paul Porpayas placed second in the Contra Costa Poetry Out Loud Contest;
• Northgate High School’s Animation III students attend premiere of Goat animation film at Grand Lake Theater in Oakland as special guests;
• Glenbrook Academy hosts its first Family Engagement Night in Bay Point;
• There will be no school on Monday, February 16 due to the Presidents' Day Holiday
• School Social Media Highlights.

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 a virtual information night from 4-5 p.m. Wednesday, Feb. 25 for those who are interested in participating in the second year of the program in 2026-27 (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 Feb. 23, 2026 with details about the Feb. 25, 2026 information night.

Click here to register.

On "World Read Aloud Day," which is celebrated the first Wednesday of February, Westwood Elementary and Meadow Homes Elementary invited special guests to read books to their students. 

MDUSD Superintendent Dr. Adam Clark read, "The Doctor with an Eye for Eyes: The Story of Dr. Patricia Bath," by Julia Finley Mosca, to a class of 3rd graders, and also to several 5th graders in the library at Westwood Elementary. He chose the book in recognition of February as Black and African American History Month. Dr. Clark encouraged students to read to find out about other interesting people and places. "You can go anywhere in the whole world through reading," he said. He also answered lots of questions from the students about the book, as well as about his job as Superintendent. 

Meadow Homes Elementary welcomed more than a dozen guest readers to its campus, including Enrollment Services Director Aurelia Buscemi, Board President Debra Mason, and Multilingual Education Dept. Assistant Director Chitra Bhardwaj.

Buscemi read "Never Follow a Dinosaur," by Alex Latimer, which she used to read to students when she was a Principal at Pleasant Hill Elementary, whose mascot is a dinosaur. Buscemi engaged the students with hand motions and asked them questions about the story. "It's a very interactive book," she said after the class. "Students use their literacy skills, such as predicting what is going to happen, and making sense of what they hear, by asking questions and going back and re-reading things that don't make sense."

Trustee Mason said she chose "The Black Stallion" because it was one of her daughter's favorite books when she was a girl. Mason said she enjoys reading to students because she loves reading and hopes to pass that onto them. "I've read 3,000 books since I graduated from high school," Mason said. "I try to read a book a week - and I did last year."

Bhardwaj said she chose "Always Anjali" because it was about a girl who was teased about her name being different, but then she learned to appreciate her identity. Bhardwaj said she wants our students to take pride in their diverse identities. She said the teacher planned to do a follow-up project with the students on this topic.

Thank you to everyone who helped share their love of reading with our students!

Click here to watch a reel highlighting the event.