Culturally Responsive Training
1.1 Mandatory cultural competency training for all staff In-work · 1/2 pts
<cite index="10-6">Another strength is the professional development work led by the Equity Department to address issues of explicit and implicit bias.</cite> This shows ongoing PD but the SIR report also notes teachers still need more support, and it is unclear this training is mandatory for all staff district-wide rather than targeted/optional.
1.2 Mentorship programs for culturally diverse staff In-work · 1/2 pts
<cite index="75-6">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.</cite> This is an affinity/support network rather than a confirmed formal mentorship program for all culturally diverse staff.
1.3 Culturally relevant PD resources in staff learning In-work · 1/2 pts
<cite index="90-11">They use culturally responsive pedagogy to address equity and confront bias, ensuring access to standards-based curriculum to advance their practice and student learning.</cite> This applies to the Teacher Induction & Support Program for new teachers, not confirmed as resources for all staff district-wide.
1.4 Regular feedback/measurement on training effectiveness Not Implemented · 0/2 pts
No public documentation was found showing a formal system for regularly measuring or evaluating the effectiveness of cultural competency/equity training.
Clear & Consistent Policies
2.1 Student code of conduct (clear expectations) Implemented · 2/2 pts
The district maintains a dedicated Student Conduct, Suspension, and Expulsion page and Board Policy/Administrative Regulation on Student Behavior & Discipline, providing district-wide, clearly documented expectations for student conduct.
2.2 Regular policy reviews/updates Implemented · 2/2 pts
<cite index="133-1">1/18/2023 · Resolution 19/20-68: Condemning Violence, Racism, and Injustice and Reaffirming Equity and Humanity as Central Guiding Principles · Resolution 19/20-65: Recognizing June as PRIDE Month · Board Policy 5145.3 and Academic Regulation 5145.3: Nondiscrimination/Harassment And Transgender</cite> The board policy manual shows dated, periodically revised policies, indicating a regular review/update cycle.
2.3 Staff training on consistent application In-work · 1/2 pts
<cite index="124-1">2019 PBIS MUSICAL SLIDESHOW · Restorative Practices · 2019-2020 Equity Office Training/Meeting Calendar · 2019-2020 Equity Staff School Assignment</cite> Training calendars exist, but the most visible materials found are several years old, and it is unclear that consistent-application training is current, mandatory or district-wide today.
2.4 Centralized documentation of incidents/outcomes In-work · 1/2 pts
MDUSD uses the Aeries SIS district-wide, which includes an Assertive Discipline/Discipline module that <cite index="174-6">(California only) Offenses with suspendable codes are reported to CALPADS</cite>, centralizing incident records, though a public dashboard of aggregated incident outcomes was not located.
Restorative Justice Practices
3.1 Restorative circles/conferences to repair harm In-work · 1/2 pts
<cite index="125-2">The MDUSD Equity Leadership, Equity Advisory and site leadership teams will review and analyze data regarding site and district suspension and expulsion rates... and make recommendations to identify district "Bright Spots" including showcasing best practices of what schools are doing to make connections, create relevancy and implement restorative practices.</cite> This shows restorative practices exist within a cohort/PBIS framework, but district-wide mandatory implementation is not confirmed, and much of the source material is dated (2016-2019).
3.2 Staff training in restorative practices In-work · 1/2 pts
Equity office training calendars reference restorative practices training for cohort/PBIS schools, but current, mandatory, district-wide staff training in restorative practices is not clearly confirmed by recent sources.
3.3 Curriculum integrates conflict-resolution skills Not Implemented · 0/2 pts
No public documentation was found showing that MDUSD's curriculum formally integrates conflict-resolution skills instruction district-wide.
3.4 Peer mediation program Not Implemented · 0/2 pts
No public documentation was found describing a formal peer mediation program at MDUSD.
Bias Awareness & Mitigation
4.1 Implicit bias training for staff In-work · 1/2 pts
<cite index="119-2">Professional development on implicit bias focusing on disrupting institutionalized racism across the system stalled as the focus during the spring shifted to supporting sites with student and family engagement.</cite> This shows implicit bias PD has been offered by the Equity Department but was described as stalling, and current mandatory district-wide status is unclear.
4.2 Processes to review discipline data for disparities Implemented · 2/2 pts
<cite index="125-2">The MDUSD Equity Leadership, Equity Advisory and site leadership teams will review and analyze data regarding site and district suspension and expulsion rates, academic progress and attendance, specifically among students of color, and make recommendations to identify district "Bright Spots"</cite>, and the district's CCEIS process similarly reviews disproportionality data, showing an established process to review discipline data for disparities.
4.3 Cultural competence checks in hiring In-work · 1/2 pts
<cite index="95-1,95-2">We are committed to recruiting and retaining a diverse workforce that reflects our students and families. MDUSD values individuals who bring innovative thinking, cultural awareness, and a strong commitment to equity and student success.</cite> This is a stated hiring value, but no formal, structured 'cultural competence check' process (e.g., rubric or required interview component) was found documented.
4.4 Diverse perspectives & materials in curriculum In-work · 1/2 pts
<cite index="61-1,61-2">Stakeholders also frequently mentioned a lack of readily available culturally responsive literature and instructional materials. Those interviewed occasionally noted instances in which culturally insensitive materials were used in classrooms.</cite> This indicates a mixed picture: district has curriculum specialists but external review found materials/perspective gaps.
Culturally Relevant Curriculum
5.1 Curriculum materials reflect student backgrounds In-work · 1/2 pts
Same evidence as 4.4 — a documented gap identified in a district-commissioned review, alongside stated district commitments to culturally proficient instruction, e.g. We provide students the opportunity to develop biliteracy in English and Spanish, master educational standards and develop cultural proficiency.
5.2 Teacher PD on integrating diverse perspectives Implemented · 2/2 pts
<cite index="202-1">Focal scholars, specifically African American students, Foster Youth, students experiencing homelessness, students with IEPs and multilingual students, will experience culturally responsive practices and be provided rigorous instruction within an educational environment that builds trust and inclusive partnerships between the students, families, and staff.</cite> New teachers are required to complete TISP with an explicit culturally-responsive-pedagogy component.
5.3 Community collaboration for supplemental resources Implemented · 2/2 pts
<cite index="210-3,210-4">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.</cite> Community organizations actively supplement curriculum/programming for underserved students.
5.4 Culturally specific courses/electives Implemented · 2/2 pts
<cite index="275-3">Ygnacio Valley High School is offering courses in Early Childhood Education, Engineering Technology, and Ethnic Studies.</cite> The district also offers Spanish dual-immersion/biliteracy pathways, satisfying evidence of culturally specific coursework.
Community Engagement & Collaboration
6.1 Regular meetings with parents & community leaders Implemented · 2/2 pts
<cite index="20-2,20-3">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.</cite> Regular, recurring meetings with parents and community leaders are well documented.
6.2 Partnerships with local orgs for student/family support Implemented · 2/2 pts
<cite index="108-14">The SWS ensures that Fred Finch therapists, MSW interns, BSW interns, CWA workers, the newcomer social worker, the mobile health clinic health educator, and Rainbow Community Center counselors are able to collaborate in order to provide effective services to students and their families.</cite> Multiple community-based organizations partner with the district to support students and families.
6.3 Advisory committees with community representation Implemented · 2/2 pts
<cite index="22-4">Classroom Volunteers and Fingerprint Information · African American Parent Advisory Council (AAPAC) Budget Advisory Committee (BAC) Community Advisory Committee (CAC) District English Learner Advisory Committee (DELAC) Local Control Accountability Plan (LCAP) Measure C Citizen Bond Oversight Committee (CBOC) Measure J Citizen Bond Oversight Committee (CBOC) Parent Advisory Committee (PAC) Student Advisory Committee (SAC)</cite> Numerous standing advisory committees include community/family representation.
6.4 Outreach to ensure all families are informed/involved Implemented · 2/2 pts
<cite index="24-8">We are also rolling out a new ParentSquare messaging system called "Attendance Plus," which allows for two-way communication between schools and families regarding absences.</cite> Additionally multilingual outreach efforts like <cite index="153-5">"Cafecito Con Las Consejeras" (Coffee with the counselors) is Saturday, September 26 at Shore Acres Elementary</cite> show targeted outreach to ensure family involvement across language/cultural groups.
Professional Development on Equity & Inclusion
7.1 Ongoing anti-bias/equity training In-work · 1/2 pts
Ongoing anti-bias/equity training exists via the Equity Department but was documented as having stalled at points <cite index="119-2">Professional development on implicit bias focusing on disrupting institutionalized racism across the system stalled</cite>, so consistent, ongoing delivery is not fully confirmed.
7.2 Workshops on culturally responsive teaching Implemented · 2/2 pts
<cite index="90-2">Our emphasis on equity guides us to reflect deeply on our work with five specific under-served populations as focus scholars: Black/African American students, Foster Youth, students experiencing homelessness, students with IEPs, and multilingual students.</cite> The TISP program provides explicit culturally responsive teaching workshops for new teachers as a mandatory induction component.
7.3 Equity topics in staff meetings/PD Implemented · 2/2 pts
<cite index="293-1">Equity Advisory Meeting Agendas · MDUSD PBIS Showcase · Positive Behavior Intervention and Support (PBIS) and Cohort Schools · PBIS @ MDUSD Schools · 2019 PBIS MUSICAL SLIDESHOW · Restorative Practices · 2019-2020 Equity Office Training/Meeting Calendar</cite> shows a structured recurring Equity training/meeting calendar embedding equity topics in staff PD.
7.4 Participation in equity-focused conferences Not Implemented · 0/2 pts
No public documentation was found showing district support for or participation in external equity-focused conferences.
Mental Health & Trauma-Informed Practices
8.1 Collaboration with mental-health professionals Implemented · 2/2 pts
<cite index="108-14">The SWS ensures that Fred Finch therapists, MSW interns, BSW interns, CWA workers, the newcomer social worker, the mobile health clinic health educator, and Rainbow Community Center counselors are able to collaborate in order to provide effective services to students and their families.</cite> Wellness centers embed licensed mental-health collaboration district-wide.
8.2 Safe, supportive spaces (mindfulness/sensory) Implemented · 2/2 pts
<cite index="104-3,104-6">Currently we have 8 Wellness Centers in the District... Wellness Centers help to remove barriers to academic programs.</cite> Multiple physical wellness/safe spaces exist across school sites.
8.3 Trauma-informed staff training Implemented · 2/2 pts
<cite index="119-4">The team spent several months developing modules and a handbook supporting homes and sites to prioritize the social and emotional needs of students and preparing site staff to address and respond to students and their differing levels of trauma as they return to campus.</cite> This documents trauma-informed staff training/preparation efforts.
8.4 Partnerships to expand mental-health services Implemented · 2/2 pts
<cite index="107-5,107-6">The district is fortunate to have seven wellness centers staffed by social work specialists and master of social work interns. These centers offer safe spaces for students and their families to access services</cite>, and separately <cite index="106-4,106-5">Mt. Diablo Unified School District begins implementation of a new partnership agreement with Disability Rights California, the Disability Rights Education and Defense Fund, and the American Civil Liberties Union Foundation. This partnership seeks to use the expertise of all of the partners to expand and continue the District's efforts to identify and implement best practices in educating students with behavioral health needs.</cite>
Data Collection & Analysis
9.1 Disaggregated discipline data system Implemented · 2/2 pts
MDUSD's Aeries system tracks discipline data by student demographic and reports to CALPADS/CA Dashboard, and the district's <cite index="236-5,236-6">CA Dashboard - Reports that display performance on a set of state and local measures. School Dashboard Additional Reports and Data - Five-by-Five Placement, College/Career, Graduation Rate Additional, Participation Rate, Student Groups, and District/Charter Performance by County</cite> provides disaggregated data by student group district-wide.
9.2 Regular audits of discipline practices Implemented · 2/2 pts
<cite index="179-6">Feedback was collected during Comprehensive Coordinated Early Intervening Services (CCEIS) Educational Partner meetings, CCEIS Focus groups, and during the plan approval process which helped to inform program planning.</cite> The district conducts a formal, state-mandated significant disproportionality review (CCEIS) as a recurring audit of discipline/identification practices.
9.3 Data-informed interventions/adjustments Implemented · 2/2 pts
<cite index="56-1">A Multi-Tiered Systems of Support (MTSS) is a systemic, continuous improvement framework in which data-based problem-solving and decision making is practiced across all levels of the educational system for supporting students.</cite> Combined with LCAP-driven Focal Scholar interventions, this shows data-informed adjustment of supports.
9.4 Transparent reporting to stakeholders Implemented · 2/2 pts
<cite index="115-8,115-9">Feedback and questions can be emailed to lcap@mdusd.org or submitted through the feedback link... As required by Local Control Funding Formula (LCFF) Education Codes 42103, 42127, and 52062, all school districts must develop a three year Local Control Accountability Plan (LCAP)</cite>, publicly presented at board meetings with public hearings, providing transparent reporting to stakeholders.
Student Voice & Leadership
10.1 Student advisory councils/leadership groups Implemented · 2/2 pts
<cite index="161-4,161-5">The Student Advisory Committee (SAC) is to serve as an advising entity to the Student Board Member, and by proxy, the Superintendent and the non-student governing board members. In an effort to accurately represent the diverse needs and concerns of the MDUSD student population, the Student Board Member shall convene this group with an agenda and detailed action items to then report to the board at the following governing board meeting.</cite>
10.2 Student feedback informs policy/procedures Implemented · 2/2 pts
<cite index="132-1">The Board shall establish an organization or committee of students in the District to promote equity and diversity and to serve as leaders and spokespersons within their schools and the District.</cite> Combined with the SAC reporting structure to the Board, student feedback has a formal channel into district decision-making.
10.3 Students facilitate restorative processes Not Implemented · 0/2 pts
No public documentation was found showing students formally facilitate restorative justice processes (e.g., student-led circles) at MDUSD.
10.4 Student-led peer education In-work · 1/2 pts
<cite index="116-4,116-5">Student leadership and advocacy will be strengthened through the establishment of site-based clubs (i.e. Black Student</cite> Union) <cite index="108-5">They provide access to caring adults and services such as primary care, counseling, mentoring, and peer-to-peer support.</cite> Peer support structures exist but a formal 'peer education' curriculum/program was not confirmed.
Equitable Access to Support Services
11.1 Counseling & mental-health access for all Implemented · 2/2 pts
<cite index="30-15">The district has 26 full-time counselors on staff.</cite> Combined with 8 wellness centers offering therapy access district-wide, counseling/mental-health access is broadly available.
11.2 Targeted academic support (e.g., tutoring) Implemented · 2/2 pts
<cite index="141-1">Academics: Providing additional resources including tutoring and Tier 2 intervention to help students excel in their studies.</cite> This targeted tutoring/intervention program serves underserved student groups at multiple school sites.
11.3 Community partnerships expand services Implemented · 2/2 pts
As cited in 6.2/8.4, community partners such as Fred Finch, Rainbow Community Center, and Delta Bay Impact directly expand the range of services available to students.
11.4 Systems to remove access barriers Implemented · 2/2 pts
<cite index="104-1">Wellness Centers help to remove barriers to academic programs.</cite> The district explicitly frames these centers, plus multilingual family outreach, as systems designed to remove access barriers for underserved students.
Continuous Evaluation & Improvement
12.1 Standing committee/task force for discipline equity Implemented · 2/2 pts
<cite index="190-1">Fellow board member Erin McFerrin said she welcomes both the anti-bias/anti-racist committee and the mental health panel.</cite> The district maintains a standing Anti-Bias, Anti-Racist (ABAR) Committee plus Equity Leadership/Advisory teams that review suspension/expulsion data, constituting a standing discipline-equity body.
12.2 Surveys/focus groups (students, families, staff) Implemented · 2/2 pts
<cite index="65-6">California School Staff Survey participants: School staff from all schools except Eagle Peak Montessori... California School Parent Survey participants: parents from elementary schools that were sampled and all secondary schools.</cite> The district administers the full suite of CalSCHLS surveys (students, staff, and parents) district-wide.
12.3 Benchmarking vs. state/national comparators Implemented · 2/2 pts
<cite index="236-5,236-7">CA Dashboard - Reports that display performance on a set of state and local measures... ED-Data - Comprehensive data about K-12 education in California including data on Students, Staff, Local Revenue Elections, and Finances.</cite> The district provides multiple tools to benchmark performance against state/county comparators.
12.4 PD & reflective practice culture Implemented · 2/2 pts
<cite index="90-4">Through TISP, you will work with an assigned mentor, receiving individualized support and have opportunities to reflect on the effectiveness of instruction as you grow your professional skills as a teacher.</cite> This reflects a built-in reflective-practice culture embedded in ongoing PD structures.
Extra Credit
EC1 District-wide African American Parent Advisory Council (AAPAC) network spanning 26+ school sites plus a district-level monthly meeting, an unusually large-scale, sustained family-engagement infrastructure for a specific student subgroup. Implemented · 2/2 pts
<cite index="20-2">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.</cite>
EC2 Focal Scholar Program: a coordinated, multi-domain (academics, attendance, counseling, mentoring, SEL) support system targeting five specific underserved LCAP subgroups across 12 school sites, with outside community partners embedded in service delivery. Implemented · 2/2 pts
<cite index="210-1,210-3">Dr. Francies explained the District's Focal Scholar Program, which assists students who need extra supports at 12 schools... District partners working with Focal Scholars include Delta Bay Impact</cite>
EC3 Teacher Induction & Support Program (TISP) vision statement explicitly commits every new teacher to an 'antiracist, abolitionist' pedagogical stance as a formal induction requirement, an unusually explicit equity commitment embedded in mandatory new-teacher credentialing. Implemented · 2/2 pts
<cite index="88-5">A district of antiracist, abolitionist educators who disrupt deficit thinking, acknowledge and confront bias, dismantle oppressive structures, and build students' cognitive capacity, independence, and agency.</cite>
EC4 Network of 8 school-based Wellness Centers integrating multiple external mental-health and social-service partners (Fred Finch, Rainbow Community Center, mobile health clinic, CWA) into a single coordinated-care model at school sites. Implemented · 2/2 pts
<cite index="108-14">The SWS ensures that Fred Finch therapists, MSW interns, BSW interns, CWA workers, the newcomer social worker, the mobile health clinic health educator, and Rainbow Community Center counselors are able to collaborate in order to provide effective services to students and their families.</cite>
EC5 Comprehensive Coordinated Early Intervening Services (CCEIS) planning process, a formal state-mandated significant-disproportionality response mechanism explicitly tied to targeted strategies (e.g., AABPAC creation, Black Student Union expansion) informed by multi-committee educational-partner feedback. In-work · 1/2 pts
<cite index="179-9">Feedback was specifically collected from Mt. Diablo USD's Anti-Bias Anti-Racist Committee, Budget Advisory Committee, Community Advisory (SELPA) Committee, District English Learner Advisory Committee, Parent Advisory Committee, and the Student Advisory Committee.</cite>
