Newcomer student leaders present recommendations to Mount Diablo Unified board; staff cite CalNEW grant supports

Catherine Fireman, director of the district’s multilingual education department, introduced a student‑led presentation to the Mount Diablo Unified School District board on May 13 that summarized newcomer students’ experiences and offered concrete recommendations for strengthening supports.

Fireman said the district currently serves about 1,300 newcomer students and is completing its fourth year of work under the CalNEW grant (administered by the California Department of Social Services). The district used the grant to staff newcomer support positions, including two newcomer social‑work specialists and a part‑time newcomer coordinator.

Vanessa Castillo, a newcomer social‑work specialist, said student leaders from three comprehensive high schools conducted a district survey reaching 328 newcomer students — a 73% participation rate across 26 ELD classrooms. Student leaders reported that most newcomers benefit from teachers and counselors who speak their languages, but they said students need better orientation, clearer pathways to involvement in clubs, easier access to mental‑health supports, and staff who can communicate in students’ home languages.

Student speakers described key findings in their own words. Maria Christina Correa, a Concord High senior, said that “when I come here, I need some help to feel part of the school community and know how things work in an American school.” Another student speaker said nearly 80% reported that someone explained school procedures when they arrived, but that improvements were still needed.

Staff offered three main recommendations based on student input: (1) a structured bilingual peer ambassador program with campus tours and language support; (2) rollout of a newcomer student support toolkit for site staff (checklists and guidance developed by newcomer social‑work specialists and interns); and (3) a visual map at each site showing staff photos, names, languages they speak and where to find them on campus. Amy Fritz, a secondary MLL support teacher, said teachers set aside class time to administer the anonymous survey, which likely boosted response rates.

Superintendent Clark thanked the students and staff and signaled district commitment to implementing recommendations. The presentation emphasized that the CalNEW grant’s focus on basic needs, family engagement, and youth development has helped build capacity to serve newcomer students through targeted positions and student leadership structures.

Board members praised the high student response rate and asked clarifying questions about survey methods and how the district will scale toolkit use at sites. No formal vote was required; staff said they will follow up on implementation and training for sites.