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PUSD Promise midyear snapshot: district reports gains in interventions, CTE participation and AI training, but public asks for more special-education data
Summary
Superintendent Don Austin presented a midyear PUSD Promise progress report showing expanded early intervention, growth in College and Career readiness measures, and AI and CTE program participation; public commenters asked for special-education baselines and site safety details for students with disabilities.
Palo Alto Unified Superintendent Don Austin and district staff presented a midyear progress report on the PUSD Promise at the Dec. 17 board meeting, outlining progress in five priority areas and previewing next steps.
The district said 94% of students benefit from early intervention through MTSS (Multi-Tiered System of Supports), that chronic absenteeism has declined for several subgroups and that the district expanded early-literacy strategies and secondary evidence‑based teaching teams. Staff highlighted partnerships with Stanford University and Foothill College and noted KPMG had donated thousands of books to classrooms and families.
Career-technical education (CTE) and AI work also featured. Staff reported more than 4,000 secondary students enrolled in one or more CTE pathway courses last year, more than 500 students had active work permits, and 50+ high‑school students with IEPs participated in summer work programs. Tanner Zigman, the district’s Innovation and Technology lead, said an AI initiative has reached over 425 teachers and 33 AI lead teachers who are helping define classroom practices. Rachel Casey and Jackie Smith highlighted work‑based learning and pathway alignment that the district says supports “college and career readiness.” The presentation cited a district College and Career indicator at about 86% prepared for all student groups compared with a state prepared rate near 45%.
Public commenters acknowledged the progress but pressed for more detail. Steven Davis asked for baseline metrics and year‑to‑year comparisons for MTSS tier counts, special‑education implementation timelines, Title IX complaint tracking and whether site safety plans include supports for students with disabilities. Trustees and staff said more detailed data will be provided at a future board meeting and that literacy outcome data is scheduled for the board’s next meeting.
Board members emphasized the voluntary, teacher‑led nature of AI training and said they appreciated the district’s CTE outcomes while noting remaining achievement gaps across groups. Trustees requested follow‑up reports and scheduled study sessions to examine goals and metrics in greater depth.
The board took no formal action on the midyear report; it was presented as a progress snapshot and a basis for future study sessions and potential goals-setting in the spring.
