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PAUSD spotlights special‑education teacher residency (two graduates) and details LCAP 'Promise' priorities
Summary
District staff and site leaders presented the special‑education teacher residency program — supported by roughly $1.8 million in state grants and $55,000 in local contribution — and introduced two graduates. Trustees also reviewed the LCAP/Promise priorities and school site plans while public commenters pressed for improved special education access and accountability.
Palo Alto Unified highlighted the first graduates from its teacher residency program for special education and reviewed the district’s LCAP/Promise priorities at the June 2 board meeting.
Dr. Kelly Bickl, who leads professional learning and the residency program, said the district received about $1.8 million in grants from the California Commission on Teacher Credentialing to support classified staff pursuing credentials in special education. With PAUSD contributions the program provided roughly $55,000 in financial support to participants and requires a four‑year service commitment as a grant condition, Dr. Bickl said.
Two recent program graduates spoke to the board. Amy (a first‑generation master’s degree recipient) said the strength of the residency was translating theory into full‑time classroom practice. "The best part of this program was taking the theories that you learn and putting them into practice in the classroom," she told the board. Jennifer Valdez ("Jenny") said the mentor‑mentee relationship at her site helped build her confidence heading into her first full‑time position.
Trustees praised the partnership with San Jose State and the program’s emphasis on mentor training, monthly support for mentors, three release days for professional learning, coaching supports, and a lead mentor role to provide ongoing help. Dr. Bickl noted that participants completed a yearlong residency with coursework at San Jose State, student‑teaching three days a week and a master’s degree and credential for several participants.
On the LCAP/Promise, district staff summarized progress on three primary goals — high‑quality teaching and learning; equity and excellence; attendance and wellness — and provided school site plans that detail local priorities and measures. Staff cited improvements including higher inclusion rates for students with disabilities, a reduction in formal complaints, increased dual‑enrollment participation and gains among long‑term English learners.
Public commenters urged the district to address access issues for students with disabilities (citing scheduling conflicts that limit course access), called for an independent audit of special education, and criticized small measured improvements in belonging and other indicators. Trustees acknowledged the comments and suggested streamlining district indicators to make progress easier to track and communicate to families.
Next steps: staff will continue refining program recruitment and mentor selection for year two of the residency; the LCAP/Promise will be finalized on the June 16 agenda for board adoption and then submitted to the county office for review.
