Superintendent's Update - December 20, 2024
Superintendent's Update - December 20, 2024
From the Office of the Superintendent
Board Agenda Calendar
View Calendar of Board Items 2024-25
Superintendent Austin’s Message . . .
We apologize for the length of this update. We are heading into a break and the spring is full of topics up for discussion. My suggestion is to look for any titles of interest and just ignore the rest!
We are halfway through the year. It goes quickly! One of the nice parts about schools in general are the cycles that allow for new beginnings. The semester break is one of those opportunities. For our older students, final exams and college applications are stressful. Keep this in mind over the break. I hope everyone is able to be with friends and family for the next two weeks and can return rested and ready for an optimistic 2025!
Mid-Year Snapshot: Progress on the PAUSD Promise 2024-25 Goals
The PAUSD Promise, formally adopted on June 18, 2019, guides the District’s focus and initiatives. It reflects PAUSD's dedication to strategic planning that aligns organizational goals, student outcomes, and innovative practices. The PAUSD Promise aligns with goals developed collaboratively with staff and stakeholder input. The five priority areas are Equity and Excellence, Innovation, Literacy, Mental Health and Wellness, and Serve and Celebrate Others. By employing forward-thinking strategies, the Promise aims to shape the future of education within the District. Below is a mid-year snapshot on the progress toward the goals defined for the 2024-25 school year.
Paly Publications Earn Seven CSPA Crown Nominations
Over the past few days the Columbia Scholastic Press Association released its annual Gold Crown Finalist award list, and Paly publications once again did exceedingly well! The student journalists working in the Media Arts Center are responsible for SEVEN distinct crown nominations. A crown is one of the two highest national awards that a publication staff can receive (the other being a Pacemaker, which is presented by the National Scholastic Press Association, and another in which our students did quite well). The CSPA Gold and Silver Crowns will be announced at an awards ceremony at Columbia University in New York in March.
For context, the overall high school Crown nominations by STATE are as follows:
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Texas: 32 nominated publications
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California: 25
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Florida: 12
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Missouri: 9
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Virginia: 8
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Palo Alto High School: 7
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Illinois: 7
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Colorado: 5
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Maryland: 5
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(Tie) Georgia, North Carolina, Pennsylvania, Michigan, Minnesota, New York, Massachusetts: 4 each
The specific Paly publications recognized are as follows (the ‘hybrid’ category indicates that the judging is based on both the print edition and the website):
Anthro / anthromagazine.org , Palo Alto High School, Hybrid Magazine
C Magazine / cmagazine.org, Palo Alto High School, Hybrid Magazine
Verde / verdemagazine.com , Palo Alto High School, Hybrid News
Viking Magazine / vikingsportsmag.com, Palo Alto High School, Hybrid Magazine
Via Verde, Palo Alto High School, Palo Alto, CA, Print Magazine
The Paly Voice / palyvoice.com, Palo Alto High School, Digital News
The Campanile/ thecampanile.org, Palo Alto High School, Hybrid News
Please join us in congratulating our amazing journalism students!
Seeking Applicant to Serve on the Board Policy Review Committee
PAUSD is seeking a Parent Representative (PR) to serve on the Board Policy Review Committee (BPRC). The BPRC was established as a Board of Education committee to assist the Board in reviewing and updating District policies. The committee discusses policies and makes recommendations to the Board. The PR should be familiar with policies and Board operations and will provide a parent/community perspective during BPRC meetings.
BPRC meetings take place once a month, on Friday mornings, from 8:30 to 10:00 a.m. The PR should expect to spend 2-5 hours per month reviewing the policies proposed for approval by the BPRC. Meetings are held in person but the PR may participate via teleconference.
To be considered for appointment to the committee, please email Amanda Bark by January 31, 2025, describing any special qualifications or abilities that would help you fulfill the PR role.
Additional information on the charge of BPRC can be found on its committee webpage.
The 2025 dates for BPRC meetings are:
February 28
March 28
April 25
May 30
Aug 29
Sep 26
Oct 24
Nov 21
Dec 19
Middle School Math Validation Update
For Spring 2025, rising sixth, seventh, and eighth-grade students who wish to accelerate beyond the already compacted middle school math program may participate in the Math Validation Process.
The Math Validation Process consists of one paper-and-pencil assessment. This assessment will evaluate the readiness of the grade-level math course the student would like to challenge, in addition to the student's knowledge of the topics and skills covered in the course. In early February, registration information will be provided to parents of current grade 5, 6, and 7th-grade students via Parent Square.
These assessments are aligned to the state-adopted mathematics content standards. They consist of multiple-choice (MC) and free-response questions (FRQ). The assessments were developed in partnership with WestEd, a national research, development, and service leader, alongside PAUSD Math Instructional Leaders.
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Interested students may opt-in to take the test.
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The test will be administered in March.
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The test will cover the grade-specific standards and concepts for mastery.
Frequently Asked Questions
Q: Is my child required to take the math validation test?
A: No, this test is optional. In early February, registration information (with specific testing dates) will be provided to parents of current grade 5, 6, and 7th-grade students via Parent Square. Students must register to participate.
Q: What are the dates for the validation test?
A: In early February, registration information (with specific testing dates) will be provided to parents of current grade 5, 6, and 7th-grade students via Parent Square. Students must register to participate.
Q: Where will the validation test be held?
A: Validation tests will be administered (after school hours) at JLS.
Q: How long does the test take?
A: Test time will be approximately 1.5 – 2 hours.
Q: Are there study materials for the test?
A: No. Only the information on the standards of the course being challenged will be available.
Q: Is there just one test, or a separate test for each challenged course?
A: There will be only one test for each challenged course. (i.e., one for each grade level: 6, 7, and 8).
Q: Who is scoring the paper-and-pencil test?
A: PAUSD math teachers will score the test.
Q: Will my child’s results be shared with me after they are scored?
A: Yes.
Q: What happens if my child doesn’t pass the validation test?
A: Students who do not pass the validation test will be placed in a math course based on their current grade-level sequence.
Q: Are retakes allowed?
A: No. Retakes will not be allowed.
Q: May I accompany my child during the test?
A: No. Students will be tested in a secured location with other students.
Q: May a parent review the test if they believe there was an error in scoring?
A: No, as these are secured tests.
Stanford Women’s Basketball Hosts PAUSD 5th Graders
On Monday, December 15, Stanford Athletics invited our PAUSD 5th grade students to the Stanford Women's Basketball Game @ 12pm. Our students met and mingled before the game at the Chuck Taylor Grove where they enjoyed a catered lunch provided by Jimmy V's. Students, teachers, and chaperones from Addison, Barron Park, Duveneck, Hoover, Nixon, Ohlone, and Walter Hays cheered on Stanford who defeated UTSA 62-57!
One of our 5th grade teachers reported, "The students (and grown ups!) had an amazing time, and they're still buzzing about it! For many of them, it was their first time seeing a sporting event live, and they had a total blast. Many other students also shared that it was fun to see friends from other schools at the game. What a great way to kick off this last week before the break!"
California Ethnic Studies Pilot Course Overview
Here’s a quick overview of the PAUSD California Ethnic Studies Pilot course for the 2025-26 school year. The course has been designed to help students explore identity, understand systems of power and oppression, and study how communities have demonstrated resilience and resistance. It culminates with students taking meaningful civic action to address real-world issues. This course has been designed based on the California Ethnic Studies Model Curriculum that was finalized in March 2021.
This course introduces students to the field of California Ethnic Studies, offering a comprehensive exploration of identity, systems of power, resilience, and civic action. Students will engage with diverse perspectives, historical movements, and contemporary issues to foster deeper understanding, critical thinking, and community engagement.
Introduction to Ethnic Studies
The course begins with an exploration of the origins and significance of Ethnic Studies in California. Students examine essential questions such as "Why Ethnic Studies?" and "Where does Ethnic Studies come from?" They learn about the historical context, including student-led activism during the 1960s and 1970s that paved the way for Ethnic Studies programs. Through primary source analysis, documentary clips, and reflection journals, students uncover how this discipline has reshaped education to include diverse histories and cultural narratives that have often been overlooked.
Essential questions explored include:
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Why Ethnic Studies?
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Where does Ethnic Studies come from?
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Why did students organize for the creation of Ethnic Studies?
Learning Outcomes:
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I can articulate why Ethnic Studies is important in shaping a more inclusive and accurate understanding of history, identity, and culture.
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I can examine the historical context and social movements that led to the development of Ethnic Studies as an academic discipline.
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I can investigate the role of student activism in advocating for the establishment of Ethnic Studies programs.
Example Assignment: Inquiry-based analysis of historical documents and student movements advocating for Ethnic Studies.
Assessment: Reflective journal on the history and relevance of Ethnic Studies today.
Unit I: Identity
In this unit, students reflect on how personal and collective identities are shaped by historical events, societal perceptions, and cultural experiences. They engage with questions such as "How do we see ourselves?" and "How has history shaped our identity?" By analyzing dominant and counter-narratives, students explore how their identities intersect with broader communities.
Essential questions explored include:
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How does your identity shape your daily life?
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How do we see ourselves, and how does society see us?
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How has history shaped our identity?
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What does it mean to belong to a community?
Learning Outcomes:
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I can reflect on how my personal identity shapes my daily experiences, thoughts, and interactions.
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I can explore how I view myself, how others view me, and how societal perceptions influence identity.
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I can analyze what it means to belong to a community and examine where my communities intersect with others.
Example Assignment: Oral history interview with a family or community member to explore cultural identity.
Assessment: Creation of a "Culture Box" or a family tree that highlights personal identity and shared cultural experiences.
Unit II: Power, Privilege, and Systems of Oppression
This unit delves into the concepts of power, privilege, and systems of oppression. Students learn to define and analyze how power operates within society and how it impacts identity and lived experiences. Topics include intersectionality, historical injustices, and the systems of oppression that have shaped California's history.
Essential questions explored include:
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How are power and privilege defined, and how do they differ?
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How do our social identities influence the power and privilege we hold?
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What are the consequences of systems of oppression?
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How have groups been oppressed in California, and how do those events impact the present?
Learning Outcomes:
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I can define power, privilege, and systems of oppression and explain how they interact to shape identity and social contexts.
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I can analyze how my social identities influence the power and privilege I hold.
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I can critically evaluate how systems of oppression continue to impact present-day society.
Students examine questions such as "How do power and privilege shape historical memory?" and "What are the consequences of categorizing people into social hierarchies?" They engage in research, analyze case studies from African American, Chicano/Latino, Native American, and Asian American communities, and reflect on their own social positions.
Example Assignment: Analysis of primary and secondary sources, such as Ronald Takaki's A Different Mirror , focusing on power dynamics and cultural narratives.
Assessment: Research paper with annotated bibliography exploring a chosen identity group and its historical or contemporary challenges.
Unit III: Resilience and Resistance
In this unit, students explore the resilience and resistance of ethnic communities throughout history. By examining cultural practices, traditions, and languages, students learn how communities have adapted to adversity and created spaces for hope and healing. Essential questions include "How have different ethnic groups faced challenges and oppression?" and "How do acts of resistance foster positive change?"
Essential questions include:
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How have different ethnic groups faced challenges and oppression?
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How do cultural practices, traditions, and languages contribute to resilience?
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How do acts of resistance foster hope and healing?
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How have forms of resistance adapted to contemporary challenges?
Learning Outcomes:
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I can identify how different ethnic groups have faced challenges and developed resilience through cultural wealth.
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I can analyze historical and contemporary forms of resistance.
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I can evaluate how acts of resistance create hope, healing, and spaces for positive change.
Students analyze historical and contemporary examples of resistance, such as art as a form of protest, stories of unsung heroes, and community movements. Through creative projects and research, they gain an understanding of how resilience and resistance empower communities to persevere and inspire social progress.
Example Assignment: Inquiry journal on art as a form of protest or resistance.
Assessment: Creative project highlighting an untold story of heroism or resistance.
Unit IV: Action and Civic Engagement
The course culminates with a focus on action and civic engagement, empowering students to apply their learning to real-world challenges. Students explore how they can create positive change in their communities by studying historical and contemporary movements. Essential questions include "How can I use what I’ve learned to improve society?" and "What does civic responsibility look like?"
Students participate in projects such as oral history interviews, community mapping, or advocacy campaigns. By identifying community assets and addressing local or global issues, students develop strategies to become active agents of change, fostering equity and justice through civic action.
Essential questions include:
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How can I use what I’ve learned to improve society?
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What does civic responsibility look like?
Learning Outcomes:
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I can develop strategies to create positive change in my communities by drawing on historical and contemporary examples of resilience and resistance.
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I can identify community assets and advocate for equity and justice through civic action.
Example Assignment: Research and design a civic engagement project, such as a community improvement initiative or awareness campaign.
Assessment: Final project showcasing civic action, such as an art-for-social-justice piece, historical memory project, or written reflection on a local issue.
Key Skills Developed:
Throughout the course, students build critical skills, including:
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Historical analysis and interpretation
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Research and inquiry using primary and secondary sources
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Reflection and self-awareness
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Communication through writing, interviews, and creative expression
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Advocacy and civic engagement
By the end of the course, students will not only have a deeper understanding of California Ethnic Studies but also the tools to engage thoughtfully and responsibly in their communities and beyond.
Biology at Gunn and Palo Alto High Schools
Biology teachers from Gunn and Paly have been exploring a unified Biology course since 2019-2021. With the work of teacher leads and steering committee support the high school developed a single Biology lane course. The recommendation aims to reduce student stress, eliminate course-level confusion, and promote educational equity by ensuring all students receive equal learning opportunities.
The proposed change aligns with PAUSD Promise Goals by removing course tracking, preventing disruptive schedule changes, and creating a more inclusive learning environment. With no GPA impact and the potential to smooth 9th-grade transitions, this approach supports the school's commitment to providing excellent, equitable education. The school profile will reflect the highest introductory Biology course while setting the stage for potential Honors lanes in Chemistry and Physics in later pathways.
Student Nutrition Services
The PAUSD community is invited to the new Gunn High Kitchen for a Tasting Event.
Also, it is time for the Annual Future Chef Competition
