Superintendent's Update - February 6, 2026
Superintendent's Update - February 6, 2026
From the Office of the Superintendent
Board Agenda Calendar
View Calendar of Board Items 2025-26
Superintendent Austin’s Message . . .
Our Superintendent’s Student Advisory group met earlier this week to address topics of interest to them. As always, they were awesome! One of the major topics was student preparation for rigorous courses. Students explored several aspects of advanced coursework, including why students drop or elect a different lane.
My favorite insight came from a student who asked if they were expected to know the material before they take a class or if there is room to learn as they go. That was a fascinating question. While I thought the answer was obviously that you take a class to learn material, the reality is a little different. As our i-Ready data shows, almost half of our students begin each year of elementary school a full year ahead before school even starts. That means from the very beginning, roughly half of the kids already have proficiency levels that match or exceed where they should be in May. I can see why the student’s question made sense. Couple this with the fact that many of our students take outside courses or have tutors.
Back to the question posed… Students should certainly be able to learn and sometimes struggle through new content. I heard students say that it is sometimes intimidating when it feels like others already know what is being taught. In some instances, the class moves fast because so many students are advanced beyond the content of the advanced class they are taking.
When it came to why students drop courses, there was another powerful insight. Keeping in mind that the sample size was a little under 30 for this discussion, there was still a consensus that the teacher had a bigger role in the decision to drop than the content. Examples were shared when a teacher’s encouragement made the difference between staying or dropping. I could see some students light up a little bit when telling stories about when a teacher believed in them and encouraged them to stay in the class. Earning a B or a C in a tough class is a complete victory when framed properly.
Conversely, some students dropped because they perceived an expectation that they should have already known the material and that the class was moving on with or without them. Again, this was not a large sample size. Regardless, the stories shared were equally powerful and worth some exploration.
A couple of students thought that providing an opportunity to change to a Credit / No Credit for core classes could help. I am looking into our policies in this area to learn more about what we do and why we do it. They had some other ideas that are more granular, yet equally worth exploring.
We have tremendous students with strong leadership abilities. I truly enjoy hearing from them and watching them listen to each other. It’s a beautiful thing!
Churchill Crossing Letter sent to Palo Alto City Council and Ed Shikada on February 5, 2026
City Council and Ed Shikada,
I was recently reflecting that if a pipe in my home were to burst, I would not begin by repairing the pipe itself. I would first shut off the water at the main source. Only then would meaningful repair be possible. I believe the same approach is warranted with the rail crossing at Churchill Avenue.
Suicide is complex, and no two cases are the same. However, the repeated use of the Caltrain crossing at Churchill Avenue and Alma Street as a site of student suicide is not in dispute. This crossing functions as the “main water line” in our community, and it is the source that must be shut off while longer-term solutions are considered.
At this point, the Caltrain horns, crossing arms, bells, and the constant rumble of trains have become unavoidable reminders and triggers for students who attend nearby schools and pass through this area daily. Closing the Churchill crossing would eliminate the horns and bells and materially reduce these triggers. That step alone would represent meaningful harm reduction.
In the past, I have opposed closing the Churchill crossing because of the significant traffic it serves, including school buses and district maintenance vehicles. Those operational considerations are real. They are also secondary to the continued loss of life at a specific and identifiable location.
I am prepared to pursue the relocation of our bus fleet to alternative sites I have previously discussed with Mr. Shikada. More importantly, I would support the immediate closure of the Churchill rail crossing, even on a temporary basis, while permanent solutions are evaluated and implemented.
Student safety must be the governing priority. When a known source of harm persists, our responsibility is to shut off the main before attempting repair.
Sincerely,
Don Austin
Mental Health Resources
We are deeply saddened by the loss of one of our students this week. We want to share mental health resources available to students, families, and staff. PAUSD is collaborating with community partners to offer additional resources for students, families, and staff. Our school-based wellness teams continue to provide mental health support and spaces for students and staff to connect and get the support they need. 
Kara Grief Resources:
Recordings:
Grief Resources:
Grieving Children and Teens Resource:
Grief Resources in Spanish :
Community Partners that Offer LGBTQ+ and Gender Affirming Care and Resources:
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Outlet-Adolescent Counseling Services - LGBTQQ + Support Services
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The Q Corner - A peer-driven program supporting the LGBTQ+ community, their friends, families, and allies in Santa Clara County. This welcoming team is committed to making community resources accessible to all.
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Allcove - Integrated youth mental health services, including mental health support, physical health, substance use support, peer and family support, and education and employment services, ages 12-25
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San Mateo Pride Center - Provides resources, support, and programs to ensure LGBTQ+ community members of all ages feel safe, seen, and valued.
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GLSEN - Resources for creating LGBTQ+ inclusive schools
HOW TO TALK WITH YOUR TEEN ABOUT SUICIDE - Children’s Health Council
JOIN US for this important and timely session, especially for PAUSD parents, presented by experts from Children’s Health Council (CHC).
DATE: Monday, Feb. 9, 2026
TIME: 6:30-7:30 pm
LOCATION: Virtual — https://pausd.zoom.us/j/94696074159
How do you talk with your teen about suicide? You know it’s important, and you want to have an open and thoughtful conversation with your teen, but what do you say? Many parents worry that bringing up suicide might plant dangerous ideas, but research shows the opposite is true: thoughtful, direct conversations can reduce risk and open pathways to help.
You’ll hear about how to approach this difficult topic with honesty that builds trust, curiosity that invites sharing, and compassion that creates safety—all while understanding how to discuss suicide responsibly without inadvertently normalizing or romanticizing it.
We’ll discuss warning signs as a crucial part of prevention, including behavioral, verbal, and emotional indicators that may signal a teen is struggling, helping you recognize subtle changes that are easy to miss in the busyness of daily life. Knowing what to look for empowers you to intervene early and seek support before a crisis develops.
We’ll end with a Q&A so that you have the opportunity to ask questions as you think about how to have this conversation with your teen. We hope you’ll join us.
Children’s Health Council Podcast Episodes:
SUICIDE & SELF-HARM
Youth Suicide Prevention: Conversations, Community & Care
Teen Suicide: What Parents Need to Know
COMMUNICATION
Mindful Words: DBT for Communication
Balancing Well-Being with Academic Demands
How to Talk with Teens About Mental Health
How to Connect with Your Teen: Communicating with Curiosity and Compassion
GENDER IDENTITY
Parent/Guardian Support Sessions - The Jed Foundation
The Jed Foundation is a nonprofit that protects emotional health and prevents suicide for teens and young adults, giving them the skills and support they need to thrive. JED is offering support sessions for parents/guardians. These sessions will provide information on suicide loss, ways to support students and loved ones, and a space to ask questions or talk about challenges.
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Parent Support Session
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February 18, 2026, 6:30-7:30 PM
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Staff Support Session
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February 12, 2026, 12:20-1:00 PM
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Zoom Link coming
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Clinical Group for Parents & Caregivers of Transgender and Gender Expansive Youth - Outlet at ACS
Outlet at ACS is launching a new virtual support group for parents and caregivers of trans and gender-expansive youth (ages 5–25).
This group aims to provide a safe, affirming space where caregivers can come together to process concerns, get psycho-educational support, share experiences, and build a supportive community. The cohort will be facilitated by a clinical doctoral trainee who is one of Outlet's clinical trainees. It will be small (8–10 people), so it remains intimate and meaningful. The group is virtual and guided by a professional who understands the unique needs of families with trans or gender-expansive children.
Interested individuals can sign up via this form. The dates have been extended to allow PAUSD families to join. Please complete it ASAP if you are interested.
If you have any questions, email: OutletProgram@acs-teens.org .
*Dates have been extended
Ongoing Outlet Peer Support Group:
TRANS GROUP | Ages 14–25 | Thursdays 5:00–6:30 PM | Hybrid (in-person & virtual)
A safe, confidential peer support group for Trans* youth to explore gender identity, share experiences, and build community. * Trans includes transmasc, transfemme, non-binary, agender, gender-queer/fluid, questioning, and more. The group is English-speaking. Visit Outlet-ACS website for more info.
Short-Term Mental Health Support for the PAUSD Community - Uwill
PAUSD has partnered with Uwill to provide short-term mental health support for PAUSD parents/guardians and staff.
This support includes:
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Up to 3 free teletherapy sessions over a two-week period
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Immediate access to licensed mental health professionals
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Flexible scheduling, including evenings and weekends
Through Uwill, PAUSD parents/guardians and staff can:
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Sign up easily through Uwill
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Students access ongoing services through PAUSD Classlink
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Choose a licensed therapist they feel comfortable with
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Schedule appointments at times that work best for them
Participants also have access to wellness videos, including mindfulness, meditation, yoga, and stress-management practices, to support emotional well-being during this time/ Questions or Support: support@uwill.com.
PARENTS: Parents play a critical role in supporting their children through grief and loss. The following resources can help guide conversations and provide support:
We encourage families to review these resources and reach out for support as needed.
Building Academic Resiliency: Institutional Review Board
The Palo Alto Unified School District Institutional Review Board (IRB) plays a vital role in fostering a culture of safe, ethical, and high-quality inquiry. An IRB is a committee formally designated to approve, monitor, and review research involving human subjects to ensure the rights and welfare of all participants are protected. To provide a truly diverse lens, our committee is composed of dedicated district staff, administrators, and community partners. Together, they guide students in designing research projects that are safe for themselves, their respondents, and the broader community. By maintaining rigorous standards, we ensure that every piece of published work coming out of PAUSD meets the highest ethical benchmarks of the academic world.
The PAUSD IRB is an open resource for a variety of academic pursuits:
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Students: We support those looking to transform classroom projects into published work.
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District Staff: We encourage staff members to leverage our services to further develop their personal research into professional publications.
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External Partners: We accept proposals from outside the district for researchers interested in engaging with our community through ethical, vetted frameworks.
World-Class Steinway Piano Coming to Paly Performing Arts Center
The Palo Alto High School Visual and Performing Arts Department is planning to purchase a Steinway Model D Concert Grand Piano, a world-class instrument used by professional musicians. This significant acquisition will enhance instrumental and choral music programs, theater classes, and performances in the Performing Arts Center for years to come. The purchase is made possible through funds, including generous donations from parents and arts advocates, and Prop 28 funding. This purchase is pending Board approval and will be presented as a consent item at the upcoming Board meeting.
Honoring History, Advancing Belonging, and Strengthening Opportunity for All
February provides an opportunity for our schools and community to recognize Black History Month, a time to honor the enduring contributions, leadership, and resilience of Black Americans whose scholarship, creativity, advocacy, and service have shaped our nation and our educational system. This observance invites both reflection and action, reminding us that inclusive excellence is not a single month of recognition, but a year-round commitment to ensuring that every student experiences belonging, dignity, and opportunity.
Throughout February, schools across the district will engage students in meaningful learning experiences that may include
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integrated lessons highlighting Black authors, scientists, artists, and civic leaders
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classroom inquiry projects grounded in historical and contemporary contributions
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student voice activities, performances, and cultural showcases
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expanded library resources and literature representing diverse experiences
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family and community partnerships that elevate local histories and stories
While these activities provide a focal point this month, our broader commitment continues across the year. We remain focused on strengthening inclusive practices, supporting culturally responsive instruction, and creating learning environments where every student feels seen, valued, and supported.
The list of cultural celebrations and events shared by the California Department of Education is one resource that helps guide awareness and planning; however, it is not intended to be exhaustive or prescriptive. Rather, it serves as a starting point for reflection and dialogue.
We recognize that the strengths of our community extend far beyond any single list or calendar. We therefore encourage families, students, and staff to share ideas, traditions, and perspectives that can help us celebrate, learn from, and uplift the diverse identities that make our schools vibrant and welcoming places for all.
If there are meaningful cultural observances, stories, or partnerships you would like us to consider, we invite you to connect with your school or district office. Your voice and experiences help ensure that our efforts remain authentic, relevant, and reflective of the communities we serve.
Calling All Future Chefs: Passport to Flavor Competition!
We're inviting students to take their taste buds on a global adventure! Create a recipe inspired by any country or culture from around the world—from spicy tacos to tasty noodles or sweet treats. One lucky winner from each school will compete as a finalist at JLS Middle School on March 11, 2026, with the grand prize winner advancing to the Future Chefs National Challenge for incredible prizes!
📅 Recipe Submission Portal Opens: November 10, 2025
📅 Submission Deadline: February 13, 2026
🏆 Finals: March 11, 2026 at JLS Middle School
Ready to showcase your culinary creativity? Go to: https://futurechefschallenge.com to submit your recipe starting November 10th!
