Programs & Services

IGNITE is Palo Alto Unified’s transition program designed to help students in special education build independence, self-determination, and employment skills through coordinated school-to-work learning, targeted instruction, and paid experiences. The program aligns with each student’s Individual Transition Plan (ITP)—covering education/training, employment, and independent living—and is coordinated by case managers and transition specialists who develop goals, deliver services, and report progress.

Core offerings include monthly ITP workshops at each high school, vocational skill workshops, career-exploration activities with community and postsecondary partners, vocational training at the VA Hospital, paid work experiences during the school year and Summer Job Club, plus middle-school career exploration to start early planning. Students learn punctuality, communication, adaptability, and professional conduct while earning Work Experience credit when applicable.

IGNITE is supported by WorkAbility I (California Department of Education) and the Transition Partnership Program (TPP) with the Department of Rehabilitation (DOR). DOR’s five core services—job exploration, work-based learning, postsecondary counseling, work readiness training, and self-advocacy—are embedded throughout the program. Participation at the VA requires DOR enrollment.

Bridges is PAUSD’s alternative high-school program for students with IEPs (mild/moderate disabilities) who benefit from a smaller, flexible setting that pairs individualized instruction with social-emotional support. Students take A–G aligned general-education courses with Specialized Academic Instruction.  Weekly offerings include Work Experience/Study Hall and a community-building class led by a clinical therapist. The program mirrors Paly/Gunn schedules, allows hybrid enrollment in select home-school classes when the IEP team determines this is appropriate. Staffing includes general-education teachers, education specialists, a clinical therapist, school psychologist, behavior specialist, transition specialist, and an administrator.

Our postsecondary program serves young adults (18–22) with IEPs who need continued support to reach college, career, and independent-living goals. Using person-centered planning, students build skills in real community settings—paid and unpaid work experiences, travel training, money management, self-advocacy, social communication, and daily living. Instruction is individualized, data-driven, and coordinated with families to create a seamless bridge to employment, college or training, and greater independence. Schedules are flexible, emphasizing community-based instruction over traditional classrooms, with ongoing coaching and progress monitoring tied to each student’s Transition IEP.

The Therapeutic Support progams are committed to fostering the academic, social, emotional, and behavioral growth of students through a trauma-informed, strengths-based approach. We provide individualized support, evidence-based interventions, and a collaborative team environment to empower students to reach their full potential. Our goal is to cultivate resilience, self-regulation, and positive connections to promote success in school and beyond. The therapeutic support setting is grounded in the belief that every student - regardless of their emotional, behavioral, or mental health challenges - deserves equitable access to a high-quality education within a safe, supportive, and inclusive environment. 

Specialized Academic Instruction (SAI):

Targeted instruction designed to address a student’s individual learning needs. This can be provided in general education classrooms, resource rooms, or special day classes.

Speech and Language Therapy:

Services to support communication skills, including articulation, language development, social communication, and speech fluency. Provided by a licensed speech-language pathologist.

Occupational Therapy (OT): 

Support to improve fine motor skills, sensory processing, and daily living skills that affect a student's ability to function in the school environment. Provided by a licensed occupational therapist.

Physical Therapy (PT):

Services focused on improving a student’s gross motor skills, mobility, and physical access to the school environment. Provided by a licensed physical therapist.

Behavioral Support:

Interventions and strategies to help manage challenging behaviors, including the development of a Behavior Intervention Plan (BIP). Services may include counseling, behavior consultation, or support from behavior specialists.

Counseling and Guidance:

Individual or group counseling to support emotional, social, or mental health needs that impact learning. May include social skills training or emotional regulation strategies.

Assistive Technology (AT):

The assessment and provision of devices or technology that support a student’s learning, communication, or access to the curriculum (e.g., speech-generating devices, modified keyboards, software).

Adapted Physical Education (APE):

Specialized physical education program designed to meet the unique motor and physical fitness needs of students with disabilities, focusing on modified activities.

Transportation:

Services provided to ensure a student can safely and consistently travel to and from school, including specialized transportation for students with mobility challenges or significant behavioral needs.

Vision Services:

Support for students with visual impairments, including instruction in Braille, orientation and mobility training, and specialized equipment for accessing the curriculum.

Deaf and Hard of Hearing Services (DHH):

Support for students with hearing impairments, including the use of hearing aids, sign language interpreters, or FM systems, as well as specialized instruction in communication skills.

Health and Nursing Services:

Medical support for students with health needs that affect their school day, including medication management, feeding assistance, or emergency care for conditions like epilepsy or diabetes.

These services are tailored to meet the specific needs of each student and are outlined in their IEP based on assessments and team decisions. The goal is to ensure that students receive the appropriate support to succeed in school.