TABLE OF CONTENTS
EXECUTIVE SUMMARY
OUR VISION, MISSION & CORE VALUES
STRATEGIC PRIORITIES & GRADUATE PROFILE IMPACT HIGHLIGHTS
LOOKING AHEAD: THE NEXT 3–5 YEARS
EXECUTIVE SUMMARY
It is with immense pride and gratitude that I share the second annual State of the District Report, a reflection of our ongoing commitment to providing all students with an exceptional education that cultivates academic excellence, joy, and opportunity.
This year’s report reflects the collective work of teachers, principals, staff, students, families, and community partners who continue to elevate Piedmont Unified School District. Guided by our Vision, Mission, and Core Values, we have strengthened our programs, deepened student support, launched major instructional initiatives, and advanced the goals outlined in our District Strategic Plan, LCAP, and 2025–26 District Goals.
We have invested deeply in outstanding academics, student wellness, operational systems, and community partnerships. Our success is driven by organizational coherence, including a strategic plan that drives our priorities and goals at all levels of our organization. Our actions are intentional in building a district that is more aligned, more transparent, and more responsive to the students and families we serve.
I am grateful for our Board of Education, whose wise leadership and clear direction guide our progress; for our certificated and classified staff who care for, teach, and inspire students each day; for our families and community partners whose investments sustain our programs; and for our students, whose curiosity, courage, and compassion give meaning to our work and offer hope for a better future.
Together, we continue to build a district we can be proud of today and tomorrow.
In Partnership, Jennifer Hawn, Ed.D. Superintendent
P I E D M O N T
STRATEGIC PLAN
VISION, MISSION + CORE VALUES
STRATEGIC PRIORITIES
GRADUATE PROFILE
VISION
PIEDMONT UNIFIED SCHOOL DISTRICT STUDENTS ARE COMPASSIONATE LEADERS AND COURAGEOUS PROBLEM-SOLVERS, READY TO TAKE ON CHALLENGES AND MAKE A DIFFERENCE IN A COMPLEX AND INTERCONNECTED WORLD.
MISSION
PIEDMONT UNIFIED SCHOOL DISTRICT PROVIDES ALL STUDENTS WITH AN EXCELLENT EDUCATION AND OPPORTUNITIES FOR PERSONAL GROWTH, DELIVERED BY SKILLED, DIVERSE AND WELL-SUPPORTED STAFF IN AN INCLUSIVE AND INSPIRING SCHOOL COMMUNITY.
I E D M O N T
N T
CORE VALUES
INTEGRITY
ACADEMIC EXCELLENCE
We elevate honesty and ethics as the centerpiece of all that we do.
COURAGE
We provide outstanding academic content that paves the way for students to achieve mastery of core academic subjects, literacy in media and technology, and cultural competency in preparation for college, careers, and a future of their own design.
We promote resilience, diligent work, and taking action - even when doing so may be difficult.
EQUITY
We foster a welcoming, inclusive and safe environment where individuals are nurtured, where barriers to success are eliminated, and where everyone has the opportunity to collaborate with others and reach their potential free from racism and other forms of inherent bias We model compassion and respect for other perspectives
CURIOSITY
We create opportunities for students to ask questions, identify current and future problems, explore their interests and talents, innovate, and find joy in life-long learning.
STRATEGIC PRIORITIES
CREATING AN ENVIRONMENT TO THRIVE
Cultivate a culture of caring, belonging, and trust that will provide students and staff with the support they need to foster connections and truly engage in meaningful learning.
INVESTING IN OUTSTANDING ACADEMICS
Provide our students with an excellent education and opportunities for personal growth to develop a deep understanding of and skills in the arts, humanities, math, sciences, and technology.
PARTNERING BEYOND THE CLASSROOM
Harness community resources to expand experiential learning opportunities both inside and outside the classroom resulting in a studentcentric experience for all types of learners.
BUILDING FOR OPERATIONAL EXCELLENCE
Create clearly defined systems and processes that support our commitment to excellence with access to high-quality educators, outstanding curriculum and well-maintained facilities.
I E D M O N T
GRADUATE PROFILE
EMPATHETIC
PUSD students demonstrate empathy through kindness and compassion, reinforcing the importance understanding diverse perspectives, building strong relationships, and helping those in need.
COMMUNICATOR
PUSD students show expert communication skills Active listening, being fully present, presentation skills, along with the ability to communicate effectively in writing are key skills for PUSD students.
COLLABORATOR
PUSD students build community, both local and afar, through collaboration skills. Understanding others’ viewpoints, working toward consensus, understanding when to lead and when to work as a team are key elements of effective collaboration skills.
CRITICAL THINKER
PUSD students demonstrate a wide range of literacy knowledge that fosters critical thinking skills Media literacy, literacy in the arts, historical literacy, and STEM literacy compel PUSD students to think critically about local and wider issues affecting the world.
SELF-REGULATED
PUSD students demonstrate self-regulation and overall executive functioning skills as part of a foundation for effective life skills. The ability to plan, establish routines, show self-discipline, and maintain resilience in the face of setbacks are essential habits for life
STRATEGIC PRIORITIES
CREATING AN ENVIRONMENT TO THRIVE
Creating an environment where students and staff can thrive continues to be an integral part of the PUSD strategic priorities. PUSD continues its work in wellness and belonging, reinforcing strategies that help students navigate challenges, celebrate differences, and engage in our local and broader community. Creating an environment to thrive is a community effort for students and staff in PUSD.
Under the direction of Jean Takazawa, Director of Diversity, Equity, Inclusion, and Belonging, a year-end report of goals and outcomes is linked HERE, illustrating the comprehensive work to create alignment across our district to support students, staff, and community.
Outcomes from surveys over the past three years indicate steady increases in students’ sense of belonging, offering reassurance that this work is having a positive, measurable impact.
At Piedmont Middle School, inconsistent survey results have prompted a comprehensive review of the school’s climate and culture practices. This effort included examining student integration systems, leadership opportunities, advisory lessons, and behavior expectations. This review led to refinements in assemblies, Academy lessons, affinity mentor activities, leading to new conversations about how to promote a sense of school community and belonging. From morning drop-off routines to school-wide celebrations, PMS continues to refine its focus on climate and a positive student experience.
I E D M O N T
STRATEGIC PRIORITIES
CREATING AN ENVIRONMENT TO THRIVE
School Safety is also front of mind at all of our campuses. Each school has a safety plan that prepares for a variety of scenarios, including periodic safety drills throughout the school year. In addition, the District worked with our community, including Piedmont Police Department, Piedmont Fire Department, and staff to develop and implement a district Threat Management Team guide for District staff.
Creating conditions for staff to thrive remained a significant priority as well. Recognition of staff was launched last year and continues with Convocation where staff who have served 30+ years are recognized following a breakfast to welcome back all staff. The Superintendent and Board also visit school sites regularly, including scheduled lunches with staff to keep communication open. Finally, the District has contracted with California Labor Management Initiative (CA LMI) to reinforce the importance of a productive and positive working relationship with all three labor groups.
This year, key staff convened for an annual Threat Management Team training to review the process, to discuss scenarios, and to ensure alignment of processes and protocols to monitor the safety of our students and staff.
CA LMI is an organization “specializes in fostering collaboration and strengthening relationships within school district labor-management teams… dedicated to enhancing organizational effectiveness and improving student outcomes through the active engagement of all key stakeholders.” Creating an environment where staff, students, and our families join the District and Board in meaningful engagement and consultation is a priority for the District.
STRATEGIC PRIORITIES
INVESTING IN OUTSTANDING ACADEMICS
We are fortunate to see consistently high levels of student achievement in PUSD. PUSD ranks at the top of the State, including the Niche.com A+ ranking for the district and A+ ratings for Beach, Havens, Wildwood, Piedmont Middle School, and Piedmont High School. In fact, Beach Elementary School was recently ranked #15 in the State according to US News & World Report. And, Piedmont Middle School was named a California School to Watch in December. Below are key metrics we use to monitor academic achievement.
Evidenced-Based Literacy Practices: This year marked a major leap forward in the district’s instructional vision with a comprehensive English Language Arts adoption for grades TK–5. This adoption represents years of work grounded in research, teacher input, and literacy development. Parent information nights, communication updates, and professional learning for educators all contributed to a smooth and well-informed rollout. The district also continued to elevate writing instruction, incorporating a stronger emphasis on academic vocabulary and academic content-based writing, while ensuring that special education practices aligned seamlessly with general education approaches. Increased Focus on Student Achievement Data: Our increased focus on academic achievement has resulted in an increased review of student achievement data. Our State test results (CAASPP and CAST) continue to be high, allowing PUSD to maintain its #3 rank in the State and #1 rank in Northern California for English and Mathematics. We continue to rank #4 in the State in Science achievement. However, we are looking at our achievement data at the elementary level where results have declined in some areas.
Our overall high achievement on State assessments has led us to consider benchmarking our performance using normed assessments, including nationally normed assessments such as the PSAT for National Merit results and Advanced Placement results.
A review of National Merit Scholarship results over the last three years who a positive trend toward an increase in the number of Commended, Finalist, and Scholars in PUSD. We have also analyzed how many of our NMS students come from our elementary schools, and have found 66% of students began in PUSD elementary schools.
STRATEGIC PRIORITIES
INVESTING IN OUTSTANDING ACADEMICS
Advanced Coursework: In the last two years, the district also continued expanding opportunities for academic challenge and exploration, and the results continue to improve for Advanced Placement courses. Opportunities to take honors and Advanced Placement courses, along with college dual enrollment courses have increased, including the addition of AP Physics, AP Chemistry, AP Seminar, and Multivariable Calculus. AP Business
and Finance, Honors English, Honors World History, along with honors VAPA courses are planned for next year. At the middle school, we have added world language and additional VAPA courses, with more world language planned for next year. At the elementary level, we have added music, theater, math extension opportunities and Latin starting next year. PUSD is committed to investing in outstanding academics.
Our survey results also indicate a high degree of academic motivation across our students. We are a college going community, with over 91% of our students matriculating to a 4-year school directly after college, with the remainder taking a gap year or pursuing other education. As a college-going community, we recently revised our graduation requirements to require all students to complete the UC A-G course requirements for admission in order to ensure every student can pursue a 4year college or university directly after high school.
In summary, we have come to recognize the limitations of State assessments and are exploring other nationally normed assessments that may offer a more accurate picture of our students’ overall achievement.
STRATEGIC PRIORITIES
PARTNERING BEYOND THE CLASSROOM
Community engagement continues to be a cornerstone of the PUSD experience. We recognize that we are better together, particularly given the expertise that lives in our community. This year we have continued our community meetings in which staff, students, and families are invited to share their expertise and contribute to feedback about programs. In particular, we have added additional student feedback opportunities through the launch of the Superintendent’s Student Advisory Committee, where students join the Superintendent for lunch every other month to discuss important topics. We are also bringing back open house at all grades, including middle and high school, in order to ensure our community has access to the high-quality education offered in PUSD.
Off Campus Learning: At all levels, we have prioritized learning off campus as a valuable extension of the classroom. We have developed a districtwide field trip plan, a project informed by a detailed review of practices at each school. The result is a more coherent and equitable system that ensures all students have access to engaging learning experiences that expand their world beyond the classroom. The plan prioritizes field trips for elementary across the grades to ensure an equitable experience across the district. Field trips are also prioritized at Piedmont Middle School and at our high schools according to course or electives.
Parents & Alumni: Our partnerships and parents have also enhanced the educational experience for our students. We regularly bring in parents at our middle and high schools to to share their career experience, helping students explore and identify their own interests in potential future career.
Last year, we launched the Piedmont Alumni Network and have reached out to invite feedback on how well we prepared alumni for college and career.
Overall alumni satisfaction ratings according to a Net Promoter Scale are exceptionally positive, with 76% rating PUSD as a 9 or 10 on a 10-point scale and an average score of 8.99/10 believing in the value of PUSD education for future students.
We also leverage the alumni network to invite alumni to come back to offer sessions to students on college admissions and how alumni landed their first job, including several famous theater alumni share their experience on Broadway and SNL.
The use of survey results, the publication of the second alumni newsletter, and plans for additional alumni events, are intentional in building a community that extends beyond graduation, reconnecting former students to our schools where alumni can mentor the next generation of graduates.
STRATEGIC PRIORITIES
PARTNERING BEYOND THE CLASSROOM
We are also fortunate to have the support of community organizations that benefit our schools, including our city partnership with Piedmont Recreation Department, who provides childcare, middle school sports, and other programs for our students and families. The Piedmont Makers is another organization that provides STEAM activities for our students at all grade levels, along with grants for teachers dedicated to STEAM instruction.
Community really is the magic behind our PUSD success, including our remarkable partnership with Piedmont Education Foundation, and our community groups who advise us on key programs. Thank you, AAPI , ALPS, Parents of Neurodiverse children, Parents of Gender Expansive children, PADC, PREC, PAAC, Jewish Parent Network, PIE, El Grupo Latino, Black Youth Family Collective, Piedmont Parents Network, Boosters, and more. Thank you for your support of our students.
This year, the Piedmont Makers hosted the largest-ever FIRST LEGO League Community Tournament. It was a monumental day for the league, featuring 55 teams and drawing over 750 attendees, including coaches, parents, and community supporters. These valuable STEAM events serve our community and lead to opportunities to participate in regional and national Robotics events at the high school level.
And, finally, we could not function without the broader support of Piedmont through our parcel tax initiatives. Thank you to the Piedmont community for your support of our schools and your confidence in our efforts to ensure the finest educational experience possible for students.
STRATEGIC PRIORITIES
BUILDING FOR OPERATIONAL EXCELLENCE
Building for operational excellence includes clarity of Board and District priorities. As we enter the spring season, the Piedmont Unified School District is preparing for upcoming negotiations with our employee associations. We are writing to share the Board’s priorities and reaffirm our appreciation for our educators and staff who serve our students each day.
Perhaps most important, we want to be clear that we view our staff as the heart of our schools. Their expertise, care, and dedication create the learning environments that allow our students to thrive academically and socially. The Board is committed to supporting their professional success and well-being.
As we approach negotiations, the Board has identified several key priorities that reflect our shared values and our long-term responsibility to students, staff, and our community.
Ensuring Competitive and Sustainable Compensation
Attracting and retaining outstanding educators and staff require a salary structure that is competitive within our region. We continue to review comparable school districts and believe that improving the salaries of our newest teachers must be a priority for our district in order to attract and retain beginning teachers. We are pleased with our progress in raising veteran teacher pay, but our work is not finished. We are now focused on increasing starting salaries to ensure we attract the best new educators. Investing in our beginning teachers is an investment in a stable, high-quality workforce for the future.
Providing Affordable and High-Quality Healthcare
The Board recognizes that access to affordable healthcare is a critical component of employee wellbeing. Two years ago, rising healthcare costs posed significant challenges for the District. Through thoughtful research, improved $0 cost and multiple low-cost options were identified this year, offering better access to healthcare for employees and their families. Maintaining fiscally responsible, high-quality healthcare options remains a priority for our District.
Protecting the District’s Long-Term Fiscal Health
The Board prioritizes long-term fiscal stability to protect our staff and students from economic uncertainty. By maintaining a healthy reserve, the District can manage rising costs and enrollment shifts without compromising class sizes or staffing levels. This responsible management ensures we can provide competitive compensation while maintaining a stable environment for the entire school community.
Maintaining Low Class Sizes
Small class sizes, particularly in our elementary schools, are foundational to high quality teaching and learning. Low class size allows educators to know students well, personalize instruction, and provide the academic and social emotional support young learners need. We are also analyzing class sizes at our middle and high schools in order to ensure balanced classes across the district. Earlier this fall, the District held a Board workshop and provided direction to staff to prioritize core classes in the master schedule in an effort to balance classes. Preserving low class sizes remains a central priority for the Board.
STRATEGIC PRIORITIES
BUILDING FOR OPERATIONAL EXCELLENCE
Operational excellence includes effective communication. Ideas can come from anyone; however, the communication of change is important to our organization.
The communication model below reflects a directional approach from the inside out. Ideas can come from anyone or anywhere; however, once a decision is made, communication moves from the inside out. Communication starts with the Board. Next, communication extends to Cabinet, to labor groups and staff, and finally to families. Communication clarity and alignment enables families, staff, and students to better understand district initiatives and the impact of ongoing work. This effort toward improved coherence reinforces leadership structures, program changes, and engagement of staff, students, and parents.
STRATEGIC PRIORITIES
BUILDING FOR OPERATIONAL EXCELLENCE
Operational excellence also includes ongoing training of our staff. The district provides professional development for certificated and classified staff, including training on the responsible use of artificial intelligence in the workplace, reflecting an understanding that the future of work affects every employee and requires opportunities for all staff to grow alongside technological advancements. AI is an educational and operational tool in PUSD that we have begun to leverage in new ways for operational purposes
Professional development is guided by district priorities and staff feedback. Survey results over the last three years indicate steady satisfaction level among staff, including a preference for choice in workshop options tailored to staff roles throughout the District.
THE NEXT 3-5 YEARS
I love what Economic Professor, Heidi Williams says about the importance of innovation:. “Scientific research and invention are the key drivers of economic growth and improvements in human well-being”. Preparing our students for a rapidly changing global world is front of mind for our team, including an ongoing review of research reports.
A review the World Economic Forum’s annual job’s report offers insight into the future of work for our students. 2025 looked similar to 2024, and I will be curious to see what the 2026 report holds. At present, jobs in data & AI (Big Data Specialists, AI/ML Specialists), cloud computing, and sustainability (Sustainability Analysts) are growing. Skills needed include AI and cybersecurity, but the "human skills" of creativity, resilience, flexibility, and agility remain essential in driving the innovation and improvements in human well-being that Heidi Williams describes. And so, how do we prepare our students to thrive in the world of tomorrow?
Core Curriculum + High Quality Instruction - Having entered my 30 year in education, I have experienced the transition from pre-tech to technology that is integrated in instruction. And yet, do we really need edtech at the elementary level? In Piedmont, every grade 3-5 classroom includes a class set of chromebooks. Certainly for assessments, including training, and for some forms of intervention, chromebooks are useful. But does the academic research support edtech at the elementary level? By and large, no. Neuroscientist and educator, Dr. Jared Horvath provides extensive research, including meta-analyses of the negative impact of edtech on learning, with some exceptions for students with disabilities and adaptive tutoring for intervention purposes. Given the last 10 years of research, I recommend we conduct a review and potentially limit instruction that requires a device at the elementary level and instead focus on the delivery of high-quality curriculum and instruction based on the science of learning.
For grades 6-12, there are certainly valuable edtech uses to prepare students for a digital and potentially AI-driven world; however, I recommend we reconsider the extensive use of technology in every class and engage in a thoughtful analysis of when, how and most importantly, why we engage students in technology, K-12. Yes, we need to prepare students with knowledge about how technology works, including computational thinking, social media algorithms, appropriate use of AI as a tool, and more. But, let us also look beyond the myth of engaging students with edtech because they are “digital natives who learn differently”. In fact, the cognitive architecture of a teen learner has not changed, and so let us focus on building foundational knowledge in students that will allow them to apply their learning to the innovation that Heidi Williams describes.
THE NEXT 3-5 YEARS
6-12 Pathways - The proximity of the middle school to the high school makes 6-12 pathways an irresistible educational opportunity for PUSD students. We already offer opportunities for students to take advantage of advanced coursework at PHS while attending PMS, and there are additional opportunities we could explore. Math pathways are under review, and we already accommodate middle school students who need accelerated options for high school courses. Performing arts is another program under review to determine if we should pursue middle school grouping by performance ability rather than grade level. Let’s come together with our educators, students, and community to explore a range of pathways for students who may not be a “STEM” or “Arts” student.
Next steps are to review our core and extracurricular programs alongside our budget to ensure adequate resources to students to pursue high quality core and extracurricular pathways. We believe that students who are academically successful are set up to thrive in school and beyond.
College Preparation = Communication Transparency
As a college-going community, PUSD students benefit most with college preparation that includes clear communication, informed decision-making, and overall transparency. Our counselors do outstanding work supporting students in the college application process, and parents are eager for more information. Families and students benefit most when expectations, options, and implications are clearly articulated early and revisited often. What this means is more communication sooner about course options that lead to Tier 1, Tier 2, and Tier 3 colleges and universities. Feedback from families has been consistent: there is a need for college admissions information earlier in a student’s experience, ideally while students are in middle school.
By prioritizing communication and transparency, PUSD empowers families to make informed decisions that align with students’ strengths, interests, and well-being, ensuring college preparation remains intentional, informed, and student-centered, rather than driven by assumptions, unreliable sources, or misinformation.
Graduate Profile - Our teachers engage our students in a variety of metacognitive strategies, and so I trust students when they self-reflect on their graduate profile knowledge and skills in the following areas: empathy, scholarship, communication, collaboration, critical thinking, and self-regulation. In a recent survey, students reported on these areas. Across grade levels, roughly 80–90% of students report strong empathy, collaboration, and critical thinking skills. In contrast, approximately one-quarter of students, increasing to approximately 50% in 11th grade, report that communication and self-regulation are still developing, but these results rebound by 12 grade at over 83%. These results suggest areas we can continue to strengthen student support during academically demanding years.
THE NEXT 3-5 YEARS
A note about advanced coursework and student stress. We often hear about the level of stress our high school students feel related to honors and AP courses. The Board and District have prioritized advanced course opportunities for students alongside a sincere concern for student wellness, including the analysis of data to better understand student stress and emotional regulation.
I E D M O N T
Above is a summary chart of our SEL survey results over three years for students who are taking up to 6 weighted courses. The average result for students who take 0 or 1 AP is about the same as for students with 5 or 6 weighted courses. Our data show that students taking advanced coursework often report strong emotional regulation and manageable worry; but just as importantly, students across all pathways demonstrate healthy functioning. This tells us that success is not about the number of AP or Honors courses a student takes, but about alignment between challenge, readiness, and wellbeing. We believe that academically prepared students are students who thrive overall, and we support our students to show up as their best selves throughout their PUSD experience and beyond.
CELEBRATING OUR SUCCESS
I will close with a note of celebration. Recently, Yale professor Laurie Santos and economist and professor Richard Thaler discussed the danger of hyperopia: the tendency to save our best things for a “special occasion” that often never arrives. By waiting for the perfect moment, we deny ourselves joy in the present. Thaler’s message is simple: life is short, and the value of what we have is realized when we celebrate it now, not someday. And so, let us celebrate our accomplishments and the joy of our work together. First, let us celebrate the exemplary staff who care for our students with excellence. Our certificated, classified, and administrative staff are second to none.
In addition, consider how much we have accomplished in the last year:
We began implementation of a new English Language Arts curriculum, including training all staff in foundational literacy practices focused on the Science of Reading through California Reading & Literature Project at UC Berkeley. We increased World Language courses in grades 5-7. We increased music in grades 5-12, including vocal music. We increased theater in grade 4 and in middle school. We added Honors and AP courses at the high school. We formed an agreement with Peralta Colleges and added dual enrollment courses with Berkeley City College. We established a Board policy on AI and began work on a technology plan that includes staff training on how to leverage AI as a learning and operational tool.
We added college admissions and student stress parent workshops. We revised high school graduation requirements that prioritize the courses students need for competitive college admissions. We started student scheduling earlier to ensure maximum opportunities for students to access the courses they need in grades 6-12.
We have maintained high-quality facilities, both the infrastructure you cannot see and the external facilities. We created a Board policy to restrict cell phone use to prioritize student learning and wellness. We launched additional student enrichment opportunities through Summer, Spring, Fall, and Winter Adventures
CELEBRATING OUR SUCCESS
We renewed the Measure P parcel tax.
We applied for and earned the California Schools to Watch award a
We hired outstanding principals and directors over the last two yea
We increased and improved green spaces throughout the campuse
We stabilized the budget and increased our reserve.
We supported student belonging and wellness, and observed incre wellness student survey results.
We increased professional development to support students with disabilities and diverse learners, including training on executive functioning and universal design for learning (UDL).
We maintained outstanding operations in all departments, including food services, custodial, groundskeepers, maintenance, administrative assistants, coordinators, business services, IT, and our entire CSEA instructional support team.
We supported outstanding administrative and certificated staff who provide expert service everyday.
Collaboration with teachers and librarians on the purchase of alternative literacy resource, Learning Ally, for students with disabilities or as a response to intervention.
Our Adult School continues to thrive and engage our community. We moved forward on our Climate Literacy Resolution.
We improved compensation and healthcare for our staff, including zero-cost options for employees and their families.
We continued community meetings in key departments, including our District Technology Advisory Committee (DTAC) who will revise our district technology (including AI) plan.
It is also worth noting that we have three new Board members who have very quickly caught up to speed. All five of our Board members are aligned and work closely with the District to ensure clarity of priorities.
We have numerous examples of our successes over the last year+...and we are not finished. LET’S GO,
Saniyah
Charli
Jennifer
