TIDE FAQ
introduction
introduction![]()
introduction
These FAQs reflect the questions that have been asked most frequently, and answers have been provided based on information available today. We will add additional answers as we complete the data and information collecting, and will continue to add additional questions and answers
If you have a question that is not answered here, please complete the TIDE Academy Question Form.
SECTION 1: NEW QUESTIONS AND ANSWERS as of January 24, 2026
SECTION 1: NEW QUESTIONS AND ANSWERS as of January 24, 2026 ![]()
SECTION 1: NEW QUESTIONS AND ANSWERS as of January 24, 2026
Questions Related to Process & Timeline: What to Expect and How to Participate
Questions Related to Process & Timeline: What to Expect and How to Participate![]()
What has occurred so far?
- At the November 12 Board meeting, a Board Subcommittee composed of Trustees Rich Ginn and Mary Beth Thompson provided a report-out on its review of enrollment, program offerings, and the long-term fiscal health of the District. Speaking on behalf of the Subcommittee, Trustee Thompson reported that because TIDE Academy is such a small school, it requires a disproportionate amount of resources to operate over time, and recommended that the Board ask the superintendent to develop and bring forward a clear plan to discuss and consider a possible closure of TIDE Academy at the December 10, 2025 board meeting.
- Superintendent Leach held two meetings with parents and two meetings with staff in November. A recap of those meetings is posted on a TIDE Information page on the district website.
- At the December 12 board meeting, Superintendent Leach presented a Plan for Considering a Possible Closure of TIDE Academy and heard testimony from 51 community members.
- SUHSD staff presented information and data to the TIDE community on January 13 and January 15. A recording of Part 1 of the data and information presentation can be viewed here. A recording of Part 2 of the data and information presentation can be viewed here.
- At the January 14 board meeting, Superintendent Leach gave an update on the TIDE process plan, and heard testimony from 30 speakers.
What happens next?
- January 26: A board study session will include a deeper dive into the information already presented, and will provide the board an opportunity to have a dialogue about the data and information with district staff in a format that is different from the board meetings. The board will be seated with staff around a large rectangular conference table, and staff will present data and information to the board, with an opportunity for the board to ask questions. The meeting will be held at 6 pm at Carrington Hall at Sequoia High School. Members of the public will have the opportunity to testify at the end of the meeting. (Please note: Study sessions are not live-streamed or recorded.)
- February 4: Superintendent Leach will present a recommendation to the board at a special board meeting that will be held at 6 pm at the district office. Members of the public will have the opportunity to provide public comment before the board votes on the recommendation.
How can families/staff submit questions or feedback, and by when to be most useful?
Community members may email the Board Trustees at board@seq.org or submit questions or comments on the TIDE input page.
How will community input be used between now and the recommendation/Board action?
Community input will be used to shape the discussion at the Board study session and the Superintendent’s recommendation on February 4.
Where can I find the Jan 13/15 presentations and recordings, and updated FAQs?
The January 13 and 15 presentations, recordings and updated FAQs can be found on the TIDE Academy Process and Plan page on the district website.
How are you ensuring the community and staff have meaningful opportunities to provide input and feedback?
We believe meaningful engagement means people have more than one way to be heard—whether that’s in person, through the public meeting process, or by submitting questions they want answered. Our goal is to gather input, identify themes, and respond clearly so the community can see how questions are being addressed.
So far, the District has held two community input meetings and two staff input meetings to answer questions and gather feedback. The District has also held two community information meetings, along with an option to submit questions online.
The Board has also received input during public comment. At the December 10 Board meeting, the Board heard from 51 individuals during public comment related to the plan, and from 30 individuals at the January 14 board meeting. The Board will continue to hear public comment at its January 26 Study Session and February 4 Board meeting.
In addition, Board members and the Superintendent have spoken with individuals who reached out directly. While the District may not be able to provide an individual response to every message, we are capturing common questions and concerns and responding publicly through the FAQ and updates so the information is available to all.
What happened at the January 13 and 15 community meetings?
On Jan 13 and 15, the district held additional meetings to share detailed information about enrollment, finances, and program options. The slide decks and recordings of those meetings can be found on the TIDE Information page on the district website:
How is the District ensuring the FAQ remains accurate, complete, and up to date—and how can my questions about the data be addressed?
The FAQ is designed to be a living resource, and following meetings, the FAQ has been updated with additional details and clarifications based on the data presented in the slides and the meeting recordings. We have received many questions that have required staff research, and that take additional time to address. The questions reflect those that were received via email, the online input form, conversations with board members and questions raised during testimony to the board.
Accuracy of Data: Because district data is compiled from multiple internal systems and external reporting sources (which can use different definitions or timelines), numbers may not always appear to align at first glance. When questions arise about a discrepancy—such as differences between district-level reporting and site-level tracking—the District will clarify:
- the original data source (e.g., internal student information systems vs. external reporting),
- the timeframe the data reflects, and
- the definition being used (e.g., participation vs. completion; requests vs. confirmed enrollment).
What concerns have you heard from the community?
Many questions and comments have been raised, grouped around these broad themes:
- Value of small-school environment – TIDE is offering programs and opportunities no other school offers
- Concern for well-being of students thriving at TIDE
- Process feels rushed
- Questions about the reliability of data shared
- Requests for additional data and information
- What will happen to students and staff if TIDE closes?
These themes are shaping our analysis, our ongoing FAQ updates, and what will be presented at the Board Study Session.
Can the timeline change based on community input?
We’re committed to a clear timeline and a thoughtful process. Community input is being reviewed throughout and will directly inform the Superintendent’s analysis and final recommendation to the Board. If any timeline adjustments become necessary, we will communicate them promptly through the TIDE information page.
Questions Related to TIDE’s Enrollment
Questions Related to TIDE’s Enrollment![]()
What is the current registration/projected enrollment for 26/27 for TIDE?
TIDE has received 49 incoming 9th OE Requests (as of 1/22/26), and 150 total 10th, 11th and 12th grade expected enrollment. Based on this, TIDE’s projected total enrollment for 2026-27 is estimated to be 199.
How many students transferred into TIDE in 23/24 and also 24/245 and how many students transferred out?
12 transfers in were approved for 2023-24, and 7 were approved for 2024-25. 4 transfers out were approved in 23-24 and 12 transfers out were approved in 2024-25
How many students from private or charter middle schools enrolled at TIDE in 23/24 and 24/25?
In 2023-24, 16 students enrolled from charter schools and 13 enrolled from charters in 2024-25. 7 students enrolled from private schools in 2023-24 and seven enrolled in 2024-25.
What trends are you seeing in who attends TIDE?
Several TIDE outcome measures are cohort-dependent, meaning results can vary noticeably year to year because class sizes are small. Examples of key takeaways shared at the January 13 and 15 community meetings include:
- Graduation rates are very high for TIDE’s first graduating classes.
- A-G completion rates are lower than the District average in some years, which may be influenced by the proportion of students with IEPs/504 plans and individual student course pathways.
- State test performance fluctuates by cohort; with small numbers of test-takers, relatively small changes can appear as large percentage swings.
- Dual enrollment participation is high, and the completion data shared indicates an equity gap between SED and non-SED students in completion and persistence.
What did “less diverse” mean in the Key Takeaways, given that TIDE enrolls a high percentage of Latino students?
In this context, “less diverse” was used to describe the range of student racial/ethnic groups represented at TIDE, not to suggest that TIDE lacks representation or is majority white. The Schoolytics Dashboard data referenced in the meeting shows that TIDE’s enrollment is largely concentrated in two groups—predominantly Latino students, with most remaining students identified as White—while other racial/ethnic groups are present in smaller numbers.
It’s also important to note that the Schoolytics Dashboard suppresses reporting for any subgroup with fewer than 11 students to protect student privacy. As a result, additional groups may not appear visually on the dashboard even though those students are enrolled.
Questions Related to TIDE Students on 504 Plans
Questions Related to TIDE Students on 504 Plans![]()
What is a 504 Plan?
Section 504 comes from Section 504 of the Rehabilitation Act of 1973, one of the nation’s earliest federal civil rights laws protecting individuals with disabilities, and ensures that students are not excluded from or limited in their education because of a disability. An Individualized Education Program (IEP) is governed by the Individuals with Disabilities Education Act (IDEA), which establishes the legal framework for special education services.
How many students at TIDE have a 504 Plan?
Students with a 504 plan make up approximately 17.9% of the total student population at Tide.
% by grade:
- 9th Grade: 33.3%
- 10th Grade: 33.3%
- 11th Grade: 15.2%
- 12th Grade: 18.2%
How is a student with a 504 Plan served at a large school?
Students with 504 plans at TIDE Academy already receive supports that are individualized, portable, and fully implementable at larger comprehensive sites. The following is a summary analysis of the current supports received by TIDE Academy students with 504 plans:
- Academic accommodations: extended time on tests and assignments, alternative testing settings, access to notes, graphic organizers, assistive technology, chunking of assignments, and flexible assessment options.
- Classroom supports: preferential seating, thoughtful peer pairing, frequent check-ins, verbal reminders, written directions, and positive reinforcement.
- Regulation and wellness supports: access to breaks, water, movement, quiet spaces, Wellness Center services, counseling, and health office support.
- Structural supports: reduced schedules when appropriate, flex time, homework centers, tutoring, and intervention supports.
Large comprehensive schools are structurally designed to deliver all of these supports, with:
- Dedicated 504 coordinators/specialists
- Multiple testing locations and proctors
- Wellness centers, counselors, psychologists, nurses, and intervention staff
- Built-in systems for flex time, tutoring, and after-school academic supports
In short, the supports TIDE Academy students receive are not dependent on school size, they are embedded in districtwide systems that are often more robustly accessible at comprehensive sites.
Do small schools offer “better” services for students with 504 plans than large schools?
It is a common perception that small schools feel more personal, so many people perceive that 504 supports are easier to implement or more closely monitored. In reality, while small settings can feel more intimate, due to the inherent nature of opportunity at larger schools they may offer greater capacity, consistency, and specialization, including:
- More staff trained in 504 implementation
- Greater flexibility for testing accommodations and alternative settings
- Expanded opportunity for mental health and wellness services
- More academic pathways, electives, and postsecondary preparation options
- Reduced reliance on a single adult to meet all student needs
Rather than reducing support, larger schools distribute responsibility across systems, making services more sustainable and less vulnerable to potential staffing changes simply based on the number of staff available
How will my student’s specific accommodations and supports be ensured and consistently provided at a large comprehensive school? If my student transfers between schools within SUHSD, will their 504 plan and rights remain fully protected and consistently followed? What recourse do I have if I feel my student's 504 plan is not being implemented correctly or fully?
Sequoia Union High School District is legally required to implement Section 504 plans for eligible students with disabilities, regardless of school size, program model, or site structure. Students with 504 plans in SUHSD are served based on the accommodations, modifications, supports, and/or services outlined in their individual plans, not on comparisons between small and large school settings. Even absent any perceived advantages of a particular school model, SUHSD schools remain fully obligated to provide all accommodations, modifications, supports, and/or services specified in a student’s 504 plan per state and federal guidelines. A student’s enrollment at a comprehensive high school does not diminish or change their rights under Section 504 or the Americans with Disabilities Act. Parents and guardians are full members of the 504 team and may request a review or meeting at any time if concerns arise regarding implementation or appropriateness of accommodations, modifications, supports, and/or services.
Questions Related to TIDE Students Receiving Special Education Services
Questions Related to TIDE Students Receiving Special Education Services![]()
What is the financial impact if TIDE closes and students with IEPs plans remain in the district? Will costs simply shift to other campuses?
Costs are comparable based on services on the last agreed-upon IEP. Per-student special education costs are expected to remain comparable because the total number of students with IEPs served by the district will not change if TIDE closes. Services are determined by each student’s last agreed-upon IEP, and those services would continue at the receiving comprehensive site. As a result, costs shift in location, not in overall obligation, unless a student’s IEP team later determines that additional services are required based on updated needs.
Will additional staffing, supports, or private placements be necessary for TIDE students who have IEPs?
TIDE does not serve students in specialized programs such as ILS or STARS. Students with those levels of need are already served at their home schools. All comprehensive sites are able to provide the services currently available at TIDE and, in fact, offer a broader continuum of placements and supports. These include academies, concurrent enrollment, Study Skills, counseling, and co-teaching models. If, during a transition, a student requires services beyond what is currently provided, the IEP team would reconvene to assess needs and discuss options. Only if the team determines that additional services are warranted would there be additional cost. Decisions are individualized and data-driven, not automatic. Families often associate school changes with uncertainty about service continuity. These concerns are appropriately addressed through the transition IEP process, where the team reviews each student’s needs and makes recommendations. At that meeting, any necessary supports, staffing, or placements are discussed within the district’s continuum of services.
What is the risk of SPED families making unilateral placements at NPS or lawsuits?
Any dispute must have a legal basis under IDEA. The district and families have multiple avenues to resolve disagreements before litigation, including IEP meetings, alternative dispute resolution, mediation, and due process. The district’s obligation is to offer a Free Appropriate Public Education (FAPE). When services are appropriately offered and documented through the IEP process, the risk of unilateral placement or litigation is mitigated.
How and why can SUHSD serve our TIDE students with IEPs at any of our high schools?
TIDE students can be served at any comprehensive high school because TIDE does not operate specialized programs such as ILS or STARS that students require. All district high schools offer the instructional and support structures currently available at TIDE, including academies, concurrent enrollment, Study Skills, counseling, and co-teaching. In addition, comprehensive sites provide a wider range of placement options should a student’s needs evolve.
What are expenditures per pupil needs based on IEP needs?
It is not possible to provide per-pupil expenditures because they vary by student and are driven by individualized IEP decisions that change over time. Any calculation would represent only a snapshot, not a stable or predictive cost model. For example, a student may initially receive individual speech services for articulation, but after progress and reassessment, the IEP team may determine there is no longer an educational impact and discontinue that service. Costs therefore fluctuate based on student growth, reevaluation, and team decisions.
Additionally, services are based on educational impact and need, not on assigning fixed costs to disability categories. The district’s responsibility is to provide FAPE, and expenditures reflect evolving educational needs rather than static per-student pricing models
Questions Related to Dual Enrollment
Questions Related to Dual Enrollment![]()
How is dual enrollment factored into staffing and cost numbers—are we double-counting students or classes?
Dual enrollment at TIDE is delivered in a way that is designed to expand access to college credit within the existing school day, not to create duplicate classes. In many cases, students earning high school credit only and students earning high school and college credit are in the same scheduled class period. For staffing and class-size reporting, the key question is: how many students are physically in that classroom period and how many certificated staff are assigned to support it—not whether students are enrolled in one transcript or two.
The January 15 presentation addressed this directly: it clarified that when dual enrollment is “double coded” (high school only vs. high school and college), the students are counted as one combined group for that period—the class is not counted twice simply because there are two enrollment designations. The presentation also clarified that there is not a built-in financial savings simply because a course carries college credit: the district is still staffing the period (either with a credentialed high school teacher, or with a college instructor plus district staff support, depending on the course model).
For that reason, dual enrollment is not being used as a stand-alone indicator of inefficiency. Dual enrollment is treated as a core component of the academic model, and the Board is reviewing participation and success data because it is relevant to understanding program value and student outcomes. The operational question in this review is broader: even with program strengths like dual enrollment, TIDE’s overall staffing and master schedule still require a larger share of small sections than the district’s standard staffing ratio supports—especially when enrollment is lower. That is the efficiency question under review: the sustainability of the full program and staffing model as enrollment changes, not whether dual enrollment itself is “wasteful.”
What Dual Enrollment and CTE pathway programs and opportunities are offered at TIDE that no other school provides?
While all schools offer CTE pathways, TIDE is the only school to currently offer CTE pathways in Game Design and Computer Science Programming. The Summer Skills Program is unique to TIDE. A 3-week enrichment program, originally funded by a K12 Strong Workforce Program Grant and META is now being supported by a Golden State Pathways Grant and the TIDE Foundation. The program is focused on career exploration and skills specific to the two CTE Pathway Industries (Game Design & Computer Science).
How is TIDE similar or different for Dual Enrollment to offerings at other schools?
All schools offer some dual enrollment opportunities. However, due to a variety of factors including a cohort model, number of sections/course, the partnership with Foothill College, having an advisory class, and staff that meet minimal qualifications to teach college courses, TIDE is able to offer more dual-enrolled courses, particularly in core subject areas such as English, US History, and all levels of Spanish. Some of the traditional sites offer some of these courses (i.e. Woodside offers US History, Economics, and next year will add Spanish III).
The traditional sites offer a variety of AP/IB courses, including those equivalent to dual enrolled courses at TIDE. The only AP courses offered at TIDE are currently AP Calculus AB and AP Physics.
Why are more TIDE students not completing the dual enrollment pathway?
There are several reasons students do not complete dual enrollment opportunities. TIDE operates on an opt-in model, where students decide in advance whether to enroll in a dual-enrolled course, rather than an opt-out model, where all students are enrolled in the dual-enrolled course and then withdrawn only if they do not submit proper enrollment paperwork, are not recommended for dual enrollment by their teacher (usually due to attendance or other issue) or are not likely to pass with a C- or better. As such, some courses have a higher opt-in rate than others.
The modality of dual enrollment can also affect student achievement: courses taught by a high school instructor who also meets the minimum qualifications to serve as the college course instructor, and courses co-taught by a high school teacher and a college instructor, have the highest success rates. Courses that are concurrently enrolled, meaning the student is taking an online, asynchronous course taught by a college instructor and supported by a high school instructor during their class period, tend to have lower enrollment and completion rates.
Questions Related to CTE
Questions Related to CTE![]()
If TIDE closes, how will students currently enrolled in CTE sequences be able to complete coherent pathways at other sites?
If TIDE closes, there are a number of ways students currently enrolled in the CTE sequences to complete pathways at other sites including but not limited to: 1. The district may choose to launch the two pathways at another site(s); 2. Students could enroll in dual enrolled courses at Foothill via concurrent enrollment; 3. Students could enroll in a similar pathway at another site - all sites offer pathways in GID with two programs focused on Graphic Design, one focused in Web Design, and one focused in Graphics and Illustration; 4. Students currently in 9th and 10th grade could choose a different pathway (Note: Except for our Partnership Academies, all CTE pathways at other sites are 2-year pathways).
Questions Related to TIDE’s Academic Program
Taken together, these measures are meant to support a balanced understanding of outcomes and where additional supports may be needed—not to rely on any single metric.
Questions Related to TIDE’s Academic Program![]()
Are you using academic data to judge whether TIDE should stay open, and if so, which measures matter most?
Academic outcomes are included to provide a complete picture of TIDE’s performance and student experience as the District evaluates sustainability and long-term options. Community members have consistently highlighted student success as an important consideration, so the review includes academic measures alongside other factors such as enrollment trends, fiscal sustainability, staffing, and program viability.
The academic information shared on January 13 came from the Schoolytics Dashboard, which is publicly available on the District website and allows anyone to view the same data and, where available, explore additional detail and disaggregation.
How should we interpret the academic data that was shared at the January community meetings?
The academic information shared in the January meetings was intended to provide a complete, transparent picture of student outcomes at TIDE alongside other factors being evaluated (enrollment trends, fiscal sustainability, staffing, and program viability). Academic measures should be interpreted with appropriate context, including cohort size, student demographics, and differences in school models.
- Dual enrollment: Dual enrollment is a core component of TIDE’s model and is also offered across the district. The data presented showed high access and participation overall, and also highlighted differences in completion rates between student groups. Identifying differences in completion is not meant to diminish the program’s value; it is meant to ensure the district is looking at both access and outcomes so that supports can be strengthened where needed.
- A–G completion: A–G completion rates should be interpreted alongside student goals and the makeup of the student population, including the proportion of students with IEPs/504 plans and other student needs that may influence course pathways, pacing, and course completion.
- CAASPP: At a smaller school, CAASPP results can vary significantly year to year because one cohort can meaningfully shift percentages. CAASPP should be interpreted alongside course-taking patterns and other local indicators. The data shared included context that course-taking differences may help explain results in certain years, and that pandemic-era learning conditions impacted preparedness in some subject areas.
Taken together, these measures are meant to support a balanced understanding of outcomes and where additional supports may be needed—not to rely on any single metric.
How are TIDE students doing compared to students at other SUHSD schools? What is the relevance of this information?
Charts showing the information below will be shared at the January 26 study session:
- In last year’s SUHSD Class of 2025, there were 1,976 graduates across the district and 64% met A-G. Of those SUHSD graduates, 67 of them were at TIDE Academy. Among the graduates at TIDE, 37 of them, or 55%, met the A-G requirements required to apply for admission at the UC/CSU system.
- Among the 67 graduates at TIDE, 35 were Hispanic/Latinx, and 22 of them were white. The A-G Completion rate of Hispanic/Latinx graduates at TIDE was 49% (17/35) and the A-G Completion rate of white graduates at TIDE was 68% (15/22).
- When comparing these outcomes for TIDE’s Hispanic/Latinx Graduates to other schools across the district, TIDE ranks third, after EPAA and Woodside, but higher than the state and county.
- When comparing A-G outcomes for TIDE’s white graduates to other high schools across the district, TIDE ranks last in the district and also below white graduates in San Mateo County.
- Among the 67 graduates at TIDE, 30 were socio-economically disadvantaged (SED) and 13 out of 30 met A-G (43%). Compared to high schools across our district, TIDE ranks fourth out of the seven schools, and below the state and county SED peers.
- Among the 67 graduates at TIDE, 17 were students with disabilities (SWD) and 7 (41%) met A-G requirements. TIDE ranks first among the high schools in the district and higher than the county and state peers. Note that the larger comprehensive high schools have a range of disabilities represented, so this is not an equal comparison.
Students' outcomes on the Spring 2025 CAASPP Assessments (SBAC ELA, SBAC MATH and CAST SCIENCE) are as follows:
SBAC ELA
- Across the District, 66% of juniors met or exceeded standards on the SBAC ELA assessment in Spring 2025, while 60% of Juniors at TIDE (27/45) met or exceeded standards on the SBAC ELA.
- Out of the 45 Juniors at TIDE who took the SBAC ELA, 34 were Hispanic/Latinx students, and 50% (17/34) met or exceeded standards on the SBAC ELA. Comparing Hispanic/Latinx juniors across the district, TIDE ranks second after Carlmont, and above the state and the county for the comparable peer group. The remaining ethnic subgroups who tested (5 White students, 4 Pacific Islander students) are too small to report without compromising privacy.
- Out of the 45 Juniors at TIDE, who took the SBAC ELA, 24 were SED students, and 54% (13/24) met or exceeded standards on the SBAC ELA. Comparing SED juniors across the district, TIDE ranks second after Carlmont, and above the state and the county for the comparable peer group.
- Out of the 45 Juniors at TIDE, who took the SBAC ELA, 12 were SWD students, and 25% (3/12) met or exceeded standards on the SBAC ELA. Comparing SWD juniors across the district, TIDE ranks third after Carlmont and M-A, and above the state and the county for the comparable peer group.
SBAC Math
- Across the District, 48% of juniors met or exceeded standards on the SBAC Math assessment in Spring 2025, while 23% of Juniors at TIDE (10/44) met or exceeded standards on the SBAC Math.
- Out of the 44 Juniors at TIDE, who took the SBAC Math, 34 were Hispanic students, and 12% (4/34) met or exceeded standards on the SBAC Math. Comparing Hispanic/Latinx juniors across the district, TIDE ranks fourth out of seven, and below the state and the county for the comparable peer group.
- Out of the 44 Juniors at TIDE, who took the SBAC Math, 24 were SED students, and 13% (3/24) met or exceeded standards on the SBAC Math. Comparing SED juniors across the district, TIDE ranks fourth out of seven, and below the state and the county for the comparable peer group.
- Out of the 44 Juniors at TIDE, who took the SBAC Math, 12 were SWD students, and 0% (0/12) met or exceeded standards on the SBAC Math. Comparing SWD juniors across the district, TIDE ranks last among the high schools, and below the state and the county for the comparable peer group.
CAST Science
- Across the District, 47% of juniors met or exceeded standards on the CAST Science assessment in Spring 2025, while 31% of Juniors at TIDE (14/44) met or exceeded standards on the CAST Science.
- Out of the 44 Juniors at TIDE, who took the CAST Science, 35 were Hispanic students, and 24% (8/35) met or exceeded standards on the CAST Science. Comparing Hispanic/Latinx juniors across the district, TIDE ranks fourth out of seven, and below the state for the comparable peer group.
- Out of the 44 Juniors at TIDE, who took the CAST Science, 24 were SED students, and 25% (6/24) met or exceeded standards on the CAST Science. Comparing SED juniors across the district, TIDE ranks 2nd in the district, and below the state for the comparable peer group.
- Out of the 44 Juniors at TIDE, who took the CAST Science, 12 were SWD students, and 8% (1/12) met or exceeded standards on the CAST Science. Comparing SWD juniors across the district, TIDE ranks 3rd out of 5 in the district, and below the state and the county for the comparable peer group.
SECTION 2: previous QUESTIONS AND ANSWERS
SECTION 2: previous QUESTIONS AND ANSWERS![]()
SECTION 2: previous QUESTIONS AND ANSWERS
Process & Timeline
Process & Timeline![]()
Why is TIDE Academy being reviewed right now?
A Board Sub-Committee was formed at the September 10, 2025, board meeting to examine District property and enrollment trends, both rising and declining. At the November 12 Board meeting, the Sub-Committee composed of Trustees Rich Ginn and Mary Beth Thompson provided a report-out on its review of enrollment, program offerings, and the long-term fiscal health of the District. Speaking on behalf of the Board Sub-Committee, Trustee Thompson reported that because TIDE Academy is such a small school, it requires a disproportionate amount of resources to operate over time, and recommended that the Board ask the superintendent to develop and bring forward a clear plan for a process to discuss and consider a possible closure of TIDE Academy at the December 10 board meeting.
The Sub-Committee recommended that the plan outlines how and when the District will communicate with students, families and staff, how the community will be informed and invited into the conversation, and what information and data will be presented to the board. The Sub-Committee also requested that the plan include an opportunity for input from students, parents, employees and community members, as well as clear communication to all stakeholders about what the potential impacts on each of them will be if a decision to close TIDE Academy is made. The Sub-Committee recommended that the Board ask the Superintendent to present a proposed process at the December 10 meeting that would enable the board to make a decision by the end of February about whether to close TIDE Academy after this academic year.
Is the district questioning TIDE’s success as a school?
No. The review is focused on long-term sustainability, not an evaluation of the school’s effectiveness. The Board and superintendent all recognize and affirm the many successes and positive impacts TIDE has had on students.
Has a decision already been made to close TIDE?
No. No decision has been made. The district is in an information-gathering and listening phase. The Superintendent will bring a recommendation to the Board only after data is reviewed and community input is considered, and the Board will make the final decision.
What data and information did the Board Sub-Committee use before recommending that the Board direct the superintendent to develop a process for considering the future of TIDE?
The Board Sub-Committee has reviewed enrollment data for all schools within the District, and a deeper analysis of these figures will be conducted in January. The Sub-Committee also reviewed per–pupil expenditure (PPE) totals across school sites. District financial data for 2024-25 school year, which will be provided for the School Accountability Report Card (SARC), shows that approximately $39,000 is spent per student at TIDE, compared to an average of $22,467 per student at the District’s other high schools. (Please keep in mind that financial data reported in SARC reports is from two years prior to the year in which the report is published. For example, the SARC reports published in 2024-25 are based on the 2023-24 school year, and cite financial data from the 2022-23 school year. The district is the source of the financial data provided to the state for the SARC. The 2024-25 financial data will appear in the 2025-26 SARC, released during the 2026-27 school year.)
At the community data-sharing meetings in January, additional information will be provided to ensure that comparisons of PPE across school sites reflect an accurate, “apples-to-apples” view. Larger school sites, for example, receive additional funding, which contributes to differences in expenditures.
What happened at the December 10 Board meeting?
At the December 10 meeting, the Superintendent presented a process and timeline for reviewing TIDE’s future. The meeting outlined how data will be shared, how input will be collected, and what the next steps are. Students, Families, and staff made public comments.
What happens after December 10?
On Jan 13 and 15, the district will hold additional meetings to share detailed information about enrollment, finances, and program options. There will also be a Board study session on Jan 26 focused on TIDE. After this, the Superintendent will prepare a recommendation for the Board, which will then discuss and vote in a public meeting on Feb 4.
Can the timeline change based on community input?
Yes. The Superintendent has acknowledged that community feedback may lead to adjustments. Input from families, students, staff, and alumni will help shape both the process and the final recommendation.
Decision-Making & Board Role
Decision-Making & Board Role![]()
Who ultimately decides TIDE’s future?
The Superintendent will bring a recommendation to the Board of Trustees, but only the Board can make a final decision about TIDE’s future. Any decision will be made in a public Board meeting on Feb 4 with opportunities for community comment.
What is the Superintendent’s role in this process?
The Superintendent’s role is to: (1) gather and analyze data; (2) listen to and summarize community input; (3) design a fair process; and (4) present a recommendation to the Board. The Superintendent does not vote on school closure; that is the Board’s responsibility.
How can families make sure their voices are heard?
Families can email Board members (Board@seq.com), speak during public comment at regular Board meetings (including Jan 14, the study session on Jan 26, and board meeting on Feb 4), attend community meetings on Jan 13 and 15, and submit questions and comments through the district’s online form. All of this input will be collected and shared with the Board.
Enrollment & Recruitment
Enrollment & Recruitment![]()
Why is enrollment such a significant focus in this review?
As enrollment decreases, the cost per student naturally increases, especially when staffing and program commitments remain constant. Small schools, including TIDE, inherently cost more per student to operate because class sizes, staffing ratios, and student supports must be maintained at the same level as larger schools, but across fewer students. Currently, TIDE has 14 classes with 10 or fewer students enrolled (including some classes with only 4–6 students) and 23 classes with 20 or fewer students. These class sizes reflect the personalized environment families value, but they also significantly increase per-student cost.
What are current enrollment numbers at TIDE?
Current enrollment as of 12/9/25:
9th: 63
10th: 56
11th: 29
12th: 47
Will this review hurt TIDE’s ability to recruit new students?
Details about TIDE’s recruitment efforts will be shared at the Jan community meetings. This information will be updated following those meetings.
Finances
Finances![]()
To what extent is this review being driven by fiscal considerations, and is enrollment the primary factor in the analysis?
Finances and enrollment are closely connected. Smaller schools cost more per student to operate, which affects the district’s overall budget. Fewer students in a class raises the cost. A teacher costs the same whether teaching 5 students or 30 students. TIDE has 14 classes with enrollments of 10 students or fewer (some classes have 4 and 6 students enrolled per class); and 23 with enrollments of 20 or fewer.
Is the district required to provide an equity impact analysis?
No, the equity impact analysis requirement, per AB1912/Ed Code 41329, only applies to districts closing a school due to financial distress, defined as meeting any of the following conditions:
- It has an emergency apportionment under Education Code Section 41320 (meaning the state has provided emergency funding because its revenues are less than needed to meet current obligations).
- A trustee has been appointed under Article 2 of that section due to its financial condition.
- An administrator has been appointed under that same article because of its financial situation.
While SUHSD is facing a deficit, it is not at this time in financial distress. Addressing the structural deficit is important to ensure that it does not fall into financial distress, as defined above.
What financial information is available on the School Accountability Report Cards (SARC) and where does it come from?
Published SARC reports reflect academic and demographic data from the previous school year, and the financial data included is from two years prior to the report. For example, the SARC reports published in 2024-25 are based on the 2023-24 school year, and cite financial data from the 2022-23 school year. The district is the source of the financial data provided to the state for the SARC. The 2024-25 financial data will appear in the 2025-26 SARC, released during the 2026-27 school year. The SARCs cite per pupil expenditures (PPE) in three ways:
- Total expenditures per pupil
- Expenditures per pupil from restricted funds
- Expenditures per pupil from unrestricted funds
The $39,000 cited by the District at the December 10 board meeting was the total expenditures per pupil in the 2024-25 school year; it will be published in the SARC report released in February of 2026. Because of the lag time in reporting, and the three categories in which information is shared, it is important to ensure that financial comparisons are apples to apples. For example, the most recently published SARC report, the 2023-24 SARC, reports expenditures of about $22,600 per pupil from unrestricted sources during the 2022-23 school year. In that same year, the total per pupil expenditures were about $27,400.
Will the district share more detailed financial information than that included in published SARC reports about TIDE?
Yes. The district plans to share more detailed information about per-student costs, funding sources, and how TIDE compares with other schools at the January 13 and15 community meetings and at the Jan 26 board study session.
How is District financial information shared with the public?
The District’s Assistant Superintendent of Administrative Services provides an update on the district’s budget each fall and each spring. The last update, the 1st Interim Report, was given at the December 10 board meeting.
Is potentially closing TIDE the only option being considered for eliminating the deficit?
Broader problem-solving conversations will take place. Additional cost-saving measures are also being explored and these options will be presented alongside enrollment and fiscal data in a future report to the Board.
Could TIDE’s building be leased or given to a charter if TIDE closes?
All independent charters authorized through the District have permanent locations. All but one charter; KIPP already has a Prop 39 facility arrangement with the District. More information regarding Charter School Use of School District Facilities can be found here.
Purpose & History of TIDE
Purpose & History of TIDE![]()
Why was TIDE built in the first place if it might not be sustainable now?
TIDE was established based on demographic studies presented to the board in January 2016 that predicted significant enrollment growth in the region, especially in the Menlo-Atherton area. At that time, M-A was projected to grow from about 2600 students in 2016 to about 2800 by 2020. The idea of a small school was to relieve pressure on larger high schools and create an innovative learning environment. Over time, actual enrollment across the region has declined compared to earlier projections, particularly after the pandemic, which has changed the long-term picture. M-A currently serves about 2150 students.
Placement & Options if TIDE Closes
Placement & Options if TIDE Closes![]()
Where would current TIDE students go if the school is closed?
No placements have been decided, because no decision has been made to close TIDE. If closure were approved by the Board, staff would meet with students and families to discuss options. These could include other district high schools and, where appropriate, the district’s other small public high school, East Palo Alto Academy.
If TIDE closes, what happens to students with IEPs and 504 plans?
If the Board votes to close TIDE, placement decisions for students with an IEP are made by the IEP team.
If TIDE closes, where will all TIDE staff go, and will there be layoffs that affect TIDE and other sites?
Layoffs are not the intended outcome; however, they could become a possibility if the Board ultimately votes to close TIDE. Any staffing changes would follow all provisions of collective bargaining agreements, including established processes for transfers or, if necessary, layoffs.
Governance, Process & Board Meeting Logistics
Governance, Process & Board Meeting Logistics![]()
What is the district’s strategy and process for communication and outreach related to this review?
The communication and outreach strategy was shared at the December 10 board meeting and can be found here.
From a procedural standpoint, are board members also required to only speak in public about TIDE, and was TIDE discussed among them in advance?
Individual board members may speak with only one other board member about an issue and cannot deliberate as a majority outside of a public meeting. The Superintendent is permitted to meet one-on-one with each trustee, and through those individual conversations, board members were aware that she was examining TIDE’s situation.
What are the procedures for the Board to call for a future agenda item?
Under the Brown Act, a majority of the board may provide direction to staff only during a properly noticed public meeting, including during the “Future Agenda Items” portion, so long as no collective deliberation occurs outside that meeting. Adding a future agenda item that requires staff work must be supported by at least three board members in public, and that this is the process that was used.
Conflict of Interest
Conflict of Interest![]()
What constitutes a conflict of interest for a board member to serve on a Board. Sub-Committee?
The conflict of interest board policy can be found here.
