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Parents and staff urge action on class size, student behavior and 1:1 device use
Summary
Parents and a district office manager told the board that class sizes and rising disruptive behaviors are harming elementary instruction, and an education‑services provider cautioned against heavy 1:1 device use for early grades; one parent presented analysis showing higher odds of large classes in Saddleback compared with a neighboring district.
Several public commenters conveyed concern that large class sizes, rising in‑class behavior incidents, and increased reliance on devices for early grades are affecting student learning and teacher capacity in the district.
Allison Rose, an SVUSD office manager and parent, said staff see more frequent and severe disruptive behaviors at one elementary site and urged the district to change “outdated staffing models” and add administrative and support personnel to meet students’ emotional and behavioral needs. She described staff fatigue and an increase in incidents that require removing students from classrooms.
Parent Andrew Spindler presented results of a two‑month records review he said he obtained via the California Public Records Act. Using his data controls, he told the board he defines a large class as 30 or more students and reported that Saddleback had roughly a 46% chance of an elementary class exceeding 30 students versus 21% in a neighboring district he referenced; he urged the board to benchmark class sizes against peer districts.
Nikita Ganatra, director of a Kumon center, urged caution on heavy 1:1 device programs for early grades, citing international changes in policy and research suggesting devices do not consistently improve early reading outcomes. She recommended that the board prioritize developmentally appropriate, teacher‑led instruction and commission studies before expanding device‑heavy models tied to upcoming K–2 screening policies.
Board response
Trustees and staff acknowledged concerns and noted constraints on using restricted and one‑time funds (for example, textbook adoption dollars and LCAP restrictions) to add staffing. Staff said they could provide more detailed analyses of class‑size costs and the specific expenditure drivers in the multi‑year projection. A board member asked staff to continue work on device policy and contract lengths and to keep the board and community informed.
