November 18th, 2025 - Alpine School District Board Meeting

001I would. Yes, we're excited. This is a great day. This is kind of like Disneyland and finance. She was like, I have no idea. >> I mean, you got financial reports, audit reports, projections. This is like the best night ever. So with that, Jason, our business administrator, and his team will go ahead and kick off. Thanks to our external auditors who are here, and I think the plan is to have them go up first. They have another commitment to get to tonight. So Kyle Thomas, thanks for all your hard work. >> Um, and uh, >> Jason, take it away. >> Thank you, Superintendent. We are excited to be able to share these things today. It's a full packed schedule. So, we'll try and keep about 2530 minutes on the financial report, including the audit report,

002financial report, and the paper. Um, our team has done an excellent job as they always do. Grateful for Robert Voyer, our accounting director, >> and Ryan Clark, our assistant accounting director, and our team that's over here also supporting. For time's sake, I won't introduce everyone, but if you could all just stand up and do a little dance or something or just or a wave and and at about half past then we'll have Crystal Michael come up and run us through the enrollment projections. So to kick it off, yes, we're very grateful for the ste or for the Squire team being here. So Kyle and Thomas, >> you want just head of the table here or is that >> you want the mic? Yeah. >> Do you need me to have the mic? >> Okay. Um,

003yeah, thanks for having us be here. Um, I think you should have held firm on the whole stand up and dance thing. Would have been awesome. Um, so we issued um we've come through uh and performed an audit on uh the financial statements, the ACTRE that is in front of you um and have uh issued an unmodified opinion. Um in in the accounting world that means a clean opinion. Uh and so we've been able to grab support, confirm balances, uh look at invoices, do all that testing, look at uh we went and uh conducted a account on your inventory, uh looked at debt payments, all of those things that we were required to do to be able to say that, hey, these financial statements present fairly um the activity and operations of the district. And

004so the these are good numbers. They've been tested. Issuing a clean opinion on that. Okay. Um, secondarily, we also have to do what are called different compliance audits, single audits. Uh, oh, let me go back on on the acter. Um, the the district, you'll see if if you roll through there, uh, you'll you'll see there's a restatement of your net position. The district implemented a new Gatsby standard this year. Um, and had to restate their beginning net position because of that. um that that's not that's that's just implementing and and getting up to speed with the new standard as required. So if you see restatement in there, that's not a hey, we did something wrong and we're and we're bringing our balances right. It's just us implementing new standard. Um and so that's just required

005as part of it. So sometimes restatement can be ugly and you you fear for that. But this one is is just pure implementation of new standards. Okay. Um the other so compliance again um we mentioned with the audit committee the federal government has not issued a uh compliance supplement that we need to actually finish and finalize our testing of federal programs and so we actually have not issued a a federal audit yet or that single audit yet because we are waiting for them to uh issue that. Uh we do have a draft. We do anticipate uh we don't anticipate a lot of changes from that draft. Um and as we discussed with the board, we do anticipate just a couple of findings in uh child nutrition and title one with just some reporting uh and

006and eligibility things that we identified, but those have been communicated uh and the the directors are are making the required adjustments this coming year. Okay. um state compliance, issuing a clean opinion uh on that. Um again, those are different things we have, some some we have to do annually, some on a rotating basis. Um but uh issuing a clean opinion on that. So no matters to note on the state compliance. Um and then um just other things. We we did visit uh about 22 of your schools as part of the audit too to make sure everything was um processes were being followed and cash was being handled correctly out at at the schools and nothing to report to you there. Um and then lastly, yeah, just once the the single audit's done, we'll we'll help

007finalize and get that all submitted to the federal government for you. uh including and then also the form 9990 we'll start working on and make sure that that gets uh filed in time for the foundation. But um that's it. Any questions for us while we're here? >> Thank you. >> Thanks. >> Okay. Having a little few technical difficulties on getting connected. So, I'm gonna try something real quick. >> Yeah, you try. >> Restart real quick. See if that works. It's usually Julie's fault. There's just >> That is true. I do have a tech cloud around me. >> Should sat right here. >> Yeah, that's the problem. I should scoot down a little bit. I'll move away. Don't even know what to do. Robert's doing a Mac, you would be able to connect. >> Here we

008go. Here we go. >> I don't know. >> Is that a Windows? >> Do you want to email it to me, Jay? >> Yeah. start. >> Is it the same? >> Well, we said PDF. This is I think I get to the get to the presentation. Share the presentation. Share with try to >> Hey, while while we're pulling this up to our board members who have been recently elected, Congratulations those of you that are here and uh thank you for um service you're going to render uh in these three new districts. So just take a moment. There's a couple of you that are here and so congrats and look forward to supporting >> and that's almost enough time. There we go. >> How many are here? >> Matt is there in the back. >> Matt,

009Amber, >> and Diane. We have books for >> Do you want me to hand them out? I can do that while you're doing the presentation. >> This is so >> Okay. Um we'll get started. I was going to appreciate Kyle and Thomas, but they um just left. But just appreciate the work of Squire and their support um as we work on um creating the aurer and the paper each year. Um, I have the microphone before I begin. I have the microphone here, but they don't want me to use unless I have to. So, if I'm not loud enough, let me know and I'll switch over to the to the microphone. Um, so we uh just excited to be able to present the annual comprehensive financial report um today, better known as the ACER. Um, we're

010required to publish the audited financial statements by um November 30th of each year. and both the aer and the paffer. So Ryan's going to go over the paffer um here in a minute, but both reports are found on our district website under alpineschools.org under the business services um section. I just want to go through the the layout or the structure of the ACE. So there's three main sections. There's the introductory section, the financial section, and the statistical section. Um in the introductory section we have the letter transmitt um the or chart and then information about the board u mission vision values and goals. Pages 1 through eight is the letter transmitt. Um and this section is a narrative that provides subjective information about the district that you don't find in the financial statements. And so

011here you can learn about the profile of the district, the political climate, local economy, just certain things about the district that is more subjective in um matter. I just want to highlight on page five of the transmitt letter um the chart on our weighted people unit value history over the last four years and then it also shows um that value for fiscal year 26. Um we can see that this uh that the the weighted pupil unit has increased um 5.9% in FY22 and then 6% in 23 and 24 and then increase 5% in 25 and 4% in 26. So each year this the state is um increasing that value um per student that is significant and um very helpful for our resources providing education to students. Um with that in fiscal year 25 it was

012up about $2 um $14. So $4,494 dollars per student. And then this current year, fiscal year 26, it's 4,674. I just want to flip to pages 10 and 11. Um this is our award section. So, Alpine School District has received the GFOA and the ASBO Internationals um awards for the last 42 and 43 years. Um so, as the APER is prepared, it's submitted to um GFOA and ASBO and they um provide that out to several CPA firms that review the book for accuracy um provide comments and suggestions each year on improvement. But it's a um it's awesome that that we've received that award for the last 40 plus years. On pages 19 through 118 is the financial section. Um so here you can read the independent auditor's report. There's management's discussion analysis. Um the basic

013financial statements um required supplementary information and then the combining individual fund um statements and schedules. Um page 19 through 21 is the auditor's report. Um so what Kyle just presented and talked about, you can find um on those pages 19 through 21. Pages 25 through 35 is management's discussion analysis. So this section is a narrative that provides an introduction, overview, and analysis of the financial statements. Um this information is factual. It's it's based on facts and provides information about the finances and changes and trends of the the district. >> We go to page 33 just to highlight this section in the MDNA. At the top there's um the second bullet down just highlighting the general fund salaries totaled 510.9 million while the associated benefits insurance um retirement social security added another 247.5 million. Um so

014that equates to 89.1% of total general fund re um expenditures are on our people. So they're going to our employees. Um the third bullet just highlight um the district has continued to commit um funds to the economic stabilization fund which is rainy day fund. Um and so we committed in fiscal year 25 47.6 million of fund balance which is about 5% of the 2026 general fund budget expenditures and that's um allowed by state law. um this fund is um is a key consideration in the district receiving our AAA um bond rating. So that that definitely helps with the rating and as we um issue debt getting better rates on on that debt that's issued. Um pages 38 through 49 are the basic financial statements. And so here you um you see the governmentwide financial statements

015on pages 38 through 39. Um the governmental fund statements page 40 to 44. Um our proprietary fund statements are on page 45 and 47. So that's our um like warehouse and industrial insurance fund and then the fiduciary fund statements on page 48 and 49 um which is our OPED plan. Just want to highlight on page 40 um our governmental funds balance and just highlighting again that economic stabilization that the board is committed to to hold for um the the rainy day funding. >> Kind of revenues. All right, we'll go to page 42. Um, just highlight some information here. Earnings on investments at the top under the revenue section. Um, this last year we earned $26.7 million in interest. Um just looking in past years um and not that you need a flip of this but

016back in the statistical section there's a on page 134 we could see the 10ear history of um the general fund um or sorry the governmental funds and so back in 2022 the interest was 1.7 million and then 16.3 um the following year 28 million and 26.7. So significant um resource there that we're earning on um interest >> again. What page was that? >> So the 10-year comparisons on page 134 and on that the our balances have increased slightly not to that amount but going from 1.7 to 28 million is just with the rates that we know are happening out there. So, we're getting such good rates with the state treasur's office for our balances that we we have invested there. >> Um, and then just one last thing to highlight on page 42, the um

017change in fund balance. So, see in the general fund increased 47.3 million. Um, debt service decreased 7.5 which was anticipated as we reduced the um debt service levy this last year. Um, capital projects decreased 27.6. 6 million. As we're building projects, we're using those funds, decreasing that fund balance. And then the non- major funds decreased about a million. So overall in the governmental funds, it was an increase of 11.2 million. Okay. Pages 53 through 82 are the notes of the financial statements. And just wanted to highlight on page um 67, we can go and see um capital assets construction commitments that we had at the end of fiscal year 25. Um so we had Sage Canyon Middle School that was nearing completion. Um it had several roofing projects that were underway and then beginning the

018construction of the new elementary school in Eagle Mountain and the new high school in Saratoga Springs. Okay, pages 73 through 77 is our district OPED or other postemployment benefits plan. Um this is no eight and so just highlight this section um provides detailed information about the OPED plan um what benefits are provided who qualifies how many employees are covered under that plan. we have an actuarial study that's that's performed um so you can see what the actuarial assumptions were that were used um and then also see the changes of the net op liability. So if you on page 74, then this shows the employees that are covered by the benefit terms. And so we had 1,310 um retired employees that were receiving that benefit and 596 active employees that qualify for that benefit for a

019total of 1,96 employees. Looking at the last actuarial study that was done in June of 2023, the total number um that 1906 was 2,189. So the um so that is decreasing each year um as as we go on. So a lot of those you know some some people have a lifetime supplement and that would be the end of theirs would be passing away but there's quite a few that have four, five or six years of coverage after retirement. So once they've hit that mark, then they would fall off the inactive employees or beneficiaries currently receiving those payments. If you go to page 76, um we can see the changes in the net oped liability. So we can see the beginning of fiscal year 25. So June 30, 2024, the net OPED liability was 27.8 million.

020Um we ended last year at 15.6. So that um liability decrease $ 122.2 million. Um as far as funding, it's 88.8% funded. Um if we go to pages 86 through 87, this is in the required supplementary information um section of the report and you can see the 9-year history on that um net opad liability. So we can see uh that in 2024 it was 80.7% funded again in 25 88.8. So each year we're increasing um we're getting to where that that plan is near fully funded. Okay. Pages 94 through 118 are the combining and individual fund statements and schedules. Um, so I'm not going to go to to any of them, but just as a reference, you can go and look at the the um statements for the general fund, debt service fund, capital projects,

021any of the funds in um that the district has are found pages 94 through8. Okay, pages 121 through 185 is the statistical section. Um, so here it's a 10-year com comparable data. So you can reference to see financial trends, revenue capacity, debt capacity, demographics, economic information or operating information over the 10 year, the past 10 years. Um just want to highlight page 125, the governmental funds um governmental fund balances. And so we can see the 10-year history and kind of the trend there. The light blue section is the general fund. Um we can see that that's slightly increasing year-over-year. Um the debt service fund is the green um section. The red is the capital projects fund. And so as we build um schools and projects, the capital projects fund increases and decreases year-over-year. And then

022the other governmental funds is the dark blue section which has stayed relatively um flat. to see the to see the the amounts that make up that chart. Those are found on um pages 132 and 133. And so you can go and see what those balances were for each of those funds over the last 10 years. Okay. I want to highlight page 148. Um property tax levy and collections. Um, and so this schedule is by tax year or calendar year. And so we can see I've highlighted there at the bottom um for the 2024 tax year um we levied 366.7 million collected 345.8 um this past year. So 94.3% of the levy was collected. Um over on the right side the highlighted in 90 the 97.07 07 is we continue to receive um payments each year

023for prior years and so that's showing the collections from subsequent years. Um so overall we collect about 97% of our tax money. Um page 149 this one um is our principal property taxpayers. And so uh we can see this past year what who who the those um principal property taxpayers were um at the top 10 um which makes up 4.59% of our tax base. And then you can compare that to the the last nine years ago for 2015 and see how um kind of the trends or the changes from retail to technology or more commercial development companies. Okay. Okay, pages 154 to 155. Just highlight this um is our ratios outing debt by type. So you can look over the past 10 years. See what's happened there. Um the first column, the general obligation bonds.

024Um that's decreasing as to 267.6 million. Uh the last time we issued bonds was um in 2020 and so it's been decreasing since then as we've paid those off. Uh the next column col column is the lease liability which is our Polaris building. Um so that slightly increased this last year. We added some square footage to um to that lease and so that increased by about 800,000. So that's 18.9 million. Um the next column is notes payable, which is our buses that we've leased. Um and so the balance in 25 was 491,000. That has since been paid off um with our July payment um in this fiscal year. The next is subscription liabilities, which is our software and that's going to continue to decrease and um go away probably in 26. Um the lease revenue

025bonds 147.3 million. So our total outstanding debt is um 434.6 million. So you can look at the schedule and see what the debt was per student and how that's trending um year-over-year. So that decreased in fiscal year 25 by about $1300 from $6,5001 per student to 5,195. >> So Robert, I have a question. How do I mean when we look at that it you know maybe for new board members coming in it may seem astronomical but how does our debt ratio compare to other large Utah districts or do am I putting you on the spot? Um, I haven't. Yes, >> I will have to say I haven't looked at others to see what theirs is, but we can >> compared to our capacity. >> Um, yeah, I mean, we're on the deck capacity. That's where

026that's at cuz there's the >> So I think that's page >> 153 there's a chart. >> Oh yeah. So on page 153 there's the legal debt limit actual. Um and so we're not even close to what our legal debt limit is. >> Yeah. If you look back 10 years ago, we were a lot closer. I mean, as values of real estate and property has increased, but our total debt's gone down. Um, you can also see the debt per capita, a high point the last 10 years was about 1,750 per capita, but now under under a thousand. The other thing on the lease revenue bonds, that 147.3 does not include the 2025 lease revenue bond, which was issued in July. So it wouldn't include that does not >> I apologize Robert I didn't mean to >>

027No that's a great question I can go back >> by the way um Salt Lake City is at their death limit they are using all the capacity they have the city or the school district school district so yeah I'm just saying there are districts that are capacity whereas we Okay, just the last section to highlight pages 174, 175. Um, this is our general fund expenditures. Um, and so we can see what amount of the general fund is going to instruction um in these different categories. So um just highlighting instructional services about 70% of our general fund expenditures are going to um the classroom and then just highlighting the average expenditure per pupil is $10,044 up from 2024 which was 9,317. Okay, that's what I had for the act. Any questions? This is impressive, Robert. Thank

028you. >> Yeah, Robert and his team have done an excellent work this year. One of the big things that um project they added this year is the the book before was done mainly in Excel and Word and we've transitioned to program that we use for the budget book called Gravity. So, it's a big the first year it's a big change and a lot of things you enter, but it sets the sets the table for a lot better in the future. Um, hopefully new districts can be able to use that also. >> Any other questions for Robert? >> Was it easier? >> So, Ryan and I were talking about it. They were kind of the hard things were easier. The easier things were harder is kind of what we found. But no, it should be it

029should be better. There's um not to get too much into it, but like Jason said, we had PDFs, Excel documents, Word documents we had to combine and then figure out the page numbering, put in PDF. If we had to change something, we have to go change it up in the Word document. So, it makes that a lot nicer when you push a button, wait an hour and a half for the spin, and then it does all the page numbering, combines all the the spreadsheets and documents together, and then creates the quotes. >> Yeah. give you one correction on one figure, >> you'd have to remember on each page where it is, but now it's all linked. So you update it in the source >> internal >> and then it'll go populate even in the writing

030of something. It'll update an increase or decrease of this percentage. >> And yeah, like Jason said, we use that for the budget vote for the last five years, five, six years. >> Six years. >> Okay. >> Thank you, Robert. Okay, we're going to go to Ryan. Same presentation, just the next slide. So Ryan's gonna walk us through the small one. >> It's probably going to take twice as long. It's shorter. >> I I joke that the popular annual financial report is more popular because of its >> size. It's about a tenth the size of the aer. So um it's it's a companion really to the aer. covers a lot of the um information that's in the act for it. It summarizes it and kind of highlights key points. Um it's not a required report. It's

031one that we've done for the last six years. Um and again is is really um just to kind of highlight and summarize things for more of a lay reader, I would say. Um, so if you'll focus on page five, uh, page five in the, um, hopefully you've all got it in front of you. Copper. Yep. Okay. Um, is an infographic page that gives a quick overview of the district. um highlighting things like the number of schools, the number of cities that we serve, um student enrollment and demographics, uh the total assets, um held in the foundation and other pertinent info. And then flipping over to page six and seven. On page seven is another infographic. Um again additional data um such as all and DLI statistics, scholarship money earned u by students in the district,

032uh college credits earned through concurrent enrollment, AP testing results for students in the district. Um and then also highlighted is the graduation rate um which I'll note improves um on the prior year and also as you can see surpasses both the um state rate and the national rate. Um and really all of the figures on on these pages or essentially all of them also represent um improvements on the pri the prior year's numbers which I think also is a is a great achievement uh to be highlighted um by the students and educators in the district. Um, if you'll skip now ahead to page 10, we'll um note here that the page 10 and 11 cover general fund revenues. Robert's already covered quite a bit of this in uh in the active presentation. Um, but uh

033I'll just highlight here the breakdown of the sources of revenue for the general fund. And you can see that state sources um continue to be the primary source of funding uh at 70.5% and that percentage actually increased uh as you can see in the numbers over the last um several years. Um we'll I think we'll jump ahead then to 14. Uh the next two pages are property taxes. Um and then on page 14, uh whereas we looked at the general fund revenues, this is a breakdown of the general fund expenditures and um by function. Robert did touch on this as well, but um I would just highlight that those on the slide highlighted in yellow, those um that are really focused on or directly related to schools and um the instruction in schools represent 89.1%

034of all general fund expenditures. Um so you can see that the m vast majority of that of those funds are being um dedicated to the classroom and and and the instruction that takes place there. Um on let's see on the next page on page 16 whereas those general fund expenditures previously we've broke them down by uh function here we have a breakdown of them by object and I think Robert mentioned this again as well but um 89% of like whereas 89% by function was spent in the classroom and on instruction 89% if you break it down by object is spent on salaries and benefits. Um meaning that 89% of the general fund expenditures are on the people that make up the uh the workforce of the district. And then um thanks Robert. flip ahead to

035uh or if you look at the slide um and the chart at the bottom of page 16, this page or this chart uh compares the spending per pupil in the district to uh different regions of the US as well as the nationwide average. And um to me this this really highlights where whereas there's always work to do and improvements to be made. Um but it's noteworthy I think that um given the high level of achievement and you know the the positive outcomes in the in the district in the in the classroom um it's I think it's noteworthy that that the spend is quite efficient compared to other areas of the country um where where our spend is really it's a third it's a third or more less than um than other parts of the country.

036So um the next few pages cover capital projects uh the capital projects fund and the debt service fund. Um, and then the last several pages uh are comparisons between our district and the other seven other Wasuch front districts that are of uh I guess closest in size to our district. Um I won't go into any detail there but um would just note again that the both the acter and the paper will be available to the public on the district website on the business services page. Um we'll make them available later today there. So any questions? >> Okay. Awesome work guys. >> Thank you. these I think this is a this has been a big big project and each time this year it's a tomorrow is going to be a great day too right like just

037the they they do excellent work and so grateful for both of them and all that they do to support our team and the culture that they build so thank you guys okay we're going to let uh them join the audience and have Crystal come on here I can bring I'm going to try it All right, we are going to Well, let me see if this works first. Don't want to get anybody's hopes up. Yes, >> you clap when you finally answer that. >> Yeah, I don't. >> Okay, so we're jumping into the enrollment history and projection book. This was I always loved presenting this. I got to present it for eight or nine years and work on it. Crystal Michaels has come in, started a new role with us. Was it in January? February. >>

038January. February. She has done an amazing job at everything we ask her to do. She's so thorough and quick on her calculations and in her work. She loves getting things done. Um, this book, I talk about this each year that it's interesting when we do the acter for for FY25. We already have the budget out for FY26. This enrollment projection book's going to drive everything for our FY27 budget. So, we're in multiple years all the time. If somebody asked me what year it is, I don't know. It's is it 25, 26, 27? Gets confusing. Actually, when it gets to January, it's easy to say 26 because we've already been in that fiscal year. Um, but this really drives everything that we're going to do with FTE. So right after this, Crystal gets done and she

039doesn't have quite as much a break because we go right into FT allocations that this will drive that and the budget team uses this for everything that we do for projections or for the budget for FY27. So um I'm going to put slideshow here. >> Want to see it? Okay, I will get started. I am excited to be here. Um, actually more nervous than excited, but that's all right. The enrollment history and projections shows us where we've been, where we're headed, and where we're at right now. Um this year we have included many new charts as many of you have already reviewed uh showing the new upcoming districts and their potential or individual projections as well as where enrollment currently stands. I want to take a second right now to thank uh not only the

040board and superintendent Smith but also B and Jason. They have been such a backbone of support for me in this budget book. So, I really really not budget book, enrollment book that I just really appreciate all that they have done to support me in what we're doing here. Okay, this next slide is page three. If you want to flip in your books, we're going to be going through this book pretty quick. Um, this slide, however, we'll go a little bit more in depth on. On October 1st, our actual enrollment was 84,215 students. This is a decline from last year of 542 students. You can see the breakdown of the decline in elementary of 867, the increase in middle schools of 1,19, and then decrease in high schools of 786 with a small shift in special

041schools of two students. changes this year were um mainly toward uh due towards the new Sage Canyon Middle School opening. So that's why we had the large increase in middle schools. We pulled the ninth grade back from Cedar Valley High School and put it at a middle school there. Also the boundary adjustments with Belmont, Ridgeline, Sage Canyon, Vista Heights, Timberline Viewpoint, Cedar Valley, West Lake, Lone Peak, and Skyidge. These were due to the Inverous and Wildflower developments. On October 1st, 2026, we are projecting that there will be 83,782 students. This will be a decline of 433 students from where we're currently at with a decline in elementary of 415, an increase in middle school of 37, and a decline in high school of 55. changes for next year will include the new elementary opening in

042Eagle Mountain. >> So each slide we go through like we've done in previous years, it's going to save the page number so you can flip to kind of go all over the place to kind of show you how it's built. Um the other thing on that new elementary school, even though it'll open next year, the projection for it isn't in here yet because the boundaries aren't set. So the some of the schools are going to look very large, but some of them will get relieved with this new school. Also, we have quite a few boundary adjustments going on right now. Those are also not in the projections. They're just as schools stand as they are today. Okay. On this next slide, uh we are just going to go over during this presentation different uh factors

043that go into projections including birth data, construction growth, move up numbers in migration and also out migration, historical trends, supplementary data is also included, our projections of course, and then we'll review for accuracy of where how we've done so far in the past. I want to include this. It's not in your book, but it is up on the slide. This is a recent KSL article um in October showing that Utah enrollment as a whole has declined the last three years. This past year, the impact was 1.7% decline. This is due to decreased birth rates in the state and also an increase in school options. Okay, so we'll get started with birth data. If you want to flip in your books to page 160. Sorry, we're going to kind of start from the back and move

044forward. Um, you will see that we collect birth data to the to project the upcoming kindergarteners. So, we'll take births that happened five years ago to project what kindergarteners will be coming in in the coming year. We anticipate um in Alpine School District. We have pulled we're able to look at the birth rates by um estimating ASDs according to where the mother lived when the child was born, what county she lived in or city she lived in. From 1994 to 2008, ASD births were increasing as you can see at an average of 5% per year. However, in 2009 to 2018, we didn't have an increase or a decrease. It was kind of flatlined. And then in 2019 to 2024, we've gone back up to a 2.86% increase. Um, sorry, in this in the first red

045bar, as you can see on the screen, sorry, you can see the bursts that were in Alpine School District boundaries. And then in the second red bar, you can see that in the past, we've had as high as 99% of those births coming into our schools. That was back in 2004. Um, as we go further down the line in 2024, I mean, sorry, in 2020, projected in 2029, we're seeing only about 73.5% of those births coming in with now being at 73.2%. 2% of those births >> and that's just due to >> movement or they're either moving out or charter schools. People are opting to put their kid in charter private schools. So, we're not getting the full 99% enrollment that we were in the past. >> You'll kind of see that separation on the

046next one we go to on the chart of or the chart of the >> Yeah. So if you turn to page 161 in your book, we'll see the data that we just discussed displayed in this graph. Notice that in 2009, the kindergarten enrollment and the ASD birth, that's where we start to see the gap of where charter schools or out migration kind of like affected students whether they're going to school or in our district or not and how it's impacting our communities. Okay, next we're going to go over construction growth. So, if you want to turn in your books to page 168 to 171, you'll see construction growth by permits issued by the city. This slide shows the different cities within Utah County with Alpine School District residents in or cities in black. And this

047data is collected for us from the University of Utah. >> Yeah. >> Any questions so far? Okay. This next page we're going to flip to page 172. We're going to focus in a little bit on single family units. This data includes the yearly totals. As you can see in the far columns on the right, we compare January to July of 2025 to January to July of 2024. This data is released kind of at will when they prepare it. So up to date this they're only through July at this time. So we compared January to July, January to July. As you can see in 2025, January to July units are down 6% from 2024. and but we are on pace to have 2,300 units in 2025. Most single family growth that we've we can see from

048this chart was in Saratoga Springs and Lynen. There was a decline in single family homes in Eagle Mountain, Lehi, Highland, and Vineyard from the prior year. We have had a historical decline in percentages of single family units over the last couple of years. >> That's the line at the bottom. So back in 2007, there was 72% of all units being built were single family. Now we're about 50% as there's other options, multifamily, condos, town homes. Um, also the red and the green there, you can just kind of see, you know, the during the great recession that went I mean 2006 isn't on here, but 2007 you can see there was 2,300 units, but then for four years after that, there was very slow growth on any building going on. From 2008 to 2011 and then

049for the past how many years we have on here about 12 to 15, the highest years are back in 18 through 21 for single family. If you'll turn to page 175, this shows the construction um growth in multifamily condo units comparison from last year to this year and multiple years. In January to July of 2025, we're down 22% from last year and it's on pace for 1,900 units in 2025. Most of our multifamily condo growth was in Saratoga Springs. However, there was a decline in American Fork Highlands, Lehi, Orum Vineyard, and Eagle Mountain. And once again, like Jason had said, you can see that same decline during the recession of lower building permits going out from 2008 to 2011. And then we had our highest condos being built rate in 2021 at 5,197. Next, we're

050going to look at three grade totals. Three grade totals is a way for us to look at the data for three grades per bar line to include all students in the district. This helps us to like smooth out the data, be able to look at trends and move up numbers. We're able to see great uh the grades that have the most students. Currently, we have a lot more older students, as you can see, with our 10th through 12 being at 21,75 than we do our newer kindergarten through 2 grade students that are entering our schools at 16,000 16, sorry, 16,72. That's pretty. >> If we go back on the next slide, if we go back 10 years, this is 2015. You'll notice that back in 2015, our grades our younger grades coming in were our

051we had more students than our grades that were exiting our schools. >> So this this slide is the same slide but from 10 years ago. So you won't find it in the book, but we're going to show kind of how it moves, what it looked like 10 years ago, 9 years ago, so forth. >> So we're going to kind of do a quick animation if you want to look at the screen. This will go through the next 10 years to kind of show you how growth has been fluctuating and trending as we go through. So, >> so 10 years back. So, this is 15. >> 15. >> No, >> that's 25. Sorry. So, 15 then we'll go to 16. >> But the red box there is this kindergarten to second that was in 2015 are

052now this year's high schoolers. >> Yes. So that they went from 1700 17,487 and grew to 21,000 stu plus students. Um but you can see that every time somebody was graduating the next group coming in was bigger and now it's changed. But the so we'll go back to 2015 there's 16 17 18 19. Can you see that bubble that kind of comes through there as you watch it go? So now here's where we sit in 2025 showing that we have a higher number of older students versus our younger students. This does contribute is one of the main contributing factors of our declining enrollment. Just lower birth rates, less students coming in and so forth. >> Yeah. in those in those years back here in 2015 we could have the 12th graders that's we'll use that

053a lot the K12 differential so the 12th graders from the previous year leaving there could be 1,200 more kindergarters coming in than 12th graders leaving we just increased our enrollment without even any new move in so a lot of those years we were getting growing year-over-year 1500600 students now we're having to make it up the other way where we might have 1,200 less kindergarters coming in than 12th graders achieving and the growth that we hope to get is all from movements. >> We I assume we can't chalk that all up to school choice. It's not. >> No, >> because they're declining. Their their enrollments are also declining. Correct. >> Correct. Their enrollments are uh I think enrollments over the state of Utah were down 11,000 total. So it is that's why the KSL article I

054put up on there. The biggest contributing factor is people in Utah are having less kids than they did in the past. >> When that that 5% per year growth, this is happening from the mid90s to 2007. It was just there was that many more bursts happening. And those students, we both have seniors that were born in 2007 that are now seniors. And so then it kind of flattened out and there wasn't this every year coming behind for 10 years. It was flat. It may change and it'll projection will show that as we've had some increase in burst. It's going to kind of stabilize a little bit. Okay. You'll turn to page 137. This is the same data that's associated with the charts that we just looked at with the growth circled in red. This is

055districtwide. And then note that if it's in parenthesis, it is a decline with the cumulative growth or decline in the red box. This doesn't include any in migration or out migration of students um or any it's only strictly move up numbers here. So students that started here moving up. So quick question. Have you done I'm assuming the answer to this is no, but I'm going to ask anyway. Have you done this graph by the new districts by like west, central, south? >> We have it by cluster. >> Yeah, we have it by cluster. >> Okay. >> Which we can combine like the different clusters together. >> Okay. >> Julie just wants to prove that she's having more babies out. >> Yes, I do want to prove that we have more kids in the west. >>

056I'm just saying our family is not going to help our side of the district. It's too late. The thing on all these charts that we're going to go into, I think we're going to go into one for West Lake area, but this one we have the cumulative growth. You know, this is saying the 10th through 12th is 21,75. The 9th or so. So, this is if there was nobody move in, move out, and everybody just moved up their grades. In 10 years from now, our high school population would be 16,000 or down 5,000 students. Of course, we know that each one of these is going to grow as there's new build and people, you know, on we're going to have more coming in than going out, but it's just looking at all the move up

057numbers. So, the move up numbers are a big part of how the projections are done. We're not just looking at a school and saying, well, we think it'll be this amount. We know we have a count of every single grade at every school. We know on average how many what percent grows each year in that as they move from third to fourth grade. So that really drives the whole projection of everything. >> Okay. So if you turn to page 156 157, this is just a look at the Westlake cluster. And in your books, you can see that there is a chart and graph for every cluster in the district. Um each cluster will have slightly different bar charts um showing the individual area and growth that may be happening. On the right, you can see

058represented in the colors in yellow and blue the junior highs in which the student feeds into. If you'll look at the very top, Brook Haven is showing 40% in the blue line at the top. That means 40% of Brook Haven feeds into Vista Heights. But only 40% of that total enrollment is included in that lineup there. So Brook Haven just doesn't have 438 students. That's just the 40% of Brook Haven students that are feeding into Vista Heights then which feeds into West Lake. >> And the other 60% would show up in the Cedar Valley class. >> Yes, >> that's the only one I think between Cedar Valley and West Lake that doesn't have the feature. But if we look at all the others, there's quite a bit of movement even three junior highs in some

059clusters. >> Okay. Next, we're going to go over move up numbers and migration. So, in addition to move up numbers, there's also migration of students. These are the students that are moving in or out of our district. On page 15 of your book, if you'll flip there, you'll see the October 1st enrollment for actual and projected. If you look down at the bottom in the section with the multiple colors that I have up on the screen, sorry, that are highlighted out in red and blue. On the right side, you'll see the blue square, the right blue square. You'll see a580. This is our K12 differential. And like Jason said, the K12 is the existing kindergarten students minus last year's 12th grade students. So it's how many the difference of the students coming in versus what

060left. You can see there is a total decline was 542 students from last year. So this implies that our total migration was 1,038 compared to last year. These students are the students that are moving into the district. And it's not necessarily which grade they're moving into. It's just districtwide. >> That,38 isn't how many new students we got, but it's the net of how many students left and how many came in in all grades other than the kindergarten and 12th grade. So, it's the new moveins um net of the move outs. And if you look back at that, If you look back to the first blue box, you can see that's kind of what we were talking about before back in 2010. We grew by 1600 students, but the number of kindergarteners that was more than

061the 12th graders that left was 1500. So the implied migration was only 85. So we were growing by 1600 students by not even having to have anybody move in really is just the move up numbers as they leave the system and kindergarteners coming in. This same data is just in a visual format here that you can see and is also on page 19 of your book. You're able to see the K through 12 differential with the total change and the implied migration. Okay, this next slide. Yeah, >> I'm I'm sorry. I've just uh uh we were talking about where why where is this decline coming from and the although there are a few charter schools that are growing it appears to me that a number of the charter schools are also seeing about this similar

062patterns in terms of uh their enrollment. So I think it it's largely a demographic thing anyway. Sorry. >> Yes, it is. It is. Okay. On this next slide, page 16 in your book, this shows the individual grade growth from year to year, you can see the bumps in K in kindergarten to first grade that I've highlighted up on your screen and then also 6 to 7th grade as they enter junior high and 9th to 12th as they're entering high school. We'll see a fluctuation in those just due to parents that may have homeschooled their kids sending them to junior high or also into high school if they're transitioning from maybe a K through8 charter school and finishing out high school with us. The K through 12 differential is also displayed on that last line with

063the 12th to kindergarten that's more it's not just the orange, it's the red. Sorry, I should have done very different colors on here, so I apologize. Next, we're going to go through feeders and cluster enrollment. If you turn to page 53 in your book, you'll see the feeder flowcharts. Also, the three pages following this page, we have now done the three new districts feeder flowcharts. Schools are colored to allow ease in viewing them to see their way that they feed into multiple locations. As you can see, if you look up here, Cedar Ridge or in your book, Cedar Ridge is in blue and it shows 10% and 90%. However, they solely feed into Mountain Ridge, but then they feed into 10% into AF High and 90% into Lone Peak. So, that's why it's split on

064that on the feeder chart. Now we're going to turn to page 59 in our books. This graph shows the total students in elementary, junior high, and high school along with special schools that we have for student count throughout the district. Okay. Then on pages uh we'll look at page 66 and 67, but this is also by clusters. So you can go to whichever cluster you would like. You can see the Skyidge cluster up on the screen right now with its associated data on the right. You may notice that in 2020 the shift of students when viewpoint opened the high school declined with the ninth graders moving back into the middle school from the from Skyidge. The increase you can see in elementary students was when Liberty Hills was moved into the Skyidge cluster with a

065boundary adjustment. These charts will be able to help you see growth, decline, boundary adjustments or new school openings. And once again, the data on the right also highlights the colors for the feeders. Next, if you want to turn to page 80, you can see our five years back and five years forward by cluster. This is now separated by new district. This is the data that is coming from those feeder charts that we just reviewed. In the green column, you can see the growth from the last five years. And then in the blue, you can see the growth that we're projecting for the next five years. And last in the orange, you're able to see the total growth of those five years back and five years forward. So the period of a 10 10 years time

066and the percentages for each of those cluster areas totaled by new districts. As you can see, we did not include the special schools in any of those clusters. We've just left them as the traditional uh K through 12. Okay. On the next page 81, you can see the total enrollment for the high school clusters colored separately by their new districts. So you you're able to have them on a similar bar chart seeing the difference between all of those schools with and if you think of it this way when the new high school opens out west it will decrease and bring those back down into the realm that the other schools are at because there will be three in that district and there's four in each of the other districts. Next on page 106, if you

067want to turn there, we've included this year in the book the new districts, each new district with their trends. This one is showing the central district with the enrollment going all the way back to 1980, showing the highest enrollment in elementary, junior high, and high schools highlighted in red along with the largest average class size in each of those categories in red. Also in green is the lowest in each of those areas. You can see that enrollment was the lowest for the central district in 1980. Not saying it wasn't lower before 1980. That's just as far back as we went. And the highest was in 2022 for the central district. Next on page 107, we're looking at the similar information for the South District with those same colors coded with the highest enrollments in red

068and the lowest in green showing the lowest enrollment in at 17,928 and the highest in 1996 and that's the at 28,577 students. I really like that we added this and we'll go to the west one too. But it's interesting looking at this with you know the the central the growth kind of happened slow went from the smallest from 1980 the largest 2022 but looking at the south the I mean it some of those numbers the elementary the smallest was in 80 and the biggest was eight years later in 88 and then a decline since then. So the peak max was in 1988 for elementaryaries for middle school 1994 and high school 1998 with that max of 1996. Um so just interesting seeing that but also on the central one um being able to see that

069that peak has happened. Don't expect it to go back up but just kind of hopefully stabilize at that amount. but also seeing it's interesting looking at the red and green in the average size elementaryaries, junior highs, high schools, you can see usually the max is right before we open a school um and and so forth there. So the when we're looking at the south, we can see all those maxes happened back in the 80s and 90s also with the elementarymentaries um maxing out the 777 was the highest average enrollment for elementarymentaries. 1,600 right before uh Oak Canyon open and then 2135 right before Temponogus High School open. >> Thank you for your information. On page 108, we can see the West district with the lowest enrollment. And I did not include the lowest enrollment as

0701980. Um we included it when it included one school in each different category. So the lowest enrollment um was in sorry was in 2010 and the highest enrollment was in 2025. And like Jason was just saying, you can also look at the average class size where you can see the average class size was actually the highest in 2003 at 1267 or sorry not class size school size I apologize at 1267 and we're currently um we're currently at 9003 in the west. >> So Crystal, can I ask a question on this one? um for like for example when it says like in 2005 the 2757 does that include kids who resided in the west but maybe attended schools cuz like for example I know when we moved to Saratoga our kids actually went to elementary in

071Lehi we didn't have schools >> those are only including school the the actual geographic location of the school. >> So like my kid who went to school in Snow Springs she's not in this count because her school was in Lehi. >> Correct. >> Okay. Just wanted to clarify that. >> Was that 2005? It was 2005, >> but they weren't boundary to one out there though. >> Well, well, Harvest opened in 2005. So before that, the prior like that spring, we were at Snow Springs. >> Yeah. Okay. >> Yeah, that's the trivia question. When it went from 1 to three, what two schools open? >> Um, well, I'm trying to think. Pony Express, Saratoga Shores. >> I DON'T KNOW. >> OH, I WAS LIKE I WAS BEING LIKE QUIZ LIKE a game show. I was like,

072>> we could look it up, but I didn't. >> Okay. I know the one when we added the last >> the one out in city center um which is the oldest one >> Eagle Valley school that no one would move out to cuz no one would live out there. >> I'll I'll look it up again. >> Okay. >> On page 109, this shows the new district enrollments from the 1980 to the 2025 with the highest enrollment year marked. And it's just put on a graph so that you're able to see the the trend as it is growing. So we assume though there will be a peak in the west 40 years. Just not here yet. >> 40 years. >> Yeah. Could be 10 years, could be 20, 30 or 40. >> Okay. If you'll turn

073to page 10, you can see the high school history and projections in the red up on your screen. It shows the difference from the actual enrollment compared to the projection. So if you look here on 2025 for the American Fork High, we had projected that there was going to be 2,199 students. However, there was actual enrollment of 2,264. So, the difference from projection was 65 students, but it was a decline of 56 students. And you can look at each individual high school on that. This next one, we're going to flip back to page 82 to 91. Sorry, we're all over the place. It is. It's great workout. >> It's making sure that we're engaged. I love it. >> So, these graphs are showing the enrollment history and upcoming projections by school, by cluster. So, you

074can see all the individual clusters. I've just included six up here on the screen because you really can't see them. Um, but in your book, this all the data in the charts is in the charts, but it's also visually on the graphs for you to see. So, if you're wanting to see one of the schools, you can find the the color of the school and then follow it along. So if we let's go to like page 83 the Lehi cluster it's really interesting on you know you can see the things with Lehi high is that purple one and it's got the growth we can see back in 2016 was when Skyidge opened >> so big huge decline >> huge decline and this one back here was must have been when Westlake opened in 2008 2009

075so that was up at 2200 students then Westlake opened um grew grew again like crazy. Sky ridge open and now that that growth has slowed. The slope is a lot less than it was in the previous two growth patterns there. But then we have like North Point, you can see the growth that's happening at North Point and the projected growth. Um so each school is going to be listed there in their expected. And if you do notice on those graphs, the last on the far right, you'll see the projected years and where we see them being projected to go. Now, we're going to go to page 97 in your books. This is the elementary totals by city with the last column showing the increase or decline in enrollment by school by city. You can see

076at the bottom of the screen the total enrollment increase. As you can see for Saratoga or at the bottom of your page, um the total enrollment increase for Saratoga was a total of four students from 24 to 25 by city in those elementary schools. And then if you look just one school, I mean one city up, the total enrollment increase for the Eagle Mountain City was in those elementary schools. Then every other area has a decline. Those are only two increases, right? >> Correct. >> With a total elementary decrease of the 867 on the next page, that bottom line. So if you flip to page 101 in your book, this is the same data displayed visually in the graph. you're able to find the city that you are needing to look at and see the

077growth that has happened. This does not have projections on it. This is just the growth that uh for the last 25 years. If you go to page 103, this is the average school size districtwide by elementary, junior high, and high school. You'll notice trends where there's a decline. This is where new schools open, which results in a decrease in the average school size. So, as you can see there up on the junior high line, which is the pink line, there was a decline in 2010 due to a new school opening. What's interesting here though, like the the high school one um went down with from the average because we took the ninth graders out of Cedar Valley, but the junior highs, even though we added nth graders to both Frontier and Sage Canyon, we still

078had a decline in the junior high average because all the rest went down more than those ninth graders we added back in. Next, if you turn to page 104, this is the average size of elementary school by area. And this is a really messy graph. So, put on hyperfocus lens when you want to find the city that you're looking for. Okay, now we're going to go to page 120 in our book. 120 has the district growth by size as reported by state. Sorted on this page is from largest to smallest. As you can see, the charter schools collectively as a whole are now larger than the public school district. This is first >> this first time they've surpassed Alpine. So charter schools collectively are now larger than >> we're 10% of the state. So 10%

079of charter school. >> Say that again. Just say it again. So if you look back on like in the 24 column we were at 84,757 and they and charters altogether were but now they're 85268 where now if they were one district charters would be the biggest district now Alpine would be second >> meaning charters statewide every charter every charter in the state >> statewide all charter schools >> I thought you meant within alpine >> no all charter schools On page 123 is charter school enrollment including schools that are only in Alpine school districts boundaries and this goes back lots and lots of years to 2002 when John Hancock and Tim opened on this next slide and page 132 of your book. This is the charter school enrollment and growth broken down into the new districts.

080So, we've separated this out into new districts with a total growth of 679 students this year in charter schools. These are students that could have potentially been enrolled in our district but are attending charter schools instead. You can see the growth and decline in each of the individual areas. In the central, charter schools went up 332, south 78, and in the west 269. Okay. On this next slide and on page seven in your book, go all the way back. Sorry. This graph shows the history of projections but also the actual in black. So if you the black line is showing our actual enrollment and then each of the other colored lines are the different enrollment projections for the five five-year period and then in the red on the red line that you can see on

081the right is our upcoming 20 26 to 2030 projections that we're projecting out for the next five years. You can see there in 20 22 and 2023 you can see that the line almost laid over top of the projection line. We were really close those years and then the we had over projected for this last year slightly and we're just below that projection line. Next, if you turn to page 22 and 23 of your book, this is next year's projection. So, this is 2026 projection in red on the elementary chart, you can see those schools that are close to over 1,200. And then on this is up on the screen. Sorry. >> I can call those out. >> So, we have Desert Sky and Dry Creek. And then also Mountain Trails and North Point. Those

082are either just below or just over 1,200. And then on the secondary side in red is showing the largest projected enrollment at both junior high and high school. And that is at Vista Heights and Westlake with our with two schools highlighted in yellow that are just below a thousand on the junior high side which are Mountain Ridge and Orange Jr. and the last column is maybe aware but that projection. So that one that says P OJ minus October at 10125. So that's showing the growth or decline of each school. So for example, if we look at Mountain Trails as a kind of a heat graph, it shows 173 students that we're projecting will be there above what's there this year. So the October one count at Mountain Trails right now is 1,01 projecting it to

083be,74. So you can see on these the majority majority of our schools have the blue going to the left decliny but there are 10 or 10 to 12 that have growth in them. >> So I have a question for you. >> Yes. So in the heart of Saratoga Springs, you're projecting that the three school campus total is going to be 6300 students between Vista, West Lake, and Thunder. >> Traffic is awesome. It's pretty pretty amazing. >> That's what that looks like, right? And then you have Horizon we would add to that, right? So about 64 6500 students. Don't forget there's the charter >> and then you have Lake View and their expansion. So you probably have another 800 to a,00and 1,200. >> So we have 7,500 students attending school in the heart of Saratoga Springs.

084>> Which ones are we counting? Lake Mountain Vista Lake. Okay. I just awesome. >> If you'll turn to page 30 and 31, you'll see the projections out five years. So, this is 2030s projections. Again, in red, I've noted the higher enrolled schools, but also in yellow. Yeah, yellow. >> It's fine. The lower enrolled schools, you'll see that we have some schools dropping in the 300s. um Aspen, Foothill, sorry, Foothill, and then Northridge and Orchard. And then you have your higher schools of Brook Haven. And I highlighted Cedar Valley just because once again, the Brley Farms New Elementary is not open. So those students are potentially projected to be at that school until the boundary adjustment is approved. Crystal, can I ask a question? Yes. >> I noticed in the 2030 projections that you're not showing

085a change to like for example Dan Peterson and Horizon. I get that they're not necessarily like like the K12 differential, but are we not anticipating that as we do have more students come in other areas that we would not see an increase in our special education students as well? >> Is that one just is that one just harder to predict? Yeah, with those we don't have those in our model where we have move up numbers because we don't have them in our model. We don't have them by grade. They're just all listed as self-contained. Um, so we do in that way, you know, our foreign exchange, our special schools, they usually we just kind of keep consistent, but it's a small part. We probably could look at that and say, okay, let's do it by

086grade and start projecting. >> Is there a way for us to maybe look back over the past? I mean, I noticed that I can't remember which page was on, but like I noticed that like was it 729 that was like in 2022 2025 and then there was another one somewhere else like in 2018 like it was like the exact number multiple times. But I'm just wondering right as we're seeing an increase and like I know we've have concerns about the amount of students we've had grow in Horizon and A Tech West and they need their own facility. It's harder to predict those students because it's such a specialized service. So, I'm just wondering if there's a way we can kind of is there a way that we can break down and look back as particularly

087as we talk about whether or not we're going to have a special needs school in the south and whether we need to do that. There's a way we can break that into clusters and show maybe growth and decline trends with that student population so that we can make sure that we have adequate facilities when we're doing one in the south and that we can make sure that like we have the growth understanding in the west. Does that make sense? >> Yeah. >> No, that definitely makes sense. Okay, we can do that. >> Yep. Thanks. Definitely do that. Okay, >> We're almost there. If you'll turn to page 33 and 37. Sorry, we're going to kind of do 2026 and 2030 at the same time. These the book this year now includes projections separated out by

088the new districts. So starting on page 33, you're going to see central district with the actual enrollment for 2025 and then the next five years projection. So you can see in the 2026 projection that we're projecting the central school district to be at 34,329. And then if you go to 39, page 39 and 40 through 43, this is the south district showing their total enrollment projected to be at 22,196. And once again, this is without your special schools. We have been doing some analysis to show exactly where their geograph like where their address is and pinpoint them so that we know about how many students will be entering in those uh Dan Peterson Horizon Tech schools for special schools. And then last but not least, the West starting on page 45 to 49 projecting well

089their projection for 2026 is showing at 26,545. So now we're going to look at this next slide. It's not in your book, but we're going to look at how we did and how close we got with the projections each year. You can see highlighted the total projections and where we were off each year or what the difference was each year. As you can see during 2020 and 2021, these were the COVID years which fluctuated due to the circumstances of uncertainty and projecting. We didn't know what students were going to come back, how many students had left during that time. If you look down below, we have taken the average and the absolute percentage for all of these. And you can see that we're pretty accurate in projecting overall. And we continue to acknowledge that we

090project down to the school level and even down to the grade level for each of these schools, but we continue to look at them individually just so we're knowing where the growths are and where they're coming from. Any questions with this since it's not in your book? It's just up here on the slide. And that concludes our presentation. Any other questions? That was impressive. That was impressive. Thank you. >> Okay, thank you Crystal. Um, first run through was awesome. >> Um, thank you Jason and the team for adding some additional clarity for the premium districts. I think some of those charts were very very helpful >> and will be informative as new school boards start doing their work and so thank you for adding some of those things to u this this book. Um Alpine

091has a history. I think Alpine still is the one of the few districts that does a comprehensive analysis and projection to this level of detail. And so just um if we know the students that we need to serve um it can inform the number of teachers who need to serve those students and the number of schools we need to build. So it's a great tool for board members in their stewardship as they represent um uh those who elect them. So thank you to the team and Julie back to you. Okay. So we are adjourned until board meeting at 6 o'clock. Thank you. and I'm going to call the board meeting to order. Uh we're going to start off with uh the pledge of allegiance that will be led by Cammy Harper and then our inspirational

092thought or reflection will be given by Matt Row. Please join me in the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Hi everybody. My name is Matt Row. Um I'm the director of East Shore online and I appreciate the opportunity to be here tonight. Um as I was given the opportunity to to give an inspirational thought. Um, I loved the chance that I have to be able to look at my last week, at my last month to see what I want to talk about and and that's a a great joy to me. Um, what I want to talk about or what the quote that I want to give is

093about confidence. It's something that I have uh studied a lot lately and I really want to be able to um help students become the most confident that they can be and I really and really earn that confidence. Um, what I where I want to quote tonight is from a book uh that I love called the Matheni Manifesto. And there's a baseball player named Mike Ma Matheni. Uh, and he was a player for the St. Louis Cardinals and then he became a manager for the Cardinals and in between that time he was a youth baseball coach. So, you can imagine the differences in his life of what what happened there. So I um uh he gave a a story uh about when he was playing catcher and he called the pitches as if you know baseball

094the the catcher calls the pitches for the for the pitcher and he did that uh only as a professional. So all the way through high school and all the way through college he never called the pitches but he had one coach in college that made him do it. And then when he got to this youth team, he made his 12year-old call the pitches, which is kind of not not uh the norm. And it put that catcher into a a spot that he didn't know what he was doing. So I brought the book, even though I won't read from the book. Uh I had to print something off so I could see it. Uh so that's fun. Um so his quote is this. Confidence isn't something you're born with. It's built through deliberate choices and experiences.

095As a coach, and you can substitute any type of uh educator in there, teacher, any type of mentor, the greatest gift you can give a young person is the opportunity to own their decisions, even when they're tough or the outcome is uncertain. Let your catcher call the game. Trust them with the responsibility. Prepare them through repetition and step back. When they succeed, it's theirs. When they fail, it's a lesson, not a condemnation. This is how you instill confidence that lasts. Something that I want uh my uh as an educator, I want to instill confidence into students um and instill confidence into the people that I'm able to lead in in any capacity. So, the message tonight is let your catcher call the game. And that's my time. Appreciate you. Thanks, Matt. We appreciate that. Um,

096now we are on to our recognitions. As the board of education, it is important for us to recognize various accomplishments made by students, employees, and patrons from throughout Alpine School District. As we honor the individuals and groups this evening, we acknowledge the families and others who have helped them achieve their goals. Thank you for the support you have offered to those. be recognized at this time. We appreciate your attendance here tonight. Um, after all the recognitions are complete, you're welcome to leave if you have other obligations this evening. It's not considered rude or anything. It's totally okay. Um, so to start off with, um, Alpine School District is thankful for so many teachers and staff members who excel in making a difference for students, parents, colleagues, and others. Tonight, we would like to recognize nominees

097who have been selected to receive the Alpine School District Rise Award, which stands for remarkable, inspiring, selfless, and encouraging. Um, our first recognition tonight is Teresa Jones from Eagle Valley Elementary. So, we'd like to invite Teresa Marian and principal Tommy Freeman to come forward. So Teresa was nominated by Marian Klene who is a parent. Marian wrote, "Teresa goes over and beyond for her students. Just this week, my daughter said her teacher has a drawer with sweatshirts, so if students get cold and forget theirs, they can get one to use for the day. When my other daughter had her a few years back, she went through a hard time and going to school was a struggle. Teresa always checked on her and made my daughter feel safe and loved. Thanks, Teresa. Our next next recognition tonight

098is for Margot Solero. She's a teacher at Vista Heights. And we invite Margot um who is nominated by Jodie Lindseay and then assistant principal Pat Faucet to come forward. Jodie wrote, "Margot puts her whole heart into teaching French at Vista Middle. Her classroom is fun, welcoming, and full of energy. She makes learning a new language exciting and possible for everyone. She spends hours preparing creative and fun lessons and organizing culture activities like a cheese and bread deos station to give her students a true taste of French culture. She is outstanding, dedicated, and kind-hearted. Her students are truly lucky to have such a wonderful teacher. Thank you. Okay, for the next recognition, we'd like to invite uh Michael Visker and Amo Haulingworth and Principal Kirk Johnson to come forward. AND UH AGAIN, Michael's a teacher at

099American Fork High School and was nominated by Emil Hullingworth, a parent. Am I wrote, "My son deals with extreme anxiety, and Mr. Visker was willing to meet my son one-on-one to answer questions my son had." Mr. Visker suggested some ways for my son to be able to handle himself when feeling anxious. One suggestion was to temporarily not allow my son a hall pass for the next few weeks to help him stay in class. He was clear that it was not punishment, but a way to help him stay in class. My son agreed and felt heard and supported. My son came home feeling respected and even better, he's succeeding in the class. Okay, next we have a award for uh Eastshore online uh Ashley Smith at the help desk nominated by Cara Cara Lan Hippen. And

100we'd like to also invite principal Matt Row to come forward. Okay, great. Um, Carolyn wrote, "I wanted to nominate Ashley because she's so kind in every interaction. She's the type that builds everyone around her. She communicates, trains, and interacts in the most uplifting ways. Since my first day of working at East Shore, she's been patient, helpful, understanding, cheerful, and a great communicator. She's just plain delightful to be around and I want her to know that she makes a difference. >> Sorry about that. I was just caught up in the moment of celebrating all these wonderful people. Um, we would like to invite up uh Ryan Payne and um also principal Todd Dawson if you'll come on up please. And Sherry Bry Sherry wrote, "Ryan has been helping students of Lone Peak as a math tutor

101for nine years. He shows up every day, steady and dependable, ready to support anyone who needs him. Students know they can count on him, and many regularly come looking for his help. He's patient and kind, even when several students are asking for his attention at once. Ryan often skips faculty gatherings because he's still with students, which means he doesn't always get the recognition he deserves. And we want to take a moment to thank him for the quiet but powerful impact he makes every day. Congratulations, Ryan. Next, we have Grace Fluki, a bus driver, and she was nominated by Lori Gilbert, who is an employee. So, we'd like to invite Grace, Lori, and transportation director David Lugwood to come forward. >> They're not here. Just kidding. Well, I'm going to tell you about Grace. Um, Lori

102wrote, "Grace goes the extra mile to make the life skills students on her bus feel welcomed and loved. She bought them pillows to make their ride more comfortable. She always decorates her bus for the holidays and seasons to make it more fun for the kids. She has fun music playlists and each day a different student got to pick the music. She was always so helpful and accommodating when my child was having a hard day. She would get off the bus to help him and encourage him to get on. She would walk him to the door when he wanted her help. She would fight for what what was best for the student. She is a true gem. So, thank you, Grace. an Sorry. Use a step. Thank you. It's not very often that board members get

103to recognize their friends And so tonight is special for me. I would like to invite um Eric Woodhouse up and Derek Farns and we invite Russ Anderson up and come on for ladies and gentlemen. This evening, we are honored to recognize Officer Russ Anderson for his years of dedicated service to the Alpine School District and the community of American Fork. Russ began his school resource officer career at the high school in September of 2008 and served there through January of 2019. and he remembers that time in his life as uh having a deep connection to students and they loved Officer Anderson. Um his kindness and professionalism and genuine care have made a lasting difference in the lives of so many young people. Beyond his daily work in schools, Officer Anderson Anderson has led the Citizens

104Academy for several years, bringing community members, including district office staff and board members into a deeper understanding of law enforcement. His leadership of that program has strengthened partnerships and a built trust between our schools and police departments. And now he is going to be retiring from the police department. and we want to express our deep, deep appreciation for his years of service, his commitment to safety, and the compassion he has shown to everyone he has served with. Officer Anderson, thank you for your example, your heart, and the countless lives that you have touched, and we wish you the very best in your retirement. You truly have made a difference. And also, ladies and gentlemen, tonight he's not just being recognized for his years of service, but he's also received a diploma from American Fork High

105School. Can we invite the American Fork City uh mayor and those that are with American Fork City to come and stand in this picture with Officer Anderson as Oh yeah. >> Are you All right. Thank you, officer. Finally, uh we do want to take just a minute to recognize some state championship teams that have brought a great deal of honor and respect to our district. Starting out with my own Mountain View High School, the 4A boys state cross country champions, Lone Peak. Sorry, I'm There's like five of them, so let me do them all and then we'll clap. Lone Peak 6A Girls State cross country champions, American Fork 6A Open State Marching Band Champions, Lone Peak 6A Scholastic State Marching Band Champions, and Pleasant Grove 5A Scholastic State Marching Band Champions. Some kids have been

106very busy and diligent. Let's give them a hand. My favorite part of the meeting like and we're done. Um we actually are going into a public hearing now. Okay. We declare the public hearing open for the potential boundary adjustments between Lehigh Elementary, North Point Elementary, River Rock Elementary, and Snow Springs Elementary. A signup sheet was available prior to this meeting to allow patrons the opportunity to speak. Those living outside of ASD and those who were unable to sign up before the meeting can submit written comments at alpineschools.org/schoolboard. Okay, I forgot I have to close this meeting before I open another meeting. Okay. So, do I have to do a motion and a whole Okay. So, I mo um I make a motion that we close this meeting. >> I'll second it. >> Okay. Uh motion

107by board member King, second by board member Bon. Any discussion? All in favor say I. I. Any opposed? Okay, that passes unanimously. Now, I'm going to motion that we open the public hearing. >> I'll second. >> Okay, so we have a motion by board member King, a second by board member Lincoln. All in favor, please say I. Hi. >> I now declare the public hearing open for the potential boundary adjustments between Lehigh Elementary, North Point Elementary, River Rock Elementary, and Snow Springs Elementary. A signup sheet was available prior to this meeting to allow patrons the opportunity to speak. Those living outside of ASD, and those who were unable to sign up before the meeting can submit written comments at alpinechools.org/schoolboard. As you are called, please introduce yourself by stating your name and what city you

108live in. You'll be given up to three minutes to speak. While the board does not engage in a discussion during the public comment period, they may arrange for a staff member to communicate with you later. Okay. So, first up we have Becca Jane Wait, followed by um Janalie Ferness Furnesses and then uh next would be Paul Jones. So, Becca, >> I am here. My name is Becca Jane Wade and I live in Lehi, Utah. Lehi Lehi. Okay. So, thank you so much for um hearing us here. I work at North Point Elementary and I live within the boundaries of North P Point Elementary as well. Um I wanted to express my support for option A of the elementary school boundary. We are currently so overcrowded. We are the pressure that faculty feels is strong. We

109are grateful for a more equitable boundary division for North Point, River Rock, and Snow Spring. Our hope is that the new elementary will be fasttracked. Even with option A boundary change, North Point will still have an increase um as there are neighborhoods still building homes and highdensity properties that will add students to our school. I encourage the passing of option A and a speedy approval of the building of Cold Springs Elementary to help with the growth in our area. Although my three children have long since moved on from North Point Elementary, um I remember wanting to attend all of the programs, all of the awards ceremonies at North Point Elementary. And with the current student body, we are really having a hard time and um trying to balance the amount of instructional time that's happening

110in the other school with also accommodating several um performances so the parents can come, but we also don't have the parking and and it becomes a real stressor for the community and for the teachers. Um so I appreciate the boundary study and I appreciate the boundary um option A that is um going to be really helpful to our school and with a hopeful um speedy building of a new elementary school to um in with the increase that's happening in our area. It will be wonderful. So thank you for your support and for listening. Appreciate it. >> Thank you Becca. Um next up we have Jan Lee followed by Paul and then Candace Jones. Um, my name is Jenny Lee Fernes. I am the PTA president at North Point Elementary in Lehi. Um, because of my

111position, I have been able to get to know the needs at our school. However, I'm not speaking on behalf of anyone but me as a mom. Um, for those who may not know our school well, I'd like to you I'd like you to imagine um the feeling after a big Thanksgiving feast. We are full. Um, we are bursting at the seams and we are simply just cannot uh keep going like this without something giving. Over the last several weeks, I have spoken to many families across our school community, making sure I hear people's thoughts from every neighborhood in our boundaries. We all understand that the plan will not make everyone happy, but we do believe that we can meet in the middle and make decisions that are best for our children who will be affected.

112The current study makes sense based on how it is mapped. But even with students shifting from other schools, projections show that it will be just for a few years and we'll be right back to the overcrowding we are experiencing now. That is not sustainable. We urgently need Cole Springs Elementary to move forward, breaking ground as soon as possible and opening by the fall of 2027. And we need an updated boundary study that includes this new school. I strongly ask that families slated to attend any other school than Cold Springs make their transition in the fall of 2026. But for students who will eventually attend Cold Springs, please allow them to stay at their current school until that building is ready so they only have to move once. My own neighborhood has been the bouncing ball

113from Lehigh Elementary to Snow Springs Elementary to North Point Elementary to River Rock Elementary and then back to North Point Elementary in just about 12 years. Some kids adapt, but for others it is truly devastating. I personally would like to stay at North Point. We have fought to get crossing guards and other safety options in place. I do not have another I and do not want to add another bounce um to our already long list we have. I approve option A. Let's open this new school, get a new study done so many of these children only have to move once. We can make things work one year if it means a long-term stability for many of these uh kids in our community. Thanks for your time and consideration. Next up, we have Paul Jones, followed

114by Candace Jones. >> Thank you. Uh, I'm in the North Point boundary. Uh, I just want to draw attention to the primary goal of the schools is to educate our children. It's so crowded. There's a lot of time lost as children move from place to place. the lunches, so on and so forth. Like it the point being it's hard to educate our children because it's so crowded. It would be best if we can reduce that significantly. But for now, this is a good step in the right direction to reduce the class sizes. Well, to reduce the amount of kids in the building so that the uh education can be optimized the best way. Um, there are a lot of other things that would be nice if there were less people, but the real key is

115the education of our children. So, that's all. Thank you. >> Candace. >> Hi, thank you. I'm Candace Jones. I live in Lehigh, Utah. I am in North Point boundaries as well. Um couple of things. Uh first of all, um this boundary study shows that we have a huge amount of students. Um even with adjusting the numbers, we're putting three schools at 900 to a,000 students. Uh the board has focused on a lot of closing schools that are under 500. I would ask the board and the future boards to consider what happens when we reach over 800 students like how does that impact a student's education. I know that one of um the things that has been defined as success with this schoolboard split has been to make sure that the students aren't feeling it. And

116I'm here to tell you that the students are feeling it at North Point. My own child is in the ALLL program and there are eight classrooms that have been moved out into trailers. There is 31 students that are in sixth grade crammed into a little trailer classroom. And if you were to go in there, you could see exactly how this is impacting their um ability to have a a great experience this year. Their teacher is fantastic. Our teachers are fantastic and they are doing all that they can, but because of this overcrowding and because we're adding more and more trailers, um it does make an impact on these children. Not only that, our Christmas sing was cancelled as far as being able to have parents come. Um that impacts my family. Um we've been advocating

117this for a couple of years. This should have happened two years ago, this boundary study. So, I would ask that not only is this boundary study a an indication of the need of building Cold Springs, which I know this board perhaps doesn't have that jurisdiction, but to make sure that that gets communicated to the new school boards that are coming in place. Um, because that takes in 600 students that would be able to fulfill a whole another elementary school. Um lastly, um I asked for current numbers. North Point is at 1,124. River Rock is at 9116. Snow Springs is at 719. Again, look at the the point that we're closing schools that are less than 500, but we're not making any a you are making action. and I apologize, but thank you for making the

118action to look at how we can alleviate this overcrowding that is in our area. And um I thank you and I I do appreciate the map that was proposed because I think it is a good temporary um solution to being able to allow our students to have um a great experience. Thank you all for your participation. Um, I declare the public hearing closed and then we're going to reopen the board meeting. I don't have to like motion that, right? Okay, cool. We're just reopening. Okay, fantastic. Um, next up on the agenda, we have community comments. We actually didn't have anyone sign up to participate with those tonight. So, uh, we're moving on to the approval of minutes. Do we have a motion to approve the minutes? >> I move that we approve the minutes. >>

119A second. >> Okay. So, we have a motion by board member Wilson and a second by board member Peterson. Do you have any discussion? >> Seeing none, all in favor, please say I. >> I. Superintendent. >> You've received the claims for the month and would recommend that the board accept the claims. >> Do we have a motion to accept the claims? I move that we accept the claims. Second the motion. >> Okay. So, we have a motion by board member Baitman and a second by board member Clement. Any discussion? Seeing none, all in favor, please say I. >> I. >> Um, next up, superintendent. >> Routine business items uh that are included for the public. Uh this includes a a summary of budget transactions, revenues and expenditures, uh summary of our Alpine Foundation's work, uh

120report on personnel hiring and releases, a report on LEA specific licenses, and then a couple of schools that needed amendments to their trust land plans. And I would recommend the board approve the routine business. >> Do we have a motion? >> I move that we approve the routine business. I'll second. So, we have a motion by board member with a second by board member Lincoln. Any discussion? Seeing none, all in favor, please say I. >> I. >> Any opposed? Okay. Um, next up we have our action items. Superintendent, >> we have two action items tonight for the board to consider. The first is our uh annual comprehensive financial report or ACTUER. and um we reviewed that in detail in the study session. Thanks to Jason Sunberg, our business services team for their their work. Our

121external auditors came and presented the audit report. Um and uh would recommend that you approve following uh any remarks that our business administrator would like to share. Jason, >> Thank you, Superintendent. Um I think the highlight of or just the key point there is that um the audit came back um favorable clean. We also came under budget in our fund 10 our general fund. Um, so we were able to add a little bit of fund balance uh to the fund balance there and everything is in. >> Thanks, Jason. Rich, would you just click on the link so those here in attendance um this is available uh on the website if it isn't uh already. It's a very healthy document that board member Wilson's hanging up. Um yeah, just the financial report there. Perfect. And you

122can find this on business services. Um if you go to Alpine's website under departments, you'll see this as well as there's um just a a tremendous amount of resources there that highlight some of the great work done by your team. >> Oh, I just have a point of clarification. Should we be making a motion to approve the um afer or to accept the affer? >> Okay. So, do we have a motion to approve the aer? >> Move that we approve the FY25 annual comp comprehensive financial report. I'm not going to try to say aurf, but uh that's my motion. >> Thanks, Mark. Okay. Do we have a second? I'll second it. >> Okay. So, we have a motion by board member Clement, a second by board member Bon. Any discussion? >> I just wanted to

123say how impressed we are once again at how much um of our resources are pushed into the classroom and how much is invested in people, our teachers. And once again, I think the number was like 89. It was it was a very high number. And I think that we also see the results of that in our graduation rate, which is 94% higher than the state average, higher than the national average. And thank you for getting those resources to our classrooms. >> I wanted to also jump in and just say I was impressed with our attendance rates, which were up around 96%. I know that a lot of districts across the state are having trouble with attendance and I particularly appreciate the parents who make sure that their kids are here because uh um it's so

124difficult for a teacher to try to help a student catch up when they're not in attendance. >> Any other comments? Okay, seeing none, all in favor of approving uh the FY25 annual comprehensive financial report, please say I. >> I. I. Any opposed? Okay, looks to pass unanimously. >> The next action item we have is consideration of resolution 2025-16. This is a uh community reinvestment agency project um known as Sweetwater CRA. It's located in Eagle Mountain and um really is um a $500 million project to invest in the community. Um appreciate uh the negotiations that have taken place. The board has received uh both the financial plan and the proposed um resolution language. There are a couple of changes that I would like to highlight. So if the board is supportive, um bottom line is we're

125taking range land and converting it into a commercial investment which the west needs. Couple of highlights. Um there will uh be contributions um by the entity back to each of the u two new school districts. Um again, it's about a half a billion dollar uh project. um and will I think be a great strength um both to the city of Eagle Mountain um currently the Lake Mountain School District uh pending either ratification or change in name and Utah County in the state of Utah. Um the couple of changes I want to highlight um is in section six of the agreement that the cap or the total payment to the agency for personal property tax be reduced from 65% to 63% for the first five years. And then the total tax increment generated and paid per

126phase or a cap that cap um be reduced to 82.273,67 and for the total project be reduced to $493,641 um,645. So those are couple of changes to the caps basically lowering the cap and lowering the percentage. Section eight in the agreement strike section 8 in its entirety and then renumbering the remaining sections. So those are the changes that I would recommend if the board is supportive pending your questions approving resolution 2025-16. Um, I also want to recognize Evan Barrett is here from the city of Eagle Mountain. So, appreciate you um being here, Evan, and uh your participation in in this process. Um, I'm going to make a motion that we approve resolution 2025-016, the project Sweetwater CRA with the following amendment. Section six, the total payment to agency is amended to state that rather than

12765% of the annual personal property tax for the first five years is remitted to the agency, 63% instead is remitted. Additionally, total tax increment generated and paid to the agency is amended so that instead of a perphase not exceeded total of 83,583,512, the amount should be 82,273,67. And instead of a projectwide not exceed total of $494 million um1,073, the amount should be $493,6416 $641,645. Additionally, section 8, no impact fees to be removed from this agreement and section 9 pilot payments become section 8 and so forth. That is the motion with the amended language. Do we have a second? >> I'll second. Okay. So, we have a motion by board member King and a second by board member Lincoln. Any discussion? Um, sorry. I'll just Evan, just appreciate it. Um, this has been in process for

128several weeks now. I appreciate the fact that the city and um the entity involved worked extensively with us um to take into account the needs of the new school district as well as to be cognizant of the needs of other districts. So, I appreciate the partnership in that. Um, I appreciate the fact that it's been aggressive in reducing the property tax abatement as well as the person like the real property tax as well as the personal property tax. Um, we've talked a lot about how there is a lack of commercial development particularly in Eagle Mountain and Saratoga Springs. We refer to them as bedroom communities where people live but don't necessarily work which is a little bit of a challenge when you are facing something like we talked about earlier where we've had essentially a

12950% increase in student enrollment from 2020 projected through 2030. Um we have a extensive need for new schools which means a lot of money to purchase land and a lot of money to build schools. Um, this is a partnership that we very much value and appreciate that the city and and the the business entity have been willing to work with us to make sure that the needs of our students, our employees, and our families are priority. So, I I appreciate that. Um, she won't appreciate this, but I want to just uh call a little bit of attention here. President King does an exceptional job of advocating for all our students. And so in this process um this partnership was able to secure um scholarships for all three of the new districts. And so that's probably

130not something that's going to go far and wide. So tell your friends it's an incredible thing that they were able to make happen for our students and I appreciate her work. >> Okay. Uh any other discussion? Okay. Seeing none, all in favor of appro approving resolution 2025-16 with the very lengthy amendment I made, please say I. >> I. >> Any opposed? Okay, that passes unanimously. Thank you. Uh, superintendent. >> Okay, thank you. We've got a few policies. Would invite our legal counsel Craig Brinkerhoff to come up. Um, policy 410 is LEA specific teacher licensing. Policy 5206 is uh GED pathway uh policy required for our students to take advantage of that. Um he'll go over that. Policy 5185 is a new policy uh on uh ESI restraint and seclusion. And then policy 4405 is medical

131surgical and extended health benefits. Craig, >> thank you uh superintendent. Um so just starting with policy 410, this is one that we've been updating um with updated statute and rule um so that we can offer those LEA specific licenses to areas that we have need. Uh we worked on this with HR um Kevin Thomas specifically to make sure that we were meeting their needs and and meeting the needs of uh the schools with doing these LEA specific licensing. Um so with that uh we would recommend this policy for uh your approval. >> Okay. Do we have a motion? >> I move that we approve policy 4010 LEA specific teaching licenses. >> We have a second. Okay. So we have a motion by board member Lincoln and a second by board member Baitman. Any discussion? I

132just had one quick question. Um Craig, there's an exception uh when it comes to special education. You want to just explain that? >> Yeah. So, uh my understanding is that the special ed just really doesn't qualify for this. There's other requirements that they have and need. Um and so that's why they're ex um pulled out. >> Yes, please. >> It um actually is in federal um federal code that the teaching pathway for special ed teachers is different. So, it's just matching state code um in the language of our policy that's required by federal law. >> So, even though it's listed as one of the categories, it really is an exception. Okay. >> Any other discussion? Seeing none. Um, with a motion by board member Lincoln and a second by board member Baitman. All in favor

133of approving policy 4010, please say I. >> I. >> Any opposed? >> Okay, that looks to pass unanimously. >> Back to you. >> Thank you. So, the next next policy is a new one, 5206. We've been in the habit of retiring policies, not creating new ones, but this one was one that that was of importance to us. This is a new option, an opportunity that's available to students where they can take uh essentially the GED and get uh credit towards their diploma so that they can use some of those credits and get actual high school diploma, not just the DED GED. Um we're doing this as a as a pilot option with some of our schools and those schools will then have to submit an application to USB to get approved. Um, but we are

134excited to offer this potential program to some of our students and so we'd ask you to approve this policy. >> Thank you. Do we have a motion? I move that we approve policy 5206, focused graduation pathway. >> Okay, we have a motion by board member Wilson. Do we have a second? >> Okay, we have a second by any >> I just want to point out that this is meant for um students who are juniors and seniors and are significantly behind in their credit acquisition, but who can through preparation for a GED GED test um test out of a lot of the uh credits that that are required for graduation. I was in an SEC meeting uh this past week where there were parents cheering about this potential opportunity because for some kids this opens up

135the path to a normal graduation with every um bit of uh validation um even though they have circumstances in their lives that may have put them way behind. >> I really I don't know if my microphone's working. I just got to get really close. Okay, this feels weird. I really appreciate this policy. I think anytime, especially with our teens, if we can give them second chances, third chances. However, we can help them succeed, especially with a high school diploma, it's a huge barrier to entry in the job and labor force. I think anything we can do to help them, especially when they're struggling, is wonderful. And I I really like this policy. Okay, so we have a motion by board member Wilson and a second by board member Bon. All in favor, please say I.

136I. >> I. Any opposed? Okay, that appears to pass unanimously. Uh, Craig, back to you. >> Thank you. Our next policy is 51.85, uh, the use of emergency safety interventions. Uh, this is also a new policy also based on, uh, updated statute with regards to ESIs. And so to comply with that statute and also to allow some of the uh the ESI options to all schools, we've had to create this policy and create some uh clarity around what an ESI is and when it when it's used and what the procedure is. Uh it also to help alleviate some of the concerns in our schools um about ESIs and and what they all entail and what's allowed and what's not allowed. So, we've tried to provide that clarification in this policy. I believe you guys saw

137this one last month, even though I wasn't here. Um, one of the things that was asked for is that we u put citations next to all the different areas within the ESI. And so, we've done that. Um, we've cited to all the different areas throughout the policy uh where it references to statute. And so, we believe that this one's now ready for your approval and we would recommend it for your approval. >> Thank you. Do we have a motion regarding policy 5185? I move that we pass policy 5185, ESI restraint and seclusion. >> I'll second. >> Okay. So, we have a motion by board member and a second by board member Lincoln. Any discussion? I just really appreciate the citing of the code so that if changes are made over time, we can track them

138and follow through and make sure that we are in compliance with state regulatory uh measures. >> All in favor of approving policy 5185, please say I. I. >> Any opposed? That appears to pass unanimously. Craig, >> thank you. So our our last one for tonight is 4405 medical surgical extended health benefits. The updates that we did to this policy and we'll have another one for you next board meeting um that is similar with a different class of our employees but uh the updates to this really is to match the uh our healthcare benefits and the contract that we have with them. So, it talks about when the employee is covered, when they start their employment, and it's they become covered the first of the next month following their employment hire date. And then when they

139leave Alpine School District, regardless of when they leave, they are covered with their insurance benefits to the end of the month in which they leave. And so, we wanted to clarify that. Those are the main changes to this policy, and we'd recommend it for your approval. >> Thank you. Do we have a motion regarding policy 4405? >> I move that we approve policy 4405, medical, surgical, and extended health benefits. >> Do we have a second? >> Second. >> Okay, so we have a motion by board member Lincoln and a board me and a second by board member Wilson. Any discussion? Um, again, I just appreciate that this now matches we've codifi codified our um current practices of what we've been doing and now it's clearly spelled out so it's clear. >> Okay. Um, all in

140favor of approving policy 4405, medical, surgical, and extended health benefits, please say I. >> I. Any opposed? That appears to have passed unanimously. Superintendent, um, we're on to the membership report. you have the most current membership report ending October 31st. Just want to note a couple of things for those of you that were able to uh attend study session. Crystal Michaels and our business services team and Jason Sunberg went through a very detailed enrollment projection book talked about the different uh pillars or foundational data sets that are used in projecting uh those. This is actual comparison data from October 1st to October 31st. And then it compares in the far right column the projection versus the current report. Couple of things I wanted to note. Uh Liberty Hills in Lehi was the had the greatest

141differential from October 1st to October 31st. They were plus 13 students. At our junior high level middle schools, Lehi Jr. had the greatest differential from October 1st to October 31st, plus 14 students. Um, two of our high schools had the same differential, Cedar Valley High School and Oram High School, they were plus 13 um in one month. And then one of the questions that came up in our study session about Dan Peterson, our special school, I just wanted to note um the um data versus 2025 Dan Peterson was plus 18. So I know that was a question about growth and that we don't do projection on our special schools. We talked about why, but when you look at this report and you go down to the special schools, you look at Dan Peterson, there are

14218 more students this year than last year. So, there is significant growth at those special schools. >> Thank you for that, superintendent. Appreciate that. Um, next up we have board member and superintendent reports and information items. Uh just a reminder to our board uh for your master board certification and getting that done before December. I've sent a few reminders, but just uh it'd be great. And our business administrator and our superintendent as well. That'd be great for January when we're up at USBA. Also, um I just thought it was so great tonight to be able to recognize Russ Anderson. And it's I wish a lot of the districts throughout our country could see the amazing relationships that we have with our our police force, our local police officers. And it really is such a wonderful

143thing that they rub shoulders with our kids and our kids act differently and they teach classes at our school. And um he's been spectacular. One of the things that uh many of our cities offer is the citizens academy. If you haven't heard of it, you can go down to your local police department and even ask if you can uh participate in one of those and you have officers for six weeks. Is it six, Eric? I can't remember how long we did it for. Is it about four? 10. It was 10. Wow, that flew. Uh 10week course and you get to sit with these officers and you learn uh so much and have a greater appreciation for everything that they do. And so I'm just grateful that Alpine School District really does honor our relationship that

144we have with our SRO's and that's important to us and we feel that they make a huge difference with the kids in our community. So I want I wanted to recognize that um since we last met we've had elections and so the work of uh three new school district boards um is underway. Um, and I just wanted to announce for the temporary the Tempanogus uh area in the south, the new school district, we will be having our swearing in ceremony on Tuesday, a week from today, November 25th at 400 PM in the Oram High School Media Center. That's going to be a a a small family and friends swearing in ceremony followed by a our first board meeting at 5:00 pm in the Oram High School little theater to which our public is invited. I

145know that um we've waited for this for a long time and and some things are in limbo while these boards um take take place and take their um oath of office and this is an exciting time. So invite those in the south area to participate. Um I just wanted to uh express my gratitude to the whole business services team, especially Crystal for the presentation about the enrollment projections. Um, it's one of my favorite days of the year. And I appreciate all the work that goes into it, the detail behind it, and how intentional it is about making sure that we can predict and look at information and make the best estimates about what we're seeing coming, whether that's a decline, a stability, um, or growth, so that boards can make informed decisions. So, I'm just

146incredibly, um, I know that is a very extensive project, and I'm just incredibly grateful for the work behind that. Um, I also wanted to give a shout out to Derek Farns and Eric Woodhouse. We're in the midst of three boundary studies and that has meant public hearings, lots of public comments. It has meant um, you know, open houses. Um, it has meant maps, maps in the backs of cars and easels and all kinds of fun things. Um, I just want to recognize that there's a significant amount of work that goes behind that. That there are committee meetings and discussions and principal meetings and parents and community members and I just appreciate um it's always a challenge when you do a boundary change and the greatest challenge is everybody loves their school and it's the greatest

147problem to have is that nobody wants to be moved because they love their school so much. Um, and I think that's a huge testament to the teachers in the building, to the administrators, and I just want to express my gratitude for everyone who's participated in those boundary studies because, um, it's been significant as we've looked at making the right moves that will hopefully serve long term for families as much as possible. Um, just to share information about the other two board meetings, Lake Mountain School District, um, that's made up of Saratoga Springs, Eagle Mountain, Ced, or Fort and Fairfield, will be having their swearing in on November 25th at 6 PM at the Saratoga Springs City offices, the old ones, not the brand new ones. Um, and Aspen Peaks will be meeting um, on November

14825th at 7 p.m. here in the district office. So if you want to come and support either one of those districts, those are the times and locations for those events. Superintendent. >> Yeah. And that was that was a change. And so you know my motto se Gumby always flexible. So um there's a lot of that needed and as a middle child I can I resemble that remark hopefully. All right. Um Alpine by the numbers. I want to talk about some student data. uh uh this is something again a priority of the board and something that's very important to me. Our focus is students and their learning and supporting them. And so want to just highlight thanks to Jason Croin, his team, uh Joel Perkins, um so many others, but just want to highlight some data.

149Rich, if you'll go to the next, this comes from our trip C survey. Um students can choose to participate or not. If you'll go to the next slide. Um this survey gathers feedback about, you know, experiences. How are you feeling about school? A and what are some of the things that that keep you coming to school and what are those key conditions that we want to cultivate and develop and attend to? Safety is a big part of that. We've had some issues in our community with safety and I've heard a lot from both students and from parents and community members. And so I wanted to share this information coming from our students. So next slide. Um, this is our strategic plan for those of you that may not be aware. Uh, we also call it

150the coherence map. It's interchangeable. Um, but if you look at the bottom of page one, it talks about three goals. We want each school to set achievement priorities in three areas. a studentwide achievement goal, a student group or a subset of the students at that school. Uh an achievement goal that we can hold ourselves accountable to help our children learn at their highest levels. And the third thing is a student connection goal. That's where this triple C survey comes in. And it's more than just connection peer-to-peer or adult to student. It's about connecting with content and the passion and the inspiration that comes from being excited to learn every day coming to school. So here's the scale on the left in the elementary schools. Anything basically 4.0 and higher is a good score. If you

151look to the right, we had 63% of our students participate at the elementary level. Every score is 4.0 or higher. I'm very pleased that our students are saying in these areas we're doing pretty well. However, there's a couple of things. Go back, Rich. I just want to highlight and again I think this is something in our community this fall. September was a rough month. It just was. It was hard on all of our teams, our families, our teachers, um our counselors, our professionals that support um and safety is the lowest score here. So, there are some things I think we can do to improve that. Um and we're going to talk about more uh um in future meetings about that. So, go to the next slide. Um I wanted to highlight both an opportunity to

152improve and then something that we want to sustain that's really good. So again going to safety the the lowest score 3.61 in the average was I feel safe to share my thoughts in class. What what would it look like if every student in every class felt safe to share their thoughts on any topic at any time with their peers and their teacher and an aid or whomever. If that was a 5.0 I know that would be pretty remarkable class and those classes that you have attended that you have felt that completely safe to share and engage. You know what it looks like? How would it be if every class was like that? So we have some work to do here in that area. But I want to celebrate a high point. It is important to

153include people who are different than me. 98% of our students say, "I see someone and I need to include them." That speaks to our parents, our families, and the human beings we have in this community. I'm really, really proud to see such an amazing score about caring for others. Next slide. Um, again, uh, opportunity to improve. When life is hard, I stay strong. Some of us when we're dealing with hard things um we're not as strong as we want to be or would hope to be. 88% of our elementary schools said um they scored a three or higher. The total score 3.82 again below that 4.0 benchmark. um we have some opportunities to build resilience and strength in in our students and and uh I know as teachers, as leaders, that's something that we strive

154to do is give them examples and and tools to help stay strong when things are hard. Um but I want to celebrate also. I try to help other people feel better when they are sad, angry, or upset. You know, we had a tragedy at Canyon View Junior High this year and um I was on the phone with a principal and this was the day after that. It was particularly a rough day. We chose to have school and I was on the phone with the principal checking in and he said, "Uh, superintendent, I I need to to to pause for a minute. There's a student that I can see out my window that's sitting by themselves and I'm worried about them." And then he said, "Wait, wait." Another student came and sat down and put their

155arm around that student. That's what this score is about. I try to help other people feel better when they are angry, sad, upset, or dealing with a horrible tragedy. 94% of our students say they help others feel better when they're experiencing difficulty and challenge. So, super proud of that. Secondary is the next couple, I think. Uh again, 3.5 to 4.5 um is uh where we're going here. Instead of a 63% 51% participation, again, some some really good scores um but opportunity in the connection piece. And that's something even though we've been deliberate and intentional in setting connection goals, there is opportunity for here for us uh as educators to improve. Um not just connection peer-to-peer or again adult to student, student to adult, but also to content. Um so next slide. Um the low score

156here 3.62. My classroom feels like a safe place for me to share my thoughts. interesting that the elementary and the secondary is very similar. Is that interesting to you? Um it was interesting to me as I looked at this data. Um I think we have opportunities to again environments to to truly be able to engage uh and share fully um our our differing thoughts. But on the other hand, 4.55, one of the highest scores in the secondary level, it's important for me to include people from different backgrounds. Again, similar to the elementary 98% u really proud of that that we reach out, connect with and support people who are different than us. Next last one we're going to highlight here uh again opportunity improve 3.78. 90% of our uh students uh scored three or higher.

157I'm flexible when things change. Flexibility is a superpower. Um adaptability is a superpower. if we can adjust and roll with things as they come, um, we can deal with anything. And so, there's opportunities for us to improve there. Um, but this one again jumped out at me. I wanted to highlight, I understand other people have feelings. They're human, and I need to extend grace just like I expect to receive grace. 98% of our students um said that they they believe in that. So, I think that's the last one, Rich, if I remember right. um some great things. We'll continue bringing student data um and uh for the board and the community to to celebrate, but also for us um to re-evaluate and look for ways that we can better support our students. That's it. >>

158Thank you, Superintendent. We do not have need of a closed session, so um I'll entertain a motion to adjourn the meeting. >> I move that we adjourn. >> Second the motion. >> Okay. Okay. All in favor of adjourning the meeting, please say I. >> I. >> Thank you.