[0:00] There's no public. Okay, something. A

[0:15] name, thank you for joining us. We're glad you're here. The board meeting

[0:19] I'm asking the school district will now come to order. The time is 6 o'clock and and the board members are present.

[0:27] We've set board members party.

[0:31] Our pledge allegiance and our veterans will both be led to pay by breaking the law. I

[1:25] want to share a little bit about the

[1:26] across many cultures, light has been used as a simple hope, goodness, wisdom, truth, and guidance.

[1:36] Light helps us see what we might otherwise miss.

[1:38] It helps us find our way when the path is uncertain.

[1:41] Even a small light can make a significant difference in the dark room.

[1:46] There is something important about the fact that light does not have to be barged to useful.

[1:51] Light can also be shared with how it can be smaller,

[1:53] but one candle lights another, the first candle is just a bright, and the room is become bright.

[1:59] Each of us comes with different experiences, perspectives, rosmos abilities, and ideas.

[2:05] A little not always agree, and we should not expect this will.

[2:08] Our differences can help us see things that we may not see in our own.

[2:13] When we listen carefully, ask thoughtful questions, and see to understand,

[2:17] and rather than simply to persuade,

[2:20] we've created an opportunity for greater wisdom.

[2:23] Most importantly, the decisions that we make

[2:25] have a impact beyond this room.

[2:27] They affect classrooms, teachers, families,

[2:31] and most importantly, the students

[2:32] sitting in our schools every day.

[2:34] Sometimes the impact about decisions

[2:36] may be audit, obvious.

[2:38] Other times, they may be seen only in the life

[2:40] of one student who gains confidence.

[2:43] One teacher who feels supported for one child

[2:46] with who discovered new possibilities for the future.

[2:49] So maybe again tonight,

[2:50] they were remembered the opportunity

[2:51] that we have to be a source of life to our community.

[2:57] Thank you very much.

[3:00] We now have up to 30 minutes to set aside for public comment,

[3:04] but we have no sign up,

[3:05] so we will move to your team business.

[3:09] We'll move over to the side of our team business

[3:11] and be a political audience from the August 27th,

[3:14] 26th session and board meeting.

[3:18] Do we have emotions to

[3:29] approve the minutes

[3:30] from our audience?

[3:38] We have emotions from Board Member Bonner

[3:39] and a second from Board Member Feeler

[3:41] to approve the minutes from the August 27th,

[3:45] 2026th session and board meeting.

[3:48] Is there any discussion?

[3:51] Seeing none, we will vote.

[3:53] All in favor of approving the minutes

[3:55] from the August 27th, 2026th session and board meeting.

[4:00] I'm saying I, but I'm posting them.

[4:03] The other one he has been in Annis.

[4:06] We'll now move to the team business, Dr. Virginia.

[4:10] Yes, in your board docs you received the essential

[4:14] consent report and claims, as well as the standard

[4:18] enrollment report that were born before was dated

[4:20] August 30th, 2026.

[4:23] We would recommend you through the routine business.

[4:27] Thank you. Do we have a motion?

[4:31] I know that we approve your business.

[4:35] We have a second. I second that.

[4:42] Okay. We have a motion.

[4:43] Time for the number heart.

[4:44] In the second.

[4:45] Time for the number for us.

[4:46] Do I approve the expenditure of each other for inclines?

[4:50] And the enrollment report for the routine business?

[4:53] Is there any discussion?

[4:56] Seeing none, we will vote.

[4:58] On paper, ever through the routine business?

[5:02] Please say aye.

[5:03] All the folks in Maryland, their voting has been unanimous and

[5:12] discussed down your studies

[5:14] and introduced our new ask-and-peek's boundary to all, together parents and pageant input.

[5:21] During that discussion when we refer to ask-and-peek's, Portrait of School, tonight we would like

[5:27] to share more information about the Portrait of School, we'll join the time order to Dr. Burkins.

[5:34] Thank you. We have some fine down in here this evening who have done a lot of work behind this and we thought we would pass the microphone to them and they could show you some of the details with regards to the course of the school.

[5:47] So with that, I'll turn the time to Mr. Web, our chief of class schools.

[6:01] We appreciate the opportunity with the community just to share a little bit about the process

[6:05] and spend a little time on portrait of school.

[6:09] I remember hard asked the question last time about what portrait of school is.

[6:14] We would like to share a little bit about that.

[6:17] We would like to thank our committee who has been heavily involved in these guidelines as

[6:22] we have done a lot of study and a lot of research

[6:26] on what is best for students.

[6:28] Everything we present here tonight is what we as a committee

[6:31] have been out and gathered as far as what is best

[6:34] for students as they attend school.

[6:37] And also like to thank some of the people here with me tonight

[6:40] David Ludlow will be presenting as well

[6:42] on specifics on the portrait of the school.

[6:46] And so we want to say thank you.

[6:48] To our community, we want to say thank you.

[6:50] We've had a lot of feedback, and it is good feedback

[6:52] We really appreciate the feedback we receive and we encourage people to continue to give us feedback.

[6:58] That feedback tool, that 100 feedback tool, will be open until October 1st.

[7:04] October 1st is a key day because that's also the day that we get official accounts at all of our schools.

[7:10] So thank you for your feedback and we encourage you to continue to give us more feedback.

[7:15] They'd love to talk a little bit about how you can do that and go through the website.

[7:20] I wanted to take just a minute and this wasn't the question it was asked last time, but

[7:25] I would like to take just a minute and talk about some of the things that we're always

[7:29] doing as it pertains to boundaries and how they compete a little bit with each other.

[7:34] So as you can see on the screen, we're always looking at student population and building

[7:40] passes. That's something that we're always addressing and looking at. Our

[7:45] actual numbers come in on October 1st. That's when we know the actual numbers

[7:50] in each school. We do look at feeder patterns. We look at neighborhoods and

[7:56] growth trends and sometimes those are competing with each other.

[8:01] Neighborhoods, feeders, school because we have elementary, we have the

[8:05] middle schools and we have our high schools. We also as we go through and look at

[8:12] additional factors we look at projections and I want to be clear that they

[8:16] are projections and we're working on projections and we do a great job and

[8:24] thank you to those of you those projections. We're not always one-hundreds an

[8:29] an actor, but we're always looking at that and looking at projections. Transportation

[8:34] is a key component, but sometimes it's hard with roles and just transporting our students

[8:41] safely and timely is a key thing. We look at future developments, we look at financial

[8:47] impact on the system and on African peaks, we look at balanced enrollments across schools,

[8:54] special programs and key long-term stability for our students. We love our

[9:01] students and we want them to feel some stability. We want them to be able to be part

[9:06] of a school, have friends, and share of that stability. And then the last thing

[9:12] I just wanted to share is we do have a capital planning committee and it has

[9:17] to do the community is we're getting off the ground is asked to meet some of the

[9:21] the things our capital planning committee is going to be looking at is long-term future

[9:26] growth builds, what we need to do to schools to update them, keep them going, and we're

[9:31] right in the process of getting that developed and looking at one year, five year, ten year

[9:40] plans as it comes as it contains the capital projects.

[9:45] So those are the things that we look at, and we're looking at all the time.

[9:49] last time Dr. Perkins talked about this MOAB, this boundary study, and I would just share

[9:57] an echo what he said that we are constantly looking at boundaries and studies all the

[10:03] time as to what is best or what we can do for our students.

[10:10] And with that, I'm going to let David Ludwig talk a little bit about our portrait of the

[10:15] school.

[10:15] which are guidelines. What we feel are guidelines, they help us make the best decisions possible. So what's that?

[10:25] Thank you, Doug. And I'd just like to echo some of your gratitude that Doug shared first to you guys. Thanks for giving us the time and space.

[10:31] So look at boundaries to set up a strong ask for peace as we come upon it. And then to our committee, we have several stakeholders involved in our committee,

[10:40] principal supervisors and mentors in the community, so a big shout out and a big

[10:44] year. And then once again, thank you for the feedback that we're getting. It's

[10:48] coming through when it's impactful, and it will help us inform our decisions. As we

[10:53] look to the website, this is our portrait of a thriving school. And as I've

[10:58] mentioned, this is an online for us to use as we go about boundary changes and as we

[11:02] consider decisions that will impact kids, this is kind of our guideline for making

[11:07] those decisions. First of all, as we look at fairness, balancing priorities,

[11:12] preventing overcrowding and under-utilizations and then protecting

[11:15] student transitions, you have to realize that there are

[11:19] competitive priorities when you adjust one thing it has an

[11:22] impact on the other. And so we want to not try lightly but be mindful of the

[11:26] decisions we're making and the impacts they have on other areas

[11:29] on the one. The website has two main areas,

[11:32] elementary and middle and junior high as

[11:43] we look at elementary when we were

[11:45] serving patrons and principals and supervisors they gave us areas student

[11:52] populations and we put those in three different areas small medium and large

[11:56] schools that has a large to do with building capacity but also we take any

[12:02] consideration to your collaboration teams, how many teachers

[12:05] heard level in the app so that they have effective collaboration

[12:09] partners on their teams.

[12:11] And then also offering such a specialty in advanced learning

[12:14] teams.

[12:15] Those same things apply to the secondary.

[12:17] We're talking junior high.

[12:19] Those numbers really come down to a single range.

[12:24] In the junior high level, they were thinking 10, 50,

[12:26] to 8, 100, 10, 50 to 8, 100 is a more comfortable range,

[12:30] where underneath 1015, you have some constraints

[12:35] with support staff and collaboration teams

[12:37] and then above 1800, you have constraints

[12:39] that are building the capacity

[12:41] and then just advancing with those supports.

[12:47] On the secondary level, much like specialty for elementary,

[12:52] we wanna make sure that we have comprehensive offerings

[12:54] for those secondary students in the team now

[12:56] and being within this portrait of school

[12:59] ensures that we can offer those to those students.

[13:01] And then, finally, we don't want to forget about high school.

[13:05] We are not forgetting about high school.

[13:07] Our main efforts have been about elementary and secondary, but that doesn't mean that

[13:11] high school is not important.

[13:12] We will continue to monitor boundaries and enrollments and support that we cannot put in those

[13:18] high schools.

[13:19] Here's to URL.

[13:22] You can access this truly as-and-peak white page.

[13:26] And then, on that same white page on the homepage, you can actually find a boundary feedback

[13:31] This would be one final invitation to please, if you have an opinion, an idea, if you have something

[13:39] that you'd like to worry about, sort of raise awareness with us, please click on the

[13:43] boundary feedback tool, and what that will do is bring up a survey, and you can give us some

[13:48] ideas and feedback through the survey, it will be open through October 1st, and it will take

[13:53] a deep identity feedback, and then use that to inform our decisions in companionship with

[13:58] Dr. Ruhlian.

[13:59] And with that, also the Dr. Dr. Herbins.

[14:05] Thank you, Dr. Ludwig.

[14:06] We appreciate all of your work here as well as all work waiting.

[14:11] Was that a good night?

[14:13] That's what we have to show you.

[14:14] All right.

[14:15] Thank you.

[14:16] Does anyone on the board have any questions or questions about that?

[14:22] I just want to ask one.

[14:30] Thank you for putting that up on our website and clearly showing us how to find it.

[14:35] It's some of us need that clear explanation on the planet.

[14:40] But I don't, I can't believe

[14:53] it.

[14:55] Is that a common misconception is that a smaller school.

[15:00] But automatically make smaller class sizes. But that is not a direct correlation. In fact, in smaller schools, as you alluded to, I can't have the optimal programs and classes that. Oh, my goodness, that we would like to offer. So I appreciate all of the settings information we would invite the public to use these

[15:29] next two weeks before October 1st to please give us your feedback. Thank you. All right,

[15:42] we will look to board member as superintendent reports and information. I

[15:54] don't know if the

[15:56] general public is aware of this, but I just wanted to put a plug in for our Unified Soccer

[16:02] tournament next week. We have Unified Sources for our special needs students and it combines

[16:09] our special needs students with their peer, what do you call it, their peer teachers, I

[16:16] guess? I don't know. On the team and then they compete against other teams and it is the

[16:22] funnest experience to go watch them. And they do basketball and they do soccer and I think

[16:32] And so one of the things that's awesome is to get to go to these tournaments and kind of see the different teams play and they have such a great time.

[16:39] Anyway, they love to have spectators come and watch and share them on.

[16:43] And so I just wanted to put out there that Unified Soccer is to the notice high school next Thursday the 17th from 10-30 a.m. to 1 p.m.

[16:54] anybody who wants to go can go and you can watch and share them on. And it's really fun to go.

[17:00] So, if that is within your ability with your calendar next week, I highly recommend checking it out because it's really fun to watch and they have a great time.

[17:11] So, just something out of it that I would recommend.

[17:14] And thank you to all of our special ed teachers that are making this possible because it is a huge undertaking also.

[17:23] and it's an awesome, it's an awesome experience.

[17:30] I'd like to make your report too, and I go to what Amber said

[17:34] I went to that last year and it's one of the funnest days

[17:37] you can go to.

[17:38] Truth on every team.

[17:41] But I also want to make an announcement

[17:42] that the State of Utah has a really exciting essay

[17:47] competition and what it is is the opportunity for high school

[17:51] students in grades 10 through 12 to write an essay

[17:55] about future AI policy and there will be one winner from each of the 29 Senate

[18:02] districts across Smootown. There's cash prizes between the $1,250 for those

[18:08] essays and ultimately one one student from each Senate district will go to the

[18:13] Policy Congress at the Capitol in November and have the opportunity to work

[18:19] together to craft some of the policies they'll recommend to the legislature.

[18:24] And this is really designed to get our youth and our students involved in how they'd like

[18:30] to see AI being used.

[18:33] You know, there are so many different positions and different opinions on that.

[18:37] And so we're really trying to get everyone involved that said like for that, like our boundary

[18:43] tool is also up to refers.

[18:46] I know my particular board see covers all four high schools, so I sent information to each

[18:52] principal of those high schools and so you know if you want more information

[18:57] if you know about my Facebook page or talk to your administrators and I'm

[19:02] happy to answer any other questions that I would love to see so many students

[19:06] involved I think all of the essays will be considered in the ultimate policies.

[19:24] Yeah I was sick. I was sick a moment to express gratitude not only to outman

[19:30] school district but all the employees outman school district for a great

[19:34] the school leader is up and going and we greatly appreciate all the work that is going into making that happen.

[19:42] We want to be very clear that we honor the whole day and the year of our high school district.

[19:46] We appreciate so much that we're doing.

[19:48] We have started visiting the elementary schools of the board that needs to get to know.

[19:55] And that will be working through those visits over the next month.

[19:58] But we're just really ready for all the basic employees to take care of the kids every day.

[20:08] I and As there's no further business, do we have a motion to adjourn?

[20:15] I move to adjourn.

[20:17] We have a second.

[20:22] Excuse me. We have a motion for the board member grammar and this attention for the board member.

[20:26] We are adjourned. All in favor say aye.

[20:29] Aye.

[20:33] We are now adjourned at 6.20 p.m.

Aspen Peaks School District Board Meeting

Transcript