Questions from the Community: Eagle Mountain City Citizens Facebook group to Carissa Thurman

Hi I’m Carissa Thurman and I’m running for Lake Mountain School Board Seat 3. Scott Morris and his wife run the Eagle Mountain City Citizen’s Facebook group. They recently shared a poll there with a list of questions for the school board candidates. Group members were invited to vote on the questions they cared about most or submit their own. From that, they identified the top questions that members of their group wanted each candidate to answer. From this they have sought to create a resource to help people find and easily compare responses from all candidates running in their district and will be posting mine and other candidate answers there in the coming days. ******REMEMBER Primary is AUG 12th and ballots must be received by 8 pm that night (Ballot drop box, or mailed ahead of time)!********
Another resource Scott said they would be hoping to provide to residents is https://eagleeyevoter.com/candidates. I did not know about this website until Scott reached out, but from my quick look over, it looks like an awesome resource for people to start to compare candidates in the municipal races if they don’t feel satisfied with other resources they have found so far.

Below I have included my TL;DR answers as included in their fb group and the websites they are sharing my answers to as well as my expanded answers for those who want to read even more :).

1. What’s your plan to handle school overcrowding and make sure new schools open on time?

TL;DR:

Overcrowding is a HUGE issue, and with 21 people moving in daily, growth isn’t slowing down. We can’t keep opening schools that are already full right away. We need to build for both now and the future—either make schools scalable or just build more ahead of time. That means banking land early and working with the city and developers to make it happen.

We also have to be smart with money. If we can pay with cash instead of bonds, we save taxpayers millions. Also, I support creating sustainable funding solutions such as a long-term endowment-like fund to help pay for future schools without relying as heavily on taxes or bonds on a continual undaunting basis. 

Alpine has already done helpful studies and planning for some upcoming schools (Brylee Farms elementary 2026, Saratoga Springs High School 2028), and we should build on that data and decisions to plan not just for now, but looking forward to full buildout of our area.  I’m also open to phased construction if it helps relieve pressure sooner, and creative use of extra space that still benefits students and the community if we ever over-build in this process. As far as getting schools open on time, that requires strong collaboration between the district, cities, and construction teams to catch potential delays early.

Bottom line: growth is here. We have to stop playing catch-up and start building intentionally for our current and anticipated growth—or our kids, educators, and community will keep paying the price.

Expanded:

Overcrowding is a HUGE issue in our schools, and with about 21 new people moving into Eagle Mountain every day, growth isn’t slowing down anytime soon. The city is behind on infrastructure, commercial development, and school capacity—so we have to start planning and building for the future NOW instead of constantly reacting to what’s already happening. We don’t want to keep opening new schools which are already over capacity. 

One part of the solution is building schools that meet both current needs and long-term projections. I’ve looked at the number of approved but unfinished homes as well as future growth projections, and it’s clear that we can’t keep doing the minimum. We must design school plans that are either scale-able—able to grow with the population— or we need to just plain build MORE schools in ANTICIPATION of the students, rather than based on the minimum projections, and we need to bank land early and work with cities and developers to prioritize school sites.

We also need to be smart with funding. Just this week, Alpine School District discussed tax increment changes that will impact what capital is available to the new district board. These decisions matter because they affect whether we can pay for new schools in cash or rely only on bonding, which adds millions of dollars in interest costs for taxpayers. While I understand how hard any tax increase is right now, I also know that saving and investing now—responsibly and transparently—can help prevent even higher costs later. I’d support creating a fund, similar to an endowment, where money we have or receive can grow and eventually be used to finance future schools without needing to go back to voters every time or impacting tax payers unrelentingly. 

Alpine has already laid important groundwork with studies and plans for a new elementary in Brylee Farms (opening 2026) and a high school in Saratoga Springs (planned for 2028). Those studies also give us a clearer picture of how each additional new school above even those can relieve pressure. As a new board, we need to build on that work—not just for the next few years, but looking far ahead to when the area is fully built out.

Then if we ever find ourselves with extra space, we should explore creative partnerships with community groups so that those facilities benefit both students and the community allowing us to make the most of the resources already invested in by the public.

As far as getting schools open on time, that requires strong collaboration between the district, cities, and construction teams to catch potential delays early. If it made sense financially and helped reduce crowding sooner, I’d also be open to exploring phased or sectioned construction—where parts of a school open early—if it benefits students, families, and staff. It wouldn’t be my first choice, but I’d want to look at it as an option.

Ultimately, we have to stop playing catch-up. If we want schools ready when students need them, we have to plan like we’re serious about growth—because growth is already here and if we don’t invest in moving forward, our kids, educators and our community will ultimately suffer or continue to suffer. 

2. How will you ensure a smooth transition from Alpine to Lake Mountain School District for students and families?

TL;DR

A smooth transition starts with relationships and listening—to educators, families, and the community. We can learn from other district splits like Jordan/Canyons and make sure we preserve the voice of those who wanted this change while also supporting those worried about disruption.

Interdistrict agreements now required by law help soften the shift, especially for students with specialized services—but we still need to do the work. That might mean keeping some agreements, building our own systems, or phasing changes in slowly based on what students and families actually need.

And most importantly, we have to listen to teachers. We shouldn’t make changes just to be different—we should only change what actually improves things for kids, educators, and our community.

Expanded:

Relationships and listening. That’s the foundation for a smooth transition from Alpine to Lake Mountain School District. As a board, we need to focus on building strong relationships—between districts, with staff and educators in our schools, and with families and the community.

I’ve spent time looking at other district splits, like Jordan and Canyons, and listening to some with firsthand experiences from those who lived through those changes. There were real challenges, but also lessons we can apply here. One of the biggest is the need to both preserve the community’s voice that advocated for this change, and also address the valid concerns of those who worry about disruption for educators and students. 

One advantage we have is that laws now require initial inter-district agreements, which should make the shift less abrupt than experienced in Jordan/Canyons—especially for students receiving specialized services. But that’s only part of it. We’ll need to do the work to either maintain those agreements long-term if that’s what’s best for students, or build from the ground our own resources for greater independence if that better serves our community. And if some services or systems need to be phased out over time, that decision should come from what our students and families actually need. Any changes need to be made with care, taking into account the real-life impact on those most affected. Sometimes, gradual change is the best way to support stability.

We also need to really listen to teachers. What worked well in Alpine? What didn’t? We shouldn’t change things just for the sake of change. We should build something new only if it’s actually better—for our kids, our educators, and our community.

3. How do you plan to manage the new district’s budget and taxes while keeping funding fair across schools?

TL;DR:

Budget decisions must be fiscally responsible, people-centered, and future-focused. I will approach the budget with a strong commitment to stewardship—minimizing taxpayer impact while ensuring we meet the needs of students and staff today and plan sustainably for tomorrow—making real investments with lasting impact.

We need to look at the whole system: where growth is happening, where gaps exist, and how each part of the district and our community connects. Equity doesn’t always mean equal—it means resources flow to where they’re needed most so the whole system works better. Sometimes it is hard to see beyond myself and my little sphere, but what happens to my neighbor across town or across the district does impact me even if I don’t immediately see that benefit. 

Before increasing taxes or proposing bonds, we need to get creative and strategic—leveraging grants, partnerships, and existing funds and surpluses. We also need to be honest: some investments cost more upfront but save us and our families over time. That’s worth it. And there will always be trade offs to any decision by the board and by the community, whether to invest or not invest. 

I’ll approach budgeting not just as numbers on a page, but as a way to strengthen the district’s infrastructure, support its people and the community, and serve its purpose—education that works for everyone.

Expanded:

Budget decisions must be fiscally responsible, people-centered, and future-focused. I will approach the budget with a strong commitment to stewardship—minimizing taxpayer impact while ensuring we meet the needs of students and staff today and plan sustainably for tomorrow.

We must balance cost savings, transparency, and innovation—cutting waste where possible, being data-driven in decisions, and exploring creative, sustainable sources of revenue beyond taxes alone.

My background in systems thinking deeply shapes how I approach budgeting. Every decision impacts other parts of the system. Prioritizing one thing often means trade-offs elsewhere, and those trade-offs affect real people—students, families, teachers, and community members. Whether we’re cutting costs or investing more, we must ask: How does this affect people? What are we giving up, and is it worth it? Are we communicating clearly about why those choices are made?

We also need to recognize the ripple effects and connections between any of our decisions for example:

• Raising tax rates strains family budgets and reduces student well-being.
• Not paying teachers competitively means higher turnover and hidden costs in recruitment and training.
• Investing in teachers and schools strategically can keep money in the local economy and strengthen the entire community.
• Having overcrowded schools leads to students struggling to have their educational needs met in schools, which can lead to lifelong struggles outside of the classroom. 

It’s all connected.

I’ll prioritize funding based on actual need—not equal-dollar-per-__you fill in the blank__ thinking, or Eagle Mountain vs Saratoga Springs thinking, or City Center vs Ranches thinking, or Seat 3 vs other 6 seats thinking. Special education, schools with higher needs, and programs proven to help students thrive will get the support they require and are worth investing in. Equity matters more; finding ways to address equity has greater potential to stabilize our kid’s, family’s, and community’s needs across the district because AGAIN we are all connected. 

I also understand that school funding is complex—some funds are legally restricted in how they can be used. Here’s my general order of funding priorities:

1. Existing budget surplus
   
2. Growth in the local tax base due to population/commercial development, not from raising the increment
   
3. Grants and alternative funding
   
4. Revenue from business and community partnerships
   
5. Community-approved sources (like bonds)
   
6. Lease revenue bonds or tax increases (only as a last resort)

If we ever do need to consider tax increases, I’ll fight to make them as fair, limited, and sustainable as possible, and to ensure that families understand exactly how their dollars are being used.

4. How will you involve parents, teachers, and the community in shaping district policies?

TL;DR:

I want to understand your challenges, your concerns, your ideas for your kids and our new district. Only with those can I and the board make our best decisions. I believe feedback shouldn’t be a formality—it should be part of how we lead. I want to help shape a district where listening well and following through aren’t separate steps but part of the same process.

That means meeting people where they are, not just asking them to come to us. Not everyone has time to attend a meeting or fill out a survey—and that shouldn’t be the only way they’re heard. If elected, I’ll prioritize ongoing, two-way communication between the district, educators, families, and community members. That means strengthening what we already have—like SCCs and educator committees—AND filling in gaps with more accessible, consistent ways for people to share what’s working, what’s not, and what’s missing. We also need to show up where people already are ( in our schools, classrooms, school community councils, neighborhood events, small group conversations, and casual interactions) and lead with listening, connection, learning, and follow-through.

That said, it’s also important to be transparent: decisions won’t be based on feedback alone. Board work requires balancing multiple sources of information—community/parent/educator input, student outcomes, financial data, legal requirements, and long-term impacts. Every decision has trade-offs and I won’t pretend every decision will make everyone happy. But I will make sure people feel respected and included in the process, and that their feedback connects back to real outcomes. That’s how we build trust. That’s how we build a district that serves all of us—together.

Online, I’ll primarily use email for thoughtful, direct engagement. Also, if you’d like to meet in person or talk through your concerns, worries, or ideas, please reach out—I’d genuinely love to hear from you.

While I recognize social media’s reach and will maintain a presence there, it won’t be my main form of communication. Social media algorithms have limits, and I personally aim to be intentional about my screen time. I may not respond to every comment and when I do respond it may be slow, but that doesn’t mean I’m not listening or that I don’t care. I’m committed to listening closely, leading with care, and always keeping our students’ best interests at the heart of every decision. 

Expanded:

As a board member, I will involve parents, teachers, and the community in shaping district policy by creating—and championing—a culture of feedback from the start. I want to understand your challenges, your concerns, your ideas for you kids and our new district. Only with those can I and the board make our best decisions. These connections must be built into the system, not treated as something we turn to only when there’s a big decision or a problem. We need consistent, reliable ways for people to be heard and for their feedback to meaningfully shape what happens next.

That said, it’s also important to be transparent: decisions won’t be based on feedback alone. Board work requires balancing multiple sources of information—community/parent/educator input, student outcomes, financial data, legal requirements, and long-term impacts. Every decision has trade-offs and not every decision will please everyone, and that’s part of the reality of public service. Still, my hope is that even when you may disagree with the final outcome, you will still feel listened to and respected throughout the process and part of the solution to move forward. 

I don’t believe the board should sit back and wait for people to come to meetings or fill out surveys—though those tools do have value and are essential as well. Just as essential, we need to show up where people already are: in our schools, classrooms, school community councils, neighborhood events, small group conversations, and casual interactions. I also want to create space for people who haven’t traditionally felt heard or included to become part of the conversation.

Online, I’ll primarily use email for thoughtful, direct engagement. If you’d like to meet in person or talk through your concerns, worries, or ideas, please reach out—I’d genuinely love to hear from you.

While I recognize social media’s reach and will maintain a presence there, it won’t be my main form of communication. Social media algorithms have limits, and I personally aim to be intentional about my screen time. I may not respond to every comment and when I do it may be slow, but that doesn’t mean I’m not listening or that I don’t care. I’m committed to connecting still in deeper, more personal ways.

My goal is to maintain both formal and informal interactions with parents/families, educators, staff, and community members—so I can hear concerns, understand barriers, learn from lived experiences, and work together toward practical, community-driven solutions for our children’s education. I want people to feel empowered to participate and shape a district that serves all of us.

I’m especially committed to making sure teachers, staff, and families are included in meaningful feedback loops—not just at the start of a policy, but through implementation and adjustment. Alpine has begun holding educator focus groups, and I’d like to see that kind of thoughtful engagement continue and grow across the district.

We need systems that make it normal to ask:

What’s working? What’s missing? Who’s being left out? What are we learning from the people most impacted?

That’s the kind of leadership I believe in—one grounded in connection, listening, learning, and follow-through.

5. How will you address the lack of resources and support for special needs students?

TL;DR

Supporting students with special needs, diagnosed or not, must be built into the foundation of our new district. I don’t believe in one-size-fits-all solutions—or in consolidating services that force families to move schools. We need access to special educational supports close to home, strong inclusion programs, and strategic community partnerships with service providers to provide support in schools and in ways that lead to positive impacts for families at home. I’ll also advocate for a Student Support Services department, expanded behavioral support like BCBAs, and thoughtful planning for specialized programs like Polaris and Summit to be available within and throughout our district. I also believe we should find ways to collaborate with homeschool and alternative education groups to create flexible pathways for students who need different options than what the school district provides. 

Expanded:

Supporting students with special needs—whether formally identified in special education programs or not—has to be a core part of how we build our new district. I don’t believe in one-size-fits-all solutions, and I absolutely do not believe that consolidating services in a way that forces families to move schools is acceptable as a long-term answer. The goal should be access to appropriate services, whether in a special education classroom or in general education, as close to home as possible, because continuity, proximity, and stability matter for both students and their families.

With cuts at both the federal and state levels, we’ll need to be especially strategic to maintain—and expand—inclusion programs and special education support. Exploring new and expanded Community partnerships with agencies providing services across multiple schools can provide an avenue for accessing needed services across the whole district and a way to provide these services where the children with inclusion needs are.

Another thing I’d advocate for is modeling a Student Support Services department after Alpine’s existing department. That department has done strong work identifying needs and successes, and using data and feedback from families and educators to support our students overall especially our special needs kids with resources and other supports. 

For specialized programs like Polaris and Summit, I’d prioritize a plan to rebuild or expand them inside our new district. In the short term, inter-district agreements will help ensure continuity for students currently enrolled, while we invest in creating our own high-quality versions. The same applies in reverse: if there are programs our district has—like East Shore Online—that others don’t yet, we can offer reciprocity to keep student transitions as smooth and inclusive as possible. 

I also support exploring further use of Board Certified Behavior Analysts (BCBAs) in our schools. These professionals can support not only students on the autism spectrum, but also general education students facing behavioral and emotional challenges. BCBAs can help coach teachers, offer proactive behavioral strategies, and partner with families to support students both in and out of the classroom. Their impact is significant—especially because this kind of support is not consistently available in schools right now.

Even with the best systems in place, there will always be students whose needs fall outside of what traditional schools can currently support. Families in that position often turn to homeschooling, microschools, or charter schools—not always because they want to leave, but because they’ve exhausted other options and our current policies are inflexible to their needs.  

That’s why I think we should explore partnerships with homeschool networks and alternative educational groups. Could bridge programming, shared resources, or dual-enrollment models offer more flexibility and support to these families and students? Can we lower barriers for families to access what their kids need, even if it doesn’t come from a traditional classroom? I think these are conversations worth having—not to pull every student back in, but to expand the ways we support all learners in our community in a wider yet supported educational ecosystem. 

Ultimately, we need a systems-level view that asks:

• Are we meeting kids where they are?
  
• Are we reducing burdens on families, not adding to them?
  
• Are we designing for flexibility, not just compliance?
• Are we actually making appropriate accommodations for these kids’ education, or are we limiting their access to an education by our inflexibility in policies?

When we build support structures with these questions in mind, we create a district that’s not only more inclusive—but more resilient, humane, and responsive for everyone.