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Author: Leeson Taylor

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Please join School Leadership & Support in welcoming the following individuals to Salt Lake City School District as members of our team:

Dr. Patrick Jefferies will be joining us as the new Assessment and Evaluation Supervisor. He started his career as an educator 25 years ago.

He earned his Master’s at the U and his bachelor’s from Gonzaga University in Spokane, Washington.  He earned his doctorate in education from the University of Utah, with a focus on Educational Leadership and Policy, specifically in teacher evaluation and quality.

He is looking forward to returning to SLCSD and Assessment & Evaluation, where he worked as a teacher specialist until 2012. His work has taken him across the country, where he has collaborated with diverse communities to foster sustainable success for all students. He has served as a principal and assistant principal, with experience in high schools, middle schools, and elementary schools, in both Utah and Oregon. As a principal at a school primarily serving families who identified as Latino/a/x, he was recognized by the University of Notre Dame Latino Enrollment Institute (LEI) for building communities that ensured the success of all students. He is honored to join all of you in working to help students become the best version of themselves.

Mr. Kenny Auld is an accomplished education administrator with over 15 years of leadership experience in K–12 education who is joining us as the next Area Director for Area III. He holds Master's degrees in Education and Social Work and he began his career in education as a Special Education teacher, bringing a student-centered, inclusive approach to every leadership role he has held.

With a track record of success as both a school and district leader, Mr. Auld has served in key administrative roles in junior high and across multiple high schools, including a five-year tenure as Principal of Logan High School. There, instructional leadership, school culture, and equity led to measurable improvements in student outcomes. At the district level, he advanced equity and access as Director of the Office of Equal Opportunity and as a Human Resource Administrator in Salt Lake Valley.

Mr. Auld continues to lead with a commitment to instructional excellence, equity-driven leadership, and collaborative school improvement. He is looking forward to continuing to improve instruction and providing support to our principals, schools, and overall community.

 Dr. Bri Conley is the incoming Director of Educational Equity and Access. Her experience includes secondary teaching, working in the district's assessment department supporting data-informed decision-making, and serving in school leadership positions—most recently as principal of Whittier Elementary and previously as assistant principal at Emerson Elementary.

Dr. Conley is deeply committed to providing access to high-quality education for all students and ensuring the necessary supports are in place to enhance their educational experiences.

She holds a doctorate in Education, Leadership and Policy from the University of Utah, a master's degree in educational technology from Utah Valley University, and a bachelor's degree in history from Brigham Young University.

Outside of work, she enjoys spending time with her husband and children, ’90s and early 2000s music, gelato, and family game nights—even when she doesn’t win at Farkle.

Other Administrative Announcements

  1. Jennifer (Jenny)McKenna, has been selected as the principal of Meadowlark Elementary. Jenny currently works for SLCSD as a teacher at West High. Prior to this position, Jenny has served in principal roles in New Mexico, Colorado, and Idaho. Jenny has signed conditional contracts with a tentative start date on July 1, 2025.
  2. Lichelle Watne has been selected as the Principal at Edison Elementary. Lichelle is returning to SLCSD after her time spent as an administrator in Ogden City SD and the Utah Military Academy. Lichelle was formerly a math coach for SLCSD and has also spent several years as an educational consultant.
  3. Garret Rose, has been selected as the top candidate for the Advanced Academics Supervisor position. Garret comes to us after serving in a principal role in Park City and formerly an assistant principle in Tooele.
  4. Additionally, Adriene Kumik, current principal at Wasatch, has been selected through a recruitment process as the top candidate for the Literacy Supervisor position in Teaching in Learning. Adriene will begin this new role on July 1.
  5. Tony Zani has been selected as the top candidate for Principal at Wasatch Elementary. Tony has been the assistant principal for several years, and was previously an instructional coach for the district.
  6. Hollie Pettersson has been selected as the top candidate for Principal at Indian Hills Elementary. Hollie has many years of administrative experience both as a school principal and district administrator.
  7. The following individuals were all selected as top candidates for Assistant Principal at the listed schools:
    1. Dr. Adriana Pinto – Northwest Middle School
    2. Yan’tu Barber – Parkview
    3. Taylor Layton – Dilworth/Indian Hills
    4. Laura Cheney – Uintah/Bonneville
    5. Jason Beach – Ensign/Wasatch
    6. Torilyn Gillett – Liberty
    7. Rebecca Powell – Rose Park

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As we work together to maintain the highest level of professionalism and consistency across our district, we would like to remind you of the established protocols concerning employee work schedules and job titles.

Effective immediately, no changes to work schedules, job titles, or responsibilities should be made without prior approval from both the Area Director and Human Resources. These approvals are necessary to ensure that any adjustments align with district policies, budget constraints, and overall staffing needs.

Rationale:

The District understands that school operations often require flexibility, but it is crucial that we maintain district-wide consistency and fairness in staffing decisions. This protocol helps ensure that we are in compliance with contractual obligations, legal requirements, and the district’s strategic goals.

Expectations for Implementation:

Should there be a need to adjust schedules, reassign duties, or modify job titles for any staff member, please follow the outlined steps:

  1. Submit a written request to your Area Director detailing the proposed changes and the reasons for them.
  2. Upon review and conditional approval by the Area Director, Human Resources will conduct a compliance check to verify alignment with district policies.
  3. Final approval must be obtained in writing from both the Area Director and HR before any changes can be implemented.

Conclusion:

Thank you for your cooperation and ongoing dedication to fostering a supportive and efficient work environment for all staff members. If you have any questions or need further clarification, please do not hesitate to reach out.

Keywords: Job Titles, Work Schedule

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Dear Team,

As the Superintendent has regularly shared, we are building a district where there is a foundation of similarity among schools. Individual school variations will exist and flourish on that coherent district-wide foundation. With this move towards greater equity, consistency, and transparency in our decision-making process and work, we would like to describe an important shift in our approach. 

As an organization, we must consciously base decisions on policy. We must also clearly document our systems and processes so they are accessible and easily understandable. Moving forward, we will all be adopting a policy-driven model that provides consistency for all situations rather than one that relies on personal knowledge or advocacy.  School administrators will be supported in making decisions that align with operational processes and can be easily communicated, supported, and defended to our stakeholders.

This approach will:

  • Build Trust: As we focus on objective, policy-based decisions, stakeholders will have greater confidence in the fairness and impartiality of our actions.
  • Enhance Transparency: A policy-driven model provides clear guidelines that everyone can follow, ensuring that decisions are open and easily understood by all.
  • Promote Consistency: By adhering to established policies, we reduce variability in decision-making and ensure that similar situations are handled in a uniform manner across the district.
  • Foster Accountability: A reliance on policies ensures that decisions are not based on personal biases or relationships, making the rationale behind each decision clear and defensible.

The rationale behind this shift is rooted in our commitment to creating an environment that is fair and consistent. By focusing on policies rather than individual relationships, we can ensure that decisions are aligned with our broader goals and values, and that staff, students, and stakeholders are treated equitably. It enables us to make decisions that are aligned with the best interests of the entire community, ensuring that our actions are guided by fairness and clarity.

Personal relationships will always remain valuable in building strong teams and fostering collaboration. However, an organization as complex as SLCSD needs a structure that ensures that all students, teachers, and administrators are represented in a consistent way. This shift to policy-driven administration creates a robust framework for addressing the district’s complex needs and supports a shared foundation of similarity and cohesiveness.

The core documents that guide this work are our board policies and administrative procedures, administrative memos, and employee handbook. Additional documents outlining timelines and processes are in the district document center. As we continue to record our procedures, itis critical to look to these documents to guide our daily practices.

These practices will support our long-term success and strengthen our collective efforts to provide the best possible educational experience for our students.

Thank you for your ongoing dedication and support as we move forward with this shift. Please reach out with your questions or thoughts.

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Dear Team. 

While this does not indicate any endorsement by the District, we wanted to pass this opportunity on to any interested school.

FranklinCovey has partnered with multiple foundations hoping to see the Leader In Me become affordable and accessible to more Utah schools. The total school investment, because of these funding partners, is around $10-11 dollars per student. 

They understand how important it is to bring meaningful change to your school without overwhelming your team. They also understand what time of year you are hearing about this opportunity. That’s why they want to emphasize one of the most valuable aspects of the Leader in Me process: it's fully adaptable to your school’s unique pace and priorities.

Whether you're looking to take small, strategic steps or you're ready to build momentum quickly, Leader in Me is designed to meet you where you are. You can begin with what feels manageable and build from there. Many schools appreciate that they can focus on creating impact while maintaining a sustainable rhythm for their staff.

Schools that implement Leader in Me report up to a 50% reduction in discipline referrals and consistent gains in academic proficiency. Teachers and parents describe a noticeable shift in school culture—where students take ownership, staff feel more united, and leadership becomes part of everyday learning. One principal shared, “For the first time, we have a common language and vision for student success that’s truly moving us forward together.”

Links: 

Utah Impact Report SLC: 

This document is included in response to the three focuses you shared with us yesterday: College and Career Readiness, Literacy, and Attendance. This attachment showcases the evidence & impact of how we address all three of your priorities. I am particularly excited about what we are doing with student leadership credentials, which would complement your strategic plan Goal 3: Access to expanded learning opportunities Objective 3 

Utah Research Overview:

Overview of the Leader In Me process and the impacts a school can expect through implementation in Leadership, Culture, and Academics.

Leader In Me Secondary Information: 

Overview of the Leader In Me process for Secondary schools. Send this attachment to Secondary Schools

Leader In Me K-8 Information:

Overview of the Leader In Me for Elementary & Middle.

Videos Showcasing Leader In Me Impact: 

Personal Teacher/Student Impact of Leader In Me:

Being Seen Video: players.brightcove.net/1302165881001/default_default/index.html?videoId=6368724457112

District Impact of Leader In Me: 

Jones County District Video: https://www.youtube.com/watch?v=qbweU2mleOY

School Impact of Leader In Me:

Lightning in a Bottle Video:

 Oak Grove Story HIghlights_HR.mp4

If you are interested for your site, please inform your Area Director.

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Data Request Form Instructions

Please adhere to the following guidelines when requesting data from the Assessment & Evaluation Team:

  • Log in with your credentials if prompted
  • If you receive an error message, please contact Brenda Wiebe or Jeffrey Lutz
  • Read each question carefully before responding
  • Note that the following fields are mandatory and must be completed:
    • Contact information
    • Data question
    • The due date field
  • You will receive a confirmation message once your submission is successful
  • You may receive follow up emails from the data team for further clarification 

Important Reminders

  • Please allow a minimum of a week for data requests and reports and 48 hours for ad hoc requests. Depending on the nature of the requests, some projects may take longer. The data team will reach out and inform you if this is the case.
  •  
  • Principals and assistant principals can only request aggregate level data from their schools
  • Teachers and counselors can only request aggregate level data from their classrooms
  •  
  • If more information is needed, email Jeffrey Lutz or Brenda Wiebe, and we will determine whether requests can be fulfilled on a case by case basis
  • For technical assistance, please contact the data team

The request site can be found here – 

https://saltlakedistrict.sjc1.qualtrics.com/jfe/form/SV_1NsNhCOwA1JGFi6.

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Dear Principals,

As we continue to prioritize student safety and manage risk responsibly across our district, we want to clarify our position regarding the use of inflatables and requests for field trips to trampoline parks.

Due to risk management and liability concerns, Salt Lake City School District does not permit the use of inflatable structures (such as bounce houses, inflatable slides, etc.) for school-sponsored events. Similarly, field trips to trampoline parks will not be approved and will be denied upon submission.

While we understand the desire to provide engaging and enjoyable experiences for students, we must ensure all activities align with district safety protocols and minimize unnecessary risk.

Thank you for your understanding and for your ongoing commitment to providing safe, enriching opportunities for our students. Please feel free to reach out if you have any questions or need assistance identifying alternative options for student activities.

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Dear Team:

We are writing to inform you of the finalized school start and end times for the upcoming academic year. Given that this has been a topic of considerable interest and discussion in recent years, we wanted to ensure you had this information in advance, anticipating that questions may arise from members of our community.

We are solidifying a two-tier schedule where every school follows either the Tier 1 start and end times or the Tier 2 start and end times.  These tiers specify the bell schedule for each school as well as early dismissal times and Fridays as early dismissal days.  The two tiers’ bell schedules are presented below.

Bell Schedule Overview:

  1. Tier 1: 8:00 AM – 2:30 PM
    Early Dismissal: 1:30 PM
    1. Schools:
      (18 Elementary) Ensign, Emerson, Rose Park, Liberty, Franklin, Meadowlark, North Star, Edison, Indian Hills, Washington, Nibley Park, Mountain View, Whittier, Newman, Parkview, Backman, Uintah, Escalante
      (5 Middle) Bryant, Clayton, Glendale, Hillside, Northwest

       
  2. Tier 2: 8:45 AM – 3:15 PM
    Early Dismissal: 2:15 PM
    1. Schools:
      (5 Elementary) Bonneville, Wasatch, Beacon Heights, Dilworth, Highland Park
      (6 High Schools) East, Highland, West, SCORE, Innovations, Horizonte

       

Key Considerations for Implementation:

  1. SLCSE-Bryant Middle School Schedule Adjustment:
    SLCSE-Bryant Middle School will transition to Tier 1. This change resolves a key audit finding related to wait times for students at West High School.
  2. Universal Tier Assignment for All Schools:
    Regardless of current transportation needs, all schools will be assigned to either Tier 1 or Tier 2. This is essential, as transportation services must be available for any student who may require it, including those that may be subject to an Individualized Education Plan (IEP).
  3. Aligned Early Dismissal Times:
    Early dismissal dates and times have been adjusted across schools to align with transportation schedules. This alignment will help minimize disruptions to instructional time, ensuring greater efficiency and continuity in the learning process.

We anticipate that seven schools will be adjusting their bell schedules for the upcoming year. SLCSE-Bryant Middle School will transition to the Tier 1 bell schedule, while Uintah, Bonneville, and Escalante will be placed on a designated tier. Meadowlark and North Star will have a revised early release time, and Rose Park Elementary will shift its early release day to Fridays instead of Wednesdays.

We trust that these adjustments will positively impact our schools and the wider community. If you have any questions or would like further clarification, please do not hesitate to reach out.

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Happy April!  Hope you are enjoying the warmer weather and looking forward to some spring break plans or already enjoyed your spring break!  Below you will find some helpful attendance information and resources. 

Utah Attendance Success Stories/Celebrations 

This month we want to highlight Jordan School District and all of the amazing work they are doing to increase daily attendance and decrease chronic absenteeism across their district.  They have developed social media posts that schools and district leaders are regularly posting to help remind students and parents about the importance of being at school every day.  They have also developed a district attendance committee which includes the director of student services, an attendance/prevention specialist, a health & wellness specialist, a counselor specialist, an assistant high school principal, an assistant middle school principal, an assistant elementary principal, and two representatives from their information systems department.  They worked hard to develop an attendance flowchart that is beneficial to all schools across their district.  Thanks for being such a great example to districts all over the state! 

We would like to highlight Maria Montessori Academy for all of their efforts to increase daily attendance and reduce chronic absenteeism.  They send weekly newsletters with updates in them about attendance goals and offer transportation support to families.  They also sent a survey to parents about their beliefs around the importance of attending school and asked them to individually identify what motivates their children to come to school.  They also have a school attendance team which includes the school nurse, the student success specialist, the director, and the attendance secretary.  This team works hard to collaborate with families to reduce barriers for their students.  Thanks for your example to schools on engaging with stakeholders and keeping everyone included when it comes to attendance! 

Attendance Legislative Update 

Senate Bill 279 was passed during this last legislative session.  Please read this bill and update your lists of valid excuses to include the “competition in a rodeo sanctioned by an international, non-profit organization dedicated to the development of sportsmanship, horsemanship, and character in youth through the sport of rodeo;” Let us know if you have any questions regarding this piece of legislation.  

Attendance Webinar 

We loved seeing so many of you at our attendance webinar last month.  Our next webinar is coming up on May 12th at 10:30am.  We will send out more information later this month with the zoom link and topics that will be covered.  We hope to see you there!

Statewide Attendance Campaign 

We are so excited to announce that our slogan for our Statewide Attendance Campaign is going to be “Every Day Counts!”  Thank you to everyone for your input and for helping us decide on our slogan.  We will be developing resources and ideas to share with every LEA across the state to distribute this coming summer.  If you want to be a part of the planning and creating of this campaign, please email Megan Menlove at megan.menlove@schools.utah.gov.  

Helpful Articles/Podcasts 

Spring Slide Ideas- there are a lot of challenges in the spring with absenteeism.  This is a great time to run a targeted campaign and remind parents and students of the importance of being at school every day. 

Spring Slide Attendance Works Resources 

Part of increasing attendance in our schools is creating a positive school climate where students feel connected to others.  One way schools across Utah are starting to increase the positivity in their schools is through “Kindness Walls”.  See more information at https://youuplift.com/ and this KSL article. 

High Levels of Chronic Absence Affect All Kids, Not Just Those Missing School

Upcoming Dates/Information 

*2025-2026 Tier 1 Engagement and Attendance Cohorts- if your LEA is participating in our cohorts for the 2025-2026 school year, we are scheduling our onboarding meetings this month. 

*May 12, 2025 at 10:30am- 2025 Attendance Webinar Series #3. 

*July 16, 2025 at 10:30am- 2025 Attendance Webinar Series #4. 

We appreciate all you do. Please let us know how we can best support you and your schools. 

USBE Attendance Specialists 

https://www.schools.utah.gov/prevention/absenteeismtruancyprevention

Megan Menlove

Attendance Support Specialist

Utah State Board of Education

megan.menlove@schools.utah.gov

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Dear Team,

As we approach the summer months, we want to share some important information about our summer work schedule. During this period, our workweek will shift to four 10-hour days. This schedule provides a great opportunity for extended weekends while maintaining productivity.

Please keep in mind that if you need to take time off, PTO must be used for any hours not worked. Working only five hours in a day will not be considered a full workday. If you need to adjust your schedule, please coordinate with your supervisor to ensure coverage and compliance with our policy.

We appreciate your dedication and commitment, and we hope this schedule allows you to enjoy a bit more flexibility during the summer months. If you have any questions, please don’t hesitate to reach out.

Thank you for all that you do!

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Dear Team,

I hope this message finds you well. As we work together to ensure the smooth operation and continued improvement of our school system, I would like to remind everyone of the importance of adhering to the proper leadership channels when corresponding on district matters.

Lines of Authority and Responsibility
The lines of direct authority are those approved by the Board of Education and are reflected in our district organization charts. These lines represent not only a clear direction of authority and responsibility but also serve as important pathways for communication and collaboration within the district. By following these established structures, we ensure that all staff members are informed and that matters are addressed at the appropriate levels.

Referral of Matters
When an issue or matter requires administrative action, personnel should refer it to the administrator to whom they are directly responsible. If needed, the matter can then be referred to the next higher administrator. It is essential that all personnel keep their immediate administrator informed of their activities, as transparency and communication help us maintain a cohesive and efficient district.

Complaint Resolution Process
It is also important to note that School Board Policy G-18 outlines how we resolve complaints here in SLCSD.  This ensures that all staff members have access to a fair process in case they wish to challenge a decision, while also respecting the established leadership channels. The district highly encourages individuals to try to resolve their concerns at the lowest level. To that end, the district suggests that the individual making a complaint discuss the relevant issues with the person about whom s/he is complaining if the complainant feels s/he cannot approach the person with whom s/he has a concern, s/he can fill out the G-18: Complaint Resolution Request Form and submit it to Respondent’s supervisor.

Two-Way Flow of Communication
While the lines of authority represent direction, they also serve as avenues for the two-way flow of ideas and feedback. Collaboration and open communication are key to continuously improving the programs and operations of our school system. I encourage everyone to use these channels not only to report issues but also to share ideas and suggestions that can benefit our students and staff.

Thank you for your continued dedication to maintaining clear and respectful communication, and for your commitment to supporting the success of our students and schools. Together, we can ensure that our leadership processes function smoothly and that we work collaboratively toward our shared goals.

If you would like a refresher for which area director is responsible for which school, it can be found here.

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