Thank you for your continued efforts in supporting our students with the NWEA assessments. Attached is the most recent participation chart, which shows where each school currently stands. Our districtwide goal is 95% participation, and the deadline for completion is Friday, September 12, 2025.
Please ensure the necessary arrangements are in place so that all students have the opportunity to participate and we can collectively meet this important target. Your leadership and attention to this matter are greatly appreciated.
This guidance is designed to help school leaders support families with transportation questions, particularly those who live within the state ineligible distance guidelines (less than 1.5 miles for elementary and 2.0 miles for secondary). The process ensures equity, consistency, and compliance with state law, while always prioritizing state-qualified riders.
Key Eligibility Standards
Qualified Riders: Students who live beyond the state thresholds (1.5 miles elementary / 2.0 miles secondary) or who are approved for a documented safety exception.
Unqualified Riders: Students who live within the state thresholds and do not have a safety exception.
Exception Requests
Families who wish to request transportation outside of state eligibility must complete the Salt Lake City School District Transportation Exception Request Form each year.
Important reminders for families:
Approval is subject to available seating and may be revoked at any time if space is needed for state-qualified riders.
No new or relocated bus stops will be created. Students must use existing stops.
Transportation under an exception is a privilege, not a right, and may be revoked for misconduct.
School choice families (students attending outside their boundary) are responsible for their own transportation.
Temporary Ridership During Review
Students may ride temporarily while requests are under review if there is available space.
Temporary ridership does not guarantee approval.
Timing of Requests
No exception or “space available” requests will be reviewed until 15 school days after the start of the year, once average daily ridership counts are established.
This waiting period allows for accurate capacity data.
Approval Criteria
Requests may be approved only if:
The bus route shows at least 10% seating capacity above daily usage.
No state-qualified student is displaced.
Requests are considered first-come, first-served.
Approval is valid for one school year only and must be renewed annually.
Conditions of Ridership
Revocation: Exception riders may lose transportation if capacity is needed for eligible students.
Boundaries: Exception passes do not apply to after-school jobs, activities, or non-boundary placements.
Conduct: Students must follow all bus rules; misconduct may result in loss of transportation privileges.
Communication & Notification
Parents/guardians will receive written notice of approval or denial.
Principals will receive updated rider lists.
Drivers receive weekly rosters and allow boarding temporarily until final determinations are made.
Role of Zūm Pass & Drivers
Every rider must tap their Zūm pass when boarding and exiting.
If a student has no pass:
The driver will allow boarding if the student appears on the approved list.
If unsure, the driver records the student’s details and transports them safely.
Drivers do not deny boarding; Transportation reviews unknown riders after reporting.
How Principals Can Support Families
Direct families to the Transportation Exception Request Form.
Remind families that requests cannot be reviewed until after the 15-day ridership count.
Emphasize that approval is space-dependent and not guaranteed.
Reassure families that safety is always a priority and that all requests are reviewed fairly.
Key Takeaways for Families
Transportation under exception requests is a privilege and not guaranteed.
State-qualified riders always have first priority.
All requests are reviewed consistently and equitably.
The district must balance capacity, safety, and compliance with state regulations.
Please reach out if you have any questions or need further information.
Please integrate the following tasks to your Day One Ready List. We will be sure to get these on the master list in the future. Thanks!
July/August/September Priorities for student services include:
*Secretaries at Training August 4th-Do not schedule it as a registration day.
*Secondary Counselors have 195 day contract—determine the start date for counselors.
*Set up SSC/Counselor meeting to review students with tier 3 needs, cross check schedules, supports, consider parent meeting or home visit prior to school.
*Set-up weekly Counselor Meetings, discuss Counselor Corner for staff meetings, discuss possible staff presentation for PD days.
*Set up your anti-harassment and bullying training dates for students
*Set up Mental Health Screening dates with social workers and counselors
*Set-up regular (weekly suggested) Mental Health Meetings with your district social worker. Schedule a staff presentation.
*Set up a meeting with your school nurse to discuss CPR trained staff requirements, fall staff training, and vision screening
*Secondary set up a meeting with your SRO and PYP advocate.
*Set up a McKinney Meeting with Becky Baskett or Mike Harmon
Must be an assistant principal unless you have a split AP (split APs should be the SSaSS at one of their schools and the other one should assign the position to a counselor or teacher.
Set standing day/time (at least once per week) for SSC meetings
I hope this message finds you well and that your summer planning is off to a strong start.
I’m reaching out with a gentle reminder regarding the importance of timely approval of P-Card transactions. As outlined in Board Policy F-2 and detailed in the P-Card Manual (page 4), principals are responsible for ensuring that all credit card purchases at your site are in full alignment with district purchasing policies and procedures.
When you approve a transaction, you are verifying that this responsibility has been fulfilled. We’ve noticed delays in the approval process, and we want to support all sites in staying current and in compliance.
As noted in the manual, continued non-compliance may result in the loss of P-Card privileges—either for the individual staff member or, in some cases, for the entire site. While we know this is never the intention, we want to be proactive in avoiding those outcomes.
Please take a few moments to ensure your approvals are up to date and that systems are in place to keep them current moving forward. Your attention to this matter is greatly appreciated and helps us maintain fiscal integrity across the district.
Thank you for your leadership and continued partnership.
Each year, the School Safety Plan must be updated to ensure all emergency procedures and school-specific information are accurate and current.
Purpose of the School Safety Plan
The School Safety Plan is designed to:
Record all school-specific emergency information.
Provide procedures for responding to various emergencies (e.g., fire, natural disaster, lockdown).
Include emergency contacts, phone numbers, and evacuation sites.
Serve as a guide for school staff, first responders, parents, and others who need to be familiar with the school’s emergency protocols.
Annual Update Process
1. Distribution of Template
When: Second week of July each year.
What: A 4-page Safety Plan Template is emailed to all school principals.
Why: This template must be completed with the school’s updated emergency information, including:
Emergency contacts
Phone numbers
Off-site evacuation locations
2. Principal’s Responsibility
When: Completed template is due by the end of July.
What: School principals must provide accurate and updated school-specific safety information by filling out the template and returning it to Facility Services.
Why: This ensures each school’s emergency plan reflects current and accurate details.
3. Review and Compilation
What: Once submitted, Facility Services:
Reviews each school’s information for completeness and accuracy
Updates each school’s safety plan accordingly
Compiles the information into a standardized 32-page School Emergency Plan for each school
4. Return of the Final Plan
When: By the end of August
What: The finalized 32-page Emergency Plan is returned to each principal, containing all updated emergency procedures and contacts.
Principal’s Role in Plan Implementation
What: Principals are expected to share the finalized School Safety Plan with all relevant staff and personnel annually, including:
School staff (teachers, administrators, custodians, office staff)
School Resource Officers (SROs)
Substitute teachers
Parents (limited to relevant information such as student pick-up procedures and off-site evacuation locations)
Any other personnel who must be aware of emergency procedures
When: The plan must be shared as soon as it is received and no later than the start of the school year (or immediately after receiving the final plan).
Mid-Year Updates
What: If any changes occur during the school year (e.g., emergency contacts, off-site evacuation locations), schools must update their Safety Plan.
When: Changes must be submitted to Facility Services as soon as they occur to keep the plan current.
Important Changes for the 2025–2026 School Year
New Requirement: Beginning with the 2025–2026 school year, Safety Plans must also be shared with school leadership (i.e., administrators and district leadership), in addition to staff and first responders.
Timeline Overview
Task
Deadline
Template sent to principals
Second week of July
Completed template due
End of July
Final Safety Plan returned to principals
End of August
Safety Plan shared with school staff
By start of the school year (or immediately after receiving the final plan)
Updates to Safety Plan (if any)
Ongoing, as needed
Safety Plans shared with school leadership (2025–2026)
By start of the school year (or immediately after receiving the final plan)
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
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.
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.
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.
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.
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.
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.
The following individuals were all selected as top candidates for Assistant Principal at the listed schools:
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:
Submit a written request to your Area Director detailing the proposed changes and the reasons for them.
Upon review and conditional approval by the Area Director, Human Resources will conduct a compliance check to verify alignment with district policies.
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.
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.
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.
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.”
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
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
