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Author: Tiffany Hall

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From: Tiffany Hall

As winter approaches, this is our annual reminder to review and prepare Emergency Learning Plans in the event of a major snowstorm, windstorm, or other unexpected event that causes a sudden school closure.

While our goal is always to keep schools open—or, when possible, to delay the start of the school day rather than close entirely—being ready to pivot quickly ensures that student learning continues without interruption. Having these plans in place allows us to maintain quality at-home learning and avoid extending the school year, as required by state law when closures occur.

Overall Guidance

Each school’s plan will look a little different depending on student access to technology, home circumstances, and local procedures. The key is flexibility.

  • Use online or paper-based assignments as appropriate for your content area and grade level.
  • Provide clear directions and expectations for a day’s work:
    • Elementary: 3–4 hours total learning time
    • Secondary: 45–60 minutes per block class
  • Choose activities that focus on familiar content or independent learning tasks.
  • Include an exit ticket or assignment that can be submitted to validate student participation for attendance purposes.

Students with Disabilities

For students with IEPs or 504 Plans, please ensure that emergency lessons consider each student’s individual goals, accommodations, and accessibility needs so that all learners can participate meaningfully from home.

 

Elementary Schools

The district has prepared up to five (5) days of Emergency Learning Plans in ELA, Math, Science, Social Studies, Music/Fine Arts, and PE for grades K–6, available in the District Document Center.

You may:

  • Upload these lessons into your Canvas course if students have home computer access, or
  • Print and send home one or two days’ worth of lessons in advance, in case of an unexpected closure.

Please review all lessons before distributing to ensure alignment with your classroom instruction. If you have already developed your own emergency plans—wonderful! The district resources are simply available to support your preparation.

 

Secondary Schools

If your Canvas courses are current and students regularly access them, you are already in great shape. Having assignments and readings available online allows learning to continue seamlessly during closures.

For courses that don’t easily transition online, consider offline options, such as:

  • Logging personal activities related to your course
  • Reviewing safety procedures or study materials for certifications
  • Completing reflection or practice assignments

Thank you for taking the time to plan ahead on top of everything else you do every day. Your preparation ensures that learning continues smoothly, no matter what challenges the season brings.

We appreciate your flexibility, creativity, and commitment to our students.

Rationale: 

Having emergency lessons prepared in advance allows schools to continue instruction on days when weather or other emergencies require building closures. Providing structured at-home learning ensures that students remain engaged in meaningful educational activities, even when they cannot attend in person.

By implementing these emergency learning days, the district can count the day toward the state-required minimum number of instructional days, which prevents the need to extend the school year to make up for lost time. This approach maintains instructional continuity and compliance with state law while offering flexibility to families and staff during unexpected events.

Expectations for Implementation: 

  1. Communication
  • Principals are responsible to communicate this information to their teachers and ensure that classrooms are prepared for an emergency closure.

Keywords: snow day, emergency closure, lesson plans

Published on

From: Tiffany Hall

This information will be shared with teachers October 22, 2025. Please reach out if you have questions before that happens.

BACKGROUND

In 2025, the Utah State Legislature passed H.B. 104 Firearm Safety in Schools Amendments. This requires schools to provide an instructional session on firearm safety to students.

This instruction must be offered to students at least three times during grades K-6, once in middle school, and once in high school. The instruction must be age appropriate and developmentally appropriate for the students in the class.

In SLCSD, we will provide this lesson in grades 1, 3, and 5 and in middle and high school health classes. The reason we have assigned this to specific elementary grade levels and classes is so that we can track that the required instruction was provided.

This instruction will not include handling a firearm or having a firearm (real or model) in the classroom. The instruction will focus on ensuring students understand appropriate safety around firearms. Materials selected for this instruction are politically neutral and are available for parents to review online.

If parents do not want their student to participate in this lesson, they can opt their student out by completing returning the opt out form. They do not have to opt IN: they only have to opt OUT.

If opted out, the student must be provided with an alternate assignment in an alternate location, and their grade cannot be affected. For elementary, the lesson will probably between 15-20 minutes long. For secondary, the time may depend on what other appropriate health standards you choose to include.

REQUIRED STEPS

  1. Review the materials and video for your level.
  2. Choose a date you will plan to teach the lesson.
  3. At least two weeks before you teach the lesson, send the Parent Information letter home. Include the date you are teaching and the date the opt out must be returned.
  4. Make a plan for an alternate assignment and location in case it’s needed.
  5. Collect all opt out forms. After the lesson, have your administrator store them for the school year.
  6. Teach the lesson.

RESOURCES

Located in the District Document Center > Teaching & Learning > Firearm Safety Resources

Elementary – National Crime Prevention Council (Officer McGruff)

  • Grade 1: Molly’s Mischief
    • Parent form (Translations to major languages are currently in process. They will be added to the file as they are completed. Please contact Ms. Lowery if an additional language is needed.)
    • Video embedded on PPT
    • Teacher guide
    • Student activity sheet
    • Safety poster
    • Post-lesson recap for parents (currently only in English, TBD for other languages) 
  • Grades 3 and 5: Not Cool, Kyle
    • Parent form (Translations to major languages are currently in process. They will be added to the file as they are completed. Please contact Ms. Lowery if an additional language is needed.)
    • Video embedded on PPT
    • Teacher guide
    • Student activity sheet
    • Safety poster
    • Post-lesson recap for parents (currently only in English, TBD for other languages)

Secondary – Utah Attorney General’s Office

  • Parent form (Translations to major languages are currently in process. They will be added to the file as they are completed. Please contact Ms. Lowery if an additional language is needed.)
    • Video embedded on PPT
    • Teacher Lesson Plan
    • Student handout (two colors)
    • Safety poster (two colors)

QUESTIONS

  • Check with your administrator
  • Teams or email Katie Lowery, Health and PE Specialist
  • Teams or email Tiffany Hall, Teaching & Learning

NEXT STEPS

If you would like to suggest a different curriculum, please contact Ms. Lowery and Dr. Hall for district-level review.

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Title: Action Item: Assigning STEM AC Math Digital Learning Student Licenses

Date: 09/12/2025

To: Elementary, Middle School, High School Administrators

From: Holley McIntosh, Director of STEM and Mathematics

Dr. Tiffany Hall, Executive Director of Teaching and Learning

Subject:           Assigning STEM Action Center Math Digital Learning Student Licenses

Summary:

The math digital learning student licenses listed below awarded to schools from the STEM Action Center Math Digital Learning Grant will be assigned by the SLCSD IT Department.

  • STMath
  • IXL
  • Dreambox
  • My Math Academy
  • I-Ready
  • Derivita
  • Math Space
  • Imagine Math
  • Renaissance


Administrators must submit a SLCSD IT helpdesk ticket to inform IT how the licenses are to be assigned in their school no later than October 1.

One exception: High School ALEKs licenses will be managed and assigned by your HS Math Content Area Specialist (coach).

Rationale: 

The STEM Action Center (AC) did not have sufficient resources to fund any school’s full grant request for licenses. With only a portion of the licenses provided, schools need to be strategic in assigning licenses to classes or students that will best utilize them. The STEM AC tracks usage to ensure license are being used at appropriate levels.

Schools not actively using their licenses by October 30, 2025 run the risk of having the STEM AC reassign their licenses to another school in the state.

Expectations for Implementation: 

  1. Communication

Administrators are responsible to submit a helpdesk ticket.

  1. Device >Device Software
  2. Category
  3. Subcategory > Application you have selected
  4. Item > Add
  5. Subject >Assign math program

Note in the description:

  • the name of the math digital learning supplemental program you received from the STEM AC grant
  • which grade levels or specific teachers are to have licenses
  • how many licenses for the grade levels or specific teachers

Administrators are responsible to tell teachers in their building which grade levels and specific teachers have access to these programs.

  1. Collaboration: 
  • Contact Holley McIntosh if you have questions about your school’s STEM AC grant award.
  • Work with the District Math Coach/CAS assigned to your school if you have questions about how to match these licenses with student needs.
  1. Evaluation
  • Administrators are to communicate to IT the appropriate assignment of the awarded licenses.
  • Administrators ensure the licenses are used appropriately and as a supplement to our adopted core programs.
  • See the conditions of the STEM AC grant for more information.

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The final day for students to complete credit recovery and graduate with their cohort is Friday, September 26, 2025 (the Friday before October 1). All coursework must be submitted no later than 8:00 PM on that day in order to count toward the student’s cohort graduation requirements.

  • Accessing Canvas for Credit Recovery
    • To ensure students can access Canvas over the summer, counselors must complete the following steps:
      • In PowerSchool, check the box labeled “Will take CR this summer.”
        • Submit a Help Desk Ticket with the following details:
          • Category: Applications
          • Subcategory: Canvas
          • Item: Add
          • Required Information: Student ID number and last name. Also indicate that the box has been checked in PowerSchool.

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Summary:

All SLCSD educators must have an ESL endorsement. Depending on their teaching area, they can have a district modified or state endorsement. New employees must complete their endorsement by their fourth year of employment.

The ESL Endorsement is granted by USBE and can be earned by completing six courses or by taking and passing the Teaching English to Speakers of Other Languages Praxis Exam (5362).

Certain categories of educators – including administrators – in the district can earn a modified endorsement with fewer classes. The classes are determined by the educators’ role and are outlined in the district’s ALS Master Plan. The modified endorsement is only recognized by SLCSD. More information about modified endorsements is on the district’s ESL Endorsement page.

Rationale: 

State and federal law, policies, and regulations provide parameters regarding the education of students who are Multi-Language Learners (MLL) in the United States. School districts must identify students, assess their abilities to understand, speak, read, and write English, and provide comprehensible and content-based instructional programs.

SLCSD designed the program to begin in the spring to support new teachers by not crowding too much into the first semester of their work with students in the district.

Expectations for Implementation: 

  1. Communication
  • Please share this information with your new teachers.
  • Please check with your teachers during your ECAP sessions to ensure they have completed or are on track to complete the ESL Endorsement or Modified Endorsement.
  •  Full information about the endorsement and its requirements can be found on the district’s website. ESL Endorsement Information.
  1. Collaboration: 
  • SLCSD provides an ESL endorsement program designed to provide educators with the knowledge and strategies to support English language learners in their classrooms.
  • ESL Endorsement classes are graduate-level classes offered with university credit, so they will count toward a professional lane change. The complete ESL Endorsement (six classes, earning grade of C or better) is granted by USBE and is recorded on the teaching credential. The modified endorsement is only recorded on your SLCSD record.
  • Cohorts begin every spring. Registration information is sent through the district email system in February and can be found on Clever in KickUp. Classes are online.
  • The district funds the instructor and provides materials. The cost per class is $72 for posting fees.
  • Please contact Dr. Tiffany Hall with questions.
  1. Evaluation
  • All teachers must have the appropriate endorsement, which is dependent on the content and level they teach.

Keywords: ESL Endorsement

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All instruction related to sex education must take place within the context of Utah State Law (53G-10-402) and Utah State Board of Education rule (R277-474). New legislation has added topics beyond health class which require parent notification and permission.

Any course which involves "Sex education instruction" [now includes] any course material, unit, class, lesson, activity, or presentation that, as the focus of the discussion, provides instruction or information to a student about:

· sexual abstinence;

· human sexuality;

· human reproduction;

· reproductive anatomy;

· physiology;

· pregnancy;

· marriage;

· childbirth;

· parenthood;

· contraception;

· HIV/AIDS;

· sexually transmitted diseases; or · refusal skills, as defined in Section 53G-10-402.

In accordance with Rule R277-474-7-4, teachers may answer student questions or correct inaccurate statements as long as the answer is consistent with state law and the approved instructional materials. Educators may also direct students to parents.

Teachers will be sent this survey and are required to indicate if they cover any of the listed topics. All teachers must respond by September 30, 2025.

The parental Consent Form is included in all student registration and information is available to teachers regarding the parent’s option for instruction.

Rationale:

Utah Code 53G-10-402 states: · That “parental consent requirements of Sections 76-7-322 and 76-7-323 are complied with”

· And, “require a student's parent to be notified in advance and have an opportunity to review the information for which parental consent is required under Sections 76-7-322 and 76-7-323.”

· “An LEA governing board shall provide appropriate professional development for the LEA governing board's teachers, counselors, and school administrators to enable the teachers, counselors, and school administrators to understand, protect, and properly instruct students in the values and character traits referred to in this section and Sections 53E-9-202, 53E-9-203, 53G-10-202, 53G-10-203, 53G-10-204, and 53G-10-205, and distribute appropriate written materials on the values, character traits, and conduct to each individual receiving the professional development.” To facilitate compliance, each secondary teacher is required to complete the form to let SLCSD know which topics they are and are not teaching.

USBE guidance states:

· “Health, CTE, science, and psychology teachers should [acquire parental permission and complete this training] if they teach eligible courses like Health, Child Development, Health Science, Medical Anatomy, Human Development, Genetics, or any course with instruction on sex education as defined in Utah Code 53G-10-403.”

Expectations for Implementation:

· Communication:

· Administrative memo will be sent to all building administrators to share with faculty.

· Link to required form will be sent to all educators with the deadline of September 30, 2025 for completion.

· The Canvas course required for all teachers who present an effected topic (listed above) will be provided once the USBE creates the course after July 1, 2025.

2. Collaboration:

· Contact Katie Lowery, Content Specialist over Health and Physical Education, for assistance.

3. Evaluation:

· The district will check for the completion of the required form by due date. If it is not complete, the assistance of building administrators will be requested.

· The district will keep a current record of all teachers who have completed the USBE Canvas course.

Keywords: Human sexuality, health education, Utah Code 53G-10-402

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Title:             Human Sexuality Classroom Instruction

Date:              June 25, 2025

To:                 All Administrators

From:            Adam Eskelson, Director 

    Dr. Tiffany Hall, Executive Director

Dept:            Teaching and Learning

Subject:        Human Sexuality Topic Certification

All instruction related to sex education must take place within the context of Utah State Law (53G-10-402) and Utah State Board of Education rule (R277-474). New legislation has added topics beyond health class which require parent notification and permission.  

Any course which involves "Sex education instruction" [now includes] any course material, unit, class, lesson, activity, or presentation that, as the focus of the discussion, provides instruction or information to a student about:

  1. sexual abstinence;
  2. human sexuality;
  3. human reproduction;
  4. reproductive anatomy;
  5. physiology;
  6. pregnancy;
  7. marriage;
  8. childbirth;
  9. parenthood;
  10. contraception;
  11. HIV/AIDS;
  12. sexually transmitted diseases; or
  13. refusal skills, as defined in Section 53G-10-402.

In accordance with Rule R277-474-7-4, teachers may answer student questions or correct inaccurate statements as long as the answer is consistent with state law and the approved instructional materials. Educators may also direct students to parents.

Teachers will be sent this survey and are required to indicate if they cover any of the listed topics. All teachers must respond by September 30, 2025.

The parental Consent Form is included in all student registration and information is available to teachers regarding the parent’s option for instruction.

Rationale:

Utah Code 53G-10-402 states:

  1. That “parental consent requirements of Sections 76-7-322 and 76-7-323 are complied with”
  2. And, “require a student's parent to be notified in advance and have an opportunity to review the information for which parental consent is required under Sections 76-7-322 and 76-7-323.”
  3. “An LEA governing board shall provide appropriate professional development for the LEA governing board's teachers, counselors, and school administrators to enable the teachers, counselors, and school administrators to understand, protect, and properly instruct students in the values and character traits referred to in this section and Sections 53E-9-202, 53E-9-203, 53G-10-202, 53G-10-203, 53G-10-204, and 53G-10-205, and distribute appropriate written materials on the values, character traits, and conduct to each individual receiving the professional development.”

To facilitate compliance, each secondary teacher is required to complete the form to let SLCSD know which topics they are and are not teaching.

USBE guidance states:

  1. “Health, CTE, science, and psychology teachers should [acquire parental permission and complete this training] if they teach eligible courses like Health, Child Development, Health Science, Medical Anatomy, Human Development, Genetics, or any course with instruction on sex education as defined in Utah Code 53G-10-403.”

Expectations for Implementation:

  1. Communication:
    1. Administrative memo will be sent to all building administrators to share with faculty.
    2. Link to required form will be sent to all educators with the deadline of September 30, 2025, for completion.
    3. The Canvas course required for all teachers who present an effected topic (listed above) will be provided once the USBE creates the course after July 1, 2025.

2.        Collaboration:

  1. Contact Katie Lowery, Content Specialist over Health and Physical Education, for assistance.

3.        Evaluation:

  1. The district will check for the completion of the required form by due date.  If it is not complete, the assistance of building administrators will be requested.
  2. The district will keep a current record of all teachers who have completed the USBE Canvas course. 

Keywords: Human sexuality, health education, Utah Code 53G-10-402

Administrators: https://www.shapeamerica.org/MemberPortal/prodev/leading-healthy-schools.aspx

Leading Healthy Schools (LHS) is a free, year-long professional development and coaching program for school administrators to help them gain the knowledge and skills necessary to lead a school that prioritizes student health and wellness. Participants engage in collaborative learning experiences and coaching that are flexible to their school’s context and relevant to their role as a school leader.  

Interested in learning more about the program before you register? Sign up using the link above to attend an information session with LHS Program Director Kaitlyn Gaddis Thompson and hear from members of the 2024 and 2025 LHS cohorts!

For Administrators: Health textbook adoptions are complete, and we are ready to order for the upcoming year.  Please contact Katie Lowery for more information. Each school must complete a requisition. 

For Teachers:  Deadline to complete the required questionnaire for those who teach HEALTH, or ANY SUBJECT with human sexuality content is September 30th.  

All teachers (not just health) who discuss any topic below that they must include a statement in their disclosure for parents to sign and that parents must sign the USBE form as well. Do not just rely on the electronic registration for the 7-12th graders. 

Teachers should complete this survey and are required to indicate if they cover any of the listed topics. All teachers must respond by September 30th. 

HEALTH / HUMAN SEXUALITY SURVEY 

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Dear Principals,

As we continue our collective work to ensure equitable access to high-quality instruction across all schools, we want to take a moment to affirm the importance of systemic assessments in driving instructional excellence and supporting every student’s academic success.

Research consistently underscores that formative and summative assessments, when aligned to curriculum and instruction, are among the most powerful tools educators have to monitor learning, inform teaching, and close opportunity gaps. According to Black and Wiliam (1998), effective assessment practices can lead to significant learning gains, particularly for students who have historically been underserved. Likewise, districtwide assessment systems provide critical data that allow schools to respond in real time to student needs and ensure alignment with our guaranteed and viable curriculum. Our work with PLCs has also clarified the importance of being able to look at student achievement through a consistent lens across grades, schools, and the district.

To that end, we will use Instructional Block Post Assessments (IBPAs) and Standards Based Assessments (SBAs) as the district’s primary formative assessment tool. These assessments are designed to be used in tandem with our curricular resources and serve multiple, essential purposes:

  1. They provide actionable data on student progress toward proficiency in the standards taught during each instructional block.
  2. They help school and district teams evaluate the effectiveness of instructional delivery and make informed adjustments.
  3. They contribute to a shared understanding of instructional priorities and support professional collaboration among educators.

At a minimum, all schools are expected to implement the IBPAs and SBAs consistently as part of our districtwide commitment to instructional coherence and equity. Schools may also choose to use RISE Benchmark assessments as additional checkpoints that support and lead into the IBPAs and SBAs. This layered approach gives schools additional flexibility while preserving the fidelity of our core assessment strategy.

Your leadership in implementing this system with clarity and purpose is essential. I invite you to approach this work as a community of practice, where we are learning from one another and using data not simply to measure performance, but to enhance instruction and deepen student engagement.

Thank you, as always, for your commitment to excellence and equity for every student, in every classroom, every day. Please do not hesitate to reach out with questions or for support in implementation.

Implementation Guidance for Instructional Block Post Assessments (IBPAs) and Standards Based Assessments (SBAs)

To support successful implementation of the IBPAs and SBAs, schools are encouraged to follow the guidance below:

  1. Schedule and administer IBPAs and SBAs within the window identified in the Assessment Plan, which is updated each year to reflect the current calendar.
  2. Use PLC meetings to review assessment data, identify student learning trends, and develop instructional responses.
  3. Leverage data from IBPAs and SBAs to inform Tier I instruction and identify students in need of additional support or enrichment.
  4. Ensure all educators have access to assessment results and relevant data dashboards to monitor progress over time.
  5. Consider integrating RISE Benchmark assessments at the midpoint of instructional blocks to check for understanding ahead of IBPAs and SBAs. 

The Teaching & Learning and the School Leadership & Support teams are available to provide support with implementation, data analysis, and instructional planning. Schools are encouraged to reach out proactively to schedule support sessions or request resources as needed.

We look forward to discussing this data at a district level next year to identify teams and schools for celebration as well as support each other in increasing student achievement.

Research Citation

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.

[HM1]ELA calls their elementary district assessments SBAs. Math class their K-Sec 3 district assessments IBPAs. Science is working to determine how district assessment will look in their content area.

[CM2]Elementary ELA has moved to Standards Based Assessments (SBAs), so please include that wherever you have IBPAs.

[CM3]I just realized I have editing access, so I will go through and do this.

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Every August, there's a renewed sense of excitement and energy in the air—we're ready to begin a new school year filled with possibilities! It's a fresh start, a time to reconnect with colleagues, welcome new students and families, and set meaningful goals for learning and growth.

We have exciting new curriculum for science grades 6-8, health teachers, and social studies teachers. We will continue to connect with goals for literacy, mathematics, and academic discourse. The schedule has also been adjusted to provide schools with 1.5 days with their staff for professional development and meetings. Please see the following schedule for your planning:

Expectations for Implementation:

  1. Communication:
    1. Principals are responsible to communicate with their staff about the days in their before-school communication.
    2. Ensure that their staff attend as appropriate

       
  2. Collaboration:
    1. Katie Ieremia, Professional Development
    2. Tiffany Hall, T&L

Keywords:

August, teacher days, start of year

Published on

Hello! 

Here are a few reminders and updates about ending the year. We have several groups of teachers who need to complete work critical to the district before the school year ends.

This year, the last day for elementary music services will be Friday, May 23. Music teachers will use May 27-29to complete an inventory and transition plan for all their schools, identify instruments needing repairs, and plan for instrument deployment in the fall. Please do not plan on music during the last week of school. (Questions? Adam Eskelson)

Your elementary PE paraprofessionals must inventory and store equipment and prepare lists of equipment needed for the next year. The last day of elementary PE will be Friday, May 23. (Questions? Katie Ieremia)

Job-embedded learning will continue with Content Areas Specialists in schools through Friday, May 23.  After that, they will be working on professional development for next year, aligning instructional documents for teachers, and reviewing assessments to ensure we are ready for 2025-26. Some elementary schools will have a different schedule, but your CAS has already discussed that with you if your date is different. (Questions? Dr. Chelsea Malouf, ELA; Holley McIntosh, Math; Candace Penrod, Science; Sallie Warnecke, Digital Learning)

Library learning centers have mixed schedules. Please talk with your teacher librarian about the end of the year versus the start of the year. There are specific tasks that must happen in the library once a year: inventory, restocking, book orders, documenting carryover and budgets, and securing equipment.

  1. If your school begins Specials immediately, the teacher librarian will need time at the end of year: May 27-29/30.
  2. If you prefer to take Specials to the last day of school, they will need time at the start of the year: August 19-22.

Each of you handle this differently, so please talk with your teacher librarian and reach out if you have any questions. (Questions? Dr. Tiffany Hall)

Thank you for understanding that this time is important for these teacher groups to be ready to end the school year. ​If you have specific concerns about a schedule at your school, please talk with your teacher(s) about alternatives and reach out to the supervisor if needed.

Best wishes for a great summer!

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