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Category: Elementary School Information

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Title:               CogAT Testing in Elementary Schools

Date:               August 28, 2026

To:                   Elementary Principals

From:             Dr. Garret Rose, Advanced Academics Supervisor

Subject:         Annual Testing Dates and Expectations

Background

SLCSD’s Magnet and Advanced Academics and Mentoring Program (AAMP) provide advanced learning opportunities for students who demonstrate gifted characteristics and high academic potential.

The Magnet program offers full-day advanced instruction for eligible students in grades 1–6. Students learn with academic peers through grade-level and accelerated instruction that emphasizes depth, complexity, creativity, and critical thinking. Magnet opportunities continue in middle school through advanced core classes.

AAMP is a part-time, school-based program for eligible students in grades 4–6. Students receive up to three hours of advanced instruction each week while remaining in their neighborhood school. AAMP helps students strengthen critical-thinking skills, develop their academic identity, and prepare for continued advanced learning opportunities.

Students qualify for these programs through an identification process that includes the Cognitive Abilities Test (CogAT), a group-administered aptitude assessment used by schools to measure reasoning and problem-solving skills.

Summary
Fall Testing:
Beginning August 24 through September 4, AAMP teachers and staff are testing any new students in grades 1-2 and 4-6 as well as students in those grades that may not have been tested previously with the CogAt assessment. Assessments in grades 1 & 2 should take approximately 1 hour; grades 4-6 require two 90-minute sessions (about 180 minutes in total). AAMP teachers will work with classroom teachers to schedule these assessments, being mindful of WIDA screening and Acadience testing happening in the same window.

Fall Testing Schedule: August Cogat Schedule.docx

January Testing:
January 6 through January 19, AAMP teachers and staff will be testing Kindergarten and grade 3 students. This screening is used to identify students who qualify for magnet classes or for AAMP programs. A comprehensive schedule will be sent out to all elementary principals with the testing dates and times at each school later in the fall. Kindergarten testing will take approximately one hour and grade 3 testing will take three hours in two sessions.

This is an exhaustive and massive undertaking, so we kindly ask the following:

  • Prioritze computer lab time for testing as outlined on the schedule.
  • Work with your compter tech to ensure computers are updated in the labs.
  • If no computer labs are available, ensure student laptops are updated and bandwidth is available.
  • Understand our need for flexibility for unexpected intangibles (lagging Wi-Fi, power outages, absent students, etc.).
  • Communicate to staff:
    • The dates (January 6-19) and expectations for student testing; and
    • Post the schedule for labs when it is sent out so teachers are aware.

Expectations for Implementation 

  1. Communication
  2. Principals are responsible to ensure the steps above are implemented
  3. Thank you for helping us provide opportunities for our students!
  4. For any further clarifications, please contact any of the following:
  5. Dr. Garret Rose, Advanced Academics Supervisor; 801-578-8285; garret.rose@slcschools.org
  6. Karen Holman, Identification and Advocacy Specialist; 801-578-8358; karen.holman@slcschools.org
  7. Maggie Nickerson, Administrative Secretary; 801-578-8573; maggie.nickerson@slcschools.org


Keywords: Magnet, AAMP, CogAT, assessments, Advanced Academics

Published on

May 26, 2026

To:      Elementary School Administrators

Fr:       Erin Anderson, Special Education Director

            Dr. Tiffany Hall, Executive Director

Re:      Placement and Transition for Students Moving to HUB schools

This memo provides guidance regarding the placement and transition of students into Academic Support Units (ASUs) and Behavioral Support Units (BSUs) located at designated HUB schools (Backman, Emerson, and Franklin Elementaries). These programs are designed to provide intensive, specialized instruction and supports for students whose needs cannot be appropriately met through less restrictive services and placements.

HUB schools serve as district centers that offer a continuum of specialized services while maintaining opportunities for inclusion with general education peers to the maximum extent appropriate. Academic Support Units provide highly individualized instruction for students with significant academic and adaptive learning needs. Behavioral Support Units provide intensive behavioral, social-emotional, and instructional supports for students whose behavioral needs require a more structured setting.

Placement

Placement decisions for these programs are made through the IEP team process and are based on individual student needs, data, and consideration of the least restrictive environment. It has been a common practice within the district to state that there are boundaries for HUB schools. However, there can be many factors that determine the placement of a student in a specific location, including student needs, current classroom enrollments, bus routes, etc.

As district programs, the enrollment at the three HUB schools should be relatively similar. The resources for the schools are similar, so none of the schools should have significantly more students than another. This requires oversight at the district level. Transportation is another consideration; we attempt to have students on a bus for 30 minutes or less. In looking at existing bus routes, the decision between two schools could be determined by which school has the most expedient route. We have also dealt with situations where students cannot be at the same school or in the same class. This may require students to be enrolled at locations that might not appear to be the closest or easiest.

To provide greater clarity, the Special Education department will no longer use language such as “feeder pattern” or “boundary school” when talking about placement. As a district, we will use the following priorities to determine location:

  1. Student needs as described in the IEP
  2. Enrollment numbers at HUB schools/classes
  3. Bus routes and ride time
  4. Student restrictions on placement (no contact contracts, etc.)
  5. Student’s potential middle school location
  6. Other considerations

The Special Education division cannot always disclose a reason for that location. To the extent possible, the division will provide context for placement decisions.

Transition

When a student is moving to a HUB school, a thoughtful transition process helps students and families feel welcomed, supported, and confident as they enter a new community. Meeting with teachers and key staff before the first day provides an opportunity to build relationships, share important information about the student's strengths and needs, and answer questions that families may have. These early connections can reduce anxiety and help ensure that appropriate supports are in place from the beginning. A warm welcome and well-planned transition set the foundation for a successful start and promote a strong partnership between the family and school.

To improve communication about transportation and notification for new students, the following protocol has been developed and implemented. Implementation will be monitored and adjusted throughout 2026-27.

If a change in location/placement is indicated by the IEP:

  1. The change in location/placement will be scheduled no earlier than the fifth business day after the IEP meeting (i.e., a change made on a Wednesday will go into effect the next Wednesday, etc.).
  2. Directly after the IEP meeting, the site administrator will send an email with the student’s information and the date of the change to the district Special Education consultant (if the consultant is not in attendance at the IEP). The district SpEd consultant will email:
    1.  the administrative team and head secretary at the sending and receiving schools with student information and the day of transfer. The student will remain enrolled at the sending school until the date of the change.
    1. the transportation routing coordinator for Special Education (cc’ing the SpEd Director and the Transportation Director) with the student’s information and the date of transfer.
  3. The school secretaries will drop and enroll the student (the parent does not need to facilitate the school enrollment change).
  4. The transportation routing coordinator will review and change the bus routes and communicate changes to families on the route. 
  5. The sending and receiving teachers will coordinate a discussion to review the student’s file and any pertantent information.

This process should allow schools and families to prepare for an organized transfer to the new school.

The district is committed to ensuring that every student is welcomed, valued, and provided with a free appropriate public education (FAPE) in accordance with the Individuals with Disabilities Education Act (IDEA) and other applicable civil rights laws. Placement and transition decisions must reflect each student's individual needs, meaningful family participation, and consideration of the least restrictive environment.

By establishing clear communication processes, defined roles and responsibilities, and consistent transition practices across schools, we can strengthen partnerships with families and ensure that students experience a smooth and supported transition into their new educational setting.

Additional training and support will be provided to administrators, teachers, and office professionals to support the implementation of these practices beginning in summer 2026.

Questions: Erin Anderson, SpEd Director

Key words: HUB, placement, transportation, Special Education

Published on

Title: AAMP Scheduling and Budgets

Date:              03/2/2026

To:                   Elementary Principals

From: Garret Rose, PhD
                        Teaching & Learning

Subject:         Setting Schedules and Budgets for SY 26-27

Summary:

As you begin your master scheduling for SY 26-27, please regard the following while building the schedule:

ALL elementary schools (with the exception of the Open Classroom) have AAMP services. 

  1. AAMP serves students in a pull-out program in grades 4-6 in a student’s neighborhood elementary school for up to 3 hours per week.

DISCOVERY GROUPS

  1. Discovery Groups offer part-time enrichment for skill development in grades K-3.

Please work with your AAMP teacher at the earliest possible time to build into your complex schedule of times that work for all parties involved. 

Funding:

Some schools provided additional funding to the legislative funds that AAMP teachers received. Continuing this would be helpful as the AAMP pull-out program is serving more students each year as we are now identifying and serving more students in verbal, quantitative, and non-verbal groups.  Understandably, budgets are shrinking, but please be considerate of this program when making decisions.

Rationale: 

This is a district-sponsored program; your support helps us to provide specific services to enrich students’ learning.

Expectations for Implementation: 

  1. Communication
  2. Principals are responsible to work with AAMP teachers for grade 4-6 pullout times (discovery can be more fluid)
  3. Collaboration: 
  4. Teachers, administration, AAMP Supervisor
  5. Evaluation
  6. A working schedule with times incorporated

*Should you have questions and/or concerns, I am available for in-person and/or a Teams meeting at your convenience. 

Published on

From: Leeson Taylor

Adventures in Utah 
Celebrating America 250
Calling All Elementary & Middle School Students

America is turning 250 in 2026!
Let’s celebrate by exploring our amazing home — Utah!
From red rock canyons to snowy peaks, deserts to pine forests, museums and monuments, — Utah has it all! 

What’s in YOUR District 2 backyard or any place you love to visit in Utah?
We want to know what YOU discover in Utah while celebrating America’s big birthday!
Be creative, be adventurous, and have FUN while honoring the beauty and freedom of our country!

YOUR MISSION:

  1. Get out and explore Utah’s natural wonders, landmarks, parks, museums, and more.
  2. Take a photo of yourself with one of our fun cutouts!
  3. Create a poster showing all the places you've visited.
  4. Snap a photo of your poster and email it to us by the end of the 2026 school year.
  5. Include permission so we can share your adventures online!

 Bonus:
The more places you explore, the more your adventures will shine! As a special thank you for sharing what you love about Utah, you’ll receive a personal thank-you letter from Congresswoman Celeste Maloy. Keep the adventures coming!

REMEMBER:
We live in a country where we are free to explore, to learn, and to connect with the people and places that matter most.  America is going to be 250 years old!  Show us what you LOVE about America!  Show us what you LOVE about Utah

Ready, Set, Explore!
We can’t wait to see where your Utah adventures take you! Be sure to bring along either Archie Bryce or Ruby Redrock in your photos as you explore — we’d love to see them by your side in all your Utah snapshots!

Email anytime, but due by May 31st, 2026:  America250utahadventures@mail.house.gov

Please include:

Name: [Your Full Name]
Email: [your.email@example.com]
School: [Full Name of Your District 2 School]
Grade: [Your Grade Level]
Parent/Guardian Permission:
I, [Parent/Guardian Full Name], give permission for my child, [Your Name], to share their work.

Parent/Guardian Signature: _________________________
Date: [MM/DD/YYYY]

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Summary:
 

In 2020-21, the district provided Newsela, a K-12 online instructional content platform offering articles at five different reading levels with quizzes and writing prompts, to all schools to support online learning while we were remote. We continued to provide Newsela using ESSER funds through the end of the 2024-25 school year. Newsela is a supplement to core materials.
 

Our district-wide contract expires at the end of this year. If you would like to continue using Newsela at your school, the cost is:
 

If you have questions about usage at your school, please click here to see your school’s use and which teachers are using the program so you can speak with them about it.
 

If you would like to continue with the program at your school, there is an order form on Tab 3. The district will place one order to get the legacy partner discount. If you do not want to continue with Newsela, please indicate “decline” to stop any further follow-up.
 

Expectations for Implementation:
 

  1. Communication:
    If you are going to purchase Newsela, please fill out the order form by MAY 16, 2025.
     
  2. Collaboration:
    Tiffany Hall, 801-578-8406

Published on

Summary: 

We are excited to announce that the Science Materials Committee has completed a review of available curriculum and resources to adopt for grades 6-8. After reviewing all the submitted programs, the committee has selected two finalists. There will be a public open house for any educators or parents interested in previewing the materials.
 

The review committee included science teachers from grades 6-8, parents, and content area specialists.
 

  • What:  Science Programs for 6-8th Grades Open House
  • When:  Monday, May 5, 2025, from 3:00-7:00 PM
  • Where:  Riley Elementary School, 1410 South 800 West
  • Why:   Materials under recommendation from the 6-8 Science Materials Committee will be available to the public for viewing. After the open house, the cost of both programs will be scored and a final decision on one program will be made. It is anticipated that the materials will be in classrooms at the beginning of the 2025-2026 school year.
     

Expectations for Implementation:


1.  Communication:

  • The information has been sent to all 6th grade teachers and middle school science teachers.
  • The district will send this information to parents.

2.  Collaboration:

  • Candace Penrod, District Science Supervisor, 801-578-8301

3.  Timeline:
 

  • The Open House will be held on Monday, May 5, 2025.

Published on

Requirement:

“Aligning to Board Rule R277-700-4(6), a Local Education Agency (LEA) shall assess students for proficiency in keyboarding by grade 5 and report school-level results to the superintendent.

Each LEA will complete the Keyboarding Proficiency Report by June 1 each year.”

Action Items:

  • Coordinate with grade 5 teachers to ensure there is a planned time to administer the assessment.
  • Ensure grade 5 teachers have a plan to access keyboards for this assessment.
  • Confirm all grade 5 teachers have had the keyboard assessment training and understand the scoring procedure and how to submit their information.
  • Watch for an email from Sallie Warnecke by May 5 with the log-in information to submit your scores to the USBE.

Resources:

  • For the 2024-2025 school year, the district has purchased a premium license for all students in grades 2-6 from Typing.com. To access the premium license, students and teachers log in through Clever.
  • A Proper Technique Checklist (https://slcsd-my.sharepoint.com/personal/sallie_warnecke_slcschools_org/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Fsallie_warnecke_slcschools_org%2FDocuments%2FKeyboarding%2FKeyboarding%20Technique%20Poster%2Epdf&parent=%2Fpersonal%2Fsallie_warnecke_slcschools_org%2FDocuments%2FKeyboarding&ga=1 ) has been created to post in schools.
  • Please note: There is only one required report per school, not teacher, to be submitted to the state on or before June 1, 2025. The window to submit opens on May 1, 2025.
  • Sallie Warnecke will provide professional learning opportunities throughout the spring via Teams and, upon request, will be available to provide in-person learning opportunities.
    • The first online PD will be held Monday, January 27 from 3:00-3:30 via Teams. Each fifth grade teacher will receive a Teams invitation to attend. 

Questions? Sallie Warnecke, Digital Learning Supervisor Keywords: Keyboarding, grade 5, assessment

Published on

Dear Administrators,

I hope this finds you well. I’d like to kindly remind you of Board Policy G-10, which applies to all district facilities, and ask that this be communicated regularly to your staff to avoid any confusion or issues going forward.

Key Points of Board Policy G-10:

  1. Facilities Staff are the only district personnel authorized to perform maintenance, repairs, or alterations in and around school buildings.
  2. Teachers, staff, and administrators are explicitly prohibited from making any alterations, changes, or maintenance to rooms, spaces, or district facilities.
  3. Unauthorized Changes Will Be Restored:
    • If alterations or changes are discovered, the Facilities team will restore the affected area to its prior condition.
    • Costs for restoration (including materials, paint, and labor) will be charged back to the school.

It’s important to understand that repeated issues or further unauthorized alterations may result in additional costs to the school and responsible staff.

To avoid disruptions, please ensure all staff are aware of this policy and remind them that requests for any changes or maintenance must go through the proper channels by contacting the Facilities Department within Auxiliary Services. We appreciate your cooperation and support as we work together to maintain safe, efficient, and consistent learning environments across the district. If you have any questions or concerns, please don’t hesitate to reach out.

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