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Category: Equity & Access

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25-26 SEL Curriculum requests

In order to support the Board priority of Social Emotional Learning, we offer SEL curriculum to each school who wants to use it to teach SEL skills to their students. As a school leader, you may choose to use other methods to teach these skills. Please think through your options and decide what will work best for your staff and your students then complete this form by April 22 to communicate how your school will support SEL instruction in the 25-26 school year.

Teaching SEL to every student is not optional! Regardless of the method, it is an expectation that every student in our district will receive direct instruction in SEL skills and that they will experience our Signature Practices every day. Please work with your Area Director if you need support making this happen.

Before continuing to the form, familiarize yourself with the three programs available through district funding:

  1. Inner Explorer - Inner Explorer programs are audio-guided and require no training or preparation from school staff. The “press play” format allows school communities to easily implement and maintain a daily mindfulness practice on any device. Our practices build on traditional Social-Emotional Learning (SEL) framework, utilizing daily mindfulness as the foundation and creates foundational support across all aspects of a Multi-Tiered System of Support (MTSS). Additionally, Inner Explorer programs are approved by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and recommended as one of the top ten programs for increasing executive function by Brain Futures.
  2. Move This World - This platform is designed to ignite a powerful transformation in students, teachers, and families, empowering them to embrace and implement essential social emotional skills that transcend the boundaries of traditional education. Their dynamic, participatory approach to Student and Educator wellness, merges the esteemed CASEL core competencies with evidence-based research and the visionary expertise of a team of educators, innovators, and mental health experts.
  3. Second Step - Committee for Children’s research-based Second Step® programs give teachers an easy-to-implement, engaging way to teach social-emotional skills and concepts. Second Step programs are designed to help children thrive and be more successful in school—ultimately setting them up to be thoughtful and productive adults.

Mindfulness Practice Program | Mindfulness-Based Stress Reduction

Inner Explorer is a completely reliable mindfulness practice program. Get rid of anxiety and bring peace of mind with our 5-10 minutes audio practice.

web1.innerexplorer.org

Move This World: Social Emotional Learning Company

Move This World is the leader in social emotional learning (SEL) for PreK-12 schools to help students better engage & express themselves.

www.movethisworld.com

Social-Emotional Learning for PreK-12

Discover Second Step, an evidence-based social-emotional learning curriculum that fosters students' emotional intelligence, empathy, and problem-solving skills.

www.secondstep.org

In solidarity,

Alli 

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We are excited to share our SLS Summer Learning Series with you! Throughout this summer, we want to support you with learning opportunities addressing the needs we are seeing in our schools. Each session is optional, but we would love to get an idea of how many folks to expect, so please register via Kickup asap.

SLS Summer Learning Series 

Time: 2:00PM – 4:00PM Location: District office, room 1016 

Date Title Description Facilitator 
June 19 Supporting students with habitual disruptive behaviors This session will focus on understanding the process to support students with habitual disruptive behaviors including using your SSC, creating/evaluating behavior plans, and accessing district supports. Alli Martin
June 25 Addressing bullying Learn how state law has changed the way we document and address allegations of bullying. This session will focus on developing practical SEL skills and tools to improve school climate. Alli Martin
July 9 S-3/discipline processes  New admin are highly encouraged to attend! We will review guidance for log entries vs incidents and practices around S-3 violations. Alli Martin
July 16  De-escalation and trauma-informed discipline  This session will focus on how trauma impacts student behavior and how to develop restorative disciplinary practices that lead to positive behavioral change. Alli Martin

Please reach out if you have any questions.

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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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The USBE School Climate survey provides valuable information regarding how our schools are perceived by those who interact with them. We are asking all schools to participate in this survey. Please make note of the following important dates related to this survey:

  1. March 10: Sam Quantz will send out additional information to parents so that they have the option to opt out of participating. That information includes access to the questions that will be asked.
  2. March 17: The survey will be sent to all adults who should take it. This includes your building admin, teachers, staff, and SROs as well as parents of your students.
  3. March 21: The survey window opens for students to take the survey. They will access it through the Student Survey app in Clever. Students whose parents opted out will not be able to access the survey in their Clever account so please make sure there is something else for them to do while their classmates take the survey.
  4. May 2: The survey window closes. Please make sure everyone is able to take the survey before then.

Please note that there are 3 different surveys we're asking schools to distribute this year:

SHARPSchool ClimateStakeholder
State-sponsoredAssesses a student's overall health and wellbeingGiven to students in 6, 8, 10, and 12 grades who opt-inMore information can be found hereState-sponsoredAssesses how our schools are perceived by those who work with and in themGiven to all stakeholders including students (who opt-in), staff, parents, and SROsSurvey questions can be found hereDistrict-sponsoredAssesses how our schools are perceived by their stakeholders and includes open-ended questionsWork with your Area Director to get this survey set up for your school

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Dear Team,

We hope this message finds you in good spirits! We wanted to take a moment to share some important updates regarding the upcoming organizational changes within our district.

Effective 3/5/2025, the School Leadership & Performance Department and the Educational Equity & Student Services Department will officially merge to form the new School Leadership & Support Division. This strategic integration is aimed at strengthening our collective efforts to support schools more holistically, with a unified focus on leadership, performance, and equity.

By combining our strengths and expertise, we will be better equipped to:

  1. Provide seamless and consistent support to schools, students, and families.
  2. Prioritize equity and inclusivity in leadership decisions and student services.
  3. Ensure that all students receive the resources and opportunities they need to succeed.
  4. Streamline our processes for greater efficiency and effectiveness across the board.

We understand that change can present both opportunities and challenges, and we are committed to ensuring a smooth transition. In the coming weeks, you will receive more detailed information about structural changes, team roles, and next steps as we move forward. Our leadership team will also be available to address any questions or concerns you may have.

We are confident that this merger will enhance our ability to provide meaningful support to schools and students throughout the district. Your continued dedication and hard work are essential to this success, and we look forward to the exciting possibilities that lie ahead.

While this may not directly affect most of you, we wanted to keep you informed about this organizational change. Additionally, I’ve provided a summary of the changes from the district reorganization, which may be helpful should you need any assistance.  Please note the following:

  1. The School Leadership & Performance Department, Evaluation & Assessment and the Educational Equity and Student Services Department will merge to form the new School Leadership & Support Division.
    1. The Student Services Director, Educational Equity & Access Director, SEL & Prevention Director (formerly titled Director of SEL and MTSS), and the Evaluation & Assessment Supervisor will now report to the Executive Director of School Leadership & Support (formerly titled Executive Director of School Leadership & Performance).

Thank you for your continued dedication to the success of our students and to the important work we do together. I look forward to our upcoming discussions and the exciting opportunities ahead for our new division.

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Ramadan is a special time of spiritual reflection, fasting from dawn to sunset, and increased devotion for Muslims. As a school community, it’s important to foster a welcoming and inclusive atmosphere for Muslim staff and students during this period. Here are some helpful guidelines to ensure everyone feels supported:

  1. Understand Ramadan and Its Practices
    • Fasting: Muslims refrain from eating, drinking (including water), and sometimes taking medications from dawn (Fajr) until sunset (Maghrib). The fast is typically broken with a meal called Iftar.
    • Prayer: In addition to the five daily prayers, many Muslims also participate in extra prayers called Taraweeh during the evening. This may lead to less sleep, so it’s important to be mindful of its potential impact on energy levels.
    • Eid al-Fitr: Ramadan concludes with the celebration of Eid al-Fitr, marked by prayers, family gatherings, and festivities. Muslim staff and students may request time off for this important holiday.
  2. Foster a Flexible and Understanding Environment
    • Prayer Accommodations: Provide a quiet and private space for Muslim staff and students to pray during the day. Keep in mind that prayer times vary slightly based on the position of the sun.
    • Flexible Scheduling: Consider offering flexible schedules for fasting staff and students. Whenever possible, avoid scheduling exams, presentations, or physically demanding activities late in the day when energy levels may be lower.
    • Classroom Sensitivity: When planning classroom activities, such as parties or food-related events, be mindful of students who are fasting and create an environment where they feel comfortable.
  3. Offer Alternatives for Physical Activities
    • PE Classes: For students who are fasting and may feel tired, allow them to opt-out of physically strenuous activities or participate in modified exercises.
    • Recess: Younger students who are fasting may prefer to engage in quieter activities during recess. Offer an indoor space where they can rest if needed.
  4. Consider Lunch and Eating Spaces
    • Respectful Lunchtime Environment: For students who are fasting, offer a quiet space, such as a library or designated room, where they can spend lunchtime if they prefer to avoid the cafeteria.
    • Staff Breaks: For fasting staff members, ensure they have access to private spaces where they can rest or pray during lunch breaks.
  5. Promote Inclusivity and Awareness
    • Community Education: Consider offering brief educational sessions or sharing resources about Ramadan to foster understanding and empathy within the school community.
    • Avoid Assumptions: Not all Muslims observe Ramadan in the same way. Some may not fast due to medical reasons or personal circumstances. Always respect individual choices and allow staff and students to participate as they see fit.
  6. Accommodate for Eid al-Fitr
    • Time Off for Eid: Make sure Muslim staff and students can take time off to celebrate Eid al-Fitr. Encourage them to communicate their needs in advance to plan accordingly.
    • Schoolwide Acknowledgement: Consider recognizing Eid al-Fitr through announcements or newsletters, promoting inclusivity and respect for religious diversity within the school.
  7. Communicate and Offer Support
    • Open Dialogue: Encourage Muslim staff and students to share any specific needs or accommodations they may require during Ramadan. Ensure that everyone feels comfortable discussing their needs with teachers and administrators.
    • Supportive Tone: Lead with a positive and welcoming tone, making it clear that the school is committed to fostering an inclusive and respectful environment for all religious observances.

By following these steps, the school can create a respectful, supportive, and inclusive atmosphere during Ramadan, showing genuine care for religious diversity and the well-being of all members of the school community.

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Happy March!  We hope this month finds you well.  Below you will find some helpful attendance information and resources.  

Utah Attendance Success Stories/Celebrations 

This month we want to highlight LEAs and schools who are working hard to promote positive attendance and reduce chronic absenteeism.  

We want to highlight Murray School District for all of the hard work they are putting into improving attendance across the district. This month, they’re launching an exciting March Madness: Attendance initiative. Schools within the district are participating in a friendly competition using a bracket system, but rather than competing directly against each other’s average daily attendance (ADA), each school is challenging its own ADA data from last year. The competition is based on the percentage change in attendance, with schools comparing their improvement to others in the district. Here is a video that they had students make to help with the initiative.  Murray School District is also implementing other innovative strategies at every level to increase attendance awareness and remove barriers for students.  Way to go Murray! 

We want to highlight Copperview Elementary School in the Canyons School District.  They introduced Attendance Mentors during Parent/Teacher Conferences.  Staff members were assigned to families of students identified as “at risk” due to attendance concerns and academic struggles. These mentors met with families before or after their conferences to develop Attendance Problem Solving Plans, setting attendance and academic goals. A follow-up meeting is scheduled in five weeks to assess progress, with incentives provided for students and families who meet their goals.  Thanks for such a great example for other schools to follow! 

Attendance Webinar

Our next Attendance Webinar Series #2 will be March 11, 2025 at 10:30am.  We are looking forward to hearing from Ogden School District who is highly engaged in attendance work.  We will also be talking about attendance messaging and attendance calendaring.  Here is a flyer with more information. Please forward this information to other contacts.    

Cohorts 

We are looking forward to starting our Engagement and Attendance Cohorts for the 2025-2026 school year.  Engagement and Attendance Cohorts are year long, collaborative learning opportunities for LEAs, charters, and/or individual schools.  Starting in May, this cohort will take part in 6 trainings led by USBE attendance specialists.  These trainings will also be collaborative sessions to help develop, build, and implement an attendance system that works for your specific LEA/charter/school.  Please contact one of the attendance specialists if your team would like to join this opportunity. 

Helpful Articles/Podcasts

How a South Central Los Angeles Elementary School Built a Culture of ‘Family’

Spring Attendance Slump Resources 

Attendance Works 

Upcoming Dates/Information 

*January-March 2025- The Utah Legislative Session has been going the last few weeks and will finish this Friday, March 7th.  

*March 11th at 10:30am- Attendance Webinar Series #2 

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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● SRO Assignments: UPDATED SRO School Assignments 

● Reply to all school choice applications by March 15th. Review the brief instructional video to see how to approve or deny applications.  Discontinued enrollment notifications must be pre-approved/reviewed by your Area Director.  Parents must be notified no later than March 15th. 

● SHARP Survey Principals, please select the survey window for your school.  Parent permission was gathered at registration. Call Student Services with any questions. 

● Mental Health Series through Parent Guidance: Schools and parents now have access to a series of regularly scheduled webinars and a monthly Ask-a-Therapist event to support student mental health and wellness. Reach out to your school counselor or Stacey Lindsay for ideas about how to promote this to your community.

● SafeUT Administrator Portal Training Be sure to assign, enter a disposition, and close every tip.

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Here is the Student Services January Newsletter link. 

  • National School Counselor Week is February 3rd -7th. The theme this year is Helping Students Thrive. Please see resources at this link for morning announcement suggestions, certificates of appreciation and other ideas to celebrate your school counselors.
  • SRO Assignments have adjusted: UPDATED SRO School Assignments
  • SHARP Survey Principals, please select the survey window for your school at this link.  Eight schools have responded so far.  Parent permission was gathered at registration. Call Student Services with any questions.
  • Mental Health Series through Parent Guidance: Schools and parents now have access to a series of regularly scheduled webinars and a monthly Ask-a-Therapist event to support student mental health and wellness. Reach out to your school counselor or Stacey Lindsay for ideas about how to promote this to your community.
  • Early Open Enrollment will close February 7, 2025
  • SafeUT Administrator Portal Training Be sure to assign, enter a disposition, and close every tip.  
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