Please review the guidelines below for dropping students due to consecutive unexcused absences. Requirements differ for General Education and Special Education students.
1. General Education Students
Drop Timeline: A general education student should be dropped on Day 11, after 10 consecutive unexcused absences.
Required Actions: Complete at least one documented intervention before dropping the student.
Acceptable interventions include:
· Phone calls
· Text messages
· Emails
· Home visits
Document all outreach in PowerSchool.
2. Special Education Students
Drop Timeline: A student with an IEP should be dropped on Day 31, after 30 consecutive unexcused absences.
Required Actions:
· Special education teachers must document all attempts to connect with the family.
Creating a Supportive Environment for Muslim Staff and Students During Ramadan."
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:
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.
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.
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.
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.
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.
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.
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.
Just a quick note to update you on what is new with RISE, though I did include the new parent resources for our other state required tests. Please share this information with your teachers.
USBE has added Parent Resources to all the USBE Assessment pages
New Cut scores for ELA have been released RISE-Score-Charts_2025_updated.pptx Please note, due to the significant changes in the ELA test, please do not compare last year’s results to this years at a scaled score level.
Please note; All RISE Individual Student reports for ELA, Writing, Math and Science are available to families in the PowerSchool parent portal.
The new writing reporting has 2 categories
Composition (argument/informative): Scale of 1-6
Conventions: Scale of 0.5-3
The two scores are not intended to be added together.
New Writing benchmark modules and ELA interim are available in RISE Test Administration
Most grades have multiple writing benchmarks available with fully automated scoring.
Grade 7 informative writing benchmarks still need more students to participate in the field test before automatic scoring is available. Field testing for 7th grade informative will open again in February.
NEW Feature Update on the RISE calculator in math and science. Students can now copy-paste their answers directly from the onscreen calculator into the response field. This feature is available:
On all Math and Science RISE assessments where calculators are provided onscreen
For all onscreen calculator types (basic, scientific, graphing)
Only for Equation Response items where a student must enter a numerical answer
New Utah Accessibility, Accommodations, and Participation Policy 2025–2026 Check out the Appendixes. There is an Appendix specific to each test which is divided into 2 sections. The first section are the tools and supports available for ALL students, the second section are the additional accommodations allowed for students if they are listed on their IEPs or 504s. Please note, some must be approved by either the state or district before they can be activated for students. RISE is Appendix J, pp 67-69
If you have questions, please don’t hesitate to contact me.
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:
Communication
Principals are responsible to communicate this information to their teachers and ensure that classrooms are prepared for an emergency closure.
Beginning January 7 - January 20, AAMP teachers and staff will be testing Kindergarten and 3rd grade students. This screening helps us identify all students who can qualify for magnet classes or AAMP programs.
A comprehensive schedule will be sent out to all elementary principals for the testing dates and times at each school. Kindergarten testing will take approximately an hour, while 3rd grade testing will take about three hours,. This is an exhaustive and massive undertaking, so we kindly ask the following:
Computer lab times be prioritized and set aside, per the schedule
Ensuring computers are updated in the labs
If no computer labs, that student laptops are updated and proper bandwidth is available throughout the school
Flexibility for unexpected intangibles (lagging Wi-Fi, power outages, absent students, etc.)
Communication to staff about the dates above, schedule (when available) and expectations for pulling students for the testing
Rationale:
This is a district program and in order to ensure students have access, SLCSD completes universal testing at these two grade levels.
Expectations for Implementation:
Communication
Principals are responsible to ensure the steps above are implemented and ready
Thank you for helping us serve all SLCSD students!
For any further questions or clarifications, please contact any of the following:
The purpose of this email is to notify you about a new process for hiring school-based administrators. Please read through these updates carefully as there are some significant changes as well as important reminders for current administrators.
What's New?
In an effort to recruit from the best available administrators to SLCSD, we understand that we must draw upon potential candidates earlier than we have previously done. To that end, we will open a school-based administrator pool near the end of October. This recruiting pool is for external candidates only—current administrators should not apply to this pool.
This school-based administrator pool will undergo a multi-interview process in order to identify top talent that will best match the unique needs of our schools. At the conclusion of each round of interviews, we will be able to consolidate our top candidates and move them on to the next round. It is anticipated that the first round of interviews will conclude near the end of November with a second round of interviews in or around January. These procedural changes follow similar processes and timelines of our neighboring districts. Ultimately, our goal is to create a list of top candidates for school-based selection committees to interview and recommend to the Superintendent for a final interview.
HRS will provide more details on this process at an upcoming DLC, as we want to provide you with as much transparency as possible.
Reminder for Current Administrators
For anyone interested in being considered for a change in your current assignment for the next school year, you will need to apply to the internal transfer request posted through SchoolSpring (see posting "Current Administrator Transfer and Promotion Request"). HR Certified Analyst, Lauren Knotts, will send an email to all current administrators when the transfer and promotion request has been posted, which will contain additional information regarding this request.
We acknowledge the uncertainty that comes with a change in any process, and we hope that this email along with a discussion in DLC will help provide a clear vision for how we can ensure we continue to recruit top talent for our students, families, and employees of SLCSD.
Thank you,
Logan
PART II Transfers
Hello Everyone,
We recognize and understand the need for current SLCSD administrators to periodically seek different assignments over the course of their career. If you are interested in a transfer or promotion for a school-based assignment for the 2026-27 school year, you must fill out the application using this School Spring link: https://slcschools.schoolspring.com/
Upload your letter of interest (cover letter) in order to be considered. Please keep in mind that the Superintendent may effectuate transfers in order to meet the needs of the district, but this is your opportunity to express interest in a change of assignment or position.
Additionally, please be aware of the following conditions and procedures regarding requests:
Applications must be submitted by the close of business on December 12, 2025 using the link above. This will be our only method of collecting interest from current administrators.
External candidates and employees who are not current administrators will need to apply to the School Administrator Pool posting.
Under section X, Administrative Vacancies, Transfers, and Rotations, of The Written Understanding, it states, "In determining whether to rotate an administrator, the District will consider the length of appointment, interests of the administrator, and needs of the District."
Requesting a transfer demonstrates your interest in a different assignment or change in location and is not a guarantee of a change in assignment or location.
Requesting a transfer for an assignment paid on a lower lane will result in you being paid at the appropriate step on that lane.
You must submit your preferences for a change in location in the transfer request by uploading a letter of intent in the "cover letter" section of the application.
We appreciate the work you do to ensure positive learning outcomes and safe environments for our students. If you have any questions regarding this process, please contact me, Nathan Elkins, or Logan Hall.
If you experience an issue with finding this position that has been posted to internal applicants only, please ensure you are using the Internal side of School Spring by clicking the Internal Jobs tab and signing in (or creating an account) with your district email address to demonstrate you are a current employee.
Thank you,
Lauren Knotts
Human Resources Analyst Salt Lake City School District
District Office: (801) 578-8599
Excellence and Equity: every student, every classroom, every day
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
Review the materials and video for your level.
Choose a date you will plan to teach the lesson.
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.
Make a plan for an alternate assignment and location in case it’s needed.
Collect all opt out forms. After the lesson, have your administrator store them for the school year.
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.
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:
Get out and explore Utah’s natural wonders, landmarks, parks, museums, and more.
Take a photo of yourself with one of our fun cutouts!
Create a poster showing all the places you've visited.
Snap a photo of your poster and email it to us by the end of the 2026 school year.
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!
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.
From: Dr. Candace Penrod, District Science Supervisor
Subject: Amplify Science 7/8 Implementation and Support
Summary:
Salt Lake City School District is excited to have Amplify Science materials in all middle school science classrooms. The district has made a significant financial and curricular commitment to these highly quality instructional materials that support Utah’s Science with Engineering Education (SEEd) Standards middle school science classrooms. The expectation is that the materials are now in use in all middle school science classrooms with the following district support: The
A District Science Coach is available to visit your site and assist your teachers in getting started with the on-line and physical materials. Contact Candace Penrod if you and your teachers would benefit from a site visit.
The monthly Cross-District Middle School PLC meetings for middle school science are designed to support our teachers in the implementation of Amplify Science.
Training sessions with an Amplify Science trainer will be available to support 7/8 grade science teachers with implementation of units, assessments, and assignments. More information will be forthcoming.
Rationale:
The implementation of high-quality instructional materials is a priority for Salt Lake City School District. Amplify Science for middle school was identified by our MS Science Materials Adoption Committee as a high-quality resource to support the implementation of the Utah SEEd Standards. Amplify Science includes hands-on materials, simulations, support for English Learners, support for Special Education, and opportunities for all students to engage with phenomenon-driven science instruction. The district-wide use of common high-quality materials supports all learners have access to high-quality science instruction.
Additionally, the use of the District Science Pacing Guide is also an expectation, as it provides continuity and support across the district for teachers and students. Our Cross-District Middle School Science PLC will focus on supporting teachers’ instruction and student work aligned with the District Pacing Guide. It is the expectation moving forward that with the adoption and use of district materials, classroom instruction will be aligned by Strand (topic/unit) across the district according to the District Science Pacing Guide. This will create a more cohesive system of science education to support all learners and District Priorities and curricular goals.
Expectations for Implementation:
Communication
Middle School Administrators will communicate expectations and rationale to teachers regarding the use of the District Science Pacing Guide and the implementation of Amplify Science in all middle school classrooms.
7-12 Social Studies Core Curriculum Maps are in the District Document Center in Teaching and Learning/Social Studies. Core social studies courses include World Geography, World History, U.S. History II, and United States Government & Citizenship. Significant information follows:
Social studies curriculum maps are not pacing guides, but maps that unpack the Utah Social Studies Standards to support classroom instruction.
The introduction pages of the curriculum map provide further details about the different features of the map and how they can support instruction.
Curriculum maps can be used in conjunction with our approved textbooks and primary source documents.
Rationale:
Curriculum maps serve as the Guaranteed Viable Curriculum for social studie core content courses and can be used to support the work of PLCs.
Keywords: social studies, curriculum maps, world geography, world history, United States History, U.S. History, Unites States Government and Citizenship,
