I hope this message finds you well and that your summer planning is off to a strong start.
I’m reaching out with a gentle reminder regarding the importance of timely approval of P-Card transactions. As outlined in Board Policy F-2 and detailed in the P-Card Manual (page 4), principals are responsible for ensuring that all credit card purchases at your site are in full alignment with district purchasing policies and procedures.
When you approve a transaction, you are verifying that this responsibility has been fulfilled. We’ve noticed delays in the approval process, and we want to support all sites in staying current and in compliance.
As noted in the manual, continued non-compliance may result in the loss of P-Card privileges—either for the individual staff member or, in some cases, for the entire site. While we know this is never the intention, we want to be proactive in avoiding those outcomes.
Please take a few moments to ensure your approvals are up to date and that systems are in place to keep them current moving forward. Your attention to this matter is greatly appreciated and helps us maintain fiscal integrity across the district.
Thank you for your leadership and continued partnership.
Each year, the School Safety Plan must be updated to ensure all emergency procedures and school-specific information are accurate and current.
Purpose of the School Safety Plan
The School Safety Plan is designed to:
Record all school-specific emergency information.
Provide procedures for responding to various emergencies (e.g., fire, natural disaster, lockdown).
Include emergency contacts, phone numbers, and evacuation sites.
Serve as a guide for school staff, first responders, parents, and others who need to be familiar with the school’s emergency protocols.
Annual Update Process
1. Distribution of Template
When: Second week of July each year.
What: A 4-page Safety Plan Template is emailed to all school principals.
Why: This template must be completed with the school’s updated emergency information, including:
Emergency contacts
Phone numbers
Off-site evacuation locations
2. Principal’s Responsibility
When: Completed template is due by the end of July.
What: School principals must provide accurate and updated school-specific safety information by filling out the template and returning it to Facility Services.
Why: This ensures each school’s emergency plan reflects current and accurate details.
3. Review and Compilation
What: Once submitted, Facility Services:
Reviews each school’s information for completeness and accuracy
Updates each school’s safety plan accordingly
Compiles the information into a standardized 32-page School Emergency Plan for each school
4. Return of the Final Plan
When: By the end of August
What: The finalized 32-page Emergency Plan is returned to each principal, containing all updated emergency procedures and contacts.
Principal’s Role in Plan Implementation
What: Principals are expected to share the finalized School Safety Plan with all relevant staff and personnel annually, including:
School staff (teachers, administrators, custodians, office staff)
School Resource Officers (SROs)
Substitute teachers
Parents (limited to relevant information such as student pick-up procedures and off-site evacuation locations)
Any other personnel who must be aware of emergency procedures
When: The plan must be shared as soon as it is received and no later than the start of the school year (or immediately after receiving the final plan).
Mid-Year Updates
What: If any changes occur during the school year (e.g., emergency contacts, off-site evacuation locations), schools must update their Safety Plan.
When: Changes must be submitted to Facility Services as soon as they occur to keep the plan current.
Important Changes for the 2025–2026 School Year
New Requirement: Beginning with the 2025–2026 school year, Safety Plans must also be shared with school leadership (i.e., administrators and district leadership), in addition to staff and first responders.
Timeline Overview
Task
Deadline
Template sent to principals
Second week of July
Completed template due
End of July
Final Safety Plan returned to principals
End of August
Safety Plan shared with school staff
By start of the school year (or immediately after receiving the final plan)
Updates to Safety Plan (if any)
Ongoing, as needed
Safety Plans shared with school leadership (2025–2026)
By start of the school year (or immediately after receiving the final plan)
Please join School Leadership & Support in welcoming the following individuals to Salt Lake City School District as members of our team:
Dr. Patrick Jefferies will be joining us as the new Assessment and Evaluation Supervisor. He started his career as an educator 25 years ago.
He earned his Master’s at the U and his bachelor’s from Gonzaga University in Spokane, Washington. He earned his doctorate in education from the University of Utah, with a focus on Educational Leadership and Policy, specifically in teacher evaluation and quality.
He is looking forward to returning to SLCSD and Assessment & Evaluation, where he worked as a teacher specialist until 2012. His work has taken him across the country, where he has collaborated with diverse communities to foster sustainable success for all students. He has served as a principal and assistant principal, with experience in high schools, middle schools, and elementary schools, in both Utah and Oregon. As a principal at a school primarily serving families who identified as Latino/a/x, he was recognized by the University of Notre Dame Latino Enrollment Institute (LEI) for building communities that ensured the success of all students. He is honored to join all of you in working to help students become the best version of themselves.
Mr. Kenny Auld is an accomplished education administrator with over 15 years of leadership experience in K–12 education who is joining us as the next Area Director for Area III. He holds Master's degrees in Education and Social Work and he began his career in education as a Special Education teacher, bringing a student-centered, inclusive approach to every leadership role he has held.
With a track record of success as both a school and district leader, Mr. Auld has served in key administrative roles in junior high and across multiple high schools, including a five-year tenure as Principal of Logan High School. There, instructional leadership, school culture, and equity led to measurable improvements in student outcomes. At the district level, he advanced equity and access as Director of the Office of Equal Opportunity and as a Human Resource Administrator in Salt Lake Valley.
Mr. Auld continues to lead with a commitment to instructional excellence, equity-driven leadership, and collaborative school improvement. He is looking forward to continuing to improve instruction and providing support to our principals, schools, and overall community.
Dr. Bri Conley is the incoming Director of Educational Equity and Access. Her experience includes secondary teaching, working in the district's assessment department supporting data-informed decision-making, and serving in school leadership positions—most recently as principal of Whittier Elementary and previously as assistant principal at Emerson Elementary.
Dr. Conley is deeply committed to providing access to high-quality education for all students and ensuring the necessary supports are in place to enhance their educational experiences.
She holds a doctorate in Education, Leadership and Policy from the University of Utah, a master's degree in educational technology from Utah Valley University, and a bachelor's degree in history from Brigham Young University.
Outside of work, she enjoys spending time with her husband and children, ’90s and early 2000s music, gelato, and family game nights—even when she doesn’t win at Farkle.
Other Administrative Announcements
Jennifer (Jenny)McKenna, has been selected as the principal of Meadowlark Elementary. Jenny currently works for SLCSD as a teacher at West High. Prior to this position, Jenny has served in principal roles in New Mexico, Colorado, and Idaho. Jenny has signed conditional contracts with a tentative start date on July 1, 2025.
Lichelle Watne has been selected as the Principal at Edison Elementary. Lichelle is returning to SLCSD after her time spent as an administrator in Ogden City SD and the Utah Military Academy. Lichelle was formerly a math coach for SLCSD and has also spent several years as an educational consultant.
Garret Rose, has been selected as the top candidate for the Advanced Academics Supervisor position. Garret comes to us after serving in a principal role in Park City and formerly an assistant principle in Tooele.
Additionally, Adriene Kumik, current principal at Wasatch, has been selected through a recruitment process as the top candidate for the Literacy Supervisor position in Teaching in Learning. Adriene will begin this new role on July 1.
Tony Zani has been selected as the top candidate for Principal at Wasatch Elementary. Tony has been the assistant principal for several years, and was previously an instructional coach for the district.
Hollie Pettersson has been selected as the top candidate for Principal at Indian Hills Elementary. Hollie has many years of administrative experience both as a school principal and district administrator.
The following individuals were all selected as top candidates for Assistant Principal at the listed schools:
As we 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:
They provide actionable data on student progress toward proficiency in the standards taught during each instructional block.
They help school and district teams evaluate the effectiveness of instructional delivery and make informed adjustments.
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:
Schedule and administer IBPAs and SBAs within the window identified in the Assessment Plan, which is updated each year to reflect the current calendar.
Use PLC meetings to review assessment data, identify student learning trends, and develop instructional responses.
Leverage data from IBPAs and SBAs to inform Tier I instruction and identify students in need of additional support or enrichment.
Ensure all educators have access to assessment results and relevant data dashboards to monitor progress over time.
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.
As we work together to maintain the highest level of professionalism and consistency across our district, we would like to remind you of the established protocols concerning employee work schedules and job titles.
Effective immediately, no changes to work schedules, job titles, or responsibilities should be made without prior approval from both the Area Director and Human Resources. These approvals are necessary to ensure that any adjustments align with district policies, budget constraints, and overall staffing needs.
Rationale:
The District understands that school operations often require flexibility, but it is crucial that we maintain district-wide consistency and fairness in staffing decisions. This protocol helps ensure that we are in compliance with contractual obligations, legal requirements, and the district’s strategic goals.
Expectations for Implementation:
Should there be a need to adjust schedules, reassign duties, or modify job titles for any staff member, please follow the outlined steps:
Submit a written request to your Area Director detailing the proposed changes and the reasons for them.
Upon review and conditional approval by the Area Director, Human Resources will conduct a compliance check to verify alignment with district policies.
Final approval must be obtained in writing from both the Area Director and HR before any changes can be implemented.
Conclusion:
Thank you for your cooperation and ongoing dedication to fostering a supportive and efficient work environment for all staff members. If you have any questions or need further clarification, please do not hesitate to reach out.
As the Superintendent has regularly shared, we are building a district where there is a foundation of similarity among schools. Individual school variations will exist and flourish on that coherent district-wide foundation. With this move towards greater equity, consistency, and transparency in our decision-making process and work, we would like to describe an important shift in our approach.
As an organization, we must consciously base decisions on policy. We must also clearly document our systems and processes so they are accessible and easily understandable. Moving forward, we will all be adopting a policy-driven model that provides consistency for all situations rather than one that relies on personal knowledge or advocacy. School administrators will be supported in making decisions that align with operational processes and can be easily communicated, supported, and defended to our stakeholders.
This approach will:
Build Trust: As we focus on objective, policy-based decisions, stakeholders will have greater confidence in the fairness and impartiality of our actions.
Enhance Transparency: A policy-driven model provides clear guidelines that everyone can follow, ensuring that decisions are open and easily understood by all.
Promote Consistency: By adhering to established policies, we reduce variability in decision-making and ensure that similar situations are handled in a uniform manner across the district.
Foster Accountability: A reliance on policies ensures that decisions are not based on personal biases or relationships, making the rationale behind each decision clear and defensible.
The rationale behind this shift is rooted in our commitment to creating an environment that is fair and consistent. By focusing on policies rather than individual relationships, we can ensure that decisions are aligned with our broader goals and values, and that staff, students, and stakeholders are treated equitably. It enables us to make decisions that are aligned with the best interests of the entire community, ensuring that our actions are guided by fairness and clarity.
Personal relationships will always remain valuable in building strong teams and fostering collaboration. However, an organization as complex as SLCSD needs a structure that ensures that all students, teachers, and administrators are represented in a consistent way. This shift to policy-driven administration creates a robust framework for addressing the district’s complex needs and supports a shared foundation of similarity and cohesiveness.
These practices will support our long-term success and strengthen our collective efforts to provide the best possible educational experience for our students.
Thank you for your ongoing dedication and support as we move forward with this shift. Please reach out with your questions or thoughts.
Summary: On Tuesday, June 3, 2025, the SLCSD approved the purchase of Amplify Science for all 6-8 science classrooms in SLCSD. Principals will receive more information regarding ordering materials for teachers. Amplify Science materials are comprehensive and align with the Utah Science with Engineering Education Standards. Amplify Science materials include:
Classroom Kits- hands on and printed classroom display materials
Print Materials- student investigation notebooks with article companions and print teacher guides
Digital Tools- digital teacher’s guide; digital student experience; videos; simulations; and engineering internships
Assessments- pre/end-of unit assessments; critical juncture assessments; on the fly assessments; benchmark assessments.
Middle school principals will be ordering materials for each science educator in the building. Elementary principals will also be able to order materials for each sixth-grade teacher or for a teacher who teaches all sixth-grade science in the building. More information about ordering is forthcoming. Please contact Candace Penrod if you have any questions.
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:
Communication:
Principals are responsible to communicate with their staff about the days in their before-school communication.
For the past four years, we have leveraged ESSER funding to support K-5 science materials in every K-5 classroom. This included a Mystery Science digital license for every K-5 teacher, as well as Mystery Packs with hands-on materials.
This year, our funding stream has changed, which has necessitated changes in what the district can provide. We are excited to announce that the district WILL be purchasing a Mystery Science digital for every K-5 teacher during the 2025-2026 school year. We regret that we cannot fund the purchase of additional Mystery Science Packs for the 2025-2026 school year.
We offer the following guidance for addressing hands-on science materials that support the Mystery Science digital lessons:
Some teachers will have leftover materials from the previous years that can be used for the 2025-2026 school year.
If funding permits, schools can purchase needed consumable materials to replenish Mystery Packs for teachers. Please consult the K-5 materials lists to know what to order.
If funding permits, schools may purchase Mystery Packs for teachers.
Please note, the science department has a limited supply of materials for new teachers that will be available in August. Please contact Candace Penrod on August 1, 2025, regarding possible materials for a new teacher (not guaranteed, as we are limited to only the items we have in stock).
Expectations for Implementation:
Principals are responsible for reviewing the information and making decisions on how to handle hands-on science materials for the 2025-2026 school year.
Principals are responsible for sharing the information with impacted staff in a clear and timely fashion.
Collaboration:
Contact Candace Penrod with any questions or concerns.
Evaluation:
The district will be conducting a formal adoption for elementary science materials during the 2025-2026 school year for the 2026-2027 school year.
Conclusion:
Thank you for your support in elementary science. Please reach out to Candace Penrod if you have any questions.
HB396 funding will be available for the 2025-2026 year for both educators and building administrators. For each qualified individual 1.0 FTE, 25 hours are available. Here are several important reminders and deadlines:
HB396 provides SLCSD with funding for educators to complete 25hours of paid professional time at their hourly rate. This includes general education and special education teachers, counselors, school specialists, library technology teachers, school psychologists, speech pathologists, audiologists and building administrators. Hourly teachers are not eligible.
Individuals may complete pre-approved district plans, university courses or endorsements without supervisor approval (but the district form must still be submitted). Alternately, an Individual Plan* may be submitted and must be reviewed and approved by the supervisor prior to beginning any work.
All educators must submit their plan, on the district form, before the end of the day on September 30, 2025.
When all HB396 hours are completed, a timecard and activity log of hours and activities must be reviewed and signed by supervisors no later than May 29, 2026.
Professional development work for HB396 may be completed between July 1, 2025, and the last day of the school year, May 29, 2026. All educators must complete their hours outside of contract time.
*Individual Plans should be designed to follow the guidelines of the legislation:
“…(a) provide educators with the knowledge and skills necessary to enable students to succeed in a well-rounded education and to meet the challenging state academic standards; and (b) may include activities that (i) improve and increase an educator's: (A) knowledge of the academic subjects the educator teaches; (B) time to plan and prepare daily lessons based on student needs; (C) understanding of how students learn; and (D) ability to analyze student work and achievement from multiple sources, including how to adjust instructional strategies, assessments, and materials based on the analysis (ii) are an integral part of broad school-wide and LEA-wide educational improvement plans; (iii) allow personalized plans for each educator to address the educator's specific needs identified in observation or other feedback; (iv) advance educator understanding of: (A) effective and evidence-based instructional strategies; and (B) strategies for improving student academic achievement or substantially increasing the knowledge and teaching skills of educators (v) are aligned with, and directly related to, academic goals of the school or LEA; and (vi) include instruction in the use of data and assessments to inform and instruct classroom practice.” Educator Paid Professional Hours
