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:
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.
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.
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.
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:
SHARP
School Climate
Stakeholder
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 here
State-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 here
District-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
We have some important updates to share about the organizational changes within our district.
Effective March 5, 2025, the Teaching & Learning Department and the Special Education Department will merge to create the Teaching & Learning Division. This move reinforces the district’s commitment to an inclusive, data-driven, and instructional-focused approach to serving students with disabilities while improving collaboration between general education and special education teams.
By combining our special education and general education leaders into one division, we will be better able to:
Ensure that special education is fully integrated into district-wide instructional strategies and supports.
Create a system where general education and special education teachers collaborate more effectively to support diverse learners.
Embed special education expertise into PLCs to ensure teachers have access to strategies that support students with disabilities.
Foster and support shared responsibility for the success of each student.
Demonstrate a commitment to both legal and instructional excellence.
Change is inevitable and brings with it both opportunities and challenges. We are committed to a smooth transition that will support our ongoing collaboration and clear communication. We are excited about the possibilities that our new configuration will bring.
Teaching & Learning Division:
The Special Education Director will now report to the Executive Director of Teaching & Learning.
The Extended Learning Programs (ELP) department has been renamed as the Advanced Academics department. This will better reflect the K-12 focus of the department.
The STEMDepartment will coordinate math, science, and digital learning.
The Literacy Department contacts will be updated when a Literacy Supervisor is hired.
The Enriched Learning Department will coordinate Fine Arts programs, Health/PE, Social Studies/Civic Readiness, and National Board.
The Evaluation and Assessment Supervisor, when hired, will report to the Executive Director of School Leadership & Support. The E&A Supervisor will liaison with T&L and Information Technology to coordinate evaluation projects and assessment administration.
The Supervisor and Evaluation & Data Insights team are based in the School Leadership & Support wing.
The Assessment team, under the direction of the Chief Information Officer, will move from Beardsley into the district office at the end of the year. They will be based in the central section of the T&L wing and have shared space at Beardsley.
As we navigate this transition, we appreciate your adaptability, professionalism, and dedication to ensuring a smooth process. Your commitment to our shared goals and to supporting one another during this time reflects the strength of our team. Together, we will continue to create an environment that fosters collaboration, efficiency, and excellence. Thank you for your patience and hard work as we move forward.
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:
Provide seamless and consistent support to schools, students, and families.
Prioritize equity and inclusivity in leadership decisions and student services.
Ensure that all students receive the resources and opportunities they need to succeed.
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:
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.
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.
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.
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.
● 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.
I hope this message finds you well. I wanted to take a moment to highlight our district’s strong commitment to afterschool programming, which is pivotal in supporting the academic, social, and emotional development of our students.
Afterschool programs offer students the chance to explore interests outside the classroom, engage in enrichment activities, and receive academic support in a safe, structured environment. These programs are vital in creating a sense of belonging, improving academic outcomes, and developing life skills that benefit students well beyond the school day.
In our district, school administrators play a key role in supervising afterschool programs. Their involvement helps create a secure and nurturing environment for students, strengthening their connections with staff outside of regular school hours. This approach elevates the quality of our afterschool programs and promotes stronger collaboration between classroom learning and extended opportunities for growth.
At the Salt Lake City School District, we are fully committed to ensuring our afterschool programs:
Remain accessible to all students, regardless of background or circumstances.
Have ample space across all sites.
Offer a variety of activities that meet the diverse interests and needs of our students.
Provide academic support and enrichment that aligns with our instructional goals.
Inspire student engagement, creativity, and personal growth.
We encourage all staff to actively support and promote these programs, whether through direct involvement, communicating with families, or helping students access these valuable opportunities. Your contributions are critical in ensuring the ongoing success and positive impact of afterschool programming throughout our district.
Please feel free to reach out if you have any questions or suggestions on how we can further enhance our afterschool initiatives.
Thank you for your continued dedication to our students and for helping ensure the success of the Salt Lake City School District.
Happy February! We hope the start of 2025 is going well so far for all of you. Thank you for working with us to help promote positive attendance and improve chronic absenteeism throughout Utah. Here are some important attendance items for this month we hope you will read and also share with other attendance contacts in your LEA.
USBE Attendance Support Specialists
This month we wanted to highlight the Attendance Support Specialists available at USBE. We have two attendance support specialists and we are here to support LEAs across the state with anything attendance related.
Garrett Russell- Garrett came to USBE after previously working as the district Attendance Specialist with Ogden School District. Before that Garrett worked at Greenwood Charter School and Voyage Academy as well as in Oregon and Colorado. He is passionate about improving attendance in Utah as well as overseeing Utah’s Prevention Check and Connect program. His email is garrett.russell@schools.utah.gov.
Megan Menlove- Megan comes to USBE from Alpine School District where she spent the last 13 years as a school administrator at the elementary, junior high, and high school levels. Prior to administration she was an elementary school teacher. She has only been with USBE since August, but is excited to support LEAs with attendance. You can reach her by email at megan.menlove@schools.utah.gov.
Attendance Incentive Ideas
It is important to spend time focusing on the positive things that are happening within your LEA with attendance. Here are just a few ideas of ways you can focus on the positive and create incentives that work for your specific LEA.
March Madness: Attendance Edition
Monthly Improved Attendance Parties
Attendance Recognition in Assemblies
Individual Student Recognition
Class Attendance Incentives
Letters/Emails/Phone Calls Home to Parents with Improved/Excellent Attendance Focus
We appreciate all of your support and engagement with our first attendance webinar of the series for 2025. If you were not able to attend but wish to go back and watch, here is the link to our USBE Attendance YouTube Channel. We will be posting our webinar series and other content here. Our next webinar will be March 11, 2025 at 10:30am. More information will be coming!
Request for Feedback- Statewide Attendance Campaign
We are looking for some input as we are preparing to launch a Statewide Attendance Campaign for the 2025-2026 school year. Please fill out this google form to give your input on the slogan and to join the planning committee. We are excited to see what we can come up with together!
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.
All middle and high school’s PowerScheduler for 2025-2026 schoolyear is now set up. You can start your set up now if you haven’t already done so. Below is a checklist of set up tasks to prepare for the Build. We reserve space in the large training room at 995 West Beardsley, Salt Lake City, UT 84119 for these workshops to offer an opportunity to have a place to work uninterrupted. The schedule for PowerScheduler Workshop is as follows:
BUILD: Monday, 03/03/2025 through Friday,03/07/2025 7:30 am – 4:00 pm with Aaron Rudy available on Thursday and Friday
LOAD: Monday, 04/28/2025 through Friday, 05/02/2025 7:30 am – 4:00 pm with Aaron Rudy available on Monday.
Student Scheduling Preferences – Student Next Year Grade, Priority, Schedule this Student, Next School Indicator. (Note: Most students should be set however, students enrolled after the beginning of year may need to be set up)
Teacher Scheduling Preferences – Confirm that Schedule this Teacher is checked if Teacher is returning.
Student Course Request Screens – Student Course Request Screens should be updated if course options have changed.
Review Courses – In PowerScheduler, review individual courses for correct set up.
Any questions or more detailed instruction for these tasks, please contact Christy Martini (christy.martini@slcschools.org).
