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Category: Legal & Policy

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From: Tiffany Hall

This information will be shared with teachers October 22, 2025. Please reach out if you have questions before that happens.

BACKGROUND

In 2025, the Utah State Legislature passed H.B. 104 Firearm Safety in Schools Amendments. This requires schools to provide an instructional session on firearm safety to students.

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

  1. Review the materials and video for your level.
  2. Choose a date you will plan to teach the lesson.
  3. 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.
  4. Make a plan for an alternate assignment and location in case it’s needed.
  5. Collect all opt out forms. After the lesson, have your administrator store them for the school year.
  6. 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.

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STUDENT SERVICES NEWS

Monthly Newsletter September 2025

Happenings

  • September is Suicide Prevention Month Please share the Parent Guidance Mental Health Series resource with parents: including  Parent Guidance Online Mental Health Newsletter  and  "What Parents Need to Know about Suicide Prevention"
  • Thank you to the schools that have already scheduled and implemented regular mental health meetings!
  • Anti-Harassment/Anti-Bullying Student Training is being facilitated by school counselors now through October 1st. The Procedures for Training and Reporting are in the Document Center.
  • All Schools will receive $1000 for Suicide Prevention. Admin, please support implementation of the suicide prevention program at your schools and ensure these funds are being utilized to strengthen it.
  • Insight The Prime for Life and Guiding Good Choices schedule is now available. To see the schedule and register please click here 
  • Peer Court begins on October 6th. Referrals can be submitted here.  
  • Optional Admin/SRO Gun Safety and Active Shooter Training at East High School Library September 26th from 9:00am to 3:00pm RSVP HERE
School Counselors
Student Services Meeting (Virtual) September 17 from 9-12.  All Counselors, Social Workers, Nurses and McKinney Staff attend. Admin are always welcome.

Agendas and resources: Student Services Meetings 2025-2026  

Secondary Counselor Program: 
• All Secondary Counseling Programs will be reviewed by USBE this Spring to ensure adherence to state counseling standards. This program review nets counselor support budgets at secondary schools.
• On-Site Review Performance Evaluation  Data Project Reports  Counselors must present data projects during a staff meeting. If presentations did not occur last Spring, please schedule asap.
• Updates and Essentials Training  All secondary administrators who have not completed this USBE school training within the past six years must complete the course asap. Documentation of completion will need to be provided to the state in March.

Elementary Counselor Program:
• Elementary Counselor folder for resources, training materials, and PowerPoints from elementary counselor breakout sessions of Student Services meetings.
• Bullying One-Sheet outlines anti-bullying and anti-harassment policies and provides resources to families
• Utah Crisis and Suicide Prevention Resources Submit G19-20 documentation by Oct. 1 to this Microsoft link
• Elementary Counselors submit monthly data using this Microsoft form • Elementary Counselor Annual Task Organizer
• SLCSD Elementary Counselor Handbook
• Revised Counselor ECAP and Observation Tool

Helpful Links:
3rd Millennium Substance Violation Option for Secondary Students
Counselor Handbooks
Counselor Document Center
Utah College Application and FAFSA Resources
Digital Awareness: Classroom Curriculum
District Social Work and Mental Health Partnerships
Social Work Services 
• We are excited to welcome Andrea Carrizo, Annie Romano, Haref Montalvo, Jessica Carpenter and Yvette Orr to our team!
• Social workers are conducting mental health screening at all school sites.
• Thank you to the schools that have already implemented and scheduled regular mental health meetings!

Odyssey House
• Salt Lake City School District partners with Odyssey House to provide free school-based therapeutic services to students at East, Highland, Horizonte, Backman and Parkview.

Helpful Links:
Mental Health Screening
Parent Guidance Mental Health Series
Social Work Handbook    
Health Services
Important items this month:
• Vision Screening starts on September 16, 2025.
• CPR/AED/Narcan training continue to be offered once a month at the district office building.  If you would like to be certified or your certification has expired, sign up for a class.
-Remember, schools must have at least three front office staff CPR certified to have an AED in the school.
--Elementary: Kinder, 1st, 2nd, 3rd, 5th and special request.
--Middle: 7th grade and any special request.

Helpful Links:
How to access Healthcare Plans
Sick Room Protocol
Guidelines for Illness
Health Services School Assignments and Resources
McKinney Vento
Important items this month:
• Welcome Cisco Ramos our new McKinney Team member
• Housing Questionnaire: This form activates supports for qualifying students. Email completed forms to Becky Baskett and Mike Harman
- See District Documents Center for translated forms.
- See McKinney List in PowerSchool: homeless_code>0 - If students you know qualify and are not on the list, complete the Housing Questionnaire link above
• Reminder: McKinney-Vento eligible students can enroll without proof of address, immunization records, and/or birth certificate
• Reach out to the McKinney Vento team for student support, questions and/or staff training.

Helpful Links:
McKinney Vento Resources  
School Resource Officers
Important items this month:
If you need an SRO for any reason:
• Call your school assigned SRO (if no response)
• Call Sgt. Doug Teerlink 385-228-8072 (if no response)
• Call dispatch for non-emergency 801-799-3000
• Call 911 in an emergency
• Peer Court
• Promising Youth Gang Prevention and Intervention Contact Krystyn Stargel 385-312-3104 regarding referrals or click links below.

Helpful Links:
SRO School Assignments
Promising Youth & Promising Youth Referral
Peer Court Referral            

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As we approach the 10-Day Drop window, please review the following guidance carefully. Our goal is to ensure consistency across schools while supporting students and families through clear communication and outreach.

Board Policy S-4 states:

“School administration and/or their designees will attempt at least one home visit before implementing a 10-day withdrawal. The home visit will be logged in PowerSchool.”

Recognizing the unique challenges at the start of the school year, outreach efforts such as phone calls, emails, and text messages may be documented as interventions in lieu of an immediate home visit. When feasible, a home visit should still be made, but it is not required prior to initiating the 10-Day Drop.

Please follow the updated procedures below:

1. General Education Students

  • Who: Students who registered for this school year but have not attended at all.
  • Action: Drop the student the day after 10 unexcused absences.
  • Drop Deadline: September 2
  • Exit Date to Enter: September 3
  • Requirements:
    • At least one documented intervention is required prior to dropping the student.
    • Acceptable interventions include: phone calls, text messages, emails, or home visits.
    • Document the outreach in PowerSchool.

2. Special Education Students

  • Who: Students with an IEP who have 30 consecutive unexcused absences.
  • Action: May be dropped after 30 consecutive unexcused absences.
  • Exit Date to Enter: Day after the 30th absence.
  • Requirements:
    • Special education teachers must document all attempts to connect with the family.
    • Email documentation to Erin.
    • Fill out the 10-day Ready and Willing Letter FORM document at 10 days of consecutive absences.
    • Complete the SCRAM link on the DDC.
    • Exit the student using code M.

3. Students Who Rolled Over from Last Year (Not Registered This Year)

  • Who: Students who appear on your roster but did not complete registration for the current school year.
  • Action: Drop at date of entry.
  • Exit Date to Enter: First day of school or the listed entry date.
  • Note: No intervention is required. However, please carefully verify that the student truly did not register or attend before proceeding.

Key Reminders

  • Equity and care are central. Our outreach efforts should reflect compassion and the intent to reconnect families to school.
  • Document everything. Whether by phone, text, email, or home visit, please ensure all interventions are logged in PowerSchool.
  • Seek support if unsure. When in doubt, reach out to your supervising director for clarification.

Together, these practices ensure we meet compliance requirements while also extending every opportunity for students to engage with school. Thank you for your continued commitment to students and families as we begin this school year.

Published on

Summary:

During the annual Administrator Institute in July 2025, all administrators received an update on legislative changes, including new requirements related to toilet training.

The updated guidance is:

  • Schools must provide educational services to any student removed from school because of toilet training while they are at home.
  • Students may return to school for their Special Education minutes during the time they are working on toilet training at home.

During the elementary session, administrators asked the following questions. Responses are summarized below:

  • What if a student has a documented medical issue on a 504 plan, or toilet training concerns are part of an IEP?
    The student would not be removed from school. Appropriate accommodations would be made.
  • Can students have a goal on their IEP for toilet training?
    Toilet training goals can be written into an IEP if the toileting issue is directly related to the student’s disability and is necessary for their access to education (often as a functional or transition goal).
  • Can a student qualify for an IEP if they are not toilet trained?
    No. Toilet training by itself is not a disability. A student cannot have an IEP with a goal that is only toilet training.

If toileting concerns are developmental (a child is simply late in training) but not tied to a qualifying disability or medical condition, then it would not meet the threshold for IEP elibility.

In these cases, general education strategies and family support would be the avenue, not a formal plan.

Rationale:

H.B. 233 — School Curriculum Amendments prohibits local education agencies (i.e., public schools) from using or allowing health-related instruction or materials provided by entities that perform elective abortions. That includes materials created, funded, or donated by those providers, as well as any instruction delivered by their employees or volunteers.

SLCSD had approved several presentations from providers that are no longer permissible. The new Health curriculum will help support teachers in designing their instruction in Health I and Health II.

Expectations for Implementation: 

  1. Communication: 
  • Please make sure appropriate teachers and staff are aware.
  1. Collaboration: 
  • Contact Erin Anderson with questions.

Keywords:  Toilet training 

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Principals,

Each year you should designate one member of your faculty to act as your school's Positive Behavior Specialist. This person will oversee your school's Positive Behavior Plan to address the causes of student use of tobacco, alcohol, electronic cigarette products, and other controlled substances as required by Utah law. This person should be a school counselor or teacher-leader as they qualify for a stipend to compensate them for this work. 

Please submit the name of your school's PBS to Alli Martin (allison.martin@slcschools.org) by August 22, 2025.

Thank you,

Alli

Alli Martin, Ed.D. (she/her/hers)

Director of Social-Emotional Learning (SEL) and Prevention Services

Salt Lake City School District

Office: 801.578-8137 

www.slcschools.org 

Follow the district: Facebook | Instagram | Twitter  

Excellence and Equity: every student, every classroom, every day

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Good Afternoon Administrators!

I'd like to extend an extra special welcome to all new administrators joining SLCSD this year. I am an education specialist in HRS, and the focus of my job is pre, new, and early educators. This email is to explain the process regarding pre-educators that spend time in our district.

We LOVE hosting student teachers, practicum students and interns! Especially since we have wonderful educators and students to learn from. SLCSD receives requests from several of our state colleges and universities as well as some online programs to place their students in our schools. HRS has worked with these institutions in developing MOUs and a placement process to ensure the success of all involved with this collaborative effort. 

The placement process starts in HRS with receiving requests from mostly placement coordinators. I also get requests from instructors, cohort leaders, and students themselves. This all depends on our arrangement with each institution. When you receive a placement request for observations, practicum or field hours, or student teaching, please direct the requester to contact me directly. After the details of the placement are reviewed, I will facilitate that placement with a school administrator before anything is confirmed. 

For internships, usually in school counseling or administration, there is an application and screening process. This would include anyone interested in fulfilling internship requitements for licensing, even current employees of SLCSD. You can also direct those individuals to me and I will provide them with next steps. 

If you have any questions or concerns, don't hesitate to reach out. I'm here to help! I look forward to collaborating with each of you this year in various capacities. 

Kellie May, M.Ed. (she/her/hers) 

Education Specialist - Mentors/Alternative Pathway to Professional Educator License (APPEL) / Grow Your Own (GYO) / Pre-service Educators  

Salt Lake City School District 

2019 Utah Teacher of the Year   

Office (801) 578-8215 

https://www.slcschools.org/departments/human-resource-services

Follow the district: Facebook | Instagram | Twitter 

Excellence and Equity: every student, every classroom, every day 

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Hello Principals,

Welcome to a new school year!  It was just over a year ago that we were in final stages of preparing for multiple school boundary changes due to school closures; that heavy lifting made us a year wiser as we reflect and prepare for the upcoming year(s). 

We need your input as we anticipate future needs.  The purpose of Board Policy G-5 (and its newly updated administrative procedures) is to "ensure a regular systematic review of the configuration and organization of district schools and, in compliance with state law, establish a process for adjusting boundaries, relocating or closing special enrollment programs, or permanently closing schools."

Our focus right now is to "ensure a regular systematic review"... I need 30-60 minutes from you (just you for now - on a Teams call) to discuss your specific school's boundaries and special enrollment programs (if you have one).  What's going well?  What needs to be adjusted (if anything)?  What feedback have you received in your community?  And if you're a principal new to your school, you may have many more questions. 

Just click on this link and sign up for an available hour that works for you - I'd like to meet with you before you kick off the school year with staff and students:  Book time with Brian Conley: Boundaries & Planning Meeting

Please respond before July 15.

Sincerely,

Brian

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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:

  1. Submit a written request to your Area Director detailing the proposed changes and the reasons for them.
  2. Upon review and conditional approval by the Area Director, Human Resources will conduct a compliance check to verify alignment with district policies.
  3. 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.

Keywords: Job Titles, Work Schedule

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Dear Team,

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.

The core documents that guide this work are our board policies and administrative procedures, administrative memos, and employee handbook. Additional documents outlining timelines and processes are in the district document center. As we continue to record our procedures, itis critical to look to these documents to guide our daily practices.

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.

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Dear Salt Lake School District Team,

We hope this message finds you well. We are writing to provide guidance regarding HB 77 – Flag Display Amendments, which was recently passed by the Utah Legislature and will take effect May 7, 2025. This legislation outlines specific regulations regarding which flags may be displayed on or within government property, including public school campuses.

For years, Salt Lake City School District has been known for our commitment to fostering an inclusive and welcoming environment for all students and staff, and we remain committed to this goal and the values underlying that commitment. We also appreciate the pride and passion many of our students and staff feel in their beliefs and causes. While this law imposes certain limitations, we will continue to foster school environments where all students feel seen, supported, and valued.  In order to understand and implement this legislation, we are providing the following protocols for our schools.

Key Provisions of HB 77

HB 77 defines “display” as placing a flag in a prominent location where the flag is easily visible. A “flag” is defined as a usually rectangular piece of fabric with a specific design that symbolizes a location, government entity, or cause.

To ensure district-wide compliance, please note the following flags are permitted for display:

  • The official United States Flag
  • The official Utah State Flag
  • The current and official flag of another country, state, or political subdivision (e.g., another school district or city)
  • A flag that represents a city, municipality, county, or other political subdivision within Utah
  • A flag representing a branch, unit, or division of the U.S. military
  • The National League of Families POW/MIA flag
  • A flag that represents a recognized Indian tribe
  • An officially licensed college or university flag
  • A historic version of the U.S., Utah, or other state/national flags
  • An official public school flag
  • An official flag of the U.S. Olympic/Paralympic Committee, International Olympic/Paralympic Committee, or a specific Olympiad/Paralympiad that occurred or will occur
  • A flag of an organization authorized to use space within a public school, during the time they are using the space

We understand that some of you may feel inclined to demonstrate your support for various causes, groups, and beliefs by displaying items that do not meet the definition of flag and thus do not violate the new law. While we support you in your goal of signaling a welcome environment, there is additional information that you should consider in displaying items. In addition to HB 77, the Utah State Board of Education (“USBE”) issued a letter on April 10,2025, reminding educators of Utah Admin. Code R277-217(25), Educator Standards, that states that an educator may not “through instruction, materials, or symbols . . . endorse promote, or disparage” a particular viewpoint. The letter also indicated how the public may report violations of this section. We are providing you with this information not as a threat of district action, but as an awareness that USBE, as the licensing authority for Utah educators, has indicated that compliance with these rules and laws is not only expected but vital.  

Action Steps for Schools

  • Review all flags currently displayed in your school or on your school property, including in classrooms, hallways, and offices.
  • Remove any flags that do not fall within the categories listed above by the end of school onMay 6, 2025, to ensure full compliance with the law upon its effective date.
  • When in doubt, please consult with the General Counsel before displaying a new flag to confirm it meets the legal criteria.
  • Ensure that flags displayed during temporary use by authorized organizations are removed promptly after their use of the space ends. 

The Office of the State Auditor is tasked with overseeing compliance with this legislation and may impose fines for violations. As such, we must be diligent and proactive to ensure our flag displays align with this new legislation.

Thank you for your attention to this important matter and for your continued leadership in ensuring our schools remain compliant, welcoming, and student-centered.

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