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
Utah House Bill 233 (HB 233), titled "School Curriculum Amendments," introduces specific limitations on health education in Utah. The legislation prohibits districts from allowing organizations that perform elective abortions, such as Planned Parenthood, to provide health-related instruction or materials in schools receiving state funding.
Key provisions of HB 233 include:
Definition of Restricted Entities: The bill defines "elective abortion providers" and their affiliates, encompassing entities with common ownership, management, or control related to abortion services.
Prohibition in Educational Settings: LEAs are barred from permitting employees, representatives, or affiliates of such organizations to deliver health instruction or distribute health-related materials in public schools.
As a result of this legislation, certain previously approved providers we have used for years in SLCSD are no longer allowed to help support Health classes and teachers.
We are in the process of adopting new, state-compliant health curriculum resources that align with both legislative requirements and Utah Core Standards. Our goal remains the same: to provide students with high-quality, accurate, and age-appropriate health education that supports their physical, mental, and emotional well-being.
An element of our purchasing process is materials review. This is an opportunity for educators, parents, and community members to view the resources under consideration.
Health Curriculum Open House
Wednesday, May 28
3:00 – 7:00PM
Riley Elementary School
Expectations for Implementation:
Communication:
Please make sure that your teachers are aware of this opportunity to see the new curriculum. We will also email them directly with this information.
Timeline:
After May 28, the purchasing department will finish the purchasing process. Schools will receive ordering information as soon as possible after the negotiations are completed.
Here are a few reminders and updates about ending the year. We have several groups of teachers who need to complete work critical to the district before the school year ends.
This year, the last day for elementary music services will be Friday, May 23. Music teachers will use May 27-29to complete an inventory and transition plan for all their schools, identify instruments needing repairs, and plan for instrument deployment in the fall. Please do not plan on music during the last week of school. (Questions? Adam Eskelson)
Your elementary PE paraprofessionals must inventory and store equipment and prepare lists of equipment needed for the next year. The last day of elementary PE will be Friday, May 23. (Questions? Katie Ieremia)
Job-embedded learning will continue with Content Areas Specialists in schools through Friday, May 23. After that, they will be working on professional development for next year, aligning instructional documents for teachers, and reviewing assessments to ensure we are ready for 2025-26. Some elementary schools will have a different schedule, but your CAS has already discussed that with you if your date is different. (Questions? Dr. Chelsea Malouf, ELA; Holley McIntosh, Math; Candace Penrod, Science; Sallie Warnecke, Digital Learning)
Library learning centers have mixed schedules. Please talk with your teacher librarian about the end of the year versus the start of the year. There are specific tasks that must happen in the library once a year: inventory, restocking, book orders, documenting carryover and budgets, and securing equipment.
If your school begins Specials immediately, the teacher librarian will need time at the end of year: May 27-29/30.
If you prefer to take Specials to the last day of school, they will need time at the start of the year: August 19-22.
Each of you handle this differently, so please talk with your teacher librarian and reach out if you have any questions. (Questions? Dr. Tiffany Hall)
Thank you for understanding that this time is important for these teacher groups to be ready to end the school year. If you have specific concerns about a schedule at your school, please talk with your teacher(s) about alternatives and reach out to the supervisor if needed.
On May 6, 2025, the Board approved our new Written Agreement with several changes from the past. Because Student Services Councils (SSCs) are part of the Written Agreement, I wanted to take a moment to highlight the changes as well as remind you of our practices regarding MTSS and student support.
Schools should follow the flow chart below when addressing students with behavioral concerns that do not rise to a district-level safe schools violation:
A student who has been identified as in need of additional supports, should receive classroom level interventions prior to being brought to SSC.
If a teacher needs help developing or collecting data on these interventions, they should reach out to their PLC and/or the Behavior Specialist Office Hours for support.
If the classroom-level interventions tried do not result in improvement, the student should be presented to SSC.
A referral form should be used for all SSC referrals. Schools may develop their own or use a sample found on the Canvas page.
SSC should provide additional guidance for Tier 2 supports and interventions based on the information presented to them.
SSC should regularly follow up on students they have addressed.
If, after 2-4 weeks of intervention, the student has still not made improvements, the SSC should develop next steps which may include a referral to the Behavior Specialist team or Special Education.
If SSC determines that the appropriate next step is a referral to a Behavior Specialist, the SSC chair (principal or assistant principal) should complete the referral form found on the Canvas page or linked here.
15.4.8 Student Services Council.
15.4.8.1 Purpose. A Student Services Council shall be established in each school to collaborate and recommend appropriate services, interventions, and strategies for students whose needs are not being met and to assure that due process rights are protected.
Council Members
Elementary School
Middle/Intermediate School
High School
Principal (chair)Special Education teacherCounselor/Social WorkerGeneral Education teacher
Principal (chair)Assistant Principal(alt chair)Counselor/Social WorkerGeneral Education teacher
15.4.8.5 Additional Participants by Invitation. Additional participants may be invited to provide input and support to best serve students. serve as members of the Student Services Council.
5.4.8.6 Council Determines Procedures. The council shall meet weekly, or more frequently, if business dictates. The chairperson shall be the principal or assistant principal. The operating procedures of the council shall be determined by the council in compliance with the district policies
15.4.8.7 Agenda. Students to be discussed during the council meetings shall be placed on an agenda by the chairperson so council members can be notified in advance. Individual members of the council will provide data/documentation pertaining to the placement and/or services of the student being discussed.
15.4.8.8 Minutes Required. Minutes of decisions made at each council meeting shall be recorded and shared in a secure manner by school administration with those who have a legitimate interest. The chairperson shall maintain copies of all minutes saved on the district electronic network.
THANK YOU! Together, we successfully administered
over 158,000 tests. Thank you for your attention to detail, patience, and dedication
to ensuring accurate test data for all students.
Parental Exclusion- One copy stays with the teacher, one
copy goes into the student’s file and one copy must be sent to the Assessment Department
– ATTN: Terrilyn Lee for K-8 assessments,
ATTN: Dan Del Porto for 9-12 assessments.
Illuminate/Renaissance- Performance Matters will replace Illuminate
at the end of the year. Please see below for more information.
The district Acadience window closes on May 16th. We are
required by the state to test any student enrolled in the district during the window,
even if they registered after the testing team was at a school. Please be
aware of these students to ensure we are testing 95%+ of our K-3 students.
Acadience Math Computation and Concepts & Applications scores should be recorded
by classroom teachers in ALO within three days of testing. Please remember
to administer these indicators to absent students upon their return to class. All math scores must be recorded in ALO by Wednesday, May 14th.
Score entry directions can be found within the TAM packet or linked
HERE.
USBE is offering the following Acadience trainings this summer:
Acadience School Leader Data Analysis (June 2nd) 9:00
AM-12:00 PM. Participants will focus on analyzing the EOY Acadience Reading/Math
data at the district, school or grade level. Intended for school administrators/academic
coaches. This will be a virtual meeting, here is the link: https://schools-utah-gov.zoom.us/j/81397339038?pwd=r5TkBb3XfXMfmlWS6g1mZgpbSpaq4g.1
Acadience Reading Essentials (June 26th) grade level
specific times. Course held online. Registration through MIDAS Course
#62609. Intended for those new to Acadience Reading, or those who would like
to update their skills. Training required prior to administration of indicators
for benchmark and progress monitoring. There will be a second session offered
on July 25th. MIDAS registration will be available soon.
1&2 EOL—Make sure all offline items are administered before 5/16. Renaissance
has a tile to help monitor completion. Make sure students click submit as they finish
the online portion of the test. Please return the materials, as a school, according
to the instructions on the Packing list.
Kindergarten- If you enter the Math Kinder scores directly into Renaissance, you
do not need to fill out the bubble answer sheets. Please return the materials,
as a school, according to the instructions on the Packing List. Kindergarten
Fall testing window starts on July 28. Materials should arrive in June.
Because of the tight timeline, it is unlikely that SLCSD EOL testing will receive
reports this school year.
Please make sure to complete all DLM Testlets by May 23. If you have questions,
please contact Terrilyn
K-3. ELAA and MAAA Alternate Assessments (for Acadience) results due May 23.
Please sent them to Terrilyn via
email or district mail (Terrilyn – Assessment@Beardsley)
WIDA Results are in. You can find them in Illuminate, Ellevations
and AMS.
Individual Student Reports in multiple languages are in the AMS. Paper copies
are on their way and should arrive next week.
Please Note: WIDA Screener grades K-12—Remember, eligible students
must be screened within 10 days of enrollment throughout the rest of the school
year.
Students who have previously tested in the state of Utah, either with WIDA ACCESS
or WIDA Screener, do not need to be re-screened. Please contact Terrilyn
Lee or Mischelle Colby,
to assist in locating student test histories.
Due to the changes in both tests, cut scores will need to
be re-set. Results will be delayed until Fall 2025
Writing Field Test Window February 18- May 31. Please participate.
If there aren’t enough responses to train the scoring engine, Writing Benchmarks
will not be available next year.
While this does not indicate any endorsement by the District, we wanted to pass this opportunity on to any interested school.
FranklinCovey has partnered with multiple foundations hoping to see the Leader In Me become affordable and accessible to more Utah schools. The total school investment, because of these funding partners, is around $10-11 dollars per student.
They understand how important it is to bring meaningful change to your school without overwhelming your team. They also understand what time of year you are hearing about this opportunity. That’s why they want to emphasize one of the most valuable aspects of the Leader in Me process: it's fully adaptable to your school’s unique pace and priorities.
Whether you're looking to take small, strategic steps or you're ready to build momentum quickly, Leader in Me is designed to meet you where you are. You can begin with what feels manageable and build from there. Many schools appreciate that they can focus on creating impact while maintaining a sustainable rhythm for their staff.
Schools that implement Leader in Me report up to a 50% reduction in discipline referrals and consistent gains in academic proficiency. Teachers and parents describe a noticeable shift in school culture—where students take ownership, staff feel more united, and leadership becomes part of everyday learning. One principal shared, “For the first time, we have a common language and vision for student success that’s truly moving us forward together.”
This document is included in response to the three focuses you shared with us yesterday: College and Career Readiness, Literacy, and Attendance. This attachment showcases the evidence & impact of how we address all three of your priorities. I am particularly excited about what we are doing with student leadership credentials, which would complement your strategic plan Goal 3: Access to expanded learning opportunities Objective 3
