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Category: Student Services

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Dear Team,

I hope this message finds you well. As we work together to ensure the smooth operation and continued improvement of our school system, I would like to remind everyone of the importance of adhering to the proper leadership channels when corresponding on district matters.

Lines of Authority and Responsibility
The lines of direct authority are those approved by the Board of Education and are reflected in our district organization charts. These lines represent not only a clear direction of authority and responsibility but also serve as important pathways for communication and collaboration within the district. By following these established structures, we ensure that all staff members are informed and that matters are addressed at the appropriate levels.

Referral of Matters
When an issue or matter requires administrative action, personnel should refer it to the administrator to whom they are directly responsible. If needed, the matter can then be referred to the next higher administrator. It is essential that all personnel keep their immediate administrator informed of their activities, as transparency and communication help us maintain a cohesive and efficient district.

Complaint Resolution Process
It is also important to note that School Board Policy G-18 outlines how we resolve complaints here in SLCSD.  This ensures that all staff members have access to a fair process in case they wish to challenge a decision, while also respecting the established leadership channels. The district highly encourages individuals to try to resolve their concerns at the lowest level. To that end, the district suggests that the individual making a complaint discuss the relevant issues with the person about whom s/he is complaining if the complainant feels s/he cannot approach the person with whom s/he has a concern, s/he can fill out the G-18: Complaint Resolution Request Form and submit it to Respondent’s supervisor.

Two-Way Flow of Communication
While the lines of authority represent direction, they also serve as avenues for the two-way flow of ideas and feedback. Collaboration and open communication are key to continuously improving the programs and operations of our school system. I encourage everyone to use these channels not only to report issues but also to share ideas and suggestions that can benefit our students and staff.

Thank you for your continued dedication to maintaining clear and respectful communication, and for your commitment to supporting the success of our students and schools. Together, we can ensure that our leadership processes function smoothly and that we work collaboratively toward our shared goals.

If you would like a refresher for which area director is responsible for which school, it can be found here.

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Hello!

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:

  1. Ensure that special education is fully integrated into district-wide instructional strategies and supports.
  2. Create a system where general education and special education teachers collaborate more effectively to support diverse learners.
  3. Embed special education expertise into PLCs to ensure teachers have access to strategies that support students with disabilities.
  4. Foster and support shared responsibility for the success of each student.
  5. 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.

  1. Teaching & Learning Division:
    1. The Special Education Director will now report to the Executive Director of Teaching & Learning.
    2. 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.
    3. The STEM Department will coordinate math, science, and digital learning.
    4. The Literacy Department contacts will be updated when a Literacy Supervisor is hired.
    5. The Enriched Learning Department will coordinate Fine Arts programs, Health/PE, Social Studies/Civic Readiness, and National Board.
  2. 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.
    1. The Supervisor and Evaluation & Data Insights team are based in the School Leadership & Support wing.
    2. 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.

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Dear Team,

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:

  1. Provide seamless and consistent support to schools, students, and families.
  2. Prioritize equity and inclusivity in leadership decisions and student services.
  3. Ensure that all students receive the resources and opportunities they need to succeed.
  4. 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:

  1. 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.
    1. 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.

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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:

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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.
  7. 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.

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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. 

Helpful Articles/Podcasts

How a South Central Los Angeles Elementary School Built a Culture of ‘Family’

Spring Attendance Slump Resources 

Attendance Works 

Upcoming Dates/Information 

*January-March 2025- The Utah Legislative Session has been going the last few weeks and will finish this Friday, March 7th.  

*March 11th at 10:30am- Attendance Webinar Series #2 

We appreciate all you do. Please let us know how we can best support you and your schools. 

USBE Attendance Specialists 

https://www.schools.utah.gov/prevention/absenteeismtruancyprevention

Megan Menlove

Attendance Support Specialist

Utah State Board of Education

megan.menlove@schools.utah.gov

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● SRO Assignments: UPDATED SRO School Assignments 

● 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.

● SafeUT Administrator Portal Training Be sure to assign, enter a disposition, and close every tip.

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Setting the Next School/Next Grade/Graduation Year Indicators During Enrollment

When enrolling students in your school, it is important to ensure that the ‘Next Year Grade’, ‘Next School Indicator’, and ‘Year of Graduation’ indicators are set.  To enter these settings, follow these steps in PowerSchool:

  1. Find the student in PowerSchool.
  2. Select ‘Courses and Programs’ in the left side menu.
  1. Select ‘Scheduling Settings’ from the Registration sub-menu.
  1. Enter the settings in the highlighted field and click ‘Submit’.

Finding Students Missing These Indicators:

  1. Use the following search on PowerSchool’s Start Page:
    1. Next_School  
    2. Sched_NextYearGrade=
  1. Once you find the students, go to Scheduling Settings and add the missing information.

Updating Indicators for Another School’s Request:

If another school calls requesting the Next School/Next Grade/Graduation Year Indicators to be updated for a student, please follow these steps:

  1. Find the student in PowerSchool.
  2. Click on ‘Student Profile’ in the left side menu.
  3. Select ‘Addresses’ in the Student Details sub menu.
  1. Click the Validate button under the student’s address.
  1. Verify if the student lives in the requesting school’s boundary.
  1. OR verify that the student has been accepted through Open Enrollment or is part of a district placed program (ELP, SPED, etc.)
  1. If Open Enrollment is not complete, don’t change the Next School indicator.

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CSTAG (Comprehensive School Threat Assessment Guidelines) is a critical component of school safety. Every school has at least one trained administrator, but we encourage everyone to get trained. If you have not yet been to CSTAG training or if it's been more than 3 years since you attended a training, please consider joining our next training session on February 21. For more information or to register, please use this link: https://forms.office.com/r/0ZxQfKMMQX

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