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Category: Superintendent

Published on

May 26, 2026

To:      Elementary School Administrators

Fr:       Erin Anderson, Special Education Director

            Dr. Tiffany Hall, Executive Director

Re:      Placement and Transition for Students Moving to HUB schools

This memo provides guidance regarding the placement and transition of students into Academic Support Units (ASUs) and Behavioral Support Units (BSUs) located at designated HUB schools (Backman, Emerson, and Franklin Elementaries). These programs are designed to provide intensive, specialized instruction and supports for students whose needs cannot be appropriately met through less restrictive services and placements.

HUB schools serve as district centers that offer a continuum of specialized services while maintaining opportunities for inclusion with general education peers to the maximum extent appropriate. Academic Support Units provide highly individualized instruction for students with significant academic and adaptive learning needs. Behavioral Support Units provide intensive behavioral, social-emotional, and instructional supports for students whose behavioral needs require a more structured setting.

Placement

Placement decisions for these programs are made through the IEP team process and are based on individual student needs, data, and consideration of the least restrictive environment. It has been a common practice within the district to state that there are boundaries for HUB schools. However, there can be many factors that determine the placement of a student in a specific location, including student needs, current classroom enrollments, bus routes, etc.

As district programs, the enrollment at the three HUB schools should be relatively similar. The resources for the schools are similar, so none of the schools should have significantly more students than another. This requires oversight at the district level. Transportation is another consideration; we attempt to have students on a bus for 30 minutes or less. In looking at existing bus routes, the decision between two schools could be determined by which school has the most expedient route. We have also dealt with situations where students cannot be at the same school or in the same class. This may require students to be enrolled at locations that might not appear to be the closest or easiest.

To provide greater clarity, the Special Education department will no longer use language such as “feeder pattern” or “boundary school” when talking about placement. As a district, we will use the following priorities to determine location:

  1. Student needs as described in the IEP
  2. Enrollment numbers at HUB schools/classes
  3. Bus routes and ride time
  4. Student restrictions on placement (no contact contracts, etc.)
  5. Student’s potential middle school location
  6. Other considerations

The Special Education division cannot always disclose a reason for that location. To the extent possible, the division will provide context for placement decisions.

Transition

When a student is moving to a HUB school, a thoughtful transition process helps students and families feel welcomed, supported, and confident as they enter a new community. Meeting with teachers and key staff before the first day provides an opportunity to build relationships, share important information about the student's strengths and needs, and answer questions that families may have. These early connections can reduce anxiety and help ensure that appropriate supports are in place from the beginning. A warm welcome and well-planned transition set the foundation for a successful start and promote a strong partnership between the family and school.

To improve communication about transportation and notification for new students, the following protocol has been developed and implemented. Implementation will be monitored and adjusted throughout 2026-27.

If a change in location/placement is indicated by the IEP:

  1. The change in location/placement will be scheduled no earlier than the fifth business day after the IEP meeting (i.e., a change made on a Wednesday will go into effect the next Wednesday, etc.).
  2. Directly after the IEP meeting, the site administrator will send an email with the student’s information and the date of the change to the district Special Education consultant (if the consultant is not in attendance at the IEP). The district SpEd consultant will email:
    1.  the administrative team and head secretary at the sending and receiving schools with student information and the day of transfer. The student will remain enrolled at the sending school until the date of the change.
    1. the transportation routing coordinator for Special Education (cc’ing the SpEd Director and the Transportation Director) with the student’s information and the date of transfer.
  3. The school secretaries will drop and enroll the student (the parent does not need to facilitate the school enrollment change).
  4. The transportation routing coordinator will review and change the bus routes and communicate changes to families on the route. 
  5. The sending and receiving teachers will coordinate a discussion to review the student’s file and any pertantent information.

This process should allow schools and families to prepare for an organized transfer to the new school.

The district is committed to ensuring that every student is welcomed, valued, and provided with a free appropriate public education (FAPE) in accordance with the Individuals with Disabilities Education Act (IDEA) and other applicable civil rights laws. Placement and transition decisions must reflect each student's individual needs, meaningful family participation, and consideration of the least restrictive environment.

By establishing clear communication processes, defined roles and responsibilities, and consistent transition practices across schools, we can strengthen partnerships with families and ensure that students experience a smooth and supported transition into their new educational setting.

Additional training and support will be provided to administrators, teachers, and office professionals to support the implementation of these practices beginning in summer 2026.

Questions: Erin Anderson, SpEd Director

Key words: HUB, placement, transportation, Special Education

Published on


To: All School Administrators
From: School Leadership & Support
Date: May 8, 2026
Subject: Planning Expectations and Key Dates for the 2026–2027 School Year

As we begin preparations for the 2026–2027 school year, School Leadership & Performance would like to provide the following information and planning expectations to support a strong and organized start to the year.

1. School Day Report and Calendar Preparation

Administrators are asked to complete the first draft of the following items in the Apex application by Friday, May 22, 2026:

  • School Day Report
  • Calendar Setup
  • Bell Schedule (High Schools)
  • Daily Calendar

We appreciate the work many of you have already begun in preparation for next year and encourage you to continue refining these items to ensure timely completion.

The School Day Report should include the following components:

  • Faculty meeting schedule
  • Planning time
  • Weekly PLC/Collaboration time
  • Parent/student meeting opportunities
  • Professional development time

Once drafts are completed, please collaborate with your Area Director to review, refine, and finalize the reports as needed.

Reference Document:
School Day Report 2026-27 185 Day Calendar

2. District Leadership Collaboration (DLC) and Professional Learning Schedule

To provide consistency and intentional professional learning opportunities throughout the year, the following meeting structure is being planned for the 2026–2027 school year:

  • 1st Thursday: Principal DLC Meetings
  • 2nd Thursday: Assistant Principal Meetings
  • 3rd Thursday: Principal PLC Meetings
  • 4th Thursday: Teaching & Learning Sessions

Please note the following exceptions:

  • December & May: GAM will replace the 1st Thursday meeting
  • Additional meetings for all administrators will occur on an as-needed basis

Please reserve these days on your calendars and plan to engage in ongoing professional learning and collaboration. Our goal is to ensure that learning and leadership development remain embedded within daily practice and directly connected to school improvement efforts.

3. Administrator Institute

Please reserve Monday, July 27, 2026, through Thursday, July 30, 2026 for the annual Administrator Institute.

This year’s institute will be structured in a conference-style format designed to provide meaningful learning opportunities, collaboration, and leadership development aligned to your professional growth and the district’s strategic priorities.

Additional details, including session information and schedules, will be shared in the coming weeks.

Thank you for your continued leadership, preparation, and commitment to supporting students, staff, and school communities across the district.

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Date:              May 8, 2026

To:                  All Administrators

From:             Teaching & Learning

Subject:        Schedules for the end of 2025-26 to prepare for 2026-27

Summary

Several groups of teachers need dedicated time to complete critical end-of-year work to ensure a strong close to this year and readiness for next year. Please read this carefully, as there have been changes made during negotiations that are reflected here.

Elementary Music
The last day for elementary music services will be Friday, May 22. Music teachers will use May 26–29 to:

  • Complete inventory and transition plans for each school
  • Identify instruments needing repair
  • Plan for instrument deployment in the fall

Please do not schedule music during the last week of school.

Additionally, music teachers will spend the first two weeks of school determining which program students will enroll in for the year and moving instruments to appropriate locations. Music services for grades 4-6 will begin the week of August 31. (Questions? Adam Eskelson)

Elementary PE
The last day for elementary PE will be Tuesday, May 26. PE instructors will use May 27–29 to:

  • Inventory and store equipment
  • Prepare lists of equipment needs for next year
  • Support end-of-year activities

Additionally, PE instructors will complete their required training for the year BEFORE the first week of school. This change was negotiated this year to enable schools to begin with specials on the first day of school.

CHANGES

PE instructors will begin training Tuesday, August 11 - Monday, August 17 with district staff to prepare for the first day of school. You will need to budget to pay your PE instructor for six (6) hours per day x five days. This training will include CPR, First Aid, PlayWorks, and other required elements to prepare for the school year. They will also have some set-up time in their building. Please ensure that your PE instructor is aware of the new start date for 2026-27 before they leave for the summer. (Questions? Katie Lowery about PE; your area director or HRS about contract changes)

Library Learning Centers
The library will be closed Tuesday, May 26 - Friday May 29. The library will be ready for students the first week of school.

Librarians need time at the end of the year to finish inventory, reporting, and repairs. This is important to complete before the end of the school year when student records are updated and so librarians are ready to support website updates and new student records when they return in August.

Required annual tasks include:

  • Inventory reporting - this must be completed annually and takes about 25 - 40 hours to complete.
  • Book and supply orders
  • Budget documentation and carryover
  • Equipment organization and security

Additionally, librarians will have a final opportunity to select books and materials from Hawthorne, MWJ, and Bennion. (Questions? Dr. Tiffany Hall)

Content Area Specialists (CAS)
Job-embedded learning with Content Area Specialists will continue through Friday, May 22. After that, CAS will focus on:

  • Planning professional development for 2026-27
  • Aligning instructional documents
  • Reviewing assessments to ensure readiness for next year

Some elementary schools may have adjusted schedules; your CAS has already communicated any differences.

(Questions? Dr. Chelsea Malouf, ELA; Holley McIntosh, Math and Science; Sallie Warnecke, Digital Learning)

Rationale: 

This schedule is required to both allow groups to prepare for the end of the year and the start of next and to reflect new changes in our agreements to begin specials at the start of the school year.

Expectations for Implementation: 

  1. Communication
  2. Principals are responsible to communicate with their faculty and teacher groups as appropriate to ensure that the schedule for the end of the year is understood.
  3. Collaboration: 

If you have specific scheduling concerns, please work with your staff to identify solutions and reach out to the appropriate supervisor as needed.

Keywords: end of year, scheduling, PE, music, library

Published on

Date:                  05/08/2026

To:                        Elementary School Administrators

From:                 Holley McIntosh, Director of STEM

                                Tiffany Hall, Executive Director of Teaching and Learning

Subject:          Eureka Math Catalyst Teacher Leaders

Summary:

The math department will be supporting a cohort of teacher leaders to explore  Eureka Math Catalyst resources. Math Catalyst supports a Multi-Tiered System of Support (MTSS) for students. Professional development and coaching support will be provided for two teacher leaders from each school.

 Math Catalyst provides resources for students who need additional support to master grade-level content. Teacher feedback indicates this is an area of need in math classrooms.

Math Catalyst provides the following:

  • Concept Mini Lessons- short, targeted lessons for small Tier 2 or Tier 3 groups
  • Practice and application tasks that support Tier 1
  • Resources to assist in lesson planning
  • An adaptive and systematic program designed to move students through carefully sequenced objectives and concepts
  • Embedded structures to help students understand and use precise mathematical language
  • Built in supports for multilingual learners

Rationale: 

USBE has not yet approved a revised Utah Math Core Curriculum. As a result, SLCSD will be continuing with Eureka Math as our adopted K-6 program for the 2026-27 school year. Eureka has enhanced, refined, and reorganized some of their resources since our original adoption. Math Catalyst is an example of their extended resources and development.

Expectations for Implementation: 

  1. Communication
  2. Principals work with their faculty to select two teachers committed to utilizing Catalyst with their students in the 2026-27 school year.
  3. Provide Holley McIntosh with the names of your Catalyst teacher leaders.
  4. Principals will purchase Catalyst licenses ($7.35 per student) for those teachers using Catalyst. Catalyst licenses are an option on the Eureka Buy Guides.
  5. Teacher leaders can use this project for the HB396 funds during 2026-27.
  6. Collaboration: 
  7. Professional development will be provided for teacher leaders using Catalyst in their classroom. Ongoing collaboration with Eureka, the Math Department, and district math coaches/CAS will ensure teachers are supported in using the Catalyst resources with students.
  8. The Math Department will communicate with IT to roster classrooms for teacher leaders.
  9. Contact Holley McIntosh or Morgan Crossley if you have questions about purchasing Eureka Catalyst licenses.
  • Evaluation
  • Administrators will work with the Math Department to ensure the Catalyst resources are used appropriately and effectively.

Keywords: Math, Eureka, Catalyst, license, lead teacher

Published on

Date:                     April 20, 2026

To:                         All Administrators

From:               Christy Hart, Director of Finance

Subject:              Retirement Celebrations

As the end of the year is quickly approaching, a reminder that public funds may not be used for retirement or other employee celebrations.  This includes all school or district funds, including school discretionary funds.  Faculty Sunshine funds or other donations may be used. 

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Administrative Memo

Stakeholder Feedback Surveys

SLCSD stakeholders will begin receiving notices about their access to the stakeholder survey. All surveys must be completed by April 24. Please encourage everyone to participate.

In case any questions arise, here is the information you should know:

  • This survey is OPTIONAL; no one should feel compelled to take it. However, it is incredibly useful feedback, and we strongly encourage all our stakeholders to participate.
  • This survey is ANONYMOUS, and participants should be encouraged to complete it at a time and location where they feel comfortable giving honest feedback.
  • Teacher Survey: Survey links will be sent out to teachers via district email. If they do not see the link, they should check junk/spam folders or reach out to patrick.jefferies@slcschools.org. Please set time aside for teachers to complete.
  • Parent Survey: Survey links will be sent out to parents via ParentSquare. If they do not see the link, they should check junk/spam folders or reach out to patrick.jefferies@slcschools.org.
  • Student Survey: Students can access the survey through the Student Survey Module in Clever. To increase response rates, we encourage you to work with your teachers to set aside time for students to complete their surveys during school hours.

Parents/Students

  • A student must have been enrolled for at least 40 days to receive a survey.
  • Students and parents will be asked to provide feedback on each individual course/teacher they have, as well as the administrators in their building.
    • They may skip any sections they wish
    • Parents with multiple children in the district may receive separate survey emails for each child.
  • Class information is pulled from PowerSchool, so if a student is in an afterschool program or a class that they know by a different name than what is in PowerSchool, please help them determine which class that is (i.e. After School might be Chess Club).

Any questions can be directed to the Assessment Supervisor, Dr. Patrick Jefferies (patrick.jefferies@slcschools.org).

Published on

In accordance with HB 182, all surveys intended to be given to students must be opt-in during the registration process at the beginning of the school year, including the ability for parents/guardians to review the actual questions. This legal mandate requires a process for submitting, reviewing, and preparing all surveys in a timely manner for the registration process. Every survey must be resubmitted annually through this process, including new and previously used surveys. Only approved surveys can be administered to students. This process will occur annually.

Process for school year 2026-27

April 24, 2026-Submission Deadline

All surveys must be submitted to the supervisor of Assessment & Evaluation, Dr. Patrick Jefferies (patrick.jefferies@slcschools.org). The submission must include a clear, easy-to-understand purpose statement, actual survey questions, the intended audience, and alignment with the SLCSD Strategic Plan.

Review Process

Submissions will be reviewed for clarity, purpose, and alignment with the SLCSD strategic plan by members of School Leadership & Support and Teaching & Learning. Clarifying questions or revisions might be asked of submitters during the process.

May 15, 2026 Approval

Approved surveys will be sent to the Chief Information Officer (CIO) for inclusion in the registration packet, along with the purpose statement and the survey questions. Survey questions will be locked and cannot be changed after submission to the CIO.

Questions or help with the process can be directed to the Assessment Supervisor. Dr. Patrick Jefferies (Patrick.jefferies@slcschools.org)

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Subject: Utah Jazz + Utah Mammoth Launch New “Assist for Good” Student Grant Opportunity – Applications Due March 20

We are excited to share a new opportunity for your students through the SEG Foundation. We hope that you pass this along to the principals at your middle, junior and high schools. Today we launched the “Assist for Good” Grant Program, which empowers junior high and high school students across Utah to create meaningful, student-led change within their school communities.

Through this program, students are invited to submit an application outlining an action plan to address a specific need at their school. Selected schools may receive up to $2,000 in grant funding to bring their student-driven project to life during the remainder of the 2025–26 school year. 

Projects may focus on areas such as:

  • Student wellness
  • Inclusion initiatives
  • Campus improvements
  • Service projects
  • Other programs that create lasting, positive impact

Applications are due March 20, 2026. Interested students can apply here.

Students from each winning school will also be invited to attend either the March 23, Utah Mammoth game or the March 30, Utah Jazz game, where they will be recognized for their commitment to uplifting their school community.

We would love your help in sharing this opportunity with school leaders, student leaders, clubs, councils, and other groups who may be interested in proposing a project. This is a wonderful chance for students to practice leadership, collaboration, and service while making a real difference in their schools.

Thank you for all you do to support and inspire your students. Please feel free to reach out to me or segfoundation@teamseg.com with any questions.

Kaitlyn Jones
Director, Community Relations & Foundation Efforts 801-325-2733  |  kaitlyn.jones@teamseg.com 1420 S 500 W, Salt Lake City, UT 84115 App Banner Image
 

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Summary:

The School Improvement Plan (SIP) Review Process is designed to support high-quality planning across all schools while promoting clarity, consistency, and continuous improvement. This process reflects our shared commitment to data-informed decision-making, equitable student outcomes, and alignment with district priorities. By establishing clear expectations and a common rubric, the SIP review process ensures that every school receives meaningful feedback and differentiated support based on plan readiness. Most importantly, the process emphasizes partnership and growth, providing principals and leadership teams with guidance, transparency, and targeted assistance to strengthen implementation and improve outcomes for students.

Purpose

  • Ensure every School Improvement Plan is clear, data-driven, and aligned to district priorities.
  • Provide transparent expectations for SIP quality.
  • Differentiate review and support based on plan readiness.

Annual SIP Timeline

  • Spring–Early Fall: Schools analyze data and develop SIPs using the district template.
  • Submission Deadline: Principals submit SIPs to the district.
  • Rubric Review: All SIPs are reviewed using the District SIP Rubric.
  • Approval & Feedback: Schools receive approval or revision guidance.

SIP Review Rubric Overview

All SIPs are reviewed using a common rubric to ensure consistency across schools. Each domain is scored on a 1–4 scale.

Rubric Domains

  • Needs Assessment & Data Analysis
  • Goals & Measurable Outcomes
  • Strategies & Action Steps
  • Equity & Student Support
  • Implementation Capacity
  • Monitoring & Continuous Improvement

Scoring Scale

  • 4 – Exemplary: Clear, aligned, and ready for implementation.
  • 3 – Meets Expectations: Solid plan with minor refinements needed.
  • 2 – Approaching Expectations: Key components present but require revision.
  • 1 – Does Not Meet Expectations: Significant gaps requiring support.

Review Pathways

Pathway 1: Area Director Review & Approval

  • Eligibility: Schools that meet state threshold and meet the district threshold (e.g., 18/24) with no domain below a 3.
  • Area Director reviews the SIP and provides written feedback and approves plan.
  • Principals make any minor revisions requested.
  • Final approval is granted by the Area Director.

Pathway 2: District-Level Committee Review

  • Eligibility: SIP does not meet the state threshold.
  • Area Director reviews the SIP and provides written feedback and approves plan.
  • A district committee conducts a deeper review.
  • Principals and their leadership teams participate in a presentation to clarify processes, strategies, needs and expectations.
  • In necessary, specific revisions and timelines are provided, along with district supports.
  • After revisions, the revised SIP is approved.

Monitoring & Ongoing Support

  • All schools submit periodic progress updates aligned to SIP goals.
  • Area Directors monitor implementation and outcomes.
  • Schools receiving additional support may have scheduled check-ins and targeted coaching.

What Principals Should Expect

  • Clear expectations and consistent feedback.
  • Timely communication regarding review status.
  • Support aligned to identified needs.
  • A focus on continuous improvement rather than compliance.

 

SLCSD School Improvement Plan (SIP) Review Process

This process outlines the submission and approval process for the school improvement plans for schools in Salt Lake City School District.

For a plan to have been deemed successful, the school must meet the state established threshold of either an 1% growth as measured by the accountability metrics or the following points on the accountability metrics:

  • Elementary/Middle School – 43.5% or higher
  • High School –46% or higher

Flow Chart(s):

School Meets Threshold

 

School Does Not Meet Threshold

 

Salt Lake City School District
School Improvement Plan (SIP) Rubric

This rubric is aligned to the SLCSD Strategic Plan for Student Achievement (2024–2029) and supports consistent, equity-centered review of School Improvement Plans.

DomainStrategic Plan Alignment1 – Needs Revision2 – Developing3 – Proficient4 – Exemplary
Data Analysis & Root CauseAll Pillars; emphasis on Pillar 1 & 2    
Goals & OutcomesAligned to Pillar Goals and Board Targets    
Strategies & Action StepsPillars 1–4 as applicable    
Equity & Student SupportPillar 1: Equity, Access, Student Support    
Implementation & MonitoringAll Pillars; Continuous Improvement    


Overall Score: ______ / 20

Meets Area Director Approval Threshold?  ☐ Yes   ☐ No

Reviewer Comments:

Published on

Dear Principals,

In our ongoing effort to ensure all students receive the support they need to thrive, we are pleased to introduce a clear and supportive procedure for requesting additional resources that will govern all future requests for additional resources. This process is grounded in the principles of equity, student-centered decision-making, and shared accountability. Your voice and leadership are essential in helping us meet the diverse and evolving needs of our school communities.

Purpose of the Process

To establish a transparent, data-informed, and equity-driven system through which school leaders may formally request additional resources based on identified student needs and strategic priorities.

Guiding Principles

  • Alignment with district priorities:  SLCSD Priorities 2025-26  - Our top priorities highlighted from our strategic plan for student success.
  • Equity over equality: Resources are allocated based on student need rather than equal distribution (Gorski, 2013).
  • Student-centered decision-making: Requests should reflect actual enrollment, demographic shifts, and the academic or behavioral needs of students (Leithwood, 2010).
  • Support for diverse learners: Prioritization is given to schools serving high numbers of multilingual learners, students with disabilities, and those in under-resourced communities.
  • Transparency and accountability: A collaborative process with stakeholder involvement and clear communication throughout.

Petition Submission Process

Step 1: Review school data that serves as the basis for request

  • Review current school-level data with your area director:
    • Academic performance
    • Behavior trends
    • Enrollment patterns
    • Staffing ratios
    • Facility needs
School Data PointWho to contact if you have questions about accuracy or need additional clarity
Academic PerformanceDr. Patrick Jefferies, Supervisor, Data & Assessment or Dr. Christine Marriott, Director of Title I and School Improvement
Behavior TrendsDr. Allison Martin, Director of SEL & Preventive Services
Enrollment PatternsSam Quartz, Chief Information Officer
Staffing RatiosLogan Hall, Executive Director, Human Resources or his designee
Facility NeedsIsaac Astill, Executive Director, Auxiliary Services

Step 2: Draft a resource petition

  • Complete the District Resource Petition, which includes:
    • Description of the requested resource(s)
    • Supporting data (quantitative and/or qualitative)
    • Expected impact on student outcomes
    • Explanation of alignment with school and district strategic goals

Step 3: Area Director review

  • Schedule a consultation to review your petition with your Area Director.
  • Revisions or recommendations may be made to strengthen alignment or clarify outcomes.
  • Once approved by the Area Director, it will proceed to the District Review Process,

District Review Process

Step 4: Cabinet-Level review

After the deadline, a cross-functional Cabinet committee will evaluate requests using the Weighted Resource Allocation Formula (see below) and determine feasibility and alignment with district-wide initiatives.

Step 5: Communication of decision

  • A formal written response will be provided in accordance with the annual timeline.
  • If approved, a deployment timeline and point-of-contact will be shared.
  • If declined, the rationale will be explained and next steps will be offered for support and/or resubmission.

Weighted Resource Allocation formula

To ensure fairness and transparency, each petition will be evaluated using the following scoring system (Total Possible: 100 points):

FactorWeightDescription
Student Enrollment and Demographics25 pointsProportion of high-need students (e.g., FRL, ELL, SPED)
Academic & Behavioral Data20 pointsEvidence of gaps in achievement, chronic absenteeism, or behavior challenges
Access Impact20 pointsDegree to which resource addresses disparities or underserved student groups
Alignment with Strategic Goals15 pointsHow well the request aligns with district/school improvement priorities
Stakeholder Engagement10 pointsInvolvement of parents, staff, and community in needs assessment and planning
Feasibility & Sustainability10 pointsPracticality of implementation and potential for sustained impact

Minimum threshold for consideration: 65 points

Implementation & Monitoring

Step 6:  Review & Feedback

Relevant staff will review resource allocation with building staff.

Step 6: Resource deployment

Work collaboratively with the assigned district departments (e.g., HR, Finance, Facilities, SPED) to implement the resource as planned.

Step 7: Evaluation & reporting

  • Monitor effectiveness using outcome data and feedback tools.
  • Submit a mid-year and end-of-year report summarizing impact.
  • Adjustments may be made as necessary for sustainability.

Ongoing support and improvement

  • School Leadership & Support will maintain a log of all approved petitions for transparency.
  • Annual reviews of the process will be conducted by Cabinet to assess equity and efficiency.
  • Principal feedback will directly inform system refinements.

Supporting Tools

Final Note

We thank you for your dedication to equity, excellence, and innovation. This process is not simply about resource distribution—it is about recognizing the unique stories of your schools and responding with meaningful support. Together, we will ensure every student in Salt Lake City School District receives the opportunities they deserve to learn, grow, and succeed.

For questions or additional support with your resource petition, please contact your Area Director or the Office of School Leadership & Support.

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