From: April Reynold, Co-Teaching Administrator on Special Assignment
Dr. Tiffany Hall, Executive Director, Teaching and Learning
Summary:
The SLCSD Co-Teaching Cohort will bring administrators together to build a shared understanding of effective co-teaching models and how they support inclusive, high-quality instruction.
During four sessions of school visits and collaborative discussion, leaders will examine strong co-teaching practices already in place across the district, reflect on scheduling and staffing structures that make them successful, and begin identifying conditions that support effective implementation at their own schools.
The cohort is designed to support thoughtful dialogue, learning from peers, and practical next steps for strengthening co-teaching in SLCSD.
Who should come?
Principals and assistant principals who are interested in learning more about co-teaching models and practices that are working in SLCSD
What is the structure?
Four sessions:
Intro to Co-Teaching Models and Opportunities
School Visit – Scheduling for Success
School Visit – Specially Designed Instruction
Planning and Next Steps
When does it start?
Elementary: February 9, 1:30 –2:30 PM
Secondary: March 3, 1:30 – 2:30 PM
Subsequent dates determined at the first meeting
Expect learning sessions to be 60 minutes, school visits 2-2.5 hours
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 Point
Who to contact if you have questions about accuracy or need additional clarity
Academic Performance
Dr. Patrick Jefferies, Supervisor, Data & Assessment or Dr. Christine Marriott, Director of Title I and School Improvement
Behavior Trends
Dr. Allison Martin, Director of SEL & Preventive Services
Enrollment Patterns
Sam Quartz, Chief Information Officer
Staffing Ratios
Logan Hall, Executive Director, Human Resources or his designee
Facility Needs
Isaac Astill, Executive Director, Auxiliary Services
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):
Factor
Weight
Description
Student Enrollment and Demographics
25 points
Proportion of high-need students (e.g., FRL, ELL, SPED)
Academic & Behavioral Data
20 points
Evidence of gaps in achievement, chronic absenteeism, or behavior challenges
Access Impact
20 points
Degree to which resource addresses disparities or underserved student groups
Alignment with Strategic Goals
15 points
How well the request aligns with district/school improvement priorities
Stakeholder Engagement
10 points
Involvement of parents, staff, and community in needs assessment and planning
Feasibility & Sustainability
10 points
Practicality 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.
Annual timeline will be distributed by School Leadership & Support by September 15th of each year.
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.
Just a quick note to update you on what is new with RISE, though I did include the new parent resources for our other state required tests. Please share this information with your teachers.
USBE has added Parent Resources to all the USBE Assessment pages
New Cut scores for ELA have been released RISE-Score-Charts_2025_updated.pptx Please note, due to the significant changes in the ELA test, please do not compare last year’s results to this years at a scaled score level.
Please note; All RISE Individual Student reports for ELA, Writing, Math and Science are available to families in the PowerSchool parent portal.
The new writing reporting has 2 categories
Composition (argument/informative): Scale of 1-6
Conventions: Scale of 0.5-3
The two scores are not intended to be added together.
New Writing benchmark modules and ELA interim are available in RISE Test Administration
Most grades have multiple writing benchmarks available with fully automated scoring.
Grade 7 informative writing benchmarks still need more students to participate in the field test before automatic scoring is available. Field testing for 7th grade informative will open again in February.
NEW Feature Update on the RISE calculator in math and science. Students can now copy-paste their answers directly from the onscreen calculator into the response field. This feature is available:
On all Math and Science RISE assessments where calculators are provided onscreen
For all onscreen calculator types (basic, scientific, graphing)
Only for Equation Response items where a student must enter a numerical answer
New Utah Accessibility, Accommodations, and Participation Policy 2025–2026 Check out the Appendixes. There is an Appendix specific to each test which is divided into 2 sections. The first section are the tools and supports available for ALL students, the second section are the additional accommodations allowed for students if they are listed on their IEPs or 504s. Please note, some must be approved by either the state or district before they can be activated for students. RISE is Appendix J, pp 67-69
If you have questions, please don’t hesitate to contact me.
Beginning January 7 - January 20, AAMP teachers and staff will be testing Kindergarten and 3rd grade students. This screening helps us identify all students who can qualify for magnet classes or AAMP programs.
A comprehensive schedule will be sent out to all elementary principals for the testing dates and times at each school. Kindergarten testing will take approximately an hour, while 3rd grade testing will take about three hours,. This is an exhaustive and massive undertaking, so we kindly ask the following:
Computer lab times be prioritized and set aside, per the schedule
Ensuring computers are updated in the labs
If no computer labs, that student laptops are updated and proper bandwidth is available throughout the school
Flexibility for unexpected intangibles (lagging Wi-Fi, power outages, absent students, etc.)
Communication to staff about the dates above, schedule (when available) and expectations for pulling students for the testing
Rationale:
This is a district program and in order to ensure students have access, SLCSD completes universal testing at these two grade levels.
Expectations for Implementation:
Communication
Principals are responsible to ensure the steps above are implemented and ready
Thank you for helping us serve all SLCSD students!
For any further questions or clarifications, please contact any of the following:
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
Review the materials and video for your level.
Choose a date you will plan to teach the lesson.
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.
Make a plan for an alternate assignment and location in case it’s needed.
Collect all opt out forms. After the lesson, have your administrator store them for the school year.
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.
From: Dr. Candace Penrod, District Science Supervisor
Subject: Amplify Science 7/8 Implementation and Support
Summary:
Salt Lake City School District is excited to have Amplify Science materials in all middle school science classrooms. The district has made a significant financial and curricular commitment to these highly quality instructional materials that support Utah’s Science with Engineering Education (SEEd) Standards middle school science classrooms. The expectation is that the materials are now in use in all middle school science classrooms with the following district support: The
A District Science Coach is available to visit your site and assist your teachers in getting started with the on-line and physical materials. Contact Candace Penrod if you and your teachers would benefit from a site visit.
The monthly Cross-District Middle School PLC meetings for middle school science are designed to support our teachers in the implementation of Amplify Science.
Training sessions with an Amplify Science trainer will be available to support 7/8 grade science teachers with implementation of units, assessments, and assignments. More information will be forthcoming.
Rationale:
The implementation of high-quality instructional materials is a priority for Salt Lake City School District. Amplify Science for middle school was identified by our MS Science Materials Adoption Committee as a high-quality resource to support the implementation of the Utah SEEd Standards. Amplify Science includes hands-on materials, simulations, support for English Learners, support for Special Education, and opportunities for all students to engage with phenomenon-driven science instruction. The district-wide use of common high-quality materials supports all learners have access to high-quality science instruction.
Additionally, the use of the District Science Pacing Guide is also an expectation, as it provides continuity and support across the district for teachers and students. Our Cross-District Middle School Science PLC will focus on supporting teachers’ instruction and student work aligned with the District Pacing Guide. It is the expectation moving forward that with the adoption and use of district materials, classroom instruction will be aligned by Strand (topic/unit) across the district according to the District Science Pacing Guide. This will create a more cohesive system of science education to support all learners and District Priorities and curricular goals.
Expectations for Implementation:
Communication
Middle School Administrators will communicate expectations and rationale to teachers regarding the use of the District Science Pacing Guide and the implementation of Amplify Science in all middle school classrooms.
7-12 Social Studies Core Curriculum Maps are in the District Document Center in Teaching and Learning/Social Studies. Core social studies courses include World Geography, World History, U.S. History II, and United States Government & Citizenship. Significant information follows:
Social studies curriculum maps are not pacing guides, but maps that unpack the Utah Social Studies Standards to support classroom instruction.
The introduction pages of the curriculum map provide further details about the different features of the map and how they can support instruction.
Curriculum maps can be used in conjunction with our approved textbooks and primary source documents.
Rationale:
Curriculum maps serve as the Guaranteed Viable Curriculum for social studie core content courses and can be used to support the work of PLCs.
Keywords: social studies, curriculum maps, world geography, world history, United States History, U.S. History, Unites States Government and Citizenship,
Are you interested in teaching Concurrent Enrollment classes at your high school but are not qualified? Do you want to take the college classes so you are qualified? What if we pay for the tuition?
Let's jump in!
We are excited to offer an opportunity to pay for your tuition to take a class (or two, not an entire Master's degree) to become qualified to teach concurrent enrollment.
Apply Here!
If you don't know if you are qualified or want to have a conversation about offering additional concurrent enrollment classes, please reach out to your CTE Coordinator or the Business Development Coordinator:
After a thorough year-long review, including feedback from school administration, teachers, technical evaluation, and cost/benefit analysis, it has been determined that we will move forward with the following interactive devices in the classroom.
ViewSonic Interactive Boards at the Elementary Level
Deciding Factors
Feedback received through visits and teacher survey.
We save almost $200-300 per board.
We will have a 7-year warranty instead of a 5-year warranty.
ViewSonic software will run the Smart Notebook software that many elementary teachers use.
ViewSonic boards performed better than the SMART brand.
Will support untethered teaching as well
Installation plan
·IT will work with school administration to determine which classrooms are updated first with as little classroom disruption as possible.
·Installation will take a coordination with district electricians and installers.
·We are currently working on creating that plan with Auxiliary services and will send out that plan once it is finished.
·Goal is to replace about 150 boards this year
·The rest of the boards are being replaced over the next 3-5 years.
·The goal is to begin installation in October/November.
Budget Needed
·Schools will not need to budget for this as it will be paid out of the district capital technology outlay funds.
Training
·School technicians are being trained within the next few weeks so there is onsite support.
·IT will work with school administration to develop training opportunities as boards are installed in the school
·IT will work with Teaching & Learning and School Leadership and Support to develop a comprehensive training plan going forward.
Epson Interactive Projectors (still in testing phase) at Secondary Level, with optional ViewSonic Interactive Board option
Deciding Factors
Feedback received through visits and teacher survey.
having more whiteboard space was one of the most frequent requests.
The vast majority of secondary classrooms do not use SMART notebook software or use the touch capability
The picture will be displayed on the whiteboard, allowing the whiteboard to serve dual functionality.
Allows for untethered teaching.
If the Epson Projector does not work in the classroom, ViewSonic Interactive boards will be installed
Installation plan
·These devices have already been installed in some classrooms in the district
·IT has reached out to high school principals to receive the names of a few teachers willing receive these new projectors for additional testing.
·After final testing is completed, installation will take place over the next 3-5 years.
Budget Needed
·Schools will not need to budget for this as it will be paid out of the district capital technology outlay funds.
Training
·School technicians will be trained on the boards for onsite support.
·IT will work with school administration to develop training opportunities as boards are installed in the school
·IT will work with Teaching & Learning and School Leadership and Support to develop a comprehensive training plan going forward.
Title: Action Item: Assigning STEM AC Math Digital Learning Student Licenses
Date: 09/12/2025
To: Elementary, Middle School, High School Administrators
From: Holley McIntosh, Director of STEM and Mathematics
Dr. Tiffany Hall, Executive Director of Teaching and Learning
Subject: Assigning STEM Action Center Math Digital Learning Student Licenses
Summary:
The math digital learning student licenses listed below awarded to schools from the STEM Action Center Math Digital Learning Grant will be assigned by the SLCSD IT Department.
STMath
IXL
Dreambox
My Math Academy
I-Ready
Derivita
Math Space
Imagine Math
Renaissance
Administrators must submit a SLCSD IT helpdesk ticket to inform IT how the licenses are to be assigned in their school no later than October 1.
One exception: High School ALEKs licenses will be managed and assigned by your HS Math Content Area Specialist (coach).
Rationale:
The STEM Action Center (AC) did not have sufficient resources to fund any school’s full grant request for licenses. With only a portion of the licenses provided, schools need to be strategic in assigning licenses to classes or students that will best utilize them. The STEM AC tracks usage to ensure license are being used at appropriate levels.
Schools not actively using their licenses by October 30, 2025 run the risk of having the STEM AC reassign their licenses to another school in the state.
