Skip to content

Category: Teaching and Learning

Published on

25-26 SEL Curriculum requests

In order to support the Board priority of Social Emotional Learning, we offer SEL curriculum to each school who wants to use it to teach SEL skills to their students. As a school leader, you may choose to use other methods to teach these skills. Please think through your options and decide what will work best for your staff and your students then complete this form by April 22 to communicate how your school will support SEL instruction in the 25-26 school year.

Teaching SEL to every student is not optional! Regardless of the method, it is an expectation that every student in our district will receive direct instruction in SEL skills and that they will experience our Signature Practices every day. Please work with your Area Director if you need support making this happen.

Before continuing to the form, familiarize yourself with the three programs available through district funding:

  1. Inner Explorer - Inner Explorer programs are audio-guided and require no training or preparation from school staff. The “press play” format allows school communities to easily implement and maintain a daily mindfulness practice on any device. Our practices build on traditional Social-Emotional Learning (SEL) framework, utilizing daily mindfulness as the foundation and creates foundational support across all aspects of a Multi-Tiered System of Support (MTSS). Additionally, Inner Explorer programs are approved by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and recommended as one of the top ten programs for increasing executive function by Brain Futures.
  2. Move This World - This platform is designed to ignite a powerful transformation in students, teachers, and families, empowering them to embrace and implement essential social emotional skills that transcend the boundaries of traditional education. Their dynamic, participatory approach to Student and Educator wellness, merges the esteemed CASEL core competencies with evidence-based research and the visionary expertise of a team of educators, innovators, and mental health experts.
  3. Second Step - Committee for Children’s research-based Second Step® programs give teachers an easy-to-implement, engaging way to teach social-emotional skills and concepts. Second Step programs are designed to help children thrive and be more successful in school—ultimately setting them up to be thoughtful and productive adults.

Mindfulness Practice Program | Mindfulness-Based Stress Reduction

Inner Explorer is a completely reliable mindfulness practice program. Get rid of anxiety and bring peace of mind with our 5-10 minutes audio practice.

web1.innerexplorer.org

Move This World: Social Emotional Learning Company

Move This World is the leader in social emotional learning (SEL) for PreK-12 schools to help students better engage & express themselves.

www.movethisworld.com

Social-Emotional Learning for PreK-12

Discover Second Step, an evidence-based social-emotional learning curriculum that fosters students' emotional intelligence, empathy, and problem-solving skills.

www.secondstep.org

In solidarity,

Alli 

Published on

We are excited to share our SLS Summer Learning Series with you! Throughout this summer, we want to support you with learning opportunities addressing the needs we are seeing in our schools. Each session is optional, but we would love to get an idea of how many folks to expect, so please register via Kickup asap.

SLS Summer Learning Series 

Time: 2:00PM – 4:00PM Location: District office, room 1016 

Date Title Description Facilitator 
June 19 Supporting students with habitual disruptive behaviors This session will focus on understanding the process to support students with habitual disruptive behaviors including using your SSC, creating/evaluating behavior plans, and accessing district supports. Alli Martin
June 25 Addressing bullying Learn how state law has changed the way we document and address allegations of bullying. This session will focus on developing practical SEL skills and tools to improve school climate. Alli Martin
July 9 S-3/discipline processes  New admin are highly encouraged to attend! We will review guidance for log entries vs incidents and practices around S-3 violations. Alli Martin
July 16  De-escalation and trauma-informed discipline  This session will focus on how trauma impacts student behavior and how to develop restorative disciplinary practices that lead to positive behavioral change. Alli Martin

Please reach out if you have any questions.

Published on

StudentSquare

We will be launching StudentSquare for students in grades 9-12 in the next couple of weeks.  Students will receive an invitation email from parent square that looks like this.

This is the next step in our ParentSquare rollout.  Teachers and staff will be able to send monitored/logged direct messages to students.

Thank you,

Published on

As we approach the end of the 2024-25 school year, Human Resource Services is requesting that you complete hiring processes for all school-based hourly employees by April 15th.  If you have any open positions, please be sure to submit recommendations to hire those positions on or before April 15th.

Hiring for contract positions will continue per standard procedures/timelines. Please remember that PTPS for internal teaching positions takes place now until the last day of school on May 30, 2024.

Please contact a Human Resource Services professional with any questions. 801-578-8340

Published on

We are increasing our security safeguards to prevent unauthorized access to PowerSchool SIS.  Starting March 28, PowerSchool SIS will only be available from district networks and district devices.  This change will only affect the administrative side of PowerSchool and will not affect Parent/Student portal or PowerTeacher.  If you need to access PowerSchool SIS from home or a remote location, you will need to use an approved district device. 

Published on

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.

Published on

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.

Published on

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.

Published on

Dear Team, 

I hope this message finds you well. I wanted to take a moment to highlight our district’s strong commitment to afterschool programming, which is pivotal in supporting the academic, social, and emotional development of our students. 

Afterschool programs offer students the chance to explore interests outside the classroom, engage in enrichment activities, and receive academic support in a safe, structured environment. These programs are vital in creating a sense of belonging, improving academic outcomes, and developing life skills that benefit students well beyond the school day. 

In our district, school administrators play a key role in supervising afterschool programs. Their involvement helps create a secure and nurturing environment for students, strengthening their connections with staff outside of regular school hours. This approach elevates the quality of our afterschool programs and promotes stronger collaboration between classroom learning and extended opportunities for growth. 

At the Salt Lake City School District, we are fully committed to ensuring our afterschool programs: 

  • Remain accessible to all students, regardless of background or circumstances. 
  • Have ample space across all sites. 
  • Offer a variety of activities that meet the diverse interests and needs of our students. 
  • Provide academic support and enrichment that aligns with our instructional goals. 
  • Inspire student engagement, creativity, and personal growth. 

We encourage all staff to actively support and promote these programs, whether through direct involvement, communicating with families, or helping students access these valuable opportunities. Your contributions are critical in ensuring the ongoing success and positive impact of afterschool programming throughout our district. 

Please feel free to reach out if you have any questions or suggestions on how we can further enhance our afterschool initiatives. 

Thank you for your continued dedication to our students and for helping ensure the success of the Salt Lake City School District. 

x Powerful Protection for WordPress, from Shield Security
This Site Is Protected By
Shield Security →