Due to recent legislation in HB 273, we are adjusting our student computer refresh this year as follows:
Elementary Schools
Elementary schools will not receive new student computers this summer, and no existing student computers will be removed at this time.
Following guidance from USBE, teams from IT, Teaching and Learning, and School Leadership and Support will begin gathering stakeholder feedback to help determine appropriate screen time levels for different grade levels.
Until this review process is complete, requests for new student devices (including laptops, iPads, and similar technology) will be on hold.
We will continue to support students by replacing broken devices and ensuring that those with IEP or 504 requirements have the necessary technology accommodations in place.
Middle Schools
Middle schools will receive replacements for student devices that are 5 years old. Allocations will be adjusted to match the most recent October 1 enrollment counts. Parents will need to opt-in during registration to use a district provided 1:1 device. IT, Teaching and Learning, and School Leadership and Support will work with middle schools to establish a common technology framework for all middle schools.
High Schools
High schools will receive replacements for student devices that are 5 years old. Allocations will be adjusted to match the most recent October 1 enrollment counts. Parents have the opportunity during registration to opt-out of using a district provided 1:1 device.
Please remember to be actively promoting PowerSchool ParentPortal with your families. Communications and IT will be beginning a notification campaign next week.
We’ve created a couple of videos that will help you setup and troubleshoot parent portal accounts.
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.
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.
The purpose of this memo is to provide guidance and direction regarding the upcoming end-of-year training and registration preview for school office staff. This training is intended to support a smooth and organized close to the current school year while also preparing office teams for the upcoming registration process.
Training Overview The training will focus on end-of-year procedures, expectations for closing out the school year, and a preview of the upcoming registration process. The goal is to ensure that all office staff have clear guidance, consistent information, and the opportunity to ask questions in advance of summer preparation and fall registration.
Date The in-person training sessions will take place on the following dates:
Wednesday, April 29
Thursday, April 30
Friday, May 1
Please indicate your preference by the end of the day on April 15th by completing the survey that can be found HERE.
Session Structure: In order to provide flexibility and ensure full participation, two sessions will be offered on the selected date:
One morning session
One afternoon session
Each session will last approximately 2–3 hours and will include time for both training and questions.
Participation Expectations: Principals are asked to ensure that all appropriate office staff members attend one of the scheduled sessions. This includes staff members who are directly involved in student records, enrollment, registration processes, and end-of-year procedures. Schools should plan coverage accordingly so that all staff are able to participate.
Any materials or information staff should review in advance
Thank you for your continued support in ensuring that our schools are well prepared for both the conclusion of this school year and a successful start to the next. This training is an important opportunity to provide clear direction and consistent expectations for all office staff across the district.
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).
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.
Domain
Strategic Plan Alignment
1 – Needs Revision
2 – Developing
3 – Proficient
4 – Exemplary
Data Analysis & Root Cause
All Pillars; emphasis on Pillar 1 & 2
Goals & Outcomes
Aligned to Pillar Goals and Board Targets
Strategies & Action Steps
Pillars 1–4 as applicable
Equity & Student Support
Pillar 1: Equity, Access, Student Support
Implementation & Monitoring
All Pillars; Continuous Improvement
Overall Score: ______ / 20
Meets Area Director Approval Threshold? ☐ Yes ☐ No
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.
The purpose of this email is to notify you about a new process for hiring school-based administrators. Please read through these updates carefully as there are some significant changes as well as important reminders for current administrators.
What's New?
In an effort to recruit from the best available administrators to SLCSD, we understand that we must draw upon potential candidates earlier than we have previously done. To that end, we will open a school-based administrator pool near the end of October. This recruiting pool is for external candidates only—current administrators should not apply to this pool.
This school-based administrator pool will undergo a multi-interview process in order to identify top talent that will best match the unique needs of our schools. At the conclusion of each round of interviews, we will be able to consolidate our top candidates and move them on to the next round. It is anticipated that the first round of interviews will conclude near the end of November with a second round of interviews in or around January. These procedural changes follow similar processes and timelines of our neighboring districts. Ultimately, our goal is to create a list of top candidates for school-based selection committees to interview and recommend to the Superintendent for a final interview.
HRS will provide more details on this process at an upcoming DLC, as we want to provide you with as much transparency as possible.
Reminder for Current Administrators
For anyone interested in being considered for a change in your current assignment for the next school year, you will need to apply to the internal transfer request posted through SchoolSpring (see posting "Current Administrator Transfer and Promotion Request"). HR Certified Analyst, Lauren Knotts, will send an email to all current administrators when the transfer and promotion request has been posted, which will contain additional information regarding this request.
We acknowledge the uncertainty that comes with a change in any process, and we hope that this email along with a discussion in DLC will help provide a clear vision for how we can ensure we continue to recruit top talent for our students, families, and employees of SLCSD.
Thank you,
Logan
PART II Transfers
Hello Everyone,
We recognize and understand the need for current SLCSD administrators to periodically seek different assignments over the course of their career. If you are interested in a transfer or promotion for a school-based assignment for the 2026-27 school year, you must fill out the application using this School Spring link: https://slcschools.schoolspring.com/
Upload your letter of interest (cover letter) in order to be considered. Please keep in mind that the Superintendent may effectuate transfers in order to meet the needs of the district, but this is your opportunity to express interest in a change of assignment or position.
Additionally, please be aware of the following conditions and procedures regarding requests:
Applications must be submitted by the close of business on December 12, 2025 using the link above. This will be our only method of collecting interest from current administrators.
External candidates and employees who are not current administrators will need to apply to the School Administrator Pool posting.
Under section X, Administrative Vacancies, Transfers, and Rotations, of The Written Understanding, it states, "In determining whether to rotate an administrator, the District will consider the length of appointment, interests of the administrator, and needs of the District."
Requesting a transfer demonstrates your interest in a different assignment or change in location and is not a guarantee of a change in assignment or location.
Requesting a transfer for an assignment paid on a lower lane will result in you being paid at the appropriate step on that lane.
You must submit your preferences for a change in location in the transfer request by uploading a letter of intent in the "cover letter" section of the application.
We appreciate the work you do to ensure positive learning outcomes and safe environments for our students. If you have any questions regarding this process, please contact me, Nathan Elkins, or Logan Hall.
If you experience an issue with finding this position that has been posted to internal applicants only, please ensure you are using the Internal side of School Spring by clicking the Internal Jobs tab and signing in (or creating an account) with your district email address to demonstrate you are a current employee.
Thank you,
Lauren Knotts
Human Resources Analyst Salt Lake City School District
District Office: (801) 578-8599
Excellence and Equity: every student, every classroom, every day
We're working to improve our school registration systems and would love input from different members of our school community.
Over the next few weeks, we’ll be sending out surveys and hosting focus groups with families, school office staff, and district support teams (like McKinney-Vento, Special Education, Counseling, etc.) to learn more about their experiences with registration.
We’d appreciate your help identifying school staff and parents who might be willing to participate and share their feedback.
Here are the upcoming focus group dates:
Parents:
Liberty CLC: October 27 at 4:30 PM
Glendale CLC: October 28 at 4:30 PM
District Support Staff:
In-person meeting with Sam: October 22 at 1:00 PM
School Staff:
Virtual Zoom meeting: October 22 at 3:30 PM
To reiterate: we need the names of potential participants— we’ll take care of sending the invitations.
Please send the names of recommended school staff and families to Sam Quantz, Dr. Bri Conley, Yándary Chatwin, and Dr. Analis Ruiz by October 15, 2025.
Thank you so much — we truly appreciate your support!
