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Good Afternoon Administrators!

I'd like to extend an extra special welcome to all new administrators joining SLCSD this year. I am an education specialist in HRS, and the focus of my job is pre, new, and early educators. This email is to explain the process regarding pre-educators that spend time in our district.

We LOVE hosting student teachers, practicum students and interns! Especially since we have wonderful educators and students to learn from. SLCSD receives requests from several of our state colleges and universities as well as some online programs to place their students in our schools. HRS has worked with these institutions in developing MOUs and a placement process to ensure the success of all involved with this collaborative effort. 

The placement process starts in HRS with receiving requests from mostly placement coordinators. I also get requests from instructors, cohort leaders, and students themselves. This all depends on our arrangement with each institution. When you receive a placement request for observations, practicum or field hours, or student teaching, please direct the requester to contact me directly. After the details of the placement are reviewed, I will facilitate that placement with a school administrator before anything is confirmed. 

For internships, usually in school counseling or administration, there is an application and screening process. This would include anyone interested in fulfilling internship requitements for licensing, even current employees of SLCSD. You can also direct those individuals to me and I will provide them with next steps. 

If you have any questions or concerns, don't hesitate to reach out. I'm here to help! I look forward to collaborating with each of you this year in various capacities. 

Kellie May, M.Ed. (she/her/hers) 

Education Specialist - Mentors/Alternative Pathway to Professional Educator License (APPEL) / Grow Your Own (GYO) / Pre-service Educators  

Salt Lake City School District 

2019 Utah Teacher of the Year   

Office (801) 578-8215 

https://www.slcschools.org/departments/human-resource-services

Follow the district: Facebook | Instagram | Twitter 

Excellence and Equity: every student, every classroom, every day 

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All instruction related to sex education must take place within the context of Utah State Law (53G-10-402) and Utah State Board of Education rule (R277-474). New legislation has added topics beyond health class which require parent notification and permission.

Any course which involves "Sex education instruction" [now includes] any course material, unit, class, lesson, activity, or presentation that, as the focus of the discussion, provides instruction or information to a student about:

· sexual abstinence;

· human sexuality;

· human reproduction;

· reproductive anatomy;

· physiology;

· pregnancy;

· marriage;

· childbirth;

· parenthood;

· contraception;

· HIV/AIDS;

· sexually transmitted diseases; or · refusal skills, as defined in Section 53G-10-402.

In accordance with Rule R277-474-7-4, teachers may answer student questions or correct inaccurate statements as long as the answer is consistent with state law and the approved instructional materials. Educators may also direct students to parents.

Teachers will be sent this survey and are required to indicate if they cover any of the listed topics. All teachers must respond by September 30, 2025.

The parental Consent Form is included in all student registration and information is available to teachers regarding the parent’s option for instruction.

Rationale:

Utah Code 53G-10-402 states: · That “parental consent requirements of Sections 76-7-322 and 76-7-323 are complied with”

· And, “require a student's parent to be notified in advance and have an opportunity to review the information for which parental consent is required under Sections 76-7-322 and 76-7-323.”

· “An LEA governing board shall provide appropriate professional development for the LEA governing board's teachers, counselors, and school administrators to enable the teachers, counselors, and school administrators to understand, protect, and properly instruct students in the values and character traits referred to in this section and Sections 53E-9-202, 53E-9-203, 53G-10-202, 53G-10-203, 53G-10-204, and 53G-10-205, and distribute appropriate written materials on the values, character traits, and conduct to each individual receiving the professional development.” To facilitate compliance, each secondary teacher is required to complete the form to let SLCSD know which topics they are and are not teaching.

USBE guidance states:

· “Health, CTE, science, and psychology teachers should [acquire parental permission and complete this training] if they teach eligible courses like Health, Child Development, Health Science, Medical Anatomy, Human Development, Genetics, or any course with instruction on sex education as defined in Utah Code 53G-10-403.”

Expectations for Implementation:

· Communication:

· Administrative memo will be sent to all building administrators to share with faculty.

· Link to required form will be sent to all educators with the deadline of September 30, 2025 for completion.

· The Canvas course required for all teachers who present an effected topic (listed above) will be provided once the USBE creates the course after July 1, 2025.

2. Collaboration:

· Contact Katie Lowery, Content Specialist over Health and Physical Education, for assistance.

3. Evaluation:

· The district will check for the completion of the required form by due date. If it is not complete, the assistance of building administrators will be requested.

· The district will keep a current record of all teachers who have completed the USBE Canvas course.

Keywords: Human sexuality, health education, Utah Code 53G-10-402

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Title:             Human Sexuality Classroom Instruction

Date:              June 25, 2025

To:                 All Administrators

From:            Adam Eskelson, Director 

    Dr. Tiffany Hall, Executive Director

Dept:            Teaching and Learning

Subject:        Human Sexuality Topic Certification

All instruction related to sex education must take place within the context of Utah State Law (53G-10-402) and Utah State Board of Education rule (R277-474). New legislation has added topics beyond health class which require parent notification and permission.  

Any course which involves "Sex education instruction" [now includes] any course material, unit, class, lesson, activity, or presentation that, as the focus of the discussion, provides instruction or information to a student about:

  1. sexual abstinence;
  2. human sexuality;
  3. human reproduction;
  4. reproductive anatomy;
  5. physiology;
  6. pregnancy;
  7. marriage;
  8. childbirth;
  9. parenthood;
  10. contraception;
  11. HIV/AIDS;
  12. sexually transmitted diseases; or
  13. refusal skills, as defined in Section 53G-10-402.

In accordance with Rule R277-474-7-4, teachers may answer student questions or correct inaccurate statements as long as the answer is consistent with state law and the approved instructional materials. Educators may also direct students to parents.

Teachers will be sent this survey and are required to indicate if they cover any of the listed topics. All teachers must respond by September 30, 2025.

The parental Consent Form is included in all student registration and information is available to teachers regarding the parent’s option for instruction.

Rationale:

Utah Code 53G-10-402 states:

  1. That “parental consent requirements of Sections 76-7-322 and 76-7-323 are complied with”
  2. And, “require a student's parent to be notified in advance and have an opportunity to review the information for which parental consent is required under Sections 76-7-322 and 76-7-323.”
  3. “An LEA governing board shall provide appropriate professional development for the LEA governing board's teachers, counselors, and school administrators to enable the teachers, counselors, and school administrators to understand, protect, and properly instruct students in the values and character traits referred to in this section and Sections 53E-9-202, 53E-9-203, 53G-10-202, 53G-10-203, 53G-10-204, and 53G-10-205, and distribute appropriate written materials on the values, character traits, and conduct to each individual receiving the professional development.”

To facilitate compliance, each secondary teacher is required to complete the form to let SLCSD know which topics they are and are not teaching.

USBE guidance states:

  1. “Health, CTE, science, and psychology teachers should [acquire parental permission and complete this training] if they teach eligible courses like Health, Child Development, Health Science, Medical Anatomy, Human Development, Genetics, or any course with instruction on sex education as defined in Utah Code 53G-10-403.”

Expectations for Implementation:

  1. Communication:
    1. Administrative memo will be sent to all building administrators to share with faculty.
    2. Link to required form will be sent to all educators with the deadline of September 30, 2025, for completion.
    3. The Canvas course required for all teachers who present an effected topic (listed above) will be provided once the USBE creates the course after July 1, 2025.

2.        Collaboration:

  1. Contact Katie Lowery, Content Specialist over Health and Physical Education, for assistance.

3.        Evaluation:

  1. The district will check for the completion of the required form by due date.  If it is not complete, the assistance of building administrators will be requested.
  2. The district will keep a current record of all teachers who have completed the USBE Canvas course. 

Keywords: Human sexuality, health education, Utah Code 53G-10-402

Administrators: https://www.shapeamerica.org/MemberPortal/prodev/leading-healthy-schools.aspx

Leading Healthy Schools (LHS) is a free, year-long professional development and coaching program for school administrators to help them gain the knowledge and skills necessary to lead a school that prioritizes student health and wellness. Participants engage in collaborative learning experiences and coaching that are flexible to their school’s context and relevant to their role as a school leader.  

Interested in learning more about the program before you register? Sign up using the link above to attend an information session with LHS Program Director Kaitlyn Gaddis Thompson and hear from members of the 2024 and 2025 LHS cohorts!

For Administrators: Health textbook adoptions are complete, and we are ready to order for the upcoming year.  Please contact Katie Lowery for more information. Each school must complete a requisition. 

For Teachers:  Deadline to complete the required questionnaire for those who teach HEALTH, or ANY SUBJECT with human sexuality content is September 30th.  

All teachers (not just health) who discuss any topic below that they must include a statement in their disclosure for parents to sign and that parents must sign the USBE form as well. Do not just rely on the electronic registration for the 7-12th graders. 

Teachers should complete this survey and are required to indicate if they cover any of the listed topics. All teachers must respond by September 30th. 

HEALTH / HUMAN SEXUALITY SURVEY 

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Please integrate the following tasks to your Day One Ready List. We will be sure to get these on the master list in the future. Thanks!

July/August/September Priorities for student services include:

*Secretaries at Training August 4th-Do not schedule it as a registration day.

*Secondary Counselors have 195 day contract—determine the start date for counselors.

*Set up SSC/Counselor meeting to review students with tier 3 needs, cross check schedules, supports, consider parent meeting or home visit prior to school. 

*Set-up weekly Counselor Meetings, discuss Counselor Corner for staff meetings, discuss possible staff presentation for PD days.

*Set up your anti-harassment and bullying training dates for students

*Set up Mental Health Screening dates with social workers and counselors

*Set-up regular (weekly suggested) Mental Health Meetings with your district social worker.  Schedule a staff presentation.

*Set up a meeting with your school nurse to discuss CPR trained staff requirements, fall staff training, and vision screening

*Secondary set up a meeting with your SRO and PYP advocate.

*Set up a McKinney Meeting with Becky Baskett or Mike Harmon

Tasks for SEL and Prevention Services:

  1. Assign School Safety and Security Specialist, give name to Dr. Allison Martin, Allison.Martin@slcschools.org,
    1. Must be an assistant principal unless you have a split AP (split APs should be the SSaSS at one of their schools and the other one should assign the position to a counselor or teacher.
  2. Set standing day/time (at least once per week) for SSC meetings

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Dear Principals,

I hope this message finds you well and that your summer planning is off to a strong start.

I’m reaching out with a gentle reminder regarding the importance of timely approval of P-Card transactions. As outlined in Board Policy F-2 and detailed in the P-Card Manual (page 4), principals are responsible for ensuring that all credit card purchases at your site are in full alignment with district purchasing policies and procedures.

When you approve a transaction, you are verifying that this responsibility has been fulfilled. We’ve noticed delays in the approval process, and we want to support all sites in staying current and in compliance.

As noted in the manual, continued non-compliance may result in the loss of P-Card privileges—either for the individual staff member or, in some cases, for the entire site. While we know this is never the intention, we want to be proactive in avoiding those outcomes.

Please take a few moments to ensure your approvals are up to date and that systems are in place to keep them current moving forward. Your attention to this matter is greatly appreciated and helps us maintain fiscal integrity across the district.

Thank you for your leadership and continued partnership.

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Each year, the School Safety Plan must be updated to ensure all emergency procedures and school-specific information are accurate and current.

Purpose of the School Safety Plan

The School Safety Plan is designed to:

  1. Record all school-specific emergency information.
  2. Provide procedures for responding to various emergencies (e.g., fire, natural disaster, lockdown).
  3. Include emergency contacts, phone numbers, and evacuation sites.
  4. Serve as a guide for school staff, first responders, parents, and others who need to be familiar with the school’s emergency protocols.

Annual Update Process

1. Distribution of Template

  1. When: Second week of July each year.
  2. What: A 4-page Safety Plan Template is emailed to all school principals.
  3. Why: This template must be completed with the school’s updated emergency information, including:
    1. Emergency contacts
    2. Phone numbers
    3. Off-site evacuation locations

2. Principal’s Responsibility

  1. When: Completed template is due by the end of July.
  2. What: School principals must provide accurate and updated school-specific safety information by filling out the template and returning it to Facility Services.
  3. Why: This ensures each school’s emergency plan reflects current and accurate details.

3. Review and Compilation

  1. What: Once submitted, Facility Services:
    1. Reviews each school’s information for completeness and accuracy
    2. Updates each school’s safety plan accordingly
    3. Compiles the information into a standardized 32-page School Emergency Plan for each school

4. Return of the Final Plan

  1. When: By the end of August
  2. What: The finalized 32-page Emergency Plan is returned to each principal, containing all updated emergency procedures and contacts.

Principal’s Role in Plan Implementation

  1. What: Principals are expected to share the finalized School Safety Plan with all relevant staff and personnel annually, including:
    1. School staff (teachers, administrators, custodians, office staff)
    2. School Resource Officers (SROs)
    3. Substitute teachers
    4. Parents (limited to relevant information such as student pick-up procedures and off-site evacuation locations)
    5. Any other personnel who must be aware of emergency procedures
  2. When: The plan must be shared as soon as it is received and no later than the start of the school year (or immediately after receiving the final plan).

Mid-Year Updates

  1. What: If any changes occur during the school year (e.g., emergency contacts, off-site evacuation locations), schools must update their Safety Plan.
  2. When: Changes must be submitted to Facility Services as soon as they occur to keep the plan current.

Important Changes for the 2025–2026 School Year

  1. New Requirement: Beginning with the 2025–2026 school year, Safety Plans must also be shared with school leadership (i.e., administrators and district leadership), in addition to staff and first responders.

Timeline Overview

TaskDeadline
Template sent to principalsSecond week of July
Completed template dueEnd of July
Final Safety Plan returned to principalsEnd of August
Safety Plan shared with school staffBy start of the school year (or immediately after receiving the final plan)
Updates to Safety Plan (if any)Ongoing, as needed
Safety Plans shared with school leadership (2025–2026)By start of the school year (or immediately after receiving the final plan)

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Hello Principals,

Welcome to a new school year!  It was just over a year ago that we were in final stages of preparing for multiple school boundary changes due to school closures; that heavy lifting made us a year wiser as we reflect and prepare for the upcoming year(s). 

We need your input as we anticipate future needs.  The purpose of Board Policy G-5 (and its newly updated administrative procedures) is to "ensure a regular systematic review of the configuration and organization of district schools and, in compliance with state law, establish a process for adjusting boundaries, relocating or closing special enrollment programs, or permanently closing schools."

Our focus right now is to "ensure a regular systematic review"... I need 30-60 minutes from you (just you for now - on a Teams call) to discuss your specific school's boundaries and special enrollment programs (if you have one).  What's going well?  What needs to be adjusted (if anything)?  What feedback have you received in your community?  And if you're a principal new to your school, you may have many more questions. 

Just click on this link and sign up for an available hour that works for you - I'd like to meet with you before you kick off the school year with staff and students:  Book time with Brian Conley: Boundaries & Planning Meeting

Please respond before July 15.

Sincerely,

Brian

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Please join School Leadership & Support in welcoming the following individuals to Salt Lake City School District as members of our team:

Dr. Patrick Jefferies will be joining us as the new Assessment and Evaluation Supervisor. He started his career as an educator 25 years ago.

He earned his Master’s at the U and his bachelor’s from Gonzaga University in Spokane, Washington.  He earned his doctorate in education from the University of Utah, with a focus on Educational Leadership and Policy, specifically in teacher evaluation and quality.

He is looking forward to returning to SLCSD and Assessment & Evaluation, where he worked as a teacher specialist until 2012. His work has taken him across the country, where he has collaborated with diverse communities to foster sustainable success for all students. He has served as a principal and assistant principal, with experience in high schools, middle schools, and elementary schools, in both Utah and Oregon. As a principal at a school primarily serving families who identified as Latino/a/x, he was recognized by the University of Notre Dame Latino Enrollment Institute (LEI) for building communities that ensured the success of all students. He is honored to join all of you in working to help students become the best version of themselves.

Mr. Kenny Auld is an accomplished education administrator with over 15 years of leadership experience in K–12 education who is joining us as the next Area Director for Area III. He holds Master's degrees in Education and Social Work and he began his career in education as a Special Education teacher, bringing a student-centered, inclusive approach to every leadership role he has held.

With a track record of success as both a school and district leader, Mr. Auld has served in key administrative roles in junior high and across multiple high schools, including a five-year tenure as Principal of Logan High School. There, instructional leadership, school culture, and equity led to measurable improvements in student outcomes. At the district level, he advanced equity and access as Director of the Office of Equal Opportunity and as a Human Resource Administrator in Salt Lake Valley.

Mr. Auld continues to lead with a commitment to instructional excellence, equity-driven leadership, and collaborative school improvement. He is looking forward to continuing to improve instruction and providing support to our principals, schools, and overall community.

 Dr. Bri Conley is the incoming Director of Educational Equity and Access. Her experience includes secondary teaching, working in the district's assessment department supporting data-informed decision-making, and serving in school leadership positions—most recently as principal of Whittier Elementary and previously as assistant principal at Emerson Elementary.

Dr. Conley is deeply committed to providing access to high-quality education for all students and ensuring the necessary supports are in place to enhance their educational experiences.

She holds a doctorate in Education, Leadership and Policy from the University of Utah, a master's degree in educational technology from Utah Valley University, and a bachelor's degree in history from Brigham Young University.

Outside of work, she enjoys spending time with her husband and children, ’90s and early 2000s music, gelato, and family game nights—even when she doesn’t win at Farkle.

Other Administrative Announcements

  1. Jennifer (Jenny)McKenna, has been selected as the principal of Meadowlark Elementary. Jenny currently works for SLCSD as a teacher at West High. Prior to this position, Jenny has served in principal roles in New Mexico, Colorado, and Idaho. Jenny has signed conditional contracts with a tentative start date on July 1, 2025.
  2. Lichelle Watne has been selected as the Principal at Edison Elementary. Lichelle is returning to SLCSD after her time spent as an administrator in Ogden City SD and the Utah Military Academy. Lichelle was formerly a math coach for SLCSD and has also spent several years as an educational consultant.
  3. Garret Rose, has been selected as the top candidate for the Advanced Academics Supervisor position. Garret comes to us after serving in a principal role in Park City and formerly an assistant principle in Tooele.
  4. Additionally, Adriene Kumik, current principal at Wasatch, has been selected through a recruitment process as the top candidate for the Literacy Supervisor position in Teaching in Learning. Adriene will begin this new role on July 1.
  5. Tony Zani has been selected as the top candidate for Principal at Wasatch Elementary. Tony has been the assistant principal for several years, and was previously an instructional coach for the district.
  6. Hollie Pettersson has been selected as the top candidate for Principal at Indian Hills Elementary. Hollie has many years of administrative experience both as a school principal and district administrator.
  7. The following individuals were all selected as top candidates for Assistant Principal at the listed schools:
    1. Dr. Adriana Pinto – Northwest Middle School
    2. Yan’tu Barber – Parkview
    3. Taylor Layton – Dilworth/Indian Hills
    4. Laura Cheney – Uintah/Bonneville
    5. Jason Beach – Ensign/Wasatch
    6. Torilyn Gillett – Liberty
    7. Rebecca Powell – Rose Park

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Dear Principals,

As we continue our collective work to ensure equitable access to high-quality instruction across all schools, we want to take a moment to affirm the importance of systemic assessments in driving instructional excellence and supporting every student’s academic success.

Research consistently underscores that formative and summative assessments, when aligned to curriculum and instruction, are among the most powerful tools educators have to monitor learning, inform teaching, and close opportunity gaps. According to Black and Wiliam (1998), effective assessment practices can lead to significant learning gains, particularly for students who have historically been underserved. Likewise, districtwide assessment systems provide critical data that allow schools to respond in real time to student needs and ensure alignment with our guaranteed and viable curriculum. Our work with PLCs has also clarified the importance of being able to look at student achievement through a consistent lens across grades, schools, and the district.

To that end, we will use Instructional Block Post Assessments (IBPAs) and Standards Based Assessments (SBAs) as the district’s primary formative assessment tool. These assessments are designed to be used in tandem with our curricular resources and serve multiple, essential purposes:

  1. They provide actionable data on student progress toward proficiency in the standards taught during each instructional block.
  2. They help school and district teams evaluate the effectiveness of instructional delivery and make informed adjustments.
  3. They contribute to a shared understanding of instructional priorities and support professional collaboration among educators.

At a minimum, all schools are expected to implement the IBPAs and SBAs consistently as part of our districtwide commitment to instructional coherence and equity. Schools may also choose to use RISE Benchmark assessments as additional checkpoints that support and lead into the IBPAs and SBAs. This layered approach gives schools additional flexibility while preserving the fidelity of our core assessment strategy.

Your leadership in implementing this system with clarity and purpose is essential. I invite you to approach this work as a community of practice, where we are learning from one another and using data not simply to measure performance, but to enhance instruction and deepen student engagement.

Thank you, as always, for your commitment to excellence and equity for every student, in every classroom, every day. Please do not hesitate to reach out with questions or for support in implementation.

Implementation Guidance for Instructional Block Post Assessments (IBPAs) and Standards Based Assessments (SBAs)

To support successful implementation of the IBPAs and SBAs, schools are encouraged to follow the guidance below:

  1. Schedule and administer IBPAs and SBAs within the window identified in the Assessment Plan, which is updated each year to reflect the current calendar.
  2. Use PLC meetings to review assessment data, identify student learning trends, and develop instructional responses.
  3. Leverage data from IBPAs and SBAs to inform Tier I instruction and identify students in need of additional support or enrichment.
  4. Ensure all educators have access to assessment results and relevant data dashboards to monitor progress over time.
  5. Consider integrating RISE Benchmark assessments at the midpoint of instructional blocks to check for understanding ahead of IBPAs and SBAs. 

The Teaching & Learning and the School Leadership & Support teams are available to provide support with implementation, data analysis, and instructional planning. Schools are encouraged to reach out proactively to schedule support sessions or request resources as needed.

We look forward to discussing this data at a district level next year to identify teams and schools for celebration as well as support each other in increasing student achievement.

Research Citation

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.

[HM1]ELA calls their elementary district assessments SBAs. Math class their K-Sec 3 district assessments IBPAs. Science is working to determine how district assessment will look in their content area.

[CM2]Elementary ELA has moved to Standards Based Assessments (SBAs), so please include that wherever you have IBPAs.

[CM3]I just realized I have editing access, so I will go through and do this.

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As we work together to maintain the highest level of professionalism and consistency across our district, we would like to remind you of the established protocols concerning employee work schedules and job titles.

Effective immediately, no changes to work schedules, job titles, or responsibilities should be made without prior approval from both the Area Director and Human Resources. These approvals are necessary to ensure that any adjustments align with district policies, budget constraints, and overall staffing needs.

Rationale:

The District understands that school operations often require flexibility, but it is crucial that we maintain district-wide consistency and fairness in staffing decisions. This protocol helps ensure that we are in compliance with contractual obligations, legal requirements, and the district’s strategic goals.

Expectations for Implementation:

Should there be a need to adjust schedules, reassign duties, or modify job titles for any staff member, please follow the outlined steps:

  1. Submit a written request to your Area Director detailing the proposed changes and the reasons for them.
  2. Upon review and conditional approval by the Area Director, Human Resources will conduct a compliance check to verify alignment with district policies.
  3. Final approval must be obtained in writing from both the Area Director and HR before any changes can be implemented.

Conclusion:

Thank you for your cooperation and ongoing dedication to fostering a supportive and efficient work environment for all staff members. If you have any questions or need further clarification, please do not hesitate to reach out.

Keywords: Job Titles, Work Schedule

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