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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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Dear Team,

As the Superintendent has regularly shared, we are building a district where there is a foundation of similarity among schools. Individual school variations will exist and flourish on that coherent district-wide foundation. With this move towards greater equity, consistency, and transparency in our decision-making process and work, we would like to describe an important shift in our approach. 

As an organization, we must consciously base decisions on policy. We must also clearly document our systems and processes so they are accessible and easily understandable. Moving forward, we will all be adopting a policy-driven model that provides consistency for all situations rather than one that relies on personal knowledge or advocacy.  School administrators will be supported in making decisions that align with operational processes and can be easily communicated, supported, and defended to our stakeholders.

This approach will:

  • Build Trust: As we focus on objective, policy-based decisions, stakeholders will have greater confidence in the fairness and impartiality of our actions.
  • Enhance Transparency: A policy-driven model provides clear guidelines that everyone can follow, ensuring that decisions are open and easily understood by all.
  • Promote Consistency: By adhering to established policies, we reduce variability in decision-making and ensure that similar situations are handled in a uniform manner across the district.
  • Foster Accountability: A reliance on policies ensures that decisions are not based on personal biases or relationships, making the rationale behind each decision clear and defensible.

The rationale behind this shift is rooted in our commitment to creating an environment that is fair and consistent. By focusing on policies rather than individual relationships, we can ensure that decisions are aligned with our broader goals and values, and that staff, students, and stakeholders are treated equitably. It enables us to make decisions that are aligned with the best interests of the entire community, ensuring that our actions are guided by fairness and clarity.

Personal relationships will always remain valuable in building strong teams and fostering collaboration. However, an organization as complex as SLCSD needs a structure that ensures that all students, teachers, and administrators are represented in a consistent way. This shift to policy-driven administration creates a robust framework for addressing the district’s complex needs and supports a shared foundation of similarity and cohesiveness.

The core documents that guide this work are our board policies and administrative procedures, administrative memos, and employee handbook. Additional documents outlining timelines and processes are in the district document center. As we continue to record our procedures, itis critical to look to these documents to guide our daily practices.

These practices will support our long-term success and strengthen our collective efforts to provide the best possible educational experience for our students.

Thank you for your ongoing dedication and support as we move forward with this shift. Please reach out with your questions or thoughts.

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Summary: On Tuesday, June 3, 2025, the SLCSD approved the purchase of Amplify Science for all 6-8 science classrooms in SLCSD. Principals will receive more information regarding ordering materials for teachers. Amplify Science materials are comprehensive and align with the Utah Science with Engineering Education Standards. Amplify Science materials include:

  1. Classroom Kits- hands on and printed classroom display materials
  2. Print Materials- student investigation notebooks with article companions and print teacher guides
  3. Digital Tools- digital teacher’s guide; digital student experience; videos; simulations; and engineering internships
  4. Assessments- pre/end-of unit assessments; critical juncture assessments; on the fly assessments; benchmark assessments.

Middle school principals will be ordering materials for each science educator in the building. Elementary principals will also be able to order materials for each sixth-grade teacher or for a teacher who teaches all sixth-grade science in the building. More information about ordering is forthcoming. Please contact Candace Penrod if you have any questions.

Keywords: science materials; 6-8 grade; Amplify Science

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Every August, there's a renewed sense of excitement and energy in the air—we're ready to begin a new school year filled with possibilities! It's a fresh start, a time to reconnect with colleagues, welcome new students and families, and set meaningful goals for learning and growth.

We have exciting new curriculum for science grades 6-8, health teachers, and social studies teachers. We will continue to connect with goals for literacy, mathematics, and academic discourse. The schedule has also been adjusted to provide schools with 1.5 days with their staff for professional development and meetings. Please see the following schedule for your planning:

Expectations for Implementation:

  1. Communication:
    1. Principals are responsible to communicate with their staff about the days in their before-school communication.
    2. Ensure that their staff attend as appropriate

       
  2. Collaboration:
    1. Katie Ieremia, Professional Development
    2. Tiffany Hall, T&L

Keywords:

August, teacher days, start of year

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Summary:

For the past four years, we have leveraged ESSER funding to support K-5 science materials in every K-5 classroom. This included a Mystery Science digital license for every K-5 teacher, as well as Mystery Packs with hands-on materials.

This year, our funding stream has changed, which has necessitated changes in what the district can provide. We are excited to announce that the district WILL be purchasing a Mystery Science digital for every K-5 teacher during the 2025-2026 school year. We regret that we cannot fund the purchase of additional Mystery Science Packs for the 2025-2026 school year.

We offer the following guidance for addressing hands-on science materials that support the Mystery Science digital lessons:

  1. Some teachers will have leftover materials from the previous years that can be used for the 2025-2026 school year.
  2. If funding permits, schools can purchase needed consumable materials to replenish Mystery Packs for teachers.  Please consult the K-5 materials lists to know what to order.
  3. If funding permits, schools may purchase Mystery Packs for teachers.

Please note, the science department has a limited supply of materials for new teachers that will be available in August. Please contact Candace Penrod on August 1, 2025, regarding possible materials for a new teacher (not guaranteed, as we are limited to only the items we have in stock).

Expectations for Implementation:

  1. Principals are responsible for reviewing the information and making decisions on how to handle hands-on science materials for the 2025-2026 school year.
  2. Principals are responsible for sharing the information with impacted staff in a clear and timely fashion.

     
  3. Collaboration:
    1. Contact Candace Penrod with any questions or concerns.
  4. Evaluation:
    1. The district will be conducting a formal adoption for elementary science materials during the 2025-2026 school year for the 2026-2027 school year.

Conclusion:

Thank you for your support in elementary science. Please reach out to Candace Penrod if you have any questions.

Keywords:  elementary materials; K-5; science materials; science kits; Mystery Science

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HB396 funding will be available for the 2025-2026 year for both educators and building administrators.  For each qualified individual 1.0 FTE, 25 hours are available. Here are several important reminders and deadlines:

  1. HB396 provides SLCSD with funding for educators to complete 25hours of paid professional time at their hourly rate. This includes general education and special education teachers, counselors, school specialists, library technology teachers, school psychologists, speech pathologists, audiologists and building administrators. Hourly teachers are not eligible.
  2. Individuals may complete pre-approved district plans, university courses or endorsements without supervisor approval (but the district form must still be submitted). Alternately, an Individual Plan* may be submitted and must be reviewed and approved by the supervisor prior to beginning any work.
  3. All educators must submit their plan, on the district form, before the end of the day on September 30, 2025.
  4. When all HB396 hours are completed, a timecard and activity log of hours and activities must be reviewed and signed by supervisors no later than May 29, 2026.
  5. Professional development work for HB396 may be completed between July 1, 2025, and the last day of the school year, May 29, 2026. All educators must complete their hours outside of contract time.

*Individual Plans should be designed to follow the guidelines of the legislation:

“…(a) provide educators with the knowledge and skills necessary to enable students to succeed in a well-rounded education and to meet the challenging state academic standards; and (b) may include activities that (i) improve and increase an educator's: (A) knowledge of the academic subjects the educator teaches; (B) time to plan and prepare daily lessons based on student needs; (C) understanding of how students learn; and (D) ability to analyze student work and achievement from multiple sources, including how to adjust instructional strategies, assessments, and materials based on the analysis (ii) are an integral part of broad school-wide and LEA-wide educational improvement plans; (iii) allow personalized plans for each educator to address the educator's specific needs identified in observation or other feedback; (iv) advance educator understanding of:  (A) effective and evidence-based instructional strategies; and (B) strategies for improving student academic achievement or substantially increasing the knowledge and teaching skills of educators (v) are aligned with, and directly related to, academic goals of the school or LEA; and (vi) include instruction in the use of data and assessments to inform and instruct classroom practice.” Educator Paid Professional Hours

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Summary:

Utah House Bill 233 (HB 233), titled "School Curriculum Amendments," introduces specific limitations on health education in Utah. The legislation prohibits districts from allowing organizations that perform elective abortions, such as Planned Parenthood, to provide health-related instruction or materials in schools receiving state funding.

Key provisions of HB 233 include:

  1. Definition of Restricted Entities: The bill defines "elective abortion providers" and their affiliates, encompassing entities with common ownership, management, or control related to abortion services.
  2. Prohibition in Educational Settings: LEAs are barred from permitting employees, representatives, or affiliates of such organizations to deliver health instruction or distribute health-related materials in public schools.

As a result of this legislation, certain previously approved providers we have used for years in SLCSD are no longer allowed to help support Health classes and teachers.

We are in the process of adopting new, state-compliant health curriculum resources that align with both legislative requirements and Utah Core Standards. Our goal remains the same: to provide students with high-quality, accurate, and age-appropriate health education that supports their physical, mental, and emotional well-being.

An element of our purchasing process is materials review. This is an opportunity for educators, parents, and community members to view the resources under consideration.

Health Curriculum Open House

Wednesday, May 28

3:00 – 7:00PM

Riley Elementary School

Expectations for Implementation:

  1. Communication:
    1. Please make sure that your teachers are aware of this opportunity to see the new curriculum. We will also email them directly with this information.

       
  2. Timeline:
    1. After May 28, the purchasing department will finish the purchasing process. Schools will receive ordering information as soon as possible after the negotiations are completed.

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Hello! 

Here are a few reminders and updates about ending the year. We have several groups of teachers who need to complete work critical to the district before the school year ends.

This year, the last day for elementary music services will be Friday, May 23. Music teachers will use May 27-29to complete an inventory and transition plan for all their schools, identify instruments needing repairs, and plan for instrument deployment in the fall. Please do not plan on music during the last week of school. (Questions? Adam Eskelson)

Your elementary PE paraprofessionals must inventory and store equipment and prepare lists of equipment needed for the next year. The last day of elementary PE will be Friday, May 23. (Questions? Katie Ieremia)

Job-embedded learning will continue with Content Areas Specialists in schools through Friday, May 23.  After that, they will be working on professional development for next year, aligning instructional documents for teachers, and reviewing assessments to ensure we are ready for 2025-26. Some elementary schools will have a different schedule, but your CAS has already discussed that with you if your date is different. (Questions? Dr. Chelsea Malouf, ELA; Holley McIntosh, Math; Candace Penrod, Science; Sallie Warnecke, Digital Learning)

Library learning centers have mixed schedules. Please talk with your teacher librarian about the end of the year versus the start of the year. There are specific tasks that must happen in the library once a year: inventory, restocking, book orders, documenting carryover and budgets, and securing equipment.

  1. If your school begins Specials immediately, the teacher librarian will need time at the end of year: May 27-29/30.
  2. If you prefer to take Specials to the last day of school, they will need time at the start of the year: August 19-22.

Each of you handle this differently, so please talk with your teacher librarian and reach out if you have any questions. (Questions? Dr. Tiffany Hall)

Thank you for understanding that this time is important for these teacher groups to be ready to end the school year. ​If you have specific concerns about a schedule at your school, please talk with your teacher(s) about alternatives and reach out to the supervisor if needed.

Best wishes for a great summer!

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On May 6, 2025, the Board approved our new Written Agreement with several changes from the past. Because Student Services Councils (SSCs) are part of the Written Agreement, I wanted to take a moment to highlight the changes as well as remind you of our practices regarding MTSS and student support.

Resources for SSCs are housed in a district Canvas page that can be accessed by anyone in SLCSD using this link: https://slcschools.instructure.com/enroll/JX8N6L

Schools should follow the flow chart below when addressing students with behavioral concerns that do not rise to a district-level safe schools violation:

  1. A student who has been identified as in need of additional supports, should receive classroom level interventions prior to being brought to SSC. 
  2. If a teacher needs help developing or collecting data on these interventions, they should reach out to their PLC and/or the Behavior Specialist Office Hours for support.
  3. If the classroom-level interventions tried do not result in improvement, the student should be presented to SSC.
  4. A referral form should be used for all SSC referrals. Schools may develop their own or use a sample found on the Canvas page.
  5. SSC should provide additional guidance for Tier 2 supports and interventions based on the information presented to them.
  6. SSC should regularly follow up on students they have addressed.
  7. If, after 2-4 weeks of intervention, the student has still not made improvements, the SSC should develop next steps which may include a referral to the Behavior Specialist team or Special Education.
  8. If SSC determines that the appropriate next step is a referral to a Behavior Specialist, the SSC chair (principal or assistant principal) should complete the referral form found on the Canvas page or linked here.

15.4.8 Student Services Council.

15.4.8.1 Purpose. A Student Services Council shall be established in each school to collaborate and recommend appropriate services, interventions, and strategies for students whose needs are not being met and to assure that due process rights are protected.

Council Members
Elementary SchoolMiddle/Intermediate SchoolHigh School
Principal (chair)Special Education teacherCounselor/Social WorkerGeneral Education teacherPrincipal(chair)Assistant Principal(alt chair)Counselor/Social WorkerGeneral Education teacherPrincipal (chair)Assistant Principal(alt chair)Counselor/Social WorkerGeneral Education teacher

15.4.8.5 Additional Participants by Invitation.  Additional participants may be invited to provide input and support to best serve students. serve as members of the Student Services Council. 

5.4.8.6 Council Determines Procedures. The council shall meet weekly, or more frequently, if business dictates. The chairperson shall be the principal or assistant principal. The operating procedures of the council shall be determined by the council in compliance with the district policies

15.4.8.7 Agenda. Students to be discussed during the council meetings shall be placed on an agenda by the chairperson so council members can be notified in advance. Individual members of the council will provide data/documentation pertaining to the placement and/or services of the student being discussed.

15.4.8.8 Minutes Required. Minutes of decisions made at each council meeting shall be recorded and shared in a secure manner by school administration with those who have a legitimate interest. The chairperson shall maintain copies of all minutes saved on the district electronic network.

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