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 this year's Utah School Public Relations Association conference — aka the 2026 USPRA Annual Conference — USPRA Live: Turning Up the Volume on School PR — will be held this year at Hawthorne Elementary. I launched this conference last year, with Emma as one of the Co-Charis. This year, Emma is co-chairing again (that's why she's cc'd), and the conference has expanded to TWO days:

Conference Details

Thursday, April 23 • 9:00 a.m.–5:00 p.m.
Friday, April 24 • 9:00 a.m.–3:00 p.m.
Hawthorne Elementary — 1675 S 600 E, Salt Lake City

Another thing that's new this year is a specific track for School Administrators (Administrator Amplifier — NEW Principal/Admin Track). The sessions for the Administrator track will be held on Thursday and focus on practical communication tools, leadership alignment, and strengthening collaboration with school PR professionals.

Best of all, it's FREE for principals to attend! 

I realize you have DLC on Thursdays, but would it be possible to invite our school administrators to attend afterwards? ​​

Why Attend

This conference is designed to help school leaders and communication teams:

  • Elevate communication strategies
  • Strengthen consistent districtwide messaging
  • Build trust and engagement with families, staff, and communities
  • Learn from school PR professionals and leaders across the state

How to Register for FREE
Conference Registration: https://www.utahspra.org/conference

Administrators can register for free using the code UTAPRINCIPAL.

We would love to have as many of our SLCSD administrators join us as we continue to “turn up the volume” on school PR. Please reach out if you have any questions. 

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March 2026

All:

As we have had several questions related to appropriate campaign activities on school property and during public school meetings, I have attached updated political activity guidelines for your review.  We have multiple contested board member seats in the upcoming election, so please ensure you are following board policy, district administrative procedures, and state law in your treatment of all candidates.

The guidelines are available: here.  Thank you for taking the time to ensure that all our stakeholders feel valued and respected as we move forward.

Best,

Kristina L. Kindl

General Counsel

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Date:              March 20, 2026

To:                        All Administrators

From:                 Dr. Chelsea Malouf, Literacy Director
Adrienne Kumik, Literacy Supervisor
Dr. Tiffany Hall, Executive Director
Teaching and Learning

Subject:          Academic Discussion Data Collection Event 2026!

Summary:

The district’s Strategic Plan for Student Achievement has a goal to increase student academic conversation—the opportunity to talk about thinking or demonstrate learning—to 50% of time in every classroom. This looks different grade to grade and content to content: what is important is that students are personally engaged in actively processing their learning.

Collecting Data

Earlier this year, we collected perspective data about academic discourse from teachers and administrators. We had a great response rate—thank you! It was great to see that academic discourse is being used intentionally throughout the district and valued for the increase seen in student engagement and learning.

We now need to collect data on the observed percentages of academic conversation in the classroom so we can report to the Board. We will be using an observation protocol that will collect information without any teacher identifiers. Information will be reported by elementary, middle, and high school levels.

Friday, March 27, 10:30 – 11:30: Training on the observation tool and protocol. Instructional coaches and district staff will be participating. Any school administrators who would like to participate are invited to join us in the board rooms.

Monday – Wednesday, March 30 – April 1: We will be strategically visiting classrooms across the district for 20-minute sessions. We plan to capture data from different grades, content areas, and times of day. Again, we would love to have site administrators join us for any time you have available to support the process.

Rationale: 

This will demonstrate instruction change as we move through the years of our strategic plan.

Expectations for Implementation: 

  1. Communication
  2. Teaching & Learning will send information to teachers. Please help us spread the word – and the assurance that this is NON-EVALUATIVE and anonymous data collection.
  3. Collaboration: 
  4. Dr. Chelsea Malouf
  5. Adrienne Kumik
  6. Tiffany Hall
  7. Evaluation
  8. Our objective is to capture a broad look at district wide data that we can replicate each year to track our progress on this instructional goal.

Keywords: Strategic Plan, academic discourse

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Date:              03/20/2026

To:                        High School

From:                 Dessie Olson, Social Studies Specialist

                                Adam Eskelson, Director, Social Studies

                                Tiffany Hall, Executive Director, Teaching and Learning

Subject:          Social Studies Graduation Requirements

Summary:

Social studies graduation requirements will increase from 3.0 to 3.5 for students in grade 10 starting in 2026-2027. This will also reduce required elective credits to 5.0 from 5.5. The significant information as of now follows:

New Social Studies Graduation Requirement

  • The new requirement will affect students entering grade 10 starting in 2026-2027.
  • Requirements for graduating students in 2026 and 2027 are unchanged.
  • Standards are being written for a new 1.0 course called American Constitutional Government and Citizenship to meet the new graduation requirement.
  • We will create course offerings and codes once the standards are approved.
  • You may review the USBE FAQ for more information.
  • Updates will be provided as they become available.

Rationale: 

These changes meet the requirements of HB381.

Expectations for Implementation: 

  1. Communication
  2. Principals are responsible to share this information with students, parents, faculty, counselors, and others who are impacted in the school community.
  3. Principals should plan for changes in scheduling and potentially FTE prior to offering the new course when it becomes available.
  4. Additional communication support will be available as we recieve information.
  5. Collaboration: 
  6. Dessie Olson, Social Studies Specialist dessie.olson@slcschools.org
  7. Evaluation
  8. Successful communication with the school community including incoming freshman, current students, parents, and faculty.

Keywords: graduation requirement, social studies, FTE, HB381

YearSocial Studies Credits for Graduation
2026-27No change for Juniors or Seniors – 3.0 creditsAll Freshman and Sophomores will need 3.5 credits
2027-28Seniors – 3.0 creditsAll Freshmen-Juniors need 3.5 credits
2028-29Everyone needs 3.5 credits

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Purpose

This guidance is intended to support school leaders in planning safe, efficient, and compliant transportation for extended and overnight school trips. The district remains committed to providing meaningful student experiences while adapting to current transportation capacity constraints.

Key Updates

Due to ongoing limitations in bus availability and driver capacity, the district has implemented the following changes:

  • District buses will no longer be available for:
    • Extended school trips
    • Overnight travel
  • Charter bus services are now required for all trips that meet these criteria.

Definition of Extended Trips

  • In general, an “extended school trip” refers to any overnight trip.
  • If a school is planning a long-distance, same-day trip (e.g., travel to St. George or similar distances without an overnight stay), administrators are asked to:
    • Consult with the Area Director prior to finalizing transportation plans to determine appropriate next steps.

Financial Considerations

  • For the remainder of the current school year:
    • The district will provide support for charter transportation costs, as needed.
  • Beginning next school year:
    • Schools should proactively budget for charter transportation when planning extended or overnight trips.
    • These costs should be incorporated into annual school budgets and activity planning processes.

Planning Expectations for School Leaders

Principals and assistant principals should:

  • Plan early to secure charter transportation, as availability may vary.
  • Work with approved vendors and follow district procurement guidelines.
  • Ensure alignment with school budgets for all extended and overnight travel.
  • Communicate clearly with staff, students, and families regarding transportation expectations and any changes from past practices.
  • Prioritize student safety and supervision in all travel planning.

Support and Collaboration

The district is committed to supporting schools through this transition. Administrators are encouraged to:

  • Reach out with questions related to planning, budgeting, or vendor selection.
  • Consult on unique or complex travel scenarios, particularly long-distance, non-overnight trips.
  • Collaborate early to troubleshoot challenges and ensure smooth implementation.

Conclusion

We recognize that this shift represents a change from prior practice and appreciate your leadership and adaptability. These updates are designed to ensure that all student travel remains safe, reliable, and sustainable given current operational realities.

Thank you for your continued commitment to providing enriching opportunities for students while maintaining strong stewardship of district resources.

For additional guidance or support, please contact your Area Director.

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Title:                      ELA Proficiency Scale Drafts

Date:                     March 13, 2026

To:                         All Administrators

From:                    Dr. Chelsea Malouf, Director-Literacy and ALS

                              Adrienne Kumik, Literacy Supervisor

Teaching & Learning

Subject:                Teacher Feedback on Draft District Proficiency Scales

Summary

Over the past several months, the district literacy team has developed draft proficiency scales aligned to the Utah Core ELA Standards. These scales are intended to provide greater clarity around grade-level expectations and to support instructional conversations within professional learning communities.

Before these scales are finalized, we are asking teachers across the district to review the drafts and provide feedback. Your support in sharing this information with faculty and encouraging teacher participation will help ensure the scales are clear, instructionally useful, and aligned to classroom practice.

Timeline

Now – March 27: Teachers review the draft proficiency scales and complete the feedback survey

Teacher feedback should be submitted no later than March 27.

March–April: District team reviews feedback and identifies needed revisions

Spring–Summer: Scales are refined and finalized

2027–2028 School Year: Final proficiency scales available for district use

Finalized scales will be introduced at the August opening days

Rationale

Teachers are the professionals who work most directly with the standards and who will ultimately determine how useful these tools are in practice. Inviting teacher feedback serves several important purposes:

  • Ensures the scales accurately reflect grade-level expectations and classroom realities
  • Identifies areas where language or learning progressions may need greater clarity
  • Helps determine whether the examples of evidence of learning are practical and observable in classroom settings
  • Strengthens teacher ownership of the work by incorporating professional expertise from across the district

The goal is to refine the scales so they are clear, instructionally meaningful, and supportive of collaborative PLC work.

Expectations for Implementation:

1.      Communication

  • Administrators are asked to:
    • Inform and/or remind teachers to watch for an email from Chelsea Malouf with a video explanation and link to the scales and survey.
    • Encourage teachers to review the scales and complete the survey by March 27.

2.      Collaboration:

  • Reach out to your literacy coach for additional questions

3.      Evaluation

  • Survey responses will be reviewed for patterns across the district. Feedback will be used to:
    • clarify language
    • adjust learning progressions where needed
    • revise examples of evidence of learning
    • improve overall usability of the scales
    • Updated versions will be shared once revisions are complete.

Keywords: Proficiency Scales, feedback

Published on

Dear Administrators,

As you continue planning school activities and staff meetings, please be mindful of the scheduling expectations outlined in Article 4.4 of the Written Agreement. This provision specifies that district or school activities involving teachers may not be scheduled after 3:30 p.m. on the first and third Wednesday of each month.

To ensure compliance with the agreement and to support consistency across schools, please avoid planning meetings, professional learning sessions, or other activities that require teacher participation during those times. School or district meetings may be scheduled on other days of the week as needed.

Thank you for your attention to this guidance and for your continued leadership in supporting clear communication and thoughtful scheduling practices within your schools. Your efforts to honor these agreements help maintain positive collaboration and strong working relationships across our district.

Please feel free reach out to either me or Logan Hall, Executive Director of HRS (Logan.Hall@slcschools,org) if you have any questions.

Sincerely,
Leeson M. Taylor II, Ed.D.
Executive Director, School Leadership and Support
Salt Lake City School District

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Subject: Utah Jazz + Utah Mammoth Launch New “Assist for Good” Student Grant Opportunity – Applications Due March 20

We are excited to share a new opportunity for your students through the SEG Foundation. We hope that you pass this along to the principals at your middle, junior and high schools. Today we launched the “Assist for Good” Grant Program, which empowers junior high and high school students across Utah to create meaningful, student-led change within their school communities.

Through this program, students are invited to submit an application outlining an action plan to address a specific need at their school. Selected schools may receive up to $2,000 in grant funding to bring their student-driven project to life during the remainder of the 2025–26 school year. 

Projects may focus on areas such as:

  • Student wellness
  • Inclusion initiatives
  • Campus improvements
  • Service projects
  • Other programs that create lasting, positive impact

Applications are due March 20, 2026. Interested students can apply here.

Students from each winning school will also be invited to attend either the March 23, Utah Mammoth game or the March 30, Utah Jazz game, where they will be recognized for their commitment to uplifting their school community.

We would love your help in sharing this opportunity with school leaders, student leaders, clubs, councils, and other groups who may be interested in proposing a project. This is a wonderful chance for students to practice leadership, collaboration, and service while making a real difference in their schools.

Thank you for all you do to support and inspire your students. Please feel free to reach out to me or segfoundation@teamseg.com with any questions.

Kaitlyn Jones
Director, Community Relations & Foundation Efforts 801-325-2733  |  kaitlyn.jones@teamseg.com 1420 S 500 W, Salt Lake City, UT 84115 App Banner Image
 

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Summary:

SLCSD must have parents on the Human Sexuality Committee. This committee reviews all materials used to teach health topics related to maturation, sexuality, relationships, etc. We would like to have 10 parents from throughout the district agree to be on the committee. We need to have names by May 1 so we can have them approved by the Board. A flier is available to share with parents (click here to download).

Rationale: 

State administrative code and district AP I-12: Human Sexuality Education indicate that we must have “at least as many parents as school employees” on the committee. We would like to have wide parent representation to review materials that will be used in Health classes.

Expectations for Implementation: 

  1. Communication
  2. Ask parent groups for volunteers to participate for the 2026-27 school year.
    1. There are up to  5 meetings a year, scheduled from 4:00 – 5:00PM (If there is not a program to review, the meeting is canceled.)
    1. Meetings are held in person, but parents can participate online.
  3. Collaboration: 
  4. Katie Lowery is available to help answer questions and talk with parents, 801-578-8208.

  5. Evaluation
  6. Please send names to katie.lowery@slcschools.org by May 1, 2026

Keywords: Human Sexuality, committee, health, state requirements

Published on

The Policy Project is pleased to announce the launch of the Focused Classroom Implementation Grants, a new funding opportunity supporting Utah schools implementing student device policies aligned with Utah Code 53G-7-227.

These implementation grants are designed to help schools move from policy adoption to effective practice by supporting tools, communication strategies, and student engagement efforts that strengthen focused learning environments.

Schools may request up to $5,000 per site, and LEAs may submit applications for multiple schools.

A central priority of this program is meaningful student engagement. We encourage applications that involve students as partners in implementation, feedback, and culture-building efforts.

Key Details

  • Up to $5,000 per school site
  • Flexible implementation timeline options
  • Funding distributed upfront
  • Applications due April 1, 2026
  • Awards announced by May 1, 2026

Apply Here:

👉GRANT ANNOUNCEMENT

👉 APPLICATION LINK

Focused Classrooms Toolkit 

In cooperation with the Utah State Board of Education, The Policy Project developed the Focused Classrooms Toolkit, which includes model policies, communication resources, and implementation guidance to support local decision-making.

👉 TOOLKIT LINK

Please share this opportunity with school leaders who may benefit from implementation support.

We look forward to partnering with schools across Utah to support focused, engaging learning environments.

Lindsay Butrum, MPH

Policy Implementation Manager

thepolicyproject.org

773.865.5453

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