Town Hall Meeting Questions and Answers

Are you concerned with the outflow of students from SLC School District to private or suburban schools? If so, what is your plan to combat it?

We are concerned about the declining enrollment in our district and know that we must take immediate and innovative action to reverse this trend and stabilize our enrollment.  The superintendent sent over 6,000 letters to families that have left our district in the last three years inviting them back.  From the many replies to the superintendent’s invitation, reasons for leaving can be categorized in three ways, loss of trust, waiting to see what this year holds, academic programming not currently offered in Salt Lake City School District.  We are working to rebuild trust through transparency and listening. Likewise, we are working hard to prove to those watching that we are on the right path and we are their best choice.  Lastly, we are reviewing our academic programs and making necessary improvements and enhancements to expand access and studying where our families have enrolled their children so that we can replicate that programing in our district. 

Talk to us about the Second Step Program in the Social Emotional Learning. I hear that Jordan School District and Canyons put a pause on it due to inappropriate content.

Second Step is one of several programs we use to teach Social Emotional Learning. Others include Move This World and Inner Explorer. Second Step has removed any third-party links or resources that were concerning to families. The content in all our SEL curricula focuses on:

• Recognizing and managing emotions based on individual families’ definitions of emotions and values—we invite students to explore what different emotions look like to them.
• Getting to know our classmates and ourselves.
• Setting and achieving goals.
• Discussing responsible and safe decisions.

Other districts have paused the SEL program we are using in our district. Are we looking into this? How are we ensuring families are in support of what is being taught in the program and what students are being exposed to?

Social and Emotional Learning is a Salt Lake City School District board priority. Most of our SEL programs have parent portals that families with students currently utilizing the curriculum can access. We are working on getting demonstration log-ins for parents interested in learning more but whose students are not using the programs at this time.

What are you doing about safety at East High? How are you addressing the fights that are going on there?

Resorting to violence is never acceptable. Each school has written standards for student behavior expectations, including self-discipline, citizenship, civic skills, and social skills. East High School staff has adopted and continues to enforce rules and standards that address each area mentioned previously. EHS administrators follow due process procedures when attending to all student incidents.  Disciplinary consequences based upon the severity of the incident are administered to students that violate the school’s behavioral expectations. In cases where a threat is made outside of school, or an act of violence happens as a result of a school-related incident, we encourage students or parents to report the matter to the EHS administration directly or through Safe UT ( https://safeut.med.utah.edu/)

How are ESSER funds being used to support students?

ESSER funds are used to purchase PPE and sanitization supplies, fund summer school, credit recovery, and after-school programs, technology to support remote learning, contact tracing, mental health services, and the Salt Lake City Virtual Elementary School. We continue to use ESSER funds to address the needs of our students as we continue to analyze and learn more about the effects the pandemic has had on their educational experience.

With enrollment down and projections of closing schools in the future, will you still move forward with plans to build a new district building?

The decrease in student enrollment does not affect the need for a new district office building. The current district office building is the only district building that has not received a seismic upgrade. We will continue with plans to construct the new building.

It is very dangerous to have our children under the desk in case of an earthquake. Have you checked the triangle of life? The desk is just to identify who was there.

The Salt Lake City School District has upgraded all schools with seismic protections.  Our schools are the safest in the state. District officials collaborated with Fire and Police officials on emergency procedures. The most significant risk of injury during an earthquake is falling objects. As a result, the procedure is for all occupants to get under a desk or table, hold on during the event, then exit the building.

What can we do for children with dyslexia? I know of at least three families from our elementary school because there aren’t any programs for their children and their dyslexia.

Dyslexia is a form of reading disability. Salt Lake City School District offers interventions and services to students with all forms of reading disabilities, including dyslexia. K-3 teachers are currently receiving highly specialized training in strategies for reading, known as LETRS. LETRS training has specific strategies for supporting students who struggle with dyslexia. Contact your local school to find out what interventions are provided for students that struggle in reading. If your child has participated in interventions and you feel more is needed, contact your school principal regarding the process for possible eligibility for a 504 plan or Individual Education Plan.

In the Salt Lake City School District, we are constantly working to meet the needs of all students as they learn. There are many reading difficulties students may experience as they are learning to read, including dyslexia. Our core reading program provides support for students identified as reading below grade level for any reason. We also use Lexia reading programs to provide appropriate practice, support, and enrichment.

We provide professional development for teachers to implement our core program, Wonders, and Lexia with fidelity. As stated above, all district K-3 teachers, and most 4-6 teachers, are currently attending the LETRS training for reading instruction development.

How will you provide equity and access by pushing everyone to a higher level of achievement rather than pushing everyone to the middle?

Teachers are constantly working to help students succeed from where they are. All students have different learning needs, and teachers identify those needs and plan instruction to move all students forward from where they are. Classrooms are provided with resources to help all students experience rigor and challenge and develop needed skills to finish learning that may have previously been missed. By providing equitable access to high-level courses for all students, we help them expand their learning and academic success

When there are 3 district high schools, please explain why 2 have the IB program and one does not.

The International Baccalaureate program is a large undertaking for any school. There are fewer than a dozen programs in public schools throughout Utah; Salt Lake City School District is fortunate to have programs in two of our high schools. The two schools that have the programs, Highland and West voted in their shared governance councils to dedicate teacher time and finances to support these programs. East High voted to move forward with the AP Capstone program, which provides students with another learning opportunity that colleges and universities recognize. Both of these programs are prestigious; they provide challenging experiences for all students. Because our schools have open enrollment, students can participate in any program through the Open Enrollment process.

Are you teaching Critical Race Theory?

 We do not teach Critical Race Theory in any Salt Lake City School District school.

What planning is being put in place to ensure the proposed cluster NELP “naturally” are fed to ELP/Honors classes in middle school and high school that the current ELP/NELP facilitates wonderfully for our non ELP but NELP students?

At this time, the district is not implementing a cluster model for students in neighborhood ELP programs. We will continue to explore evidence-based paths that will increase access to services for gifted students in grades 1-3 and for identification and access of students in our under-represented groups. Our goal is to have students in our Honors, AP, and IB programs mirror the populations of our schools, and we want all students to view themselves as learners who can achieve academically in all areas of learning.

On your Organization chart, shown at Tuesday’s Board Meeting, why is Special Education a sub department that is grouped with Communications and the Community Education department, etc. but not grouped with departments like Leadership and Performance and Teaching and Learning and on?

The Special Education is a department in the division of Educational Equity and Student Support. That division head, cabinet member, reports directly to the Associate Superintendent and, consequently, the Superintendent of Schools. Special education staff collaborates with general education staff regardless of reporting structure defined on an organization chart. All district department staff understand their interdependence and partner to ensure we are all putting students first.

How are our students with disabilities, especially our more complex kids with intellectual delays going to access GenEd classrooms in a meaningful way, which they have every right to as per IDEA in regard to FAPE in their LRE which is GenED first? How does the organizational structure honor Endrew F.  that was a unanimous decision out of the supreme court that says our students with disabilities have the right to ambitious and meaningful education? Separate is not equal, as per Brown vs the Board of Education. Separating Special Education from our Teaching & Learning as well as our Leadership and Performance does not break down the perceived notion of our students with disabilities being less than worthy of our a “world class education” the rest of our kids get access to; all it does is emphasize that they are “those” kids who will be “dealt” with by Special Education vs naturally and meaningfully being integrated in the GenEd class.

Special education students are always general education students first. A student’s special education status is not intended to take the place of a student’s general education status or participation in the general education classroom to the maximum extent appropriate. Instead, special education is an add-on to help ensure student success. There are special education students in every class, in every building across the district. Every teacher teaches special education students regardless of the content they teach. Our board has passed an inclusion resolution that supports this idea. It supports our students’ rights to an ambitious, inclusive, and meaningful education.

What can be done to stop outrageous inequalities in the district?

In Salt Lake City School District, we focus on equity, meeting every student where they are, and providing quality and effective instruction to give each student the best opportunity to succeed. Utilizing a data-informed decision-making process, we provide appropriate intervention and enrichment learning experiences for students relative to need. Further, we fund schools according to students’ needs (e.g., Title I, Comprehensive Support and Improvement Funds, etc.). We invest money in developing the skills and knowledge of our teachers. Likewise, we have provided funding to offer quality early childhood education programming, and we partner with Head Start.

Additionally, we provide afterschool tutorials and credit recovery opportunities for students.  Lastly, we amplify students’ voices by allowing them to share feedback that will help improve their experiences in our schools.  The aforementioned is a limited number of purposeful actions to eliminate inequalities across all of our schools.

Manipulation in student drop-out rates (especially applied towards students of racial minorities).  

Our dropout rate is calculated consistently with federal reporting guidelines, including identifying summer dropouts. The annual dropout rate represents the percentage of students in grades nine through twelve who dropped out during a given school year. The annual dropout rate differs from a Cohort Dropout Rate, calculated based on the year a student is supposed to graduate according to when they entered ninth grade.  Nevertheless, we don’t manipulate either dropout rate. The Utah State Board of Education (USBE) uses a statewide system where Utah students are assigned a unique student ID number or Student Identifier to track each student’s enrollment and withdrawal from school accurately. Student withdrawal from school or dropout is reported to USBE annually, and dropout rates are monitored.

Is it possible that we can talk about outrageous corruption in the district?  There are many people that create obstruction to make an appointment.

We encourage anyone who has evidence of corruption in our school district to report it to the superintendent or a member of the Salt Lake City School District Board of Education. In response to the statement that “There are many people that create obstruction to make an appointment.”  This was a specific concern that was addressed with the individual that submitted this statement.

District 1 schools lack Special Ed inclusion teacher support. Our child regressed last year! He needs one on one instruction, especially in Math. Another mother said, a para walks her autistic son up and down the hall. His teacher told her he isn’t able to sit still for instructions. Are we hiring additional paras who can assist in the class?

We are very mindful of students’ individual needs, and our teachers write individualized goals based on data they gather about how students are doing at the current time. Students have a variety of academic and behavior needs that both certified teachers and paraprofessionals meet. Our district is working to hire the appropriate number of personnel to meet the needs of the students we have in our classrooms. Some classrooms, and students, have more needs than others, and we assign staffing according to those needs.  

If at any time, you feel you would like to discuss your student’s educational needs, you can request an IEP meeting. This is your right as a parent of a child with an IEP. 

SPED gaining and retaining not only SPED teachers but their assistants.

The district's Human Resources team works to recruit and retain qualified Special Education teachers and assistants. In the last two years, the Salt Lake City School District Board of Education has approved $1.00/hour raises for all paraeducator positions in the district to help with these efforts. Additionally, all new teachers receive extensive mentoring and support through the District’s Peer Assistance and Review (PAR) program for new educators and ongoing support from Special Education specialists and consultants.

My family learned that there is not an ELP Westside District Parent Committee member. How can we recruit 2 for the 2021-2022 school year to represent District 1?

The ELP Advisory Council is a parent organization. The district ELP department is represented and attends their meetings, but the council writes the bylaws that list the voting members. The members serve a term of up to three years: one parent and one teacher from four neighborhood elementary programs and two neighborhood middle school programs. These representatives are selected by the ELP Supervisor and rotated through different schools every three years to ensure representation from school throughout the district.

Our teachers have limited resources in Indigenous Native studies.   Are we searching for new updated info for 2021 “Indigenous History Month” for November? This includes all grade levels.

District teachers are supported in developing and sharing resources about indigenous native studies by integrating authentic resources and documents in social studies lessons and including books (informational and fiction) in their library learning centers. We continue to support our teachers in developing their learning and knowledge of Indigenous People and other underrepresented groups in our curriculum.

What are your plans to address the learning loss experienced by students in the last 2 years?

Nationally and internationally, the pandemic has resulted in many students experiencing unfinished learning at all grade levels. Our teachers use various tools to determine what unfinished learning our students are demonstrating, including assessments at the beginning, middle, and end of the year to monitor how students’ learning is progressing. We also have assessments to help us determine what skills students need more support to learn so they can continue to learn on grade level. As a result, teachers can focus instruction on students’ immediate learning needs.

We also provided a summer school program in 2021 and will offer it again in 2022 to support students in continuing their learning throughout the summer. Schools reached out to students and families identified as needing interventions; nevertheless, all families were invited to attend.

My daughter may be dyslexic, it seems like the district does a great job of Special Ed- but that’s not what she needs- what services does the district offer to help my daughter?

There are many reading difficulties students may experience as they are learning to read, including dyslexia. Our core reading program provides support for students identified as reading below grade level for any reason. We also use Lexia reading programs to provide appropriate practice, support, and enrichment.

We provide professional development for teachers to implement our core program, Wonders, and Lexia with fidelity. All district K-3 teachers, and most 4-6 teachers, are currently attending the LETRS training for reading instruction development.

What training will you implement to ensure Gen Ed teachers and staff have quality training to ensure students with disabilities can actually access welcoming and meaningful education and classroom community from their Gen Ed teacher, especially for students with intellectual delays, nonverbal, more complex in general?

SLCSD provides professional development for all teachers to support integration and inclusion. This includes learning around writing and supporting appropriate IEP goals for students in content areas and how to differentiate the curriculum and learning to provide support and challenge for all students.

Is there a plan to grow our concurrent enrollment classes the high school? It is much more inclusive tan IB or Ap and offers students a better chance of college credits. Partnering with SLCC or U of U? Also offering advanced classes for all students like ELLS taking AP geography in the 9^th grade.

Concurrent enrollment (CE) courses are taught at the high school in conjunction with Salt Lake Community College (SLCC). There are a variety of courses available. College credit is offered for $5 per unit, and the course also meets high school credit requirements. SLCSD is always recruiting for teachers who are qualified to teach (CE) courses through SLCC and who are interested in providing these courses to high school students.

All students are encouraged to take advanced courses in areas or subjects that appeal to them. AP or IB courses are open to any student.

How can we increase our AP pass rates so we are competitive with our neighboring Granite District high schools? I would be most interested in hearing how you place talented & qualified teachers into teaching those classes.

Teachers are scheduled to teach classes at the school level. AP teachers must be highly qualified in the content area and also complete professional development for the College Board for the course they are teaching. AP teachers are also encouraged to score AP tests and review materials on a regular basis.

SLCSD encourages all students in AP courses to sign up for AP assessments. While we are always working to provide student with the knowledge and skills they need to pass the assessment, we also encourage students to take the test for their own knowledge about their academic growth. We believe that students should challenge themselves and that encouraging a student to stretch to pass an AP test is more important than limiting test takers to students who are deemed ready before taking the test.

I am concerned about the lack of STEM courses offered at Highland and East and waning investment in the arts. Sports are critical but do not meet the needs of all students, and some students need strong STEM & Arts courses and programs to give them a place of belonging & connection. So many resources seem funneled into West High. Salt Lake District pales in comparison to surrounding districts. If SLCSD is committed to the whole child, it seems that the focus needs to be greater than academics & mental health resources. A perfect example is what the school plays at Hillside & Clayton do for a pre-teens sense of belonging and community.

All SLCSD high schools provide students with options to connect to the school community through clubs, music programs, STEM opportunities, CTE coursework, etc. We believe that a varied program helps to connect students to the school. All schools provide the same required science and mathematics offerings, and each school offers additional courses based on the interests of teachers and students.

“Extended” VS Honors- will that be problematic on a transcript? Will colleges recognize?

Secondary Mathematics courses that have been listed as “Honors” in the past will now be listed as “Extended” based on a review by the USBE. This is a more accurate description, since advanced math classes included extended core standards, adding content that is not included in the regular program. Colleges will understand this distinction.

Terrified for my grandson who identifies as gay, as he enters 9^th grade next year at Highland. What protection is in place? Does Highland have a Gay straight Alliance?

SLCSD supports our LGBTQ+ students and families. Every school has an LGBTQ+ Advocacy Teams, Advocates, Allies, and Safe Zones. Board Policy G-24 Gender Inclusion and its accompanying administrative procedures provides more information regarding our effort to create welcoming and inclusive schools for our LGBTQ+ students and families. Highland High does have a Gay-Straight Alliance Club.

What are the district’s plans for rebuilding Highland HS?

The district has not made any immediate plans to rebuild Highland High School. Auxiliary Services Construction Department continues to evaluate the condition of district buildings and provides data as requested by the Board of Education. Any final decision to rebuild Highland High School will be made by the Board of Education.

Every public school is teaching some form of CRT, DEI or SEL- How can parents fight these racist, gender confusing “advanced” sex ed “theories”? How can parents access sex ed curriculum?

The district is not teaching Critical Race Theory. The Core Standards for all classes can be accessed here for review. This site also includes information about how the Standards are reviewed and how the public provides feedback during the process.

Materials used to teach health and human sexuality are reviewed by a district committee including parents, teachers, school nurses, Board members, and administrators. Materials must be approved for the grade levels in which they are approved. All materials that are used to teach about human sexuality in health classes can be viewed here. Health educators participate in regular professional development about the laws and requirements for this topic. If you have specific questions, please consult with your student’s teacher or administrator.

The district does honor and value the rich diversity represented in our schools and community. We strive to create welcoming and inclusive schools, where students and families feel a sense of belonging.

Will SLC public schools have a vax mandate for age 5-11?

SLCSD does not mandate the COVID-19 vaccination for any student.

Concerns regarding special needs under Educational Equity on the Org chart. How is inclusion going to happen when they aren’t even included under the Gen Ed on the Org chart? Sped needs to be together with Gen Ed for successful inclusion and conversation. What is your vision for Special Ed?

The Special Education is a department in the division of Educational Equity and Student Support. That division head, cabinet member, reports directly to the Associate Superintendent and, consequently, the Superintendent of Schools. Special education staff collaborates with general education staff regardless of reporting structure defined on an organization chart. All SLCSD department staff understand their interdependence and partner to ensure we are all putting students first.

Parents voice concerns of the disconnect with the SLC departments. As a village, what are you action plans to create one voice, vision, and a village that cares for all equally?

We focus first on providing quality customer service and putting students first. As superintendent, I take direction from the school board, which students, families, community members, and staff inform. Further, I ensure that we provide clear guidance and direction for school leaders, teachers, and other staff. This includes multiple opportunities for two-way communication. Additionally, we share district and school level facts to ensure all are on the same page. We utilize our email, newsletters, social media, and other communication channels to provide accurate and timely information. We allow decisions to be made locally in alignment with law, district policy, and practice. Lastly, we constantly ensure that staff is aware of related law and district policies that might govern decisions and practices.

Will the district ever change foreign language instruction from German and French to languages more applicable to today’s global economy such as Chinese?

Yes. SLCSD currently has courses in German, Spanish, French, and Arabic. This includes Dual Language Immersion programs in Spanish beginning in grade 1 and continuing through high school. We are always examining course offerings, and high schools can consider additional languages based on interest and demand.

Before COVID, schools were operating with lean staffs. Now, many schools are short-staffed but with increased needs. What is the district's plan to help schools close staffing gaps?

(Answer combined with question 13)

Our schools are deficient in Valuable staff. We are in dire need of custodians, substitute teachers, nurses, social workers, and bus drivers. How will SLCSD quickly hire more essential employees?

The national labor shortage has certainly increased the challenge of staffing our schools. As a result, the district is increasing our hiring efforts and advertising critical positions with multiple agencies. We have also made changes to streamline our hiring processes so that we can process applications and complete the hiring process as quickly as possible. We will continue our efforts to hire highly skilled and qualified staff so that all our schools have the personnel they need.

Are you ensuring that in-district applicants are getting a fair opportunity to apply for the Special Education Director?

Yes! The District is an equal opportunity employer, and as such makes sure to provide a fair and equitable hiring process for all open positions. If you know anyone who may be interested in any of our open positions, please have them apply by clicking here: https://ats1.atenterprise.powerschool.com/ats/app_login?COMPANY_ID=JA002647

Would there be a way to incorporate more recess time in elementary schools? My understanding is that there are only two 15-minute process periods. I know that learning time is critical, but more time could help w/covid and help w/learning time.

Each school leadership team determines the use of instructional time during the school day through shared governance. School staff can arrange the allocated time as they see fit as long as 335 minutes of instruction is provided. So, they can have as many recesses as desired. We recommend that any additional recess beyond the norm occur under what is known as “structured play” and be an extension of instruction that physically illustrates and reinforces a concept that students are learning.

Is it possible to increase the afterschool program? Liberty only has one small group. There is a great need for this.

Community Education has not been exempt from the staffing shortages that have been a problem for other departments in the district. The difficulty in finding staff to supervise students has resulted in fewer students being accommodated this year in our After-School Programs. The priority for all SLCSD programs is the safety of the students and having adequate supervision in the ASPs ensures that students are safe at all times. Unfortunately, this means that until more staff can be hired, we cannot increase the enrollment. Community Education would like to increase the student enrollment number at Liberty's After-school program. The challenge has been hiring individuals who are willing to work.  

Additional Support:  Staff activities in After-School programs are supplemented by community partnerships and contract services that bring outside agencies into the schools to work with students by providing tutoring, STEM activities, art education, and Social-Emotional Learning that adds to the After-School experience.  

What are your plans for the afterschool program? 

Community Education has been active in sharing flyers in the school communities. Current openings have been posted at all the major educational campuses to get college students to apply for openings. We have also reached out to local high schools to get seniors who may be interested in working for the after-school programs. Our goal is to increase student enrollment numbers at all the SLCSD after-school programs. One barrier has been that companies and organizations pay an entry-level wage much higher than we do. For example Youth City is starting their group leaders at $16 p/h, Paraprofessionals at SLCSD start at $17p/h ,Target starts at $15p/h, Costco starts at $18P/h, many fast food places are starting between $14- $15p/h. The department is developing proposals to increase the compensation for After-School Program workers as an incentive to expand our staffing.  

Our goal for the After-School Programs is to have one coordinator and at least 5 group leaders in each site. We want to include more organizations such as 4-H and Discovery Gateway that provide enrichment activities and more field trip opportunities to help students engage within their communities. We want to expand the program by increasing the number of employees that work on the Liberty After-School program and the number of students in enrollment. Liberty does provide an amazing facility to provide after-school services and the support of the administrative team.  

Why are paraprofessionals paid so little? Many can get paid more working at restaurants or stores. We should pay them a competitive rate so we can keep our highly educated paraprofessionals.

Each year, district staff conduct a thorough job analysis to ensure our pay rates are competitive with other districts and industries. Thanks to the SLCSD Board of Education, our hourly pay scales have seen two separate $1.00/hour increases over the last two years, so that our Paraprofessionals now make $17.00/hour.

How can we get substitutes for teachers who are sick?

District staff are working as hard as possible to hire substitute teachers, yet we are still faced with a national labor shortage which makes hiring for our substitute positions more difficult. If a substitute teacher is unavailable, the school leadership will implement plans to have qualified staff within the building cover a classroom.

What is happening with our title 6 Indian Ed program? Since Bearnice left there’s no parent involvement. 

The Title VI Program provides cultural events, parent meetings, student advocacy, credit recovery, Navajo Language, Navajo Government classes, and more. Information is sent to parents via phone, email, and our Title VI website. Parents are invited to attend monthly parent meetings and cultural events. For more information, please contact our Title VI Coordinator, Lornie Pinnecoose at lornie.pinnecoose@slcschools.org

Our Title IV Indian ed posted an opening for 2 paras. The hourly wage is $12.50, other paras are paid $15. Data tells us our native students fair poorly, drop out and have a high suicide rate. Is there a better method to improve Title IV program from this point on?

Currently, the Title IV American Indian position is not for a paraeducator but instead for  Student and Family Advocates. The difference in these positions is that the Student and Family Advocate does not require the candidate to be “highly qualified” by having extended college-level educational experience to provide instructional support directly to students. The Student and Family Advocate position does pay $12.50/hour.

Pay-rates depend on position and longevity in the post. New employees begin at the starting pay level. This is determined by staff in Human Resources and existing salary schedules.

Testing as a fifth-grade teacher, I give almost 20 district required testing a year- before end-of-year testing. A test every 9 days or so. Plus, we bought a math testing platform that is not being utilized.

Coming out of the 2020-21 school year, we know that all districts, including SLCSD, have students with unfinished learning. Balancing the need to complete learning from the previous year with the need to keep students progressing at grade level means that teaching must be efficient and targeted at specific student needs to help close gaps and ensure appropriate grade-level learning. Assessments are a critical method of identifying student needs so teachers can adjust instruction to the students’ needs. This includes the Eureka Equip platform, which identifies learning focus areas and provides teachers with suggested groupings within the class and suggested problems and points of instruction to support learning.

How and when are teachers K-3 trained in music curriculum?

The majority of teacher preparation programs provide information about how classroom teachers can provide music education in their classrooms. Depending on the skills and interests of the teacher, this could include singing, rhythm, or other methods. Professional development is also provided to teachers in varying sessions throughout the year.

Can you tell me more about the mask mandate? I am confused when presenters remove masks. Is it allowed to remove mask as a presenter/teacher is you are 6ft away?

Mayor Mendenhall’s mask mandate was extended through December 20, 2021. Students, parents, employees, volunteers, and visitors are required to wear a mask while in any Salt Lake City School District building.

Social distancing can be maintained;

• While actively eating or drinking, provided that the individual remains in place while eating or drinking;
• When communicating with an individual who is deaf or hard of hearing, if:
  • Communication cannot be achieved through other means; and
  • The speaker wears a face shield or uses alternative protection such as a plexiglass barrier;
• While obtaining or providing a service that requires the temporary removal of the face mask, such as speech therapy services;
• While actively performing as an athlete at a school organized or school-sponsored athletic event;
• While exercising or engaging in athletic training while:
  • Outdoors; or
  • Indoors and maintaining social distancing; or
• While rehearsing for or giving an educational, artistic, cultural, musical, or theatrical presentation or performance for a school audience, students and adults must keep masks on.

I’ve heard that East high is detracking some of their classes. Can we expect to see similar efforts at West and Highland also?

None of the courses at any high school are “tracked” by requiring students to have a specific GPA, teacher recommendation, etc. All classes at any level are open to students. As an AP Capstone school, East High School has planned AP courses in which all students enroll—but any student could enroll in a similar class at the other high schools.

Low-income students and students of color are drastically under-represented in the magnet ELP program. At Whittier this results in within-school segregation. What is SLCSD doing to reform the NELP program?

Nationally, gifted and talented programs are identifying the need to increase the diversity of their programs. In SLCSD, we offer universal screening in kindergarten and fourth grade to help identify students who should be receiving services. We also work with teachers and administrators to help identify students who demonstrate gifted characteristics. Parents can also recommend their students for identification. All of these strategies are focused on increasing the number of underrepresented students in our gifted programs.

No changes or reforms are currently planned for the NELP program

Following the discussion at Oct. 19^th board meeting, I would like to understand Dr. Gadson’s general stance on gifted & talented education. There is a lot of discussion nationwide from NC to California about eliminating gifted education and moving toward teaching students together, not dissimilar from the cluster model being proposed for Neighborhood ELP. Also, who will overs the shared governance process as the plans for changing ELP moves forward? I would like to understand how the Steering Committees at all NELP schools and other parents will be involved and what the projected timeline is for these plans moving forward.

Dr. Gadson’s position on gifted and talented education is that it is the responsibility of the school district and school-level staff to meet every student where they are and provide personalized learning opportunities that will ensure each student’s success. This includes intervention, acceleration, and enrichment to ensure high-quality learning at the most appropriate depth of knowledge that provides students the most significant opportunity to meet and exceed state standards. He also recognizes that some students are underrepresented in our district’s Extended Learning Program. Therefore, a present need exists to find more equitable ways to expand students’ access to gifted and talented education. One of these ways is to recognize academic intellect and other categories of giftedness, such as creativity, artistic expression, leadership, and musical talent. Another is to find a more appropriate way to assess/evaluate students for our Extended Learning Program.

There has not been any discussion to eliminate the Extended Learning Program in our school district. All discussion about a cluster model for our Neighborhood Extended Learning Program has been about expanding access to this quality academic instruction for more students and providing more voice and choice for parents and students. At the October 19, 2021, Board Meeting, the proposal sought permission to pilot a cluster model at some district schools to conduct a comparative study of the cluster model to the current Neighborhood Extended Learning Program.

There is no timeline at this time for changes in the Extended Learning Program, as the Board directed staff to pause any proposals related to changes to the program. There are no changes in current shared governance processes.

Board policy G-20 says that anti bullying measures are taught annually, has the district or school board considered this may not be sufficient or perhaps more time might be needed or could be spent on anti-bullying measures? 

Anti-bullying is taught regularly through our Social and Emotional Learning initiative. Students are taught how to self-regulate/manage their emotions. Prosocial behavior is modeled and expected. Students are encouraged to report bullying to the nearest adult immediately. All schools are committed to creating a welcoming, inclusive, and safe learning environment.

I would like to see better managing of verbal harassment, and a better action from our principals to prevent these behaviors.

SLCSD expects our principals to comply with policy and maintain environments free from verbal harassment. We expect anyone with knowledge of behaviors inconsistent with these expectations to bring it to the principal's attention. If the principal fails to resolve the matter, then please notify the area director. If the problem is still not rectified, then the Executive Director for School Leadership and Performance would be the next person to contact, then the Superintendent after that level.

What are you doing to provide support and inclusivity to our transgender students? When will all teachers receive training on this?

SLCSD supports our LGBTQ+ students and families. Every school has an LGBTQ+ Advocacy Teams, Advocates, Allies, and Safe Zones. Board Policy G-24 Gender Inclusion and its accompanying administrative procedures provide more information regarding our effort to create welcoming and inclusive schools for our LGBTQ+ students and families. SLCSD employees are offered G-24 Gender Inclusion and Safe Zone training annually and when requested by schools.

I’d like to talk about how when some kids verbally harass others and when we complain to the principal that she actually does something about it.

SLCSD expects our principals to comply with policy and maintain environments free from verbal harassment. We expect anyone with knowledge of behaviors inconsistent with these expectations to bring it to the principal's attention. If the problem is still not rectified, then the Executive Director for School Leadership and Performance would be the next person to contact, then the Superintendent after that level.

As a mother the school meals worry me. Also, when students are mocked by their classmates, as a mother I want help and support from the school and to be listened to.

SLCSD expects our principals to comply with policy and maintain environments free from verbal harassment. We expect anyone with knowledge of behaviors inconsistent with these expectations to bring it to the principal's attention. If the problem is still not rectified, then the Executive Director for School Leadership and Performance would be the next person to contact, then the Superintendent after that level.

 How can we provide more resources & opportunities for scholarships & grants for our children to continue their education after high school?

Every high school has a scholarship and college advisor. For more information regarding scholarships and grants, please visit the guidance center at your high school.

What are the goals/intentions of asynchronous learning days? They are very challenging for parents and children.

All K-3 teachers and most 4-6 teachers are participating in state-required LETRS professional development during the 2021-22 school year. As we cannot currently find substitute teachers for all classrooms on a regular day, it was determined that students should not be at schools on the learning days.  It would be very difficult to provide adequate supervision and ensure safety in the absence of all teachers. We understand that the four days have caused parents considerable stress this year and appreciate the support for our teachers to continue their learning as professionals to best help all students in their classrooms.

Performance dropped considerably for students during the 2020-2021 pandemic academic year. What steps are being taken to compensate for last year’s disruption and catch all students up?

During the last quarter of the 2020-21 school year, SLCSD provided afterschool tutoring to all students. Students needing to make significant gains were the first focus, and then any other students who needed support. During the summer, SLCSD provided an extended-day and extended-week summer school program with an academic morning with a certified teacher and an afternoon with learning extensions and social supports. During the 2021-22 school year, teachers are using various assessments to target instructional strategies for students who need support. This ensures that we can continue student learning at grade level while supporting them in finishing unfinished learning from 2020-21.

As a parent of a Washington IB PYP students & the West High IB coordinator, what plans are there to implement an IB MYP program to build a strong path for all SLCSD Students?

The division of Teaching and Learning is working with school administrators to create a plan to present to the Board concerning extensions of the IB programs at Highland and West. Pending their approval, those plans will continue.

You said “rebuilding trust” has trust been broken that needs rebuilding? What do you mean “rebuilding trust”?

Rebuilding trust is something the media and many stakeholders mentioned in relation to the closure of schools last year and what they feel was a lack of transparency.  The superintendent and Board are making every effort to rebuild this trust and demonstrate our responsiveness and transparency as we make decisions and engage stakeholders.

Suggest multiple History months: Black-brown-white-black-brown-white, etc. to showcase winners, their bios, their accomplishments. Individual to emulate!

SLCSD honors and values the rich diversity represented in our schools and community. We strive to create welcoming and inclusive schools where students and families feel a sense of belonging. We work hard to make sure students and families see themselves represented in the curriculum, instruction, and school setting. We recognize and honor all the contributions made by exemplary individuals and communities who represent our diverse nation.

How are decisions made regarding elementary school playground equipment? Whittier has outdated playground equipment compared to Liberty, Wasatch, Uintah + others. Does the district manage that or each school PTA/SCC?

We have an individual responsible for all playground equipment. The equipment is evaluated regularly for safety. Equipment is funded by the district and incorporated into the capital improvement plan based on the age and condition of the equipment. Whittier’s playground equipment is going to be replaced next summer. 

When mask mandate ends what will be the mask policy?

The mask mandate from the city is in place until December 20th. At that time, the City Council extend the mandate. If the mandate expires, the Board of Education will decide what actions will be taken by the district.

What are we doing to attract and retain substitute teachers?

We have increased the daily rate significantly over the last two years, and most recently by $15 a day, so that we are very competitive with neighboring districts. We are also looking into training opportunities to help substitute teachers be more prepared for the demands of the job so they can feel more successful and hopefully increase the retention of substitutes we currently employ.

Are we considering any changes and potentially adding hours and/or benefits to paraeducator positions to make it easier to fill current openings?

The district is providing opportunities for schools to hire full-time and benefited paraeducators in the coming days. School leaders will have the discretion to determine the need for hiring full-time or part-time paraeducators to meet the needs of within their schools.

Crosswalk light badly needed at the crosswalk near 1429 W California Avenue.

The Transportation Department of Salt Lake City has been made aware of the request for a crosswalk light on California Avenue. Transportation staff will go out to the site with school district representatives to observe.

Year-round piano class (including optional summer). Piano class and private lessons for one year paid for by the school district for students shortchanged by the school board’s short-sightedness.

Piano courses are offered to students at Glendale Middle School and East High School. Piano programs at the elementary schools are provided at the discretion of sc through outside organizations and foundations during the school year. We do not have any private piano teachers on staff in the district.

Patrol around the school and more present, along with getting more security.

Salt Lake City School District collaborates with the Mayor’s office and the Salt Lake City Police Department to provide School Resource Officers (SROs). These officers are housed at our high schools and available to our middle and elementary schools. They collaborate with schools to keep schools safe, build trusting relationships with students, and improve community law enforcement relationships.

Talk to students more about bullying and ways to prevent it.

Students are engaged with lessons on reporting bullying and respectfully interacting with one another. School-level staff continually work to create welcoming, inclusive, and safe learning environments for our students.

What is the need for more security for students?

Salt Lake City School District collaborates with the Mayor’s office and the Salt Lake City Police Department to provide School Resource Officers (SROs). These officers are housed at our high schools and available to our middle and elementary schools. They collaborate with schools to keep schools safe, build trusting relationships with students, and improve community law enforcement relationships.

Is there a plan/discussion to expand dual immersion/Spanish? (No schools on the East side except for ELP/dual immersion)

We would like to expand the number of schools in our district that offer Dual Language Immersion in Spanish or other available languages. The state model of two teachers (one in the target language, one in English) means that at least four (4) classrooms of students at each grade level must support the DLI program and students not participating in DLI. Many of our schools do not have enough students in their current configuration to support this model.

What role can the district play in legislative bills? I am especially concerned about S.R. 901 and its potential impact on SLC schools.

The Salt Lake City School District Board of Education, Superintendent, and Superintendent’s Cabinet Members meet with legislators to discuss priorities for our community. These meetings provide SLCSD and legislators the opportunity to learn from one another.

We need more physical activities in school, parent involvement, mandatory community service, and languages/DLI. Changes for teachers to teach with passion and inspiration.

SLCSD supports all elementary schools in providing structured physical education (PE) and short classroom “brain break” activities. We continue to work towards providing more opportunities for DLI at multiple sites.

What plan do we have in place to guide our Westside students on a pathway to higher-ed (college)?

SLCSD is committed to ensuring that all students are prepared to leave high school and be successful in their next endeavors, college, and career. This includes focusing on reading and writing, especially in the content areas, research, and media literacy through the library programs, and supporting students through higher-level math and science courses. Counselors work with students and families to ensure that all options are available and communicated to students throughout the registration process in secondary courses.

I would like to have a stoplight on the crosswalk on California Avenue.

The Transportation Department of Salt Lake City staff has been made aware of the request for a crosswalk light on California Avenue, and Transportation staff will visit the site with other district representatives to observe.

As a substitute teacher for SLC school district, I feel a lack of support to help control a classroom of average 20-30 students. How can more support be implemented?

Substitute teachers can benefit greatly from getting to know the principal and assistant principal at the schools in which they work. The school principals can help address student discipline issues and provide local support to substitute teachers. Additionally, substitutes can reach out to the human resource services office for additional resources and training opportunities.

Is there a focus in our district to hire POC in our district: teachers, counselors, therapists, nurses, administrators, and directors of programs?

Yes, we want teachers and staff to reflect the student populations we serve. Our efforts to do so include the district’s Grow Your Own Educator program in partnership with the University Neighborhood Partners whose goal is to increase the district staff's diversity and provide support for individuals from local communities to earn their professional teaching license.

What languages are available other than Spanish?

The Salt Lake City School District Translating and Interpreting Services Department collaborate with select agencies to provide these services in almost all languages represented in our district. We have over 80 languages and dialects spoken in Salt Lake City School District.

What opportunities do you have for Special Education?

We have many opportunities for students with disabilities to participate in classes with their general education peers. The first step is to meet with your student’s IEP team and develop a plan to support inclusive opportunities for your child.

Translated from Spanish – How do you stop or help students who use bad words? They use bad words towards other students.

We have high expectations for student behavior at each of our schools, and we hold students to those standards.  When students use inappropriate words, we enforce our student code of conduct with the understanding that it is a teachable moment that can improve the student’s method of communication.  While each situation is addressed on a case-by-case basis, we ensure we maintain a safe environment. When a pattern of violations emerges, progressively appropriate consequences are levied to address the misbehavior. 

As a parent, I notice the time high school students are coming in now has brought a lot of inconvenience. Can we talk about that?

We are in the process of reviewing the results from the district implementation of the “Late Start” model. We are gathering data on the benefits and consequences of the start times and would love to hear from you. Any interested stakeholders can email their concerns to Dr. Leeson Taylor at Leeson.Taylor@slcschools.org.

Why does the Glendale area not provide more support with better teachers?

Glendale has systems of support built-in for students and additional support via afterschool. Through the Multi-Tiered System of Support, interventions are put in place and implemented for students facing difficulties. The afterschool program at Glendale has been expanded through a grant focused on our middle school students.

When can we have a high school in Glendale?

Establishing the need to build a new high school is a complex issue with many different facets that influence the outcome. As the district begins to study this issue, declining enrollment, bond concerns, and community buy-in will play significant roles. The student enrollment in our district has declined in past years and continues. Building a new high school will require community-wide support to pass a bond. Research regarding this matter is ongoing, and we welcome feedback from the community.

Translated from Spanish - I would like a high school near Glendale so that teachers can be better connected to the community and students. I believe our teachers are doing an excellent job.

Establishing the need to build a new high school is a complex issue with many different facets that influence the outcome. As the district begins to study this issue, declining enrollment, bond concerns, and community buy-in will play significant roles. The student enrollment in our district has declined in past years and continues. Building a new high school will require community-wide support to pass a bond. Research regarding this matter is ongoing, and we welcome feedback from the community.

When can we expect to have a high school in our area?

Establishing the need to build a new high school is a complex issue with many different facets that influence the outcome. As the district begins to study this issue, declining enrollment, bond concerns, and community buy-in will play significant roles. The student enrollment in our district has declined in past years and continues. Building a new high school will require community-wide support to pass a bond. Research regarding this matter is ongoing, and we welcome feedback from the community.

Translated from Spanish – One high school in the Glendale community would be best, especially since not all families have the ability to move.

Establishing the need to build a new high school is a complex issue with many different facets that influence the outcome. As the district begins to study this issue, declining enrollment, bond concerns, and community buy-in will play significant roles. The student enrollment in our district has declined in past years and continues. Building a new high school will require community-wide support to pass a bond. Research regarding this matter is ongoing, and we welcome feedback from the community.

Translated from Spanish – I would like a high school here in our Glendale community. It is important to have one here, now that I have a student in high school.

Establishing the need to build a new high school is a complex issue with many different facets that influence the outcome. As the district begins to study this issue, declining enrollment, bond concerns, and community buy-in will play significant roles. The student enrollment in our district has declined in past years and continues. Building a new high school will require community-wide support to pass a bond. Research regarding this matter is ongoing, and we welcome feedback from the community.