February for Christians, particularly in Roman Catholic and liturgical traditions, is dedicated to the Holy Family and marks the transition from Ordinary Time to the penitential season of Lent. Key observances include Candlemas (Feb 2), the beginning of Lent with Ash Wednesday (Feb 18, 2026), and numerous feast days for saints.
Key February Christian Observances & Feast Days (2026)
Month of the Holy Family: February is traditionally dedicated to Jesus, Mary, and Joseph, emphasizing family virtues.
February 2: Presentation of the Lord / Candlemas / World Day for Consecrated Life: Celebrates the presentation of Jesus in the Temple and Mary's purification. Candles are blessed, symbolizing Christ as the "Light of Revelation".
February 3: St. Blaise Day (Blessing of the Throats): Commemoration of St. Blaise of Sebaste, often marked by the blessing of throats.
February 11: Our Lady of Lourdes / World Day of the Sick: Feast Day celebrating the apparition of Mary in Lourdes, France.
February 17: Seven Founders of the Servite Order: Feast Day.
February 18: Ash Wednesday (2026): Marks the start of Lent, a 40-day period (excluding Sundays) of fasting, prayer, and penance leading to Easter.
On Ash Wednesday – The day encourages a "turn away from sin and be faithful to the gospel".
Catholics attend Mass to receive ashes, which symbolize mortality, repentance, and a commitment to follow the Gospel. It serves as a public sign of humility and repentance.
Catholics aged 18-59 are required to fast (one full meal and two smaller meals that do not equal a full meal).
Catholics aged 14 and older are required to abstain from eating meat on Ash Wednesday and all Fridays during Lent.
All Fridays during Lent – Catholics are to abstain from eating meat.
February 22: Chair of St. Peter: A feast day celebrating the authority of the Pope.
February 23: St. Polycarp: Feast Day of the bishop and martyr.
From: Erin Anderson, Director of Special Education
Subject: Additional training times for FOCUS Data training
Summary:
This short session provides Assistant Principals with a clear overview of the Focus Committee’s role in supporting schools as they prepare for IEP meetings that may involve a change of placement.
We will review the types of data required to inform placement discussions, including academic, behavioral, and progress-monitoring information, and will learn how to prepare school teams for effective, compliant, and student-centered IEP meetings. The session emphasizes thoughtful preparation and shared understanding to ensure placement decisions are supported by data and aligned with student needs.
Please find a day and time that works for you to attend the FOCUS data training. The last session will be offered online.
2/11/26 from 3 pm to 4 pm (P211)
2/18/26 from 8:30 am to 9:30 am (P211)
2/24/26 from 8:30 am to 9:30 am (P211)
3/3/26 from 10 am to 11 am on Zoom
Sign-up using Kick-up (Browse events > Seach “Focus”)
Rationale:
At the March DLC meeting, Special Education will continue on with the FOCUS presentations. This training is necessary background knowledge to have prior to the next topic.
The School Improvement Plan (SIP) Review Process is designed to support high-quality planning across all schools while promoting clarity, consistency, and continuous improvement. This process reflects our shared commitment to data-informed decision-making, equitable student outcomes, and alignment with district priorities. By establishing clear expectations and a common rubric, the SIP review process ensures that every school receives meaningful feedback and differentiated support based on plan readiness. Most importantly, the process emphasizes partnership and growth, providing principals and leadership teams with guidance, transparency, and targeted assistance to strengthen implementation and improve outcomes for students.
Purpose
Ensure every School Improvement Plan is clear, data-driven, and aligned to district priorities.
Provide transparent expectations for SIP quality.
Differentiate review and support based on plan readiness.
Annual SIP Timeline
Spring–Early Fall: Schools analyze data and develop SIPs using the district template.
Submission Deadline: Principals submit SIPs to the district.
Rubric Review: All SIPs are reviewed using the District SIP Rubric.
Approval & Feedback: Schools receive approval or revision guidance.
SIP Review Rubric Overview
All SIPs are reviewed using a common rubric to ensure consistency across schools. Each domain is scored on a 1–4 scale.
Rubric Domains
Needs Assessment & Data Analysis
Goals & Measurable Outcomes
Strategies & Action Steps
Equity & Student Support
Implementation Capacity
Monitoring & Continuous Improvement
Scoring Scale
4 – Exemplary: Clear, aligned, and ready for implementation.
3 – Meets Expectations: Solid plan with minor refinements needed.
2 – Approaching Expectations: Key components present but require revision.
1 – Does Not Meet Expectations: Significant gaps requiring support.
Review Pathways
Pathway 1: Area Director Review & Approval
Eligibility: Schools that meet state threshold and meet the district threshold (e.g., 18/24) with no domain below a 3.
Area Director reviews the SIP and provides written feedback and approves plan.
Principals make any minor revisions requested.
Final approval is granted by the Area Director.
Pathway 2: District-Level Committee Review
Eligibility: SIP does not meet the state threshold.
Area Director reviews the SIP and provides written feedback and approves plan.
A district committee conducts a deeper review.
Principals and their leadership teams participate in a presentation to clarify processes, strategies, needs and expectations.
In necessary, specific revisions and timelines are provided, along with district supports.
After revisions, the revised SIP is approved.
Monitoring & Ongoing Support
All schools submit periodic progress updates aligned to SIP goals.
Area Directors monitor implementation and outcomes.
Schools receiving additional support may have scheduled check-ins and targeted coaching.
What Principals Should Expect
Clear expectations and consistent feedback.
Timely communication regarding review status.
Support aligned to identified needs.
A focus on continuous improvement rather than compliance.
SLCSD School Improvement Plan (SIP) Review Process
This process outlines the submission and approval process for the school improvement plans for schools in Salt Lake City School District.
For a plan to have been deemed successful, the school must meet the state established threshold of either an 1% growth as measured by the accountability metrics or the following points on the accountability metrics:
Elementary/Middle School – 43.5% or higher
High School –46% or higher
Flow Chart(s):
School Meets Threshold
School Does Not Meet Threshold
Salt Lake City School District School Improvement Plan (SIP) Rubric
This rubric is aligned to the SLCSD Strategic Plan for Student Achievement (2024–2029) and supports consistent, equity-centered review of School Improvement Plans.
Domain
Strategic Plan Alignment
1 – Needs Revision
2 – Developing
3 – Proficient
4 – Exemplary
Data Analysis & Root Cause
All Pillars; emphasis on Pillar 1 & 2
Goals & Outcomes
Aligned to Pillar Goals and Board Targets
Strategies & Action Steps
Pillars 1–4 as applicable
Equity & Student Support
Pillar 1: Equity, Access, Student Support
Implementation & Monitoring
All Pillars; Continuous Improvement
Overall Score: ______ / 20
Meets Area Director Approval Threshold? ☐ Yes ☐ No
Please review the guidelines below for dropping students due to consecutive unexcused absences. Requirements differ for General Education and Special Education students.
1. General Education Students
Drop Timeline: A general education student should be dropped on Day 11, after 10 consecutive unexcused absences.
Required Actions: Complete at least one documented intervention before dropping the student.
Acceptable interventions include:
· Phone calls
· Text messages
· Emails
· Home visits
Document all outreach in PowerSchool.
2. Special Education Students
Drop Timeline: A student with an IEP should be dropped on Day 31, after 30 consecutive unexcused absences.
Required Actions:
· Special education teachers must document all attempts to connect with the family.
Creating a Supportive Environment for Muslim Staff and Students During Ramadan."
Ramadan is a special time of spiritual reflection, fasting from dawn to sunset, and increased devotion for Muslims. As a school community, it’s important to foster a welcoming and inclusive atmosphere for Muslim staff and students during this period. Here are some helpful guidelines to ensure everyone feels supported:
Understand Ramadan and Its Practices
Fasting: Muslims refrain from eating, drinking (including water), and sometimes taking medications from dawn (Fajr) until sunset (Maghrib). The fast is typically broken with a meal called Iftar.
Prayer: In addition to the five daily prayers, many Muslims also participate in extra prayers called Taraweeh during the evening. This may lead to less sleep, so it’s important to be mindful of its potential impact on energy levels.
Eid al-Fitr: Ramadan concludes with the celebration of Eid al-Fitr, marked by prayers, family gatherings, and festivities. Muslim staff and students may request time off for this important holiday.
Foster a Flexible and Understanding Environment
Prayer Accommodations: Provide a quiet and private space for Muslim staff and students to pray during the day. Keep in mind that prayer times vary slightly based on the position of the sun.
Flexible Scheduling: Consider offering flexible schedules for fasting staff and students. Whenever possible, avoid scheduling exams, presentations, or physically demanding activities late in the day when energy levels may be lower.
Classroom Sensitivity: When planning classroom activities, such as parties or food-related events, be mindful of students who are fasting and create an environment where they feel comfortable.
Offer Alternatives for Physical Activities
PE Classes: For students who are fasting and may feel tired, allow them to opt-out of physically strenuous activities or participate in modified exercises.
Recess: Younger students who are fasting may prefer to engage in quieter activities during recess. Offer an indoor space where they can rest if needed.
Consider Lunch and Eating Spaces
Respectful Lunchtime Environment: For students who are fasting, offer a quiet space, such as a library or designated room, where they can spend lunchtime if they prefer to avoid the cafeteria.
Staff Breaks: For fasting staff members, ensure they have access to private spaces where they can rest or pray during lunch breaks.
Promote Inclusivity and Awareness
Community Education: Consider offering brief educational sessions or sharing resources about Ramadan to foster understanding and empathy within the school community.
Avoid Assumptions: Not all Muslims observe Ramadan in the same way. Some may not fast due to medical reasons or personal circumstances. Always respect individual choices and allow staff and students to participate as they see fit.
Accommodate for Eid al-Fitr
Time Off for Eid: Make sure Muslim staff and students can take time off to celebrate Eid al-Fitr. Encourage them to communicate their needs in advance to plan accordingly.
Schoolwide Acknowledgement: Consider recognizing Eid al-Fitr through announcements or newsletters, promoting inclusivity and respect for religious diversity within the school.
Communicate and Offer Support
Open Dialogue: Encourage Muslim staff and students to share any specific needs or accommodations they may require during Ramadan. Ensure that everyone feels comfortable discussing their needs with teachers and administrators.
Supportive Tone: Lead with a positive and welcoming tone, making it clear that the school is committed to fostering an inclusive and respectful environment for all religious observances.
By following these steps, the school can create a respectful, supportive, and inclusive atmosphere during Ramadan, showing genuine care for religious diversity and the well-being of all members of the school community.
From: Katie Ieremia, Supervisor, Academic Records and Professional Development
Dr. Tiffany Hall, Executive Director, Teaching and Learning
Subject: August 2026 schedule for teachers
Summary:
A strong start to the school year is built through shared learning and clear communication. The district opening days and professional development in August are designed to support this purpose at the district and sites.
The 2026 schedule for the first five days includes the following activities: a district opening session; 1.5 school days led by site administrators; 1 district professional development day focused on district instructional goals and priorities; and 2 teacher workdays, reserved for teachers’ classroom preparation and collaborative planning.
District professional learning is organized by level—elementary, middle, and high school—on different days to ensure the content is relevant to each setting. All administrators are welcome and encouraged to attend district days with their teachers for all or part of the day, as shared learning strengthens alignment, relationships, and collective understanding across our system.
Tuesday August 11
Wednesday August 12
Thursday August 13
Friday August 15
Monday August 17
Elementary
School day
District opening
Teacher workday
District professional development
Teacher workday
School day after opening
Middle
District opening
School day
District professional development
Teacher workday
Teacher workday
School day after opening
High
District opening
District professional development
School day
Teacher workday
Teacher workday
School day after opening
District Professional Development Day Focus
District professional learning will focus on strengthening instructional practices across all content areas in ways that directly support classroom teaching from the start of the school year.
Mathematics may have new K–12 standards for 2026–27; if so, the new mathematics standards will receive targeted attention. Our broader focus will remain on high-quality instructional practices that can be used across all disciplines.
Professional learning will center on instructional planning, scaffolding instruction to support English learners, and using proficiency scales to clarify learning targets and expectations, particularly in English/Language Arts.
Across grade levels and content areas, we will continue our work in academic discourse by supporting students in using speaking and writing to explain their thinking, engage with peers, and deepen their understanding. Teachers will collaborate to analyze student work, practice instructional strategies, and plan together to ensure aligned instruction as the year begins.
Administrators are encouraged to join their teams in the district professional development sessions whenever possible. Shared learning strengthens alignment and collective understanding.
Expectations for Implementation:
Communication:
Principals play a key role in communicating this information in their summer letter to their faculty, especially faculty hired after the end of the school year.
An email from Kickup will be sent to each teacher with their registration and then a reminder email will be sent the day before each teacher’s “Opening Day” and “Day 2”.
From: April Reynold, Co-Teaching Administrator on Special Assignment
Dr. Tiffany Hall, Executive Director, Teaching and Learning
Summary:
The SLCSD Co-Teaching Cohort will bring administrators together to build a shared understanding of effective co-teaching models and how they support inclusive, high-quality instruction.
During four sessions of school visits and collaborative discussion, leaders will examine strong co-teaching practices already in place across the district, reflect on scheduling and staffing structures that make them successful, and begin identifying conditions that support effective implementation at their own schools.
The cohort is designed to support thoughtful dialogue, learning from peers, and practical next steps for strengthening co-teaching in SLCSD.
Who should come?
Principals and assistant principals who are interested in learning more about co-teaching models and practices that are working in SLCSD
What is the structure?
Four sessions:
Intro to Co-Teaching Models and Opportunities
School Visit – Scheduling for Success
School Visit – Specially Designed Instruction
Planning and Next Steps
When does it start?
Elementary: February 9, 1:30 –2:30 PM
Secondary: March 3, 1:30 – 2:30 PM
Subsequent dates determined at the first meeting
Expect learning sessions to be 60 minutes, school visits 2-2.5 hours
Some of you may have been contacted by the University of Utah regarding a potential air quality monitoring study.
Executive Director Issac Astill is currently working with the university to put an agreement in place to ensure that neither the school district, individual schools, nor specific locations are published, identified, or referenced in any way in study findings, reports, or external communications.
Once this agreement is finalized, the university professor may reach back out to interested schools to coordinate the placement of the monitoring equipment. Until that time, no commitments or arrangements should be made.
Executive Director Astill will follow up with additional guidance once the agreement is complete.
Thank you for your cooperation, and please feel free to reach out to him with any questions.
To establish a transparent, data-informed, and equity-driven system through which school leaders may formally request additional resources based on identified student needs and strategic priorities.
Guiding Principles
Alignment with district priorities: SLCSD Priorities 2025-26- Our top priorities highlighted from our strategic plan for student success.
Equity over equality: Resources are allocated based on student need rather than equal distribution (Gorski, 2013).
Student-centered decision-making: Requests should reflect actual enrollment, demographic shifts, and the academic or behavioral needs of students (Leithwood, 2010).
Support for diverse learners: Prioritization is given to schools serving high numbers of multilingual learners, students with disabilities, and those in under-resourced communities.
Transparency and accountability: A collaborative process with stakeholder involvement and clear communication throughout.
Petition Submission Process
Step 1: Review school data that serves as the basis for request
Review current school-level data with your area director:
Academic performance
Behavior trends
Enrollment patterns
Staffing ratios
Facility needs
School Data Point
Who to contact if you have questions about accuracy or need additional clarity
Academic Performance
Dr. Patrick Jefferies, Supervisor, Data & Assessment or Dr. Christine Marriott, Director of Title I and School Improvement
Behavior Trends
Dr. Allison Martin, Director of SEL & Preventive Services
Enrollment Patterns
Sam Quartz, Chief Information Officer
Staffing Ratios
Logan Hall, Executive Director, Human Resources or his designee
Facility Needs
Isaac Astill, Executive Director, Auxiliary Services
Explanation of alignment with school and district strategic goals
Step 3: Area Director review
Schedule a consultation to review your petition with your Area Director.
Revisions or recommendations may be made to strengthen alignment or clarify outcomes.
Once approved by the Area Director, it will proceed to the District Review Process,
District Review Process
Step 4: Cabinet-Level review
After the deadline, a cross-functional Cabinet committee will evaluate requests using the Weighted Resource Allocation Formula (see below) and determine feasibility and alignment with district-wide initiatives.
Step 5: Communication of decision
A formal written response will be provided in accordance with the annual timeline.
If approved, a deployment timeline and point-of-contact will be shared.
If declined, the rationale will be explained and next steps will be offered for support and/or resubmission.
Weighted Resource Allocation formula
To ensure fairness and transparency, each petition will be evaluated using the following scoring system (Total Possible: 100 points):
Factor
Weight
Description
Student Enrollment and Demographics
25 points
Proportion of high-need students (e.g., FRL, ELL, SPED)
Academic & Behavioral Data
20 points
Evidence of gaps in achievement, chronic absenteeism, or behavior challenges
Access Impact
20 points
Degree to which resource addresses disparities or underserved student groups
Alignment with Strategic Goals
15 points
How well the request aligns with district/school improvement priorities
Stakeholder Engagement
10 points
Involvement of parents, staff, and community in needs assessment and planning
Feasibility & Sustainability
10 points
Practicality of implementation and potential for sustained impact
Minimum threshold for consideration: 65 points
Implementation & Monitoring
Step 6: Review & Feedback
Relevant staff will review resource allocation with building staff.
Step 6: Resource deployment
Work collaboratively with the assigned district departments (e.g., HR, Finance, Facilities, SPED) to implement the resource as planned.
Step 7: Evaluation & reporting
Monitor effectiveness using outcome data and feedback tools.
Submit a mid-year and end-of-year report summarizing impact.
Adjustments may be made as necessary for sustainability.
Ongoing support and improvement
School Leadership & Support will maintain a log of all approved petitions for transparency.
Annual reviews of the process will be conducted by Cabinet to assess equity and efficiency.
Principal feedback will directly inform system refinements.
Annual timeline will be distributed by School Leadership & Support by September 15th of each year.
Final Note
We thank you for your dedication to equity, excellence, and innovation. This process is not simply about resource distribution—it is about recognizing the unique stories of your schools and responding with meaningful support. Together, we will ensure every student in Salt Lake City School District receives the opportunities they deserve to learn, grow, and succeed.
For questions or additional support with your resource petition, please contact your Area Director or the Office of School Leadership & Support.
This information was originally sent on 12/6/2022 in the Letters for Leadership v.18. Please note the following:
Winter Weather Guidelines
We want to ensure that you are aware of the expectations for the chilly time of the school year. Please reach out to you community and communicate to parents that students should be dressed and prepared for the cold weather with the following items: warm coats, sweaters/ hoodies, boots, hats, scarves, mittens/gloves, etc. Please ensure that these items are marked in case they are misplaced or lost. Students should come prepared to go outside, get some fresh air, and exercise outdoors daily. The exceptions to going out daily are listed below:
Morning:
Inside morning in the gym, IF there is significant rainfall or snowfall. (IF students will be getting wet outside.)
Inside morning in the gym, IF the temperature is below 20 degrees.
Students sitting on their pockets, not running around, playing sports, etc.
Inside mornings are from (List the time for your school)________ to ensure our outside-duty teachers are in the gym to help supervise.
Recess:
Teacher/Grade Level Discretion
Inside recess IF the temperature is below 20 degrees. Recess time is held inside the classroom.
Lunch Recess:
Admin/Office Discretion
Inside lunch recess, IF there is significant rainfall or snowfall (If students will be getting wet outside), recess time is held inside the classroom.
Inside lunch recess, IF the temperature is below 20 degrees, recess time is held inside the classroom.
Please reach out if you have any questions or need further information. Thank you for all that you do for the children of our district.
