The Salt Lake City School District presented an overview of its Optional Specialized Programs on Nov. 3, 2025, focusing substantial discussion on the CNA blended‑classroom model. District staff and principals said CNA classrooms—two‑grade blended classes in which students remain with the same teacher for two years—show higher academic outcomes than comparable mainstream classrooms and the district average.

Principal Eric Jacobson described CNA’s “performance results,” a six‑point framework (self‑directed learner; quality worker and producer; cooperative group participant and leader; contributor to the community; complex thinker and problem solver; effective communicator) that the school uses to guide instruction and social‑emotional learning. CNA classrooms are blended (for example, first and second graders together) and emphasize stability, buddy systems, reflection and aligned SEL practices. Jacobson said CNA students at his school showed notable ELA and math gains for students who remained enrolled through the program compared with mainstream classes.

Principals from elementary and secondary sites said the program’s results correlate with lower student mobility and greater stability in teacher–student relationships. Clayton principal presenters explained how they adapted performance results for secondary schedule realities, using advisory periods and teacher‑led professional development to sustain CNA community practices.

Board members asked about replication and scaling. Principals and district staff said CNA’s blended two‑year approach requires a different teacher disposition and multi‑year training—schools cannot be simply “told” to adopt CNA and expect the full benefits immediately. The district has documentation and a four‑year professional‑development plan that could support replication, but staff stressed replication is most successful when school leaders and faculty choose to implement it and commit to the multi‑year training plan.

Board members raised equity and sustainability concerns: CNA classrooms can pull FTE into particular tracks, affecting mainstream class sizes. Principals described balancing those trade‑offs using school budgets and creative staffing to maintain class sizes equitably. Board member Anderson noted CNA’s higher achievement merits consideration for targeted supports or resources, including potential district assistance when CNA creates staffing ‘FTE bubbles.’

District staff recommended that schools interested in replication use the existing professional‑development plan, observe current CNA classrooms and use coaching supports from district content specialists. The presentation concluded with principals offering to host observations and collaborative visits for schools exploring CNA.

The board did not take formal action on CNA at this meeting; members asked staff to return with options to support replication and sustainability.