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Author: Leeson Taylor

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Announcements

CELEBRATIONS – Please send to leeson.taylor@slcschools.org or angelina.tovar@slcschools.org by Wednesday at 5:00 PM.

Thanks to everyone that came out to the soccer match Wednesday night!!!

ALL ADMINISTRATORS – Items for all building level administrators

  • DEADLINES
  • ACTION ITEMS
    • 26-27 Title IX Trainings – Required trainings for Title IX and updating your school's Deputy Title IX Coordinator information.
  • INFORMATION ITEMS
    • Assessment Plan for SY 2026-27 – This document is the comprehensive overview of assessments. For specific dates of testing windows, questions about administration, or training on administration, please contact Dr. Patrick Jefferies, Assessment & Evaluation Supervisor.
    • Acadience Testing Calendar for each school is available and can be found by clicking here. Reach out to Dr. Jefferies in Assessment & Evaluation with any questions. 
  • Administrative Guidance for Parking – The intent of this guidance is to support orderly parking practices while maintaining fairness for all staff and visitors and reinforcing a welcoming school environment.
  • KEEP administration for Fall 2026-27 addendum – Thank you for the questions and feedback during our recent online meeting. As discussed, KEEP administration has changed following recent SLEA negotiations to ensure that kindergarten teachers are not required to return to work prior to the start of their contract calendar. Below are several important updates and clarifications. The original memorandum from May 26, 2026 is copied in full at the end.
  • SPED Extra 7-1-26.pdf​
  • New way to enter incidents in PowerSchool
    • PowerSchool as updated how we enter discipline incidents into PowerSchool, please see the attached document for steps on creating incidents.
    • Incident Entry Steps
  • Helping families with Parent Portal
    • Families will use their Parent Portal login to complete online registration for returning students.  This document will help you support parents with their ParentPortal login.
    • Supporting Parents with Parent Portal
  • Getting technology help
    • The best way to get technology help is to enter a support ticket: https://helpdesk.slcschools.org
    • Each school is assigned a technician; however, systems are supported by a number of different people.  Entering tickets allows us to get your request to the right person in an efficient manner.
  • Requesting technology
    • Technology for your building is requested through the School Improvement Plan Application in the 'Technology Requests' section.  You will also be able to see an assigned budget based upon your school that is calculated using your school enrollment and staff FTE count. 
    • Staff are assigned technology based upon their position.  Guidance about requesting technology can be found in this document in the District Document Center:
  • Monthly IT maintenance
    • To ensure the smooth operation of our IT systems, regular maintenance is necessary. We’ve established a maintenance schedule for the 2026-27 school year to minimize disruptions for staff and students.
    • Maintenance will occur on designated weekends each month, during which intermittent system outages may be expected. We will send out notifications each month detailing the affected systems.
    • The planned maintenance window is typically from 5 pm on Friday through Saturday.  Occasionally, maintenance may continue into Sunday.    Critical updates may be applied outside this planned maintenance schedule.
  • Please review the maintenance dates below and plan accordingly. 
  • August 28-29
  • September 25-26
  • October 23-24
  • November 20-21
  • December 18-19
  • January 22-23
  • February 26-27
  • March 26-27
  • April 16-17
  • May 14-15
  • The full maintenance calendar can be found here:

USBE Updates

  • Licensing Newsletter -- These newsletters provide critical updates regarding Utah Educator Licensing for administrators, Human Resource officers, APPEL Directors, university faculty and others.
  • Attendance Home – USBE Attendance website.  

HIGH SCHOOLS – Items for high school administration

  • DEADLINES
  • ACTION ITEMS
    •  Calculating Added Value GPA -- Additional value is awarded to courses that demonstrate a higher level of academic rigor. This system ensures students are recognized for the commitment they make when enrolling in advanced coursework. 
  • INFORMATION ITEMS
    • Monthly Registrar Meetings -- Mandatory monthly meetings for high school registrars are essential to ensure consistency, efficiency, and compliance across the school district. These meetings serve several critical functions:

MIDDLE SCHOOLS –Items for middle school administration

  • DEADLINES
  • ACTION ITEMS
  • INFORMATION ITEMS

ELEMENTARY SCHOOLS – Items for elementary school administration

  • DEADLINES
  • ACTION ITEMS
  • INFORMATION ITEMS
    • Math Acadience Order process for 2026-27: Any school can use manual licenses for K-3 Math Acadience paid for by USBE. Schools can pay $2.95/student with school funds to upgrade to digital licenses and avoid hand entry of data in K-1. For more details, please click here. To order licenses for grades 4-6, email quotes@acadiencelearning.org to purchase.
    • TRAINING:
      • Starting now, participants can self-enroll in the Canvas course for the SY26-27 administration and scoring of the Acadience Math assessments. Once they complete the module(s) and submit the survey they will receive a certificate of completion. Self-enroll URL link https://usbe.instructure.com/enroll/C6FRBW
      • Please reach out to Dr. Patrick Jefferies, Assessment & Evaluation, with questions. patrick.jefferies@slcschools.org

RESOURCES AVAILABLE FOR SCHOOLS FROM DISTRICT DEPARTMENTS

*Unless otherwise requested, information will run for 2 weeks only.

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You don't often get email from cynthia.white-schools.utah.gov@shared1.ccsend.com. Learn why this is important

You don't want to miss this.

       
Statewide Online Education Program   August 2026         Welcome Back! 2026-27 School Year   A Message from SOEP Director Tami Gear As we reflect on this past year, we want to extend our sincere gratitude to the school counselors who have partnered with the Statewide Online Education Program (SOEP). Your patience, collaboration, and commitment to students have been invaluable throughout a year that included changes, clarifications, and ongoing efforts to improve processes and support. We recognize that helping students navigate educational opportunities requires both dedication and flexibility, and we deeply appreciate the role you have played in making SOEP accessible and successful for students across Utah. Whether assisting students with course selection, supporting families, coordinating with Online Providers, or helping students stay on track toward their academic goals, your efforts have made a meaningful difference. Your willingness to learn, adapt, and work alongside us has strengthened the program and expanded opportunities for the students we serve. Thank you for your partnership, professionalism, and unwavering focus on student success. We are grateful for the expertise and care you bring to your work each day, and for the positive impact you have on students' educational journeys. We appreciate all that you do and look forward to continuing our work together in the coming year.     SOEP Enrollment Guidance Document Q&A The SOEP team has created the document above to guide you and your students through the most frequently asked questions about the SOEP. You may also view the updated SOEP Course Request Decision Tree for guidance when accepting or rejecting course requests. If you have further questions or concerns, please do not hesitate to contact us.   How to Set Up a Multi-Factor Authorization Account The USBE IT Team has installed MFA for SEATS account holders. The link above will guide you through setting up an MFA account.   SOEP Stakeholder Concerns and Feedback The link above is to a form that allows Statewide Online Education Program (SOEP) stakeholders to submit concerns, report operational issues, or share constructive feedback for review. Information submitted through this form helps support continuous improvement and the effective administration of the program.   Student Support Role in SEATS - IEP, 504, and MLL Accommodations Recognizing the challenges some LEA counselors face in accessing necessary accommodations, the SOEP Team has designed this role to bridge the gap and enhance support for these students. The Student Support Role will be able to add student accommodations directly into SEATS. Please contact us with any additional questions or concerns regarding this role.     Intro to SOEP Mini-Training Friday, August 28th at 7:30 am and 12:30 pm   If you are new to SOEP, we are offering a 30-minute mini-training on the basics. This training would be perfect for new counselors or anyone who needs a basic refresher on the Code and Rules related to the SOEP. There are two 30-minute sessions. The Zoom links are below. Intro To SOEP Mini-Training 7:30 am   Intro To SOEP Mini-Training 12:30 pm   Middle School Students Taking SOEP Courses Mini-Training Thursday, September 24th at 7:30 am and 12:30 pm   If you are a middle school counselor or have questions about middle school students taking SOEP courses, especially high school courses. This mini-training is ideal for you. There are two 30-minute sessions offered. We have a Google Form for you to submit topics or questions you would like answered during this training. SOEP Middle School Mini-Training Questions and Concerns Zoom links are below. Middle School Students Taking SOEP Courses Mini-Training 7:30 am   Middle School Students Taking SOEP Courses Mini-Training 12:30 pm         Would you like your school specific SOEP training?   Mandatory SOEP training is required by Utah Code 53F-4-514. We would be honored to provide training tailored to your LEA. Please contact Cynthia White at cynthia.white@schools.utah.gov       Meagan Johnston M.Ed SOEP Program Manager meagan.johnston@schools.utah.gov Phone: (801) 538-7668 Cynthia White Ph.D SOEP Education Specialist cynthia.white@schools.utah.gov Phone: (801) 538-7783       If you need assistance with your SEATS account, please contact the USBE (Utah State Board of Education) Helpdesk.  Email: apphelpdesk@schools.utah.gov Phone: (801) 538-7800 Visit: apphelpdesk.schools.utah.gov
Statewide Online Education Program | 250 E 500 S | Salt Lake City, UT 84114 US   Unsubscribe | Update Profile | Constant Contact Data Notice
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 To: School Principals and Test Coordinators

From: Dr. Patrick Jefferies, Assessment Supervisor, Assessment & Evaluation

Dr. Tiffany Hall, Executive Director, Teaching & Learning

Date: July 23, 2026

Subject: KEEP administration for Fall 2026-27 addendum

Thank you for the questions and feedback during our recent online meeting. As discussed, KEEP administration has changed following recent SLEA negotiations to ensure that kindergarten teachers are not required to return to work prior to the start of their contract calendar. Below are several important updates and clarifications. The original memorandum from May 26, 2026 is copied in full at the end.

School-Day Expectations

  • School days are not shortened to conduct the KEEP assessment. Students should attend a full school day that follows the same schedule as the other grades. KEEP administration should take place outside the classroom where possible, however when this is not possible depending on your staffing and available space, the KEEP may be administered within the classroom as long as appropriate supervision and activities are provided to the remaining students.
  • Please schedule KEEP administration in the afternoon, after lunch, whenever possible to protect the literacy block.
  • When a paraprofessional or substitute administers the KEEP, the classroom teacher may continue providing instruction to the remaining students.

Funding and Administration

  • Funds to support KEEP administration will be allocated to Program 1033 before August 1. Funding is based on each school’s kindergarten enrollment from the previous year’s October 1 count, and may be used in the way you see best supports the administration of the KEEP at your school. The attached Excel workbook includes your school’s allocation and budget information.
  • Schools will administer only the 14 questions included in the KEEP Test Administration Manual and Entry Profile. We will not include the additional math questions this year to simplify the process and support consistency across schools.
  • Anyone administering the KEEP must complete both the testing ethics and KEEP administration trainings before working with students. Test administrators must also register for access to the USBE Data Gateway to enter results. Brittany Dimick, KEEP Assessment Specialist, will provide additional instructions and information.
  • Because the KEEP window overlaps with beginning-of-year Acadience testing, please coordinate with the Assessment Department to minimize disruptions for kinder students.

Possible Administration Models

We advise schools to spread testing across the full three-week window, starting as close end of week 1 as possible. Schools may create a plan to use teachers, trained paras, subs, or a combination to administer the KEEP. Possible approaches include:

  • Teachers should not be required to write substitute lesson plans, but may assist in developing the plan for administering the KEEP at your school.
  • Para leading activities: Having paras lead structured classroom activities while the teacher administers the KEEP to individual students. Additional hours can be provided for a teacher or substitute to prepare classroom activities that can be shared.
  • Rotating classroom coverage: A trained para or sub rotates between classrooms and administers the KEEP while each teacher remains with their class.
  • Grade-level team rotation: Teachers rotate responsibilities, with one teacher administering the KEEP while another teacher or para supervises combined activities for the remaining students.
  • Specialist-supported coverage: During art, PE, or library, the classroom teacher administers the KEEP while students participate in their special.
  • Parent support: Inviting parent volunteers to support the classroom while a paraprofessional administers the assessment.

Literacy coaches will be focused on supporting new teachers, organizing materials, and assisting multiple schools during the first weeks of the year. They may help complete a small number of remaining assessments, but schools should not plan to use literacy coaches as their primary KEEP administrators.

Thank you for your planning and flexibility as we implement these changes. Please contact the Assessment Department with questions about scheduling, training, or access to the Data Gateway.

Original Memorandum (May 26, 2026)

During the negotiations for the 2026-27 school year, SLCSD and SLEA agreed to find a method to administer the Kindergarten Entry and Exit Profile (KEEP) in a way that could be completed during the school day. This is a change from the way we have done this in previous years; no profiles will be completed before school starts.

For 2026-27, KEEP will be administered within the regular school day. The testing window for the beginning of year KEEP is August 18 - September 5, 2026. Schools are asked to:

  • Not give the KEEP assessment during the literacy block – the afternoon (after lunch) is preferred.
  • Be aware that the Acadience Reading testing team will also be scheduling assessments at the same time.
  • KEEP will be entered into the Data Gateway; the five additional SLCSD math questions will be entered into Performance Matters.

KEEP assessments shall not be conducted prior to the first day of school, and there will be no funds to pay for extra time outside the regular school day contract hours.

Schools should plan coverage for teachers to assess students. This may require creative scheduling within the regular school day. Please prepare to have half-day substitutes or paraprofessionals to help with student management or activities.

Schools will receive funding to support the additional hours of subs or paraprofessionals needed to support these assessments based on the previous year’s October 1 count of kindergartners: Fewer than 40$800
40 – 59$900
60-70$1000
70+$1200

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To: School Principals
From: School Leadership & Support
Subject: Guidance for Parking Stalls at Schools
Date: 7/16/2026

In an effort to promote consistency, clarity, and positive school operations, this memorandum provides guidance regarding reserved and assigned parking stalls at our schools. The intent of this guidance is to support orderly parking practices while maintaining fairness for all staff and visitors and reinforcing a welcoming school environment.

Reserved Parking Designations

Beginning with the next available implementation period, reserved parking at comprehensive high schools should be limited to the following:

  • Two (2) District Administration parking stalls
  • One (1) Principal parking stall
  • Three (3) Assistant Principal stalls at East High School and Highland High School
  • Four (4) Assistant Principal stalls at West High School
  • Two (2) Assistant Principal stalls at Glendale Middle School and Northwest Middle School
  • One (1) Assistant Principal stall at Hillside Middle, Clayton Middle and all our elementary schools
  • Four (4) or more Visitor parking stalls, based on school needs

These reserved spaces do not include required handicapped parking or designated School Resource Officer (SRO) parking, which must remain clearly marked in accordance with legal and safety requirements.

Assigned Staff Parking

All other staff members, including certified and classified staff, should be assigned a numbered parking space. Schools may determine the most efficient process for monitoring assigned spaces. This may include support from office aides, teachers, or members of the administrative team. Establishing clear expectations and consistent monitoring will help ensure fairness and reduce confusion for staff.

Signage and Compliance

All regulatory signs placed on District or school property must be clearly visible and located in appropriate areas. In addition, all regulatory signage must receive approval from the Executive Director of Auxiliary Services or a designated representative prior to installation.

Parking rules and regulations are to be enforced by local school administrators and, when necessary, by local law enforcement agencies. Enforcement actions may include, but are not limited to, citations, towing at the owner’s expense, and/or revocation of the privilege to park or drive on school property.

Please note that the Board of Education and the District Administration assume no responsibility for damage to vehicles, loss of personal property, damage to District property, or injury to individuals while a vehicle is on District grounds.

Thank you for your continued leadership and attention to maintaining safe, organized, and welcoming school campuses. Your thoughtful implementation of these guidelines will help ensure consistency across our comprehensive schools and support a positive experience for staff, students, and visitors.

Please feel free to reach out if clarification or support is needed. 😊

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Administrative Memorandum

To: All Principals
From: Tina Hatch and Leah Morisi
Date: July 14, 2026
Subject: 2026–27 Title IX and G-19/G-20 Training Registration & Deputy Title IX Coordinator Information

As we prepare for the 2026–27 school year, thank you for your continued commitment to ensuring safe, supportive, and equitable learning environments for all students. To support these efforts, we are registering administrators for the required trainings and updating each school's Deputy Title IX Coordinator information.

Title IX Training

Each school should have two administrators participate in Title IX training, including the administrator designated to serve as the Deputy Title IX Coordinator.

Please indicate which training session you will attend by completing the Title IX and G-19/G-20 Trainings registration form found here (Title IX and G-19/G20 Trainings).

Available Title IX Training Sessions

July

  • Monday, July 20 | 9:00–11:00 a.m.
  • Tuesday, July 21 | 9:00–11:00 a.m.
  • Thursday, July 23 | 9:00–11:00 a.m.

August

  • Monday, August 3 | 8:00–10:00 a.m.
  • Wednesday, August 5 | 8:00–10:00 a.m.
  • Monday, August 31 | 9:00–11:00 a.m. (Make-up session for those unable to attend an earlier training.)

G-19/G-20 Training

Training on District Policies G-19 and G-20 is recommended for all building administrators and required for all new administrators.

Please register administrators using the same Title IX and G-19/G-20 Trainings form ( Title IX and G-19/G20 Trainings ).

Available G-19/G-20 Training Sessions

July

  • Monday, July 20 | 1:00–3:00 p.m.
  • Tuesday, July 21 | 1:00–3:00 p.m.
  • Thursday, July 23 | 1:00–3:00 p.m.

August

  • Tuesday, August 4 | 8:00–10:00 a.m.
  • Monday, August 31 | 1:00–3:00 p.m. (Make-up session.)

Deputy Title IX Coordinator Information

Please review and update your school's information found here in 26-27 Deputy Title IX Coordinator List.

Submit the requested information via email to Tina Hatch or Leah Morisi no later than the end of the workday on Tuesday, August 4, 2026.

Thank you for your timely attention to these important responsibilities. Your partnership helps ensure that all schools remain in compliance with district expectations while providing safe and supportive environments for students and staff. If you have questions regarding the trainings or Deputy Title IX Coordinator designation, please contact Tina Hatch or Leah Morisi.

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Title:               Assessment Plan for SY 2026-27

Date:              July 16, 2026

To:                   School Administrators

From:              Assessment & Evaluation
                                Teaching & Learning Department

Subject:         Assessments Conducted in SLCSD

Summary:

Student assessments are an essential part of an effective educational system because they provide meaningful information about student learning, growth, and instructional effectiveness. When used thoughtfully, assessments help educators ensure that every student receives the support, challenge, and opportunities they need to succeed. No single assessment provides a complete picture of a student’s learning.

This document is the comprehensive overview of assessments. For specific dates of testing windows, questions about administration, or training on administration, please contact Dr. Patrick Jefferies, Assessment & Evaluation Supervisor.

Assessment Plan 2026-27

Published on

Date:  July 9, 2026 

To:  High School Administrators 

From:  Tiffany Hall, Teaching & Learning 

Leeson Taylor, School Leadership & Support 

Emily Sutherland, Area Director 

Subject: Calculating Added Value GPA  

Summary 

Challenging classes—Honors, Advanced Placement (AP), International Bachlaurate (IB), Concurrent Enrollment (CE), and advanced world language (levels 3 and 4)—help students expand their thinking, develop strong study habits, and prepare for the demands of college and career. Rigorous coursework builds persistence and critical thinking while engaging students with more complex concepts and higher expectations.  

Purpose of Adding Value to GPA 

Additional value is awarded to courses that demonstrate a higher level of academic rigor. This system ensures students are recognized for the commitment they make when enrolling in advanced coursework.  

How Added Value Works 

  • Value is applied to each term grade of an identified course a student successfully completes. 
  • A double-blocked class (earning 1.0 credit in a semester) receives value based on the additional terms. 
  • Value is applied to any passing grade (A, A-, B+, B, B-, C+, C, C-, D+, D, D-). 
  • Value applies to any class bearing high school credit. This includes classes that were completed before the start of grade 9 as long as the institution meets the requirements found in AP I-2: III.A. Value will be applied when the student enters high school. 
  • Value is applied to classes that are transferred in from another school as long as the institution meets the requirements found in AP I-2: III.A. 

Adding Value Formula Moving Forward 

To establish consistency and clarity, the following formula will be implemented districtwide beginning with the 2026-27 school year. Districtwide implementation will result in the student’s transcript having both the regular and added value GPA included automatically. 

All Early College Courses 

  • IB and AP courses: +0.1  
  • CE courses (including Bridge): +0.1  

All Honors Courses, including World Language 3 and 4 

  • Honors courses: +0.05  

West High: Summary of Changes 

West High has used a school-based value-added process that will change as a result of the distictwide formula. Students had to request the value-added GPA be added to their transcript since it was calculated outside of a formal district process. 

Course Type Current Practice 2030  
IB and AP courses +0.01 +0.1 
Concurrent Enrollment (CE) +0.015 +0.1 
Bridge courses (CE) +0.0075 +0.1 
Honors courses +0.005 +0.05 
World Language III & IV +0.005 +0.05 
Spanish for Native Speakers II +0.005 — not weighted 
Dual Language Immersion (DLI 5) +0.005 — not weighted 
CTE Video Production 2 & 3 +0.01 — (not weighted unless designated CE) 
Dance Company +0.01 — not weighted 

Key Shifts in the Proposed Formula for West: 

  • Consistency: All early college classes carry the same weight of +0.1 per high school quarter. 
  • Equity: All Honors courses receive a consistent weight of +0.05. 
  • Clarity: Specific courses (CTE, Dance, certain World Languages) are no longer individually listed. Instead, they receive weight only if formally designated as Honors, CE, AP, or IB. 

Expectations for Implementation: 

  • Information about added value grades will be added to the high school student handbook. 
  • High schools should communicate this information to families (sample letter attached). 
  • High schools should communicate this information to teachers who are affected by this process. Teaching & Learning will also communicate this information to all teachers. 
  • Counselors will be trained in August. 
  • Information Systems will update transcripts to include the added value grades beginning in August 2026. 

Key District Policies 

  • AP I-2: III.A: Academic Credits – High School: Methods to earn credit 
  • AP I-8: Student Progress, Grading, and Academic Achievement 

Keywords: 

GPA, value added, weighted grades, high school 

Information for Families: Added Value GPA for Advanced High School Courses 

Dear families, 

Salt Lake City School District wants to recognize students who choose to challenge themselves through advanced coursework. Beginning with the 2026–27 school year, the district will use a consistent process for calculating an added value GPA for eligible high school courses. 

Advanced courses such as Honors, Advanced Placement, International Baccalaureate, Concurrent Enrollment, Bridge, and advanced world language courses help students build strong study habits, think critically, engage with complex ideas, and prepare for college and career opportunities. Because these courses require additional academic effort and rigor, students who successfully complete them will receive added value in their GPA calculation. 

What is an added value GPA? 

An added value GPA is sometimes called a “weighted GPA.” It gives students additional recognition for successfully completing courses that are identified as more academically rigorous. 

Students will continue to have a regular GPA on their transcript. Beginning in August 2026, transcripts will also include an added value GPA when applicable. 

How added value will be applied 

Added value will be applied to each term grade for eligible high school credit courses that a student successfully completes. 

Added value applies to passing grades, including: 

A, A-, B+, B, B-, C+, C, C-, D+, D, D- 

The added value will also apply to eligible high school credit courses completed before grade 9 or transferred from another school, as long as the course and institution meet district policy requirements. 

Districtwide added value formula 

Beginning with the 2026–27 school year, the district will use the following formula: 

Early College Courses 

  • Advanced Placement, or AP: +0.1  
  • International Baccalaureate, or IB: +0.1  
  • Concurrent Enrollment, or CE, including Bridge courses: +0.1  

Honors Courses 

  • Honors courses: +0.05  
  • World Language 3 and World Language 4: +0.05  

This districtwide formula is intended to make the process more consistent, equitable, and clear for students and families across all high schools. 

What families can expect 

Families do not need to request that added value be calculated. Beginning in August 2026, the district’s student information system will apply the added value GPA information automatically on all student transcripts. If a student has not taken any classes with an added value, both GPAs will be the same. 

High school counselors will receive training in August and will be able to answer questions about how added value applies to student schedules, transcripts, and course planning. 

Information about added value GPA will also be included in the high school student handbook. 

Thank you for supporting students as they consider challenging and meaningful coursework that helps prepare them for future opportunities. 

Sincerely, 
[Principal Name] 
[High School Name] 

Optional West High-specific paragraph 

Because West High has previously used a school-based value-added GPA process, families at West may notice some changes. Beginning with the 2026–27 school year, West will use the same districtwide formula as all other Salt Lake City School District high schools. This means that added value will be based on whether a course is formally designated as Honors, AP, IB, CE, Bridge, or an eligible advanced world language course. Some courses that were previously included in West’s school-based process may no longer receive added value unless they carry one of these formal designations. 

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Title:                     Monthly Registrar Meetings (high schools)

Date:                    June 15, 2026

To:                         All HS Administrators & high school Registrars

From:                   Katie Ieremia, Supervisor for Academic Records & Credit

Tiffany Hall, Executive Director, Teaching and Learning

Subject:              Mandatory high school registrar meetings

Summary & Rationale:

Mandatory monthly meetings for high school registrars are essential to ensure consistency, efficiency, and compliance across the school district. These meetings serve several critical functions:

  1. Training and Professional Development
    Regular meetings provide ongoing training on new policies, technologies, and procedures. This ensures all registrars are up to date with district, state, and federal regulations, including FERPA, enrollment protocols, and transcript standards.
  2. Standardization of Practices
    Meetings help align registrar practices across all high schools in the district. This includes standardizing enrollment processes, record-keeping, graduation requirements, and data reporting to maintain equity and accuracy.
  3. Coordination and Communication
    Monthly gatherings foster collaboration between registrars and district leadership. They provide a platform to discuss challenges, share best practices, and coordinate efforts for district-wide initiatives such as student transfers, audits, and state reporting deadlines.
  4. Problem Solving and Support
    These meetings offer a forum for registrars to raise concerns, troubleshoot issues, and receive peer and administrative support. This collaborative environment helps resolve inconsistencies and improves overall workflow.
  5. Policy Implementation and Updates
    When new policies or changes are introduced, meetings ensure they are communicated clearly and implemented uniformly. This reduces errors and ensures compliance across all campuses.
  6. Data Integrity and Accountability
    Regular check-ins help maintain the accuracy and integrity of student records, which is vital for funding, accountability, and student success tracking.

Meetings will be held the second Friday of every month in the training room at Beardsley. In-person attendance is required for each registrar. Administrators are welcome at all meetings.

For the 2026-2027 academic year, the meetings will be:

  • Friday, August 28, 2026 – 2:30-3:30pm
  • Friday, September 18, 2026 – 2:30-3:30pm
  • Friday, October 9, 2026 – 2:30-3:30pm
  • Friday, November 13, 2026 – 2:30-3:30pm
  • Friday, December 11, 2026 – 2:30-3:30pm
  • Friday, January 15, 2027 – 2:30-3:30pm
  • Friday, February 19, 2027 – 2:30-3:30pm
  • Friday, March 19, 2027 – 2:30-3:30pm
  • Friday, April 16, 2027 – 2:30-3:30pm
  • Friday, May 14, 2027 – 2:30-3:30pm

Expectations for Implementation:

  1. Communication:
    • Principals play a key role in supporting district-wide consistency by ensuring their registrar actively participates in all required meetings and adheres to established practices with fidelity including the SLCSD Registrars Reference Document.
    • It is the responsibility of principals to facilitate their registrar’s engagement and to ensure that student records are maintained to meet both state and district standards for completeness and accuracy.

  2. Collaboration:
    • Contact Katie Ieremia with any questions or concerns.
    • A live, supporting document for the reference of all registrars has been shared on SharePoint and is found HERE.
  3. Evaluation:
    • The district will regularly assess the accuracy of records through internal audits.
    • The district will adjust, as needed, based on information from stakeholders.

Conclusion:

Your cooperation and support in this endeavor are greatly appreciated. Thank you for supporting the accuracy, consistency, efficiency, and compliance across the school district. 

Keywords:  Registrars; student records; meeting schedule, course credit, graduation

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Title:                   Manifestation Determination and PSSP Admin Training

Date:              6/11/26, 6/24/26, 6/25/26

To:                  All administrators in a building

From:             Erin Anderson, Director of Special Education

Subject:        Manifestation Determination Training

Action required: Register for a training day

Background:
A manifestation determination (MD) is required within 10 school days of a code-of-conduct violation that may result in discipline to determine if the conduct in question was caused by, or had a direct and substantial relationship to, the student's disability. In an MD, the district, parent, and relevant IEP team members review the IEP, teacher observations, parent input, and other relevant information to determine whether the conduct was related to the disability or resulted from the school’s failure to implement the IEP.

School administrators need to be prepared to conduct an MD because these meetings protect student rights, ensure the district follows special education requirements, and help teams make appropriate decisions about discipline, services, behavior supports, and placement. A well-conducted manifestation determination keeps the focus on both student safety and the school’s responsibility to provide supports required by the IEP.

Summary:
Completing this training will equip administrators to manage MD meetings and navigate components of PowerSchool Special Programs (PSSP). After completing this training, administrators will be able to access PSSP to send notices and record meeting notes and decisions. This training will be offered in July in a hybrid format. Make-up sessions will be available in August for administrators who are newly hired or unable to attend the July sessions.

All administrators are required to:

  • Complete the MD course pre-work in Canvas (link to class will be sent when you register)
  • Attend a 3-hour in-person training session

Registration for training sessions is available in KickUp (click on Clever > KickUP > Special Education PD - MD and PSSP – Option 1 or Option 2)

Training Dates (Pick ONE):

  • Thursday, July 2 | 1:00 PM – 4:00 PM | Board Room
  • Wednesday, July 15 | 1:00 PM – 4:00 PM | Board Room

Rationale: 

This training is designed to equip administrators with the knowledge and skills necessary to independently facilitate Manifestation Determination meetings without the required presence of a Special Education or 504 Consultant. Building this capacity will provide school teams with greater scheduling flexibility and improve overall understanding of when and how MD meetings should be conducted.

Expectations for Implementation: 

  1. Pre-Training Requirement
    1. Complete the Manifestation Determination (MD) course pre-work in Canvas prior to attending the in-person training session.
  2. Training Completion
    1. Attend and actively participate in the 3-hour in-person training.
  3. Application of Learning
    1. Apply acquired knowledge and skills during all Manifestation Determination (MD) meetings throughout the school year.
    2. Conduct site MD meetings with support from a SPED Consultant, SPED Coordinator, or Director (up to five times before moving to independent MD meetings).
    3. Record information correctly on MD documents in PowerSchool Special Programs (PSSP).
    4. After demonstrating proficiency, independently facilitate MD meetings (support from the Specail Education division is always available in cases that are particularly complex).
  4. Ongoing Compliance Monitoring
    1. Conduct monthly reviews of the Stop-Light Report to ensure timely completion of evaluations and IEPs.

Published on

May 26, 2026

To:      Elementary School Administrators

Fr:       Erin Anderson, Special Education Director

            Dr. Tiffany Hall, Executive Director

Re:      Placement and Transition for Students Moving to HUB schools

This memo provides guidance regarding the placement and transition of students into Academic Support Units (ASUs) and Behavioral Support Units (BSUs) located at designated HUB schools (Backman, Emerson, and Franklin Elementaries). These programs are designed to provide intensive, specialized instruction and supports for students whose needs cannot be appropriately met through less restrictive services and placements.

HUB schools serve as district centers that offer a continuum of specialized services while maintaining opportunities for inclusion with general education peers to the maximum extent appropriate. Academic Support Units provide highly individualized instruction for students with significant academic and adaptive learning needs. Behavioral Support Units provide intensive behavioral, social-emotional, and instructional supports for students whose behavioral needs require a more structured setting.

Placement

Placement decisions for these programs are made through the IEP team process and are based on individual student needs, data, and consideration of the least restrictive environment. It has been a common practice within the district to state that there are boundaries for HUB schools. However, there can be many factors that determine the placement of a student in a specific location, including student needs, current classroom enrollments, bus routes, etc.

As district programs, the enrollment at the three HUB schools should be relatively similar. The resources for the schools are similar, so none of the schools should have significantly more students than another. This requires oversight at the district level. Transportation is another consideration; we attempt to have students on a bus for 30 minutes or less. In looking at existing bus routes, the decision between two schools could be determined by which school has the most expedient route. We have also dealt with situations where students cannot be at the same school or in the same class. This may require students to be enrolled at locations that might not appear to be the closest or easiest.

To provide greater clarity, the Special Education department will no longer use language such as “feeder pattern” or “boundary school” when talking about placement. As a district, we will use the following priorities to determine location:

  1. Student needs as described in the IEP
  2. Enrollment numbers at HUB schools/classes
  3. Bus routes and ride time
  4. Student restrictions on placement (no contact contracts, etc.)
  5. Student’s potential middle school location
  6. Other considerations

The Special Education division cannot always disclose a reason for that location. To the extent possible, the division will provide context for placement decisions.

Transition

When a student is moving to a HUB school, a thoughtful transition process helps students and families feel welcomed, supported, and confident as they enter a new community. Meeting with teachers and key staff before the first day provides an opportunity to build relationships, share important information about the student's strengths and needs, and answer questions that families may have. These early connections can reduce anxiety and help ensure that appropriate supports are in place from the beginning. A warm welcome and well-planned transition set the foundation for a successful start and promote a strong partnership between the family and school.

To improve communication about transportation and notification for new students, the following protocol has been developed and implemented. Implementation will be monitored and adjusted throughout 2026-27.

If a change in location/placement is indicated by the IEP:

  1. The change in location/placement will be scheduled no earlier than the fifth business day after the IEP meeting (i.e., a change made on a Wednesday will go into effect the next Wednesday, etc.).
  2. Directly after the IEP meeting, the site administrator will send an email with the student’s information and the date of the change to the district Special Education consultant (if the consultant is not in attendance at the IEP). The district SpEd consultant will email:
    1.  the administrative team and head secretary at the sending and receiving schools with student information and the day of transfer. The student will remain enrolled at the sending school until the date of the change.
    1. the transportation routing coordinator for Special Education (cc’ing the SpEd Director and the Transportation Director) with the student’s information and the date of transfer.
  3. The school secretaries will drop and enroll the student (the parent does not need to facilitate the school enrollment change).
  4. The transportation routing coordinator will review and change the bus routes and communicate changes to families on the route. 
  5. The sending and receiving teachers will coordinate a discussion to review the student’s file and any pertantent information.

This process should allow schools and families to prepare for an organized transfer to the new school.

The district is committed to ensuring that every student is welcomed, valued, and provided with a free appropriate public education (FAPE) in accordance with the Individuals with Disabilities Education Act (IDEA) and other applicable civil rights laws. Placement and transition decisions must reflect each student's individual needs, meaningful family participation, and consideration of the least restrictive environment.

By establishing clear communication processes, defined roles and responsibilities, and consistent transition practices across schools, we can strengthen partnerships with families and ensure that students experience a smooth and supported transition into their new educational setting.

Additional training and support will be provided to administrators, teachers, and office professionals to support the implementation of these practices beginning in summer 2026.

Questions: Erin Anderson, SpEd Director

Key words: HUB, placement, transportation, Special Education

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