Attendance-Based Grading Under HB 502 Guidance

Leeson TaylorAugust 13, 2026August 14, 2026

ADMINISTRATIVE MEMORANDUM

To: Secondary School Principals and Teachers
From: Dr. Bri Conley, Director of Educational Equity & Access
Date: August 12, 2026
Subject: Attendance-Based Grading Under HB 502 Guidance

Purpose

The Salt Lake City School District is providing the following guidance regarding attendance-based grading under HB 502. This guidance is intended to support a fair, transparent, and consistent approach across our secondary schools while ensuring that students and families clearly understand how attendance may affect a course grade.

Under HB 502, teachers in grades 7–12 may choose to include attendance as a component of a student's final course grade. If a teacher elects to do so, attendance-related grade reductions may account for no more than 10% of the student's final course grade.

Teachers are not required to use attendance-based grade reductions. Teachers who use participation points or other grading practices related to engagement or classroom participation are not required to adopt the attendance-based grade reduction provisions described below.

District Guidance

To promote consistency and equitable implementation, the following expectations apply to any teacher who elects to use attendance-based grade reductions:

Maximum reduction: The maximum attendance-based reduction is 10% of the student's final course grade. Teachers may establish a lower percentage but may not exceed 10%.

Attendance threshold: A grade reduction may be applied only when a student has:

Five (5) or more unexcused absences, OR

Five (5) or more unexcused tardies.

Absences and tardies may not be combined to reach the threshold. A student must meet the threshold in one category.

Excused absences: Grades may not be reduced because of excused absences.

Course disclosure: Teachers who choose to use attendance-based grade reductions must clearly identify the practice in their approved course disclosure document. The disclosure must specify the percentage reduction that will be applied when a student meets the attendance threshold.

Accurate attendance: All teachers are expected to take attendance accurately every period, every day, regardless of whether they use attendance-based grading. Accurate attendance is essential for student safety, state reporting, communication with families, and appropriate attendance interventions.

Consistent implementation: Teachers who use attendance-based grade reductions must apply the practice consistently and maintain appropriate documentation identifying students who receive a grade reduction. This documentation supports transparency and equitable implementation.

Timing of grade reductions: Parents and guardians have up to one week to excuse an absence. To allow sufficient time for attendance corrections and verification, attendance-based grade reductions should be applied only when quarter or term grades are finalized.

Technology support: Information Technology is developing a standardized report to identify students who meet the attendance threshold. This report is expected to be available before the end of Term 1 and will provide schools with a consistent method for identifying students who may be eligible for an attendance-based grade reduction.

Administrative Responsibilities

Principals and school administrators play an important role in ensuring that this process is implemented consistently and equitably.

Before a teacher implements an attendance-based grade reduction, administrators must ensure that the practice and required language are included in an approved course disclosure document. Administrators are responsible for reviewing and approving course disclosure documents in accordance with Board Policy I-8 and its accompanying administrative procedures.

We appreciate the care and professionalism our teachers and administrators bring to attendance practices each day. The goal of this guidance is not to require attendance-based grading, but rather to establish a clear and consistent framework for schools and teachers who choose to use the option provided under HB 502.

Sample Course Disclosure Language

Student attendance will be used to calculate the final grade for this course. Students with five (5) or more unexcused absences OR five (5) or more unexcused tardies will have their final course grade reduced by ___%. The attendance-related reduction will not exceed 10% of the final course grade.

Thank you for your continued commitment to accurate attendance, clear communication, and equitable practices that support student success. Your consistency and attention to detail help ensure that our students and families experience a fair and transparent process across the District.

Edia Implementation and Attendance Communication

Leeson TaylorAugust 11, 2026August 11, 2026

ADMINISTRATIVE MEMORANDUM

To: School Principals and School Administrative Teams
From: Dr. Bri Conley, Director of Educational Equity & Access
Date: August 11, 2026
Subject: Edia Implementation and Attendance Communication

As part of our district's commitment to improving student outcomes, attendance remains a Board priority. Currently, approximately 25% of our students are chronically absent, meaning they have missed 10% or more of the school year. Our goal is to reduce chronic absenteeism to 20% this school year and ultimately to 10% by 2029. Because unexcused absences contribute to chronic absenteeism, reducing truancy is also an important part of this work.

To support the efforts of improving attendance and strengthening family partnerships, we are implementing Edia, an AI-powered communication tool that makes two-way communication between families and schools more accessible, helping schools identify barriers to attendance and respond more effectively.

What Families Can Expect

When a student is marked absent, parents/guardians will receive a text message from Edia.
Messages will be sent in the family's preferred language as listed in PowerSchool.
Families can respond directly by text without downloading an app.
Responses are routed to school staff, and attendance records in PowerSchool are updated based on the information provided.
Edia identifies and flags responses that require follow-up from a counselor or administrator, helping schools provide timely support to students and families.

Important Reminders

ParentSquare remains our primary communication platform for school and district announcements, newsletters, and general communication. Edia is used specifically for attendance-related communication.
Families have up to one week to excuse an absence.
Teachers must take attendance daily and on time to ensure families receive timely notifications and attendance records remain up to date.
Attendance clerks must review and clear flagged messages daily and notify appropriate staff of any required follow-up. Families will not receive additional Edia communications until the flag has been removed.

Attendance Notifications and Letters

Through Edia, schools will be able to send:

Notifications for unexcused absences via text and email.
- 5-day and 10-day compulsory education notices for elementary students with unexcused absences.
- 5-day and 10-day truancy notices for secondary students with unexcused absences.
15-day compulsory education and truancy letters will be generated through Edia; however, schools remain responsible for printing and sending these notices via certified mail or personal delivery and logging in PowerSchool under log entries.

In addition to messages related to unexcused absences, Edia will text and email reminders to families of students with excused absences. These messages will reinforce the importance of regular attendance while recognizing that some absences are unavoidable and beyond a family's control.

To ensure consistent attendance communication across the district, please discontinue the use of attendance letters and notices that are not generated through Edia. The letters and notifications available in Edia are the district-approved communications for attendance concerns and support.

Support

Secretaries received training on reviewing and unflagging messages on August 3, 2026. Guidance for reviewing and removing flags can be found in the DDC under Attendance.

Office hours will be offered soon. If you need immediate assistance, please reach out to IT or me directly.

Resources

Resources to support attendance communication can be found in DDC - Attendance- Resources: Back to School, including:

Attendance flyers for families (translated)
Attendance tracker
Elementary Attendance PPT (translated)
Secondary Attendance PPT (translated)

Schools are encouraged to share the attendance flyer and attendance tracker with families and include the appropriate attendance PowerPoint in Back-to-School Night presentations.

Thank you for your partnership as we work together to improve attendance, strengthen family engagement, and support our students’ success.

School Improvement Plan (SIP) Review Process

Leeson TaylorFebruary 6, 2026

Summary:

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

Reviewer Comments:

Reminder: 10‑Day Drop Procedures for Unexcused Absences

Leeson TaylorFebruary 6, 2026September 9, 2026

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.

· Email all documentation to Erin Anderson.

· Fill out the 10-day Ready and Willing Letter FORM document at 10 days of consecutive, unexcused absences.

· Complete the SCRAM link on the DDC.

· Exit the student using code UN.

If you have any questions or need further assistance, please reach out to Dr. Bri Conley (Bri.Conley@slcschools-org )

February Cultural Calendar

Leeson TaylorJanuary 31, 2026

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.

Resource Reallocation Guidance Memo

Leeson TaylorNovember 21, 2025November 21, 2025

Dear Principals,

In our ongoing effort to ensure all students receive the support they need to thrive, we are pleased to introduce a clear and supportive procedure for requesting additional resources that will govern all future requests for additional resources. This process is grounded in the principles of equity, student-centered decision-making, and shared accountability. Your voice and leadership are essential in helping us meet the diverse and evolving needs of our school communities.

Purpose of the Process

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

Step 2: Draft a resource petition

Complete the District Resource Petition, which includes:
- Description of the requested resource(s)
- Supporting data (quantitative and/or qualitative)
- Expected impact on student outcomes
- 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.

Supporting Tools

District Resource Petition
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.

Scholarship for Teachers to Teach Concurrent Enrollment

Laura DeshazoSeptember 18, 2025November 18, 2025

Scholarship for Teachers

Are you interested in teaching Concurrent Enrollment classes at your high school but are not qualified? Do you want to take the college classes so you are qualified? What if we pay for the tuition?

Let's jump in!

We are excited to offer an opportunity to pay for your tuition to take a class (or two, not an entire Master's degree) to become qualified to teach concurrent enrollment.

Apply Here!

If you don't know if you are qualified or want to have a conversation about offering additional concurrent enrollment classes, please reach out to your CTE Coordinator or the Business Development Coordinator:

Julianna Wing, CTE Business Development Coordinator

Anne Martin, CTE Coordinator, East High School

Emily Grass, CTE Coordinator, Highland High School

Sarah Wilson, CTE Coordinator, West High School

Guidance for Implementing Arena Scheduling in High Schools

Emily SutherlandSeptember 5, 2025November 20, 2025

Guidance for Implementing Arena Scheduling in High Schools

Effective: Second Semester 2025–2026 and Fall 2026

Dear High School Administrators,

As part of our ongoing commitment to equitable access, student voice, and efficient school operations, we are preparing to implement arena scheduling (class choice registration) for the second semester of the 2025–2026 school year and for Fall 2026. This is the first of what we anticipate will be several communications outlining processes and systems for this process.

Arena scheduling allows students to actively participate in building their schedules by selecting classes during designated windows of time. Research has shown that student involvement in course selection increases ownership over learning, reduces schedule change requests later, and promotes higher levels of satisfaction with school (Morrison, 2018; Levin, 2020). Additionally, when implemented with fidelity, arena scheduling improves balance in class sizes and maximizes staffing efficiency.

To ensure smooth implementation, we will follow a common registration calendar across all high schools.

Arena Scheduling Calendar

Month(s)	Action	Responsible Party
October	All new course requests or course changes submitted by end of fall break	Teachers, Principals
November & December	Course requests	Counselors, Students
January & February	Schools build schedules	School Administration
March & April	Load student requests	School Administration
May	Students modify their schedules (no teachers listed)	Counselors, Students
After July 15	Final schedule load	IT Department

Implementation Notes & Rationale

Promotes Student Agency
- Students take greater ownership of their education when they have choice in course selection.
- Involving students early supports better alignment between academic goals and personal interests.
Reduces Scheduling Conflicts
- By allowing schedule modifications in May, schools can address conflicts before the fall semester begins.
- This reduces stress on both families and counselors at the start of the year.
Supports Equity and Transparency
- A consistent process across schools ensures fairness in how students access courses.
- Clear timelines help families and staff plan ahead.
Improves Operational Efficiency
- Earlier submission of requests and course loads gives schools more time to finalize staffing and resource needs.
- Fewer last-minute changes means smoother school openings.

Next Steps for Administrators

Communicate this calendar and process to counselors, teachers, and front office staff to ensure alignment.
Support staff in preparing students for the new process by hosting informational sessions or providing resources.
Encourage teachers and counselors to highlight the importance of thoughtful course selection with students.

Thank you for leading this important shift. By implementing arena scheduling together, we are creating a more student-centered and efficient system that benefits our learners, our staff, and our schools.

Guidance for Schools: 10-Day Drop Procedures

Bri ConleyAugust 29, 2025November 20, 2025

As we approach the 10-Day Drop window, please review the following guidance carefully. Our goal is to ensure consistency across schools while supporting students and families through clear communication and outreach.

Board Policy S-4 states:

“School administration and/or their designees will attempt at least one home visit before implementing a 10-day withdrawal. The home visit will be logged in PowerSchool.”

Recognizing the unique challenges at the start of the school year, outreach efforts such as phone calls, emails, and text messages may be documented as interventions in lieu of an immediate home visit. When feasible, a home visit should still be made, but it is not required prior to initiating the 10-Day Drop.

Please follow the updated procedures below:

1. General Education Students

Who: Students who registered for this school year but have not attended at all.
Action: Drop the student the day after 10 unexcused absences.
Drop Deadline: September 2
Exit Date to Enter: September 3
Requirements:
- At least one documented intervention is required prior to dropping the student.
- Acceptable interventions include: phone calls, text messages, emails, or home visits.
- Document the outreach in PowerSchool.

2. Special Education Students

Who: Students with an IEP who have 30 consecutive unexcused absences.
Action: May be dropped after 30 consecutive unexcused absences.
Exit Date to Enter: Day after the 30th absence.
Requirements:
- Special education teachers must document all attempts to connect with the family.
- Email documentation to Erin.
- Fill out the 10-day Ready and Willing Letter FORM document at 10 days of consecutive absences.
- Complete the SCRAM link on the DDC.
- Exit the student using code M.

3. Students Who Rolled Over from Last Year (Not Registered This Year)

Who: Students who appear on your roster but did not complete registration for the current school year.
Action: Drop at date of entry.
Exit Date to Enter: First day of school or the listed entry date.
Note: No intervention is required. However, please carefully verify that the student truly did not register or attend before proceeding.

Key Reminders

Equity and care are central. Our outreach efforts should reflect compassion and the intent to reconnect families to school.
Document everything. Whether by phone, text, email, or home visit, please ensure all interventions are logged in PowerSchool.
Seek support if unsure. When in doubt, reach out to your supervising director for clarification.

Together, these practices ensure we meet compliance requirements while also extending every opportunity for students to engage with school. Thank you for your continued commitment to students and families as we begin this school year.

Community Engagement at School Events

Bri ConleyAugust 29, 2025November 20, 2025

Bri Conley

Director of Educational Equity and Access

Published 8/29/2025

· 1 min read