Skip to content

Category: General

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

Published on

Date:           5/20/2026

To:               Administrators supervising those eligible for HB396

From:          Katie Ieremia, District Supervisor for Professional Development
                   Teaching & Learning Department

Subject:      HB396 2026-2027

Summary:

Overview: For 2026-27, HB396 will provide funding for 28 hours of paid professional development for qualifying full-time educators and administrators. Each 1.0 FTE educator or building administrator is eligible to participate, at their hourly rate, for work completed outside of contract time. The increase in the number of hours is because people did not submit plans in 2025-26 and there is a carry-over. This may not be the number of hours in the future.

  • Eligible Staff: General & Special Education Teachers, Counselors, School Specialists, Library Technology Teachers, School Psychologists, Speech Pathologists, Audiologists, Building Administrators. Not Eligible: Hourly teachers
  • Requirements:
    • Plans must be submitted by September 30, 2026, on the DISTRICT ONLINE FORM. There is ONE online form for everyone this year. HB396 participants may:
      • Select a university course or endorsement (no supervisor/building administrator approval required), or
      • Propose an Individual Plan (requires ADMINISTRATOR approval)
        • The teacher will enter the administrator’s name and date you approved their plan as part of their submission. There is nothing for you to sign until the timecard after they complete the work.
    • Either choice requires THIS FORM to be submitted.
    • Individual Plans: If an individual is not completing a university/college course or a formal endorsement program, they must have their plan approved by their administrator. Under HB396 (Utah Code §53F‑7‑203), the paid professional hours are not open-ended—they must be focused on improving teaching practice and student outcomes in specific ways defined in statute. Their HB396 hours should focus on: Improving teaching skills, deepening content knowledge, using data to drive instruction, supporting student learning outcomes, and should be aligned with school/district goals.
    • Work can only take place between July 1, 2026, and May 27, 2027.
    • When a participant completes their hours, they complete ONE timecard and activity log. Submit an original card with original signatures (not typed, stamped, etc.) to the district Professional Development Office.
    • May 27, 2027, is the last day for hours to be completed
    • June 10, 2027 @ 5pm is the final deadline for all completed and signed timesheets and activity logs to arrive at the district PD office.
    • Educators will be paid their hourly rate based on Employee Online records based on the date the work was completed.
    • Payments will begin to be processed once the district receives funding from the state (anticipated early 2027).

Rationale: 

The revision and additions to the bill for 2023 are available HERE in HB489. The revisions and additions to the bill for 2024 are available here in SB137. Updates to timelines are also found in Education Reporting Amendments here. The core law governing educator professional hours remained in place and largely unchanged in 2026.

Expectations for Implementation: 

  1. Communication
  2. Principals are responsible to help communicate with their staff on the HB396 dates, understand their eligibility, review and sign timecards and activity logs.
  3. Collaboration: 
  4. Contact Katie Ieremia or her secretary, Morgan Crossley, for questions/assistance
  5. Morgan.crossley@slcschools.org or 801-578-8256
  6. Evaluation
  7. Signed and submitted timecard and activity logs prior to deadline of June 10, 2027.

Keywords:

HB396,professional development

Published on

Due to recent legislation in HB 273, we are adjusting our student computer refresh this year as follows:

  • Elementary Schools
    • Elementary schools will not receive new student computers this summer, and no existing student computers will be removed at this time.
    • Following guidance from USBE, teams from IT, Teaching and Learning, and School Leadership and Support will begin gathering stakeholder feedback to help determine appropriate screen time levels for different grade levels.
    • Until this review process is complete, requests for new student devices (including laptops, iPads, and similar technology) will be on hold.
    • We will continue to support students by replacing broken devices and ensuring that those with IEP or 504 requirements have the necessary technology accommodations in place.
  • Middle Schools
    • Middle schools will receive replacements for student devices that are 5 years old.  Allocations will be adjusted to match the most recent October 1 enrollment counts.  Parents will need to opt-in during registration to use a district provided 1:1 device.  IT, Teaching and Learning, and School Leadership and Support will work with middle schools to establish a common technology framework for all middle schools.

  • High Schools
    • High schools will receive replacements for student devices that are 5 years old.  Allocations will be adjusted to match the most recent October 1 enrollment counts.  Parents have the opportunity during registration to opt-out of using a district provided 1:1 device.

Published on

Please remember to be actively promoting PowerSchool ParentPortal with your families.  Communications and IT will be beginning a notification campaign next week. 

  • We’ve created a couple of videos that will help you setup and troubleshoot parent portal accounts.
  1.  Identifying Students Without a ParentPortal account
  2.  Troubleshooting ParentPortal

When notifying parents about ParentPortal, you may share the following website containing instructions and videos to help them access their account.

Salt Lake City School District - PowerSchool Parent Portal

Published on

Date:              May 8, 2026

To:                  All Administrators

From:             Teaching & Learning

Subject:        Schedules for the end of 2025-26 to prepare for 2026-27

Summary

Several groups of teachers need dedicated time to complete critical end-of-year work to ensure a strong close to this year and readiness for next year. Please read this carefully, as there have been changes made during negotiations that are reflected here.

Elementary Music
The last day for elementary music services will be Friday, May 22. Music teachers will use May 26–29 to:

  • Complete inventory and transition plans for each school
  • Identify instruments needing repair
  • Plan for instrument deployment in the fall

Please do not schedule music during the last week of school.

Additionally, music teachers will spend the first two weeks of school determining which program students will enroll in for the year and moving instruments to appropriate locations. Music services for grades 4-6 will begin the week of August 31. (Questions? Adam Eskelson)

Elementary PE
The last day for elementary PE will be Tuesday, May 26. PE instructors will use May 27–29 to:

  • Inventory and store equipment
  • Prepare lists of equipment needs for next year
  • Support end-of-year activities

Additionally, PE instructors will complete their required training for the year BEFORE the first week of school. This change was negotiated this year to enable schools to begin with specials on the first day of school.

CHANGES

PE instructors will begin training Tuesday, August 11 - Monday, August 17 with district staff to prepare for the first day of school. You will need to budget to pay your PE instructor for six (6) hours per day x five days. This training will include CPR, First Aid, PlayWorks, and other required elements to prepare for the school year. They will also have some set-up time in their building. Please ensure that your PE instructor is aware of the new start date for 2026-27 before they leave for the summer. (Questions? Katie Lowery about PE; your area director or HRS about contract changes)

Library Learning Centers
The library will be closed Tuesday, May 26 - Friday May 29. The library will be ready for students the first week of school.

Librarians need time at the end of the year to finish inventory, reporting, and repairs. This is important to complete before the end of the school year when student records are updated and so librarians are ready to support website updates and new student records when they return in August.

Required annual tasks include:

  • Inventory reporting - this must be completed annually and takes about 25 - 40 hours to complete.
  • Book and supply orders
  • Budget documentation and carryover
  • Equipment organization and security

Additionally, librarians will have a final opportunity to select books and materials from Hawthorne, MWJ, and Bennion. (Questions? Dr. Tiffany Hall)

Content Area Specialists (CAS)
Job-embedded learning with Content Area Specialists will continue through Friday, May 22. After that, CAS will focus on:

  • Planning professional development for 2026-27
  • Aligning instructional documents
  • Reviewing assessments to ensure readiness for next year

Some elementary schools may have adjusted schedules; your CAS has already communicated any differences.

(Questions? Dr. Chelsea Malouf, ELA; Holley McIntosh, Math and Science; Sallie Warnecke, Digital Learning)

Rationale: 

This schedule is required to both allow groups to prepare for the end of the year and the start of next and to reflect new changes in our agreements to begin specials at the start of the school year.

Expectations for Implementation: 

  1. Communication
  2. Principals are responsible to communicate with their faculty and teacher groups as appropriate to ensure that the schedule for the end of the year is understood.
  3. Collaboration: 

If you have specific scheduling concerns, please work with your staff to identify solutions and reach out to the appropriate supervisor as needed.

Keywords: end of year, scheduling, PE, music, library

Published on

Date:                       April 17 , 2026

To:                               All Site Administrators

From:                     Katie Lowery, Health and PE Specialist
                                        Adam Eskelson, Extended Learning Director
                                        Teaching & Learning

Summary:

SLCSD must have parents on the Human Sexuality Committee. This committee reviews all materials used to teach health topics related to maturation, sexuality, relationships, etc. We would like to have 10 parents from throughout the district agree to be on the committee. We need to have names by May 1 so we can have them approved by the Board. A flier is available to share with parents (click here to download).

Rationale: 

State administrative code and district AP I-12: Human Sexuality Education indicate that we must have “at least as many parents as school employees” on the committee. We would like to have wide parent representation to review materials that will be used in Health classes.

Expectations for Implementation: 

  1. Communication
  2. Ask parent groups for volunteers to participate for the 2026-27 school year.
    1. There are up to  5 meetings a year, scheduled from 4:00 – 5:00PM (If there is not a program to review, the meeting is canceled.)
    1. Meetings are held in person, but parents can participate online.
  3. Collaboration: 
  4. Katie Lowery is available to help answer questions and talk with parents, 801-578-8208.

  5. Evaluation
  6. Please send names to katie.lowery@slcschools.org by May 1, 2026

Keywords: Human Sexuality, committee, health, state requirements

Published on

The purpose of this memo is to provide guidance and direction regarding the upcoming end-of-year training and registration preview for school office staff. This training is intended to support a smooth and organized close to the current school year while also preparing office teams for the upcoming registration process.

Training Overview
The training will focus on end-of-year procedures, expectations for closing out the school year, and a preview of the upcoming registration process. The goal is to ensure that all office staff have clear guidance, consistent information, and the opportunity to ask questions in advance of summer preparation and fall registration.

Date
The in-person training sessions will take place on the following dates:

  • Wednesday, April 29
  • Thursday, April 30
  • Friday, May 1

Please indicate your preference by the end of the day on April 15th by completing the survey that can be found HERE.

Session Structure:
In order to provide flexibility and ensure full participation, two sessions will be offered on the selected date:

  • One morning session
  • One afternoon session

Each session will last approximately 2–3 hours and will include time for both training and questions.

Participation Expectations:
Principals are asked to ensure that all appropriate office staff members attend one of the scheduled sessions. This includes staff members who are directly involved in student records, enrollment, registration processes, and end-of-year procedures. Schools should plan coverage accordingly so that all staff are able to participate.

Next Steps:
 

Complete survey ( Survey for Principals – Fill out form)

  • A formal calendar invitation
  • Session times (morning and afternoon)
  • Location details
  • Any materials or information staff should review in advance

Thank you for your continued support in ensuring that our schools are well prepared for both the conclusion of this school year and a successful start to the next. This training is an important opportunity to provide clear direction and consistent expectations for all office staff across the district.

Published on

Date:              March 20, 2026

To:                        All Administrators

From:                 Dr. Chelsea Malouf, Literacy Director
Adrienne Kumik, Literacy Supervisor
Dr. Tiffany Hall, Executive Director
Teaching and Learning

Subject:          Academic Discussion Data Collection Event 2026!

Summary:

The district’s Strategic Plan for Student Achievement has a goal to increase student academic conversation—the opportunity to talk about thinking or demonstrate learning—to 50% of time in every classroom. This looks different grade to grade and content to content: what is important is that students are personally engaged in actively processing their learning.

Collecting Data

Earlier this year, we collected perspective data about academic discourse from teachers and administrators. We had a great response rate—thank you! It was great to see that academic discourse is being used intentionally throughout the district and valued for the increase seen in student engagement and learning.

We now need to collect data on the observed percentages of academic conversation in the classroom so we can report to the Board. We will be using an observation protocol that will collect information without any teacher identifiers. Information will be reported by elementary, middle, and high school levels.

Friday, March 27, 10:30 – 11:30: Training on the observation tool and protocol. Instructional coaches and district staff will be participating. Any school administrators who would like to participate are invited to join us in the board rooms.

Monday – Wednesday, March 30 – April 1: We will be strategically visiting classrooms across the district for 20-minute sessions. We plan to capture data from different grades, content areas, and times of day. Again, we would love to have site administrators join us for any time you have available to support the process.

Rationale: 

This will demonstrate instruction change as we move through the years of our strategic plan.

Expectations for Implementation: 

  1. Communication
  2. Teaching & Learning will send information to teachers. Please help us spread the word – and the assurance that this is NON-EVALUATIVE and anonymous data collection.
  3. Collaboration: 
  4. Dr. Chelsea Malouf
  5. Adrienne Kumik
  6. Tiffany Hall
  7. Evaluation
  8. Our objective is to capture a broad look at district wide data that we can replicate each year to track our progress on this instructional goal.

Keywords: Strategic Plan, academic discourse

Published on

Dear Administrators,

As you continue planning school activities and staff meetings, please be mindful of the scheduling expectations outlined in Article 4.4 of the Written Agreement. This provision specifies that district or school activities involving teachers may not be scheduled after 3:30 p.m. on the first and third Wednesday of each month.

To ensure compliance with the agreement and to support consistency across schools, please avoid planning meetings, professional learning sessions, or other activities that require teacher participation during those times. School or district meetings may be scheduled on other days of the week as needed.

Thank you for your attention to this guidance and for your continued leadership in supporting clear communication and thoughtful scheduling practices within your schools. Your efforts to honor these agreements help maintain positive collaboration and strong working relationships across our district.

Please feel free reach out to either me or Logan Hall, Executive Director of HRS (Logan.Hall@slcschools,org) if you have any questions.

Sincerely,
Leeson M. Taylor II, Ed.D.
Executive Director, School Leadership and Support
Salt Lake City School District

Published on

Subject: Utah Jazz + Utah Mammoth Launch New “Assist for Good” Student Grant Opportunity – Applications Due March 20

We are excited to share a new opportunity for your students through the SEG Foundation. We hope that you pass this along to the principals at your middle, junior and high schools. Today we launched the “Assist for Good” Grant Program, which empowers junior high and high school students across Utah to create meaningful, student-led change within their school communities.

Through this program, students are invited to submit an application outlining an action plan to address a specific need at their school. Selected schools may receive up to $2,000 in grant funding to bring their student-driven project to life during the remainder of the 2025–26 school year. 

Projects may focus on areas such as:

  • Student wellness
  • Inclusion initiatives
  • Campus improvements
  • Service projects
  • Other programs that create lasting, positive impact

Applications are due March 20, 2026. Interested students can apply here.

Students from each winning school will also be invited to attend either the March 23, Utah Mammoth game or the March 30, Utah Jazz game, where they will be recognized for their commitment to uplifting their school community.

We would love your help in sharing this opportunity with school leaders, student leaders, clubs, councils, and other groups who may be interested in proposing a project. This is a wonderful chance for students to practice leadership, collaboration, and service while making a real difference in their schools.

Thank you for all you do to support and inspire your students. Please feel free to reach out to me or segfoundation@teamseg.com with any questions.

Kaitlyn Jones
Director, Community Relations & Foundation Efforts 801-325-2733  |  kaitlyn.jones@teamseg.com 1420 S 500 W, Salt Lake City, UT 84115 App Banner Image
 

Protected By
Shield Security