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Category: High School Information

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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. 

Published on

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

Published on

Date:             April 17, 2026

To:                  High School Administrators

From:             Tiffany Hall
                        Teaching & Learning

Summary:

GRADE DESIGNATIONS
The NG designation is used when a student has not attended enough of a class to demonstrate achievement of the learning objectives. This may occur due to excessive absences or late entry into the course, as outlined in Administrative Procedure I-8: Student Progress and Academic Achievement. An NG does not carry credit or grade points. The NG communicates that insufficient days of enrollment or excused absence prevents a teacher from making a valid determination of learning.

An “I” is used when a student has participated sufficiently in the course to demonstrate learning but is missing significant work. The teacher expects that the student can still complete the missing work and demonstrate mastery. Typically, the student is given until the end of the following term to submit the required work. Once completed, the I is replaced with a grade and the appropriate credit is awarded. After one term, the I will be replaced automatically with an F. A student can still apply for a grade change, but after a term the “F” will be on the report card and GPA.

Section IV.H.  Assigning a ‘No Grade’ (NG) 

  1. A NG can replace a letter grade when a student has an excused absence longer than 10 days but cannot be used as a consequence for unexcused absences.
  2. The NG marking may be used as outlined in Section III.A.3.b.
  3. The NG should not be used to avoid assigning an ‘F’ grade.
  4. An NG does not convey credit or affect a student's grade point average.

Section III.A.3.b Students who transfer in after the midterm without a grade will be assigned a ‘no grade’ (NG). If there are extenuating circumstances and the students can demonstrate sufficient mastery of the content, the teacher may use their discretion to determine if a ‘P’ would be an appropriate option. A ‘P’ conveys credit for graduation but does not affect the grade point average.

Rationale: 

During the pandemic (2019-20, 2020-21), teachers used the NG when students were not participating in school. This decision reflected concerns from teachers and administrators that many students were not able to access online instruction consistently, and therefore, an “F” was not an appropriate representation of their learning.

Following this period, some teachers continued using the NG for students who were attending class but not achieving academically, substituting it for an “F.” This was not aligned with Administrative Procedure I-8. 

In 2024-25, schools were reminded that the NG may not be used in place of an “F.” An email was sent to administrators, counselors, and teachers in October 2024 reinforcing this expectation. Counselor training on the appropriate use of the NG occurred in November 2024. This was to be implemented by the start of the 2025-26 school year. 

CREDIT RECOVERY

Knowing that the NG = F from T4 2020 until 2024-25, credit recovery has recognized those NGs as Fs and allowed credit recovery to be assigned. However, NGs earned in 2025-26 and beyond are not considered Fs and eligible for credit recovery. This is because credit recovery is based on the student completing an original credit class and recovery key learning, and the NG means that they were not in the course for sufficient time to evaluate key learning. 

The credit recovery system should recognize an NG granted in before this year (2025-26) as an F and grant access to CR courses. IF IT DOES NOT, please use the blue "+credit recovery button" and use "NG from 202X-XX not recognized." That will be checked and assigned if appropriate.

Incompletes can't be recovered until they are changed to an F grade. Again, this happens automatically at the end of the next term for a course taken in this district (we can't change grades that come in from other schools). However, it is always better to have a student complete the course with the teacher.

Expectations for Implementation: 

  1. Communication
  2. Principals are responsible to ensure that teachers and counselors are aware of this information.

Keywords: NG, I, report card, grades

Published on

Date:              03/20/2026

To:                        High School

From:                 Dessie Olson, Social Studies Specialist

                                Adam Eskelson, Director, Social Studies

                                Tiffany Hall, Executive Director, Teaching and Learning

Subject:          Social Studies Graduation Requirements

Summary:

Social studies graduation requirements will increase from 3.0 to 3.5 for students in grade 10 starting in 2026-2027. This will also reduce required elective credits to 5.0 from 5.5. The significant information as of now follows:

New Social Studies Graduation Requirement

  • The new requirement will affect students entering grade 10 starting in 2026-2027.
  • Requirements for graduating students in 2026 and 2027 are unchanged.
  • Standards are being written for a new 1.0 course called American Constitutional Government and Citizenship to meet the new graduation requirement.
  • We will create course offerings and codes once the standards are approved.
  • You may review the USBE FAQ for more information.
  • Updates will be provided as they become available.

Rationale: 

These changes meet the requirements of HB381.

Expectations for Implementation: 

  1. Communication
  2. Principals are responsible to share this information with students, parents, faculty, counselors, and others who are impacted in the school community.
  3. Principals should plan for changes in scheduling and potentially FTE prior to offering the new course when it becomes available.
  4. Additional communication support will be available as we recieve information.
  5. Collaboration: 
  6. Dessie Olson, Social Studies Specialist dessie.olson@slcschools.org
  7. Evaluation
  8. Successful communication with the school community including incoming freshman, current students, parents, and faculty.

Keywords: graduation requirement, social studies, FTE, HB381

YearSocial Studies Credits for Graduation
2026-27No change for Juniors or Seniors – 3.0 creditsAll Freshman and Sophomores will need 3.5 credits
2027-28Seniors – 3.0 creditsAll Freshmen-Juniors need 3.5 credits
2028-29Everyone needs 3.5 credits

Published on

From: Leeson Taylor

America 250 Speech Contest
Celebrating 250 Years of America
Presented by the Utah U.S. House of Representatives

Calling All High School Students (Grades 9–12)

As we prepare to commemorate 250 years of the United States in 2026, students across Utah's 2nd Congressional District are invited to participate in the America 250 Speech Contest by answering one powerful question:

"What Does America Mean to Me?"

This is your chance to reflect on our country’s values, history, and future — and have your voice heard in a meaningful way.

Important Dates & Deadlines

  • Contest Opens: August 18, 2025
  • Submission Deadline: By November 24, 2025
  • Final Judging: December 2025
  • U.S. House Floor Reading (District 2):
    Winning speech to be read by Rep. Maloy – January 2026 (Date TBD)
  • Utah State Capitol Presentation:
    Winner and runner-up will present their speeches in person – January 2026 (Date TBD)

Speech Guidelines

  • Length: 2-minute written speech
  • Theme: “What America Means to Me”
  • Format: Written submission (not audio or video)

How to Submit for District 2:

Email your written speech by November 24, 2025, to: America250CM@mail.house.gov
Please include:

  • Full Name
  • District 2 Location
  • Email Address
  • Contact Phone Number

Recognition & Awards

  • All Participants will receive a Letter of Participation signed by Representative Maloy.
  • District Winning Speech will be read aloud on the U.S. House Floor in January 2026 by Representative Maloy — a once-in-a-lifetime honor.
  • Winner & Runner-Up in the district will be invited to present their speeches at the Utah State Capitol in January 2026.

Eligibility

Open to all Utah high school students in grades 9–12 who reside in or attend school in any of Utah’s Congressional Districts.  Questions? America250CM@mail.house.gov

For details on how to participate in districts outside of District 2, please contact the respective Congressional office for your Representative.

Sponsored by Utah U.S. House of Representatives

Published on

We are pleased to share that the school board has approved the creation of a Level Two Campus Safety Coordinator position. This new role offers a higher compensation and is designed to enhance our campus safety leadership structure.

  • Please note the following key details:
    • The Level Two position will count as one of the three existing Campus Safety Coordinator roles at each high school.
      • Each campus will continue to have a total of three Campus Safety Coordinators.
      • Human Resources Services (HRS) will post the position collectively for all high schools.
      • HRS will organize the interview process and form the selection committees. The committee will include one administrative representative from each high school.
      • The posting will be limited to current employees who are already serving as Campus Safety Coordinators.
      • We ask that you speak with your current Campus Safety Coordinators about this opportunity. HRS will also send a direct communication to all incumbents to ensure they are informed.
      • Thank you for your support in promoting this opportunity and helping us identify strong candidates for this important role.

Published on

Dear High School Team,

Thank you for your continued leadership and commitment to creating positive, safe, and inclusive school environments. As we begin the new school year, I would like to reaffirm and formally document our shared expectations related to Positive Behavioral Interventions and Supports (PBIS) implementation across our high schools.

These expectations have been reviewed and communicated previously through written correspondence and in multiple meetings. The following practices are essential components of our districtwide efforts to build a consistent and supportive culture across all secondary campuses:

  1. Hall Pass Protocols: Teachers will keep hall passes behind their desks so they are not immediately accessible to students.
  2. Classroom Dismissal: Teachers will not dismiss students early from class.
  3. Visual Expectations: Schools will hang visual behavior expectations in common areas to reinforce positive norms and support clarity for all students.
  4. Active Supervision: Teachers will be present in hallways during passing periods to promote school safety, foster positive interactions, and support a welcoming school climate. 

In addition, a small team comprised of school and district administrators will begin conducting PBIS walk-through observations to gather implementation data. These visits are intended to provide formative feedback and highlight areas of strength and opportunity. The observation tool is currently being finalized and will be shared with you in advance of any scheduled walk-throughs. Our collective goal is to ensure that expectations are being applied consistently and effectively, aligned with our district’s commitment to equity, inclusion, and student well-being.

Thank you once again for modeling the leadership and professionalism that make Salt Lake City School District a great place for students to learn and thrive. Should you have any questions or need support, please don’t hesitate to reach out.

Published on

Summary: The following information was provided to social studies teachers on 1.14.2025 to help them navigate topics that are, in Utah, deemed as “sensitive.” Our goal is to help teachers be able to navigate these topics in

classrooms if they are raised by students or encountered in classroom discussions.

Email

As social studies teachers, we know everything has a history. In learning social studies, part of our instructional practices call for teaching students to formulate and respond to compelling questions, conduct research, apply analytical thinking, and discern between valid and invalid sources as they seek to draw conclusions and formulate arguments about various current or historical topics. We know these are critical skills for an educated and civic ready citizenry, which is essential to sustaining our democracy.

We also recognize that today our students are savvy and care deeply about justice, and in response we provide students with valuable opportunities to explore topics compelling to them in an effort to help them better understand themselves and their communities. With

that said, as public school teachers, we are bound to follow Utah law. Our Board Policies are designed to capture the essence of the laws and inform what we must do to abide by Utah law.

This email is generated as a result of two laws: Utah Code Section 53G-10-402 and Utah Code Section 53G-10-403. I know you are not teaching health, sex ed, biology or the like, but since everything has a history, you may find that students choose to investigate a topic for a

history fair or civic action project that may be considered sensitive or unlawful according to Utah law.

What does this mean for you as social studies teachers? It means that if any instruction or information pertains to any of the sensitive topics listed in the law, I strongly encourage you to do the following:

  • Review our Board Policy I-7 regarding Curriculum and Instructional Materials

and Board Policy I-12 Human Sexuality Education to empower you with appropriate information.

$30/hour PD rate and receive 1 relicensure point for completing the course.

  • Confer with your school administrator letting them know what you are doing and

what, if any, topics might be deemed sensitive. Together, determine the parameters of the project so it stays within the boundaries of the law.

  • Keep parents informed and get appropriate parent permission prior to proceeding or allowing students to proceed with any topic deemed to be sensitive.
  • Plan accordingly. If student projects include any materials deemed sensitive under Utah law/Board policy, students are not allowed to share their projects with any other students. Students are not allowed to receive peer feedback or present their projects in any school or district venue. In these cases, what are your plans for student alternatives?
  • Please Note: Utah History Day (UHD) is aware of Utah Code and working to determine how that may affect student presentations during UHD contests.

Please be assured that this email is not meant to alarm you or stifle student learning or your instruction. It is merely meant to equip you with important information. If you have further questions, please refer to your administrator.

Published on

Due to the change of USBE’s competency-based systems and at the direction of USBE leadership, the Career and Technical Education (CTE) and Fine Arts teams were tasked with identifying natural alignments between CTE arts-based courses and the Fine Arts courses, endorsements, and core standards.

A multi-month alignment review identified significant overlap between the CTE arts-based standards and the Fine Art state core standards. Based on these findings, the following CTE courses may now grant Fine Arts Credit on a case-by-case basis, depending on student needs:

  • Commercial Art 1/2/3
  • Commercial Photo 1/2/3
  • Digital Illustration, Digital Media 1/2/Advanced
  • Digital Media Capstone
  • Graphic Print Design 1/2/3

CTE educator requirements: to grant this credit, CTE educators must have a secondary license and one of the following CTE endorsements:

CTE endorsements will be updated on July 1, 2025. CTE will offer different options to fulfill the requirements for the Associate Level of each endorsement. Fine arts teachers cannot be scheduled to teach these courses until they have the appropriate endorsements.

Resulting changes for students: this change provides our students with greater flexibility in fulfilling their

graduation requirements and allows them to explore their interests in both Fine Arts and Career and Technical Education – for these courses, credit can be granted depending on the student’s needs.

No other CTE courses are eligible for Fine Arts graduation credit. 

Questions? Laura deShazo, CTE Director

Published on

Dear Administrators,

I hope this finds you well. I’d like to kindly remind you of Board Policy G-10, which applies to all district facilities, and ask that this be communicated regularly to your staff to avoid any confusion or issues going forward.

Key Points of Board Policy G-10:

  1. Facilities Staff are the only district personnel authorized to perform maintenance, repairs, or alterations in and around school buildings.
  2. Teachers, staff, and administrators are explicitly prohibited from making any alterations, changes, or maintenance to rooms, spaces, or district facilities.
  3. Unauthorized Changes Will Be Restored:
    • If alterations or changes are discovered, the Facilities team will restore the affected area to its prior condition.
    • Costs for restoration (including materials, paint, and labor) will be charged back to the school.

It’s important to understand that repeated issues or further unauthorized alterations may result in additional costs to the school and responsible staff.

To avoid disruptions, please ensure all staff are aware of this policy and remind them that requests for any changes or maintenance must go through the proper channels by contacting the Facilities Department within Auxiliary Services. We appreciate your cooperation and support as we work together to maintain safe, efficient, and consistent learning environments across the district. If you have any questions or concerns, please don’t hesitate to reach out.

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