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Category: High School Information

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Title:                    High School Physical Education Credit for UHSAA Approved Sports

Date:                   October 9, 2026

To:                         High School Administrators

From:                  Katie Eskelson-Ieremia, District Academic Records Specialist

                                Dr. Tiffany Hall, Executive Director

Subject:            Physical Education Credit for UHSAA Approved Sports

Purpose

Students who participate in Utah High School Activities Association (UHSAA) sanctioned sports, excluding esports, may earn Physical Education (PE) credit through their athletic participation. This includes participation in UHSAA Unified sports, such as Unified soccer and Unified basketball.

Eligible athletic participation may fulfill requirements for Participation Skills and Fitness and/or Lifetime Activities, depending on the student's remaining graduation requirements. Athletic participation does not replace the required Fitness for Life course.

The purpose of this memo is to clarify credit eligibility and establish a consistent process to ensure that all eligible students have equitable access to PE credit earned through athletic participation.

Credit Eligibility

Students may earn PE credit for completing full seasons of eligible UHSAA sports according to the following guidelines:

Athletic ParticipationPE Credit
One complete season of an eligible sport0.25
Two complete seasons of the same sport0.50
Two complete seasons of a second, different sportAdditional 0.50
Maximum credit through athletic participation1.00
  • Students may earn a maximum of 0.50 credit for participation in any one sport.
  • Students must participate in at least two different sports to earn the full 1.00 credit
  • Credit may be applied to Participation Skills and Fitness (PSF) and/or Lifetime Activities (LA), as determined by the student's graduation needs.
  • All students must complete Fitness for Life independently of any athletic participation credit.

Process for Awarding Credit

Traditionally, coaches or athletic directors provide team participation records to school counselors so that eligible PE credit can be added to student transcripts. However, students may not always receive credit when participation records are not submitted or school personnel are unfamiliar with the process.

To ensure equitable access, students may also initiate the credit-awarding process using the Application for Demonstrated Proficiency for Physical Education Credit, available on the district's Physical Education and Health webpage.

Students whose participation has already been verified and credited through the school's established process do not need to submit an additional application.

Step 1: Student Application

The student completes the application, documents the eligible sports seasons, and obtains verification from the coach and/or athletic director.

The completed form must be submitted to the school counselor no later than April 30 of the student's senior year (grade 12). Students are encouraged to request credit as they complete eligible seasons rather than waiting until graduation.

Step 2: Counselor Review

The school counselor will:

  • Review the student's transcript and verified athletic participation.
  • Confirm the amount of eligible credit, ensuring that duplicate or excess credit is not awarded.
  • Determine whether credit should be applied to Participation Skills and Fitness and/or Lifetime Activities.
  • Approve the appropriate credit for the registrar to record.

Step 3: Registrar Documentation

The school registrar will:

  • Record the approved credit on the student's transcript at 0.25 credit per eligible season, using the district's designated course and grade-entry procedures.
  • Maintain a scanned copy of the completed, signed application as part of the student's academic records.

State Rule and District Procedures

Utah Administrative Code R277-700-6(15)(b) permits local education agencies (LEAs) to award up to 1.0 PE credit for team sport or athletic participation, with LEA approval, to replace Participation Skills and Lifetime Activities requirements. The rule limits credit to 0.50 per sport.

SLCSD implements this provision by awarding 0.25 credit per completed season, up to the established maximums described above.

Athletic participation credit does not fulfill the Fitness for Life requirement.

Expectations for Implementation

To ensure consistent implementation across high schools:

  1. School Administrators: Share this memorandum with counselors, athletic directors, coaches, and other appropriate staff.
  2. District Athletic Activities Program Supervisor: Review the process and application with school athletic directors.
  3. School Athletic Directors: Communicate the process to coaches and student-athletes and support verification of athletic participation.
  4. District Counseling Team: Review the process during a monthly counselors' meeting and include the application and instructions in counselor resources.
  5. District Teaching and Learning: Maintain the application on the district's Physical Education and Health webpage.

District Collaboration: Nomani Satuala, District Athletic Activities Program Supervisor

Keywords: Physical Education, PE Credit, UHSAA Sports, Unified Sports, Lifetime Activities, Participation Skills and Fitness, Demonstrated Proficiency

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To:      Athletic Directors, Coaches, Activities Advisors, and Booster Club Leaders, East, Highland, and West High Schools

From: SLCSD Purchasing Department and Athletics & Activities

Date: 10/9/26

Thank you for all you do to support our student-athletes and activities programs. We're writing to share information about the District's partnership with BSN Sports and adidas America, Inc., and to explain how it affects purchases of team gear, so that everyone has clear, consistent guidance.

About the Partnership

The agreement was awarded through a formal, competitive process led by the Purchasing Department and is governed by State of Utah Contract #MA4120. It began as a proposal from Highland High School's Athletic Director, was shared with the Athletic Directors at East and West, and moved forward only because all three schools agreed.

The agreement brings real benefits to our students and programs, including up to $1,400,000 in BSN/Adidas products or promotional funds over the initial term, annual spend rebates of up to 10%, additional promotional merchandise, and branding, facility, and professional development support. In exchange, the District has committed to exclusive use of BSN/Adidas for team competition gear. When we all follow the guidelines, every school and program benefits.

What Is Required

Competition gear must be purchased through BSN Sports. This applies to any size order and includes:

  • Team uniforms
  • Team travel gear worn to or from competitions, such as bags, warm-ups, hoodies, and sweats
  • Apparel or gear worn or displayed during competition, on the sideline, or on the bench

Teams must wear Adidas during competition. This applies to all varsity and sub-varsity programs. It also applies whenever the District, a school, a booster club, a parent group, or an outside donor provides branded apparel, footwear, or accessories for a team. Lacrosse, hockey, and swim programs may use non-direct-competitor brands for competition uniforms. No other brand's name or logo may appear on competition uniforms or apparel, apart from Adidas, the school or District, or an approved athletic conference.

What Is Encouraged but Not Required

The following items do not have to be purchased through BSN/Adidas, but we strongly encourage it, because those purchases help earn additional gear, uniforms, and benefits for our schools:

  • General team T-shirts and spirit wear for fun runs, 5Ks, and other one-time events
  • Practice gear and workout gear
  • Footwear, unless purchased by the team for use during competition, on the sideline, or on the bench
  • Staff and coach apparel, and items for booster clubs, club sports, and intramural programs

BSN can also provide custom or decorated apparel and footwear from other brands, offered at team discount pricing.

A Few Helpful Reminders

  • Please check before you buy. If you're unsure whether an item is covered, contact your coach, Athletic Director, or SLCSD Athletics & Activities before purchasing.
  • Donations and outside purchases. Before accepting donated or independently purchased uniforms, warm-ups, or spirit wear, please confirm with SLCSD Athletics & Activities that they comply with the agreement. Required competition gear should not be purchased from other manufacturers, local screen printers, or online retailers without prior written approval from Athletics & Activities or Purchasing.
  • Footwear exceptions. These may be considered case by case with prior written approval from Purchasing, so please ask before purchasing.
  • Ordering process. Orders are placed through each school's assigned BSN representative, along with a BSN quote, a School Treasurer's Purchase Request, and an approved Purchase Order. Your coach or Athletic Director can guide you through these steps.
  • BSN Rewards. SLCSD Athletics & Activities manages these funds, so schools should not redeem or apply them independently.

Why Every Purchase Matters

Even small orders count toward the District's exclusivity commitment. Purchases made outside the agreement can reduce the rebates and promotional merchandise available to all three high schools. Following the guidelines helps keep those benefits flowing back to our student-athletes.

We're grateful for your partnership, your generosity, and your enthusiasm for our teams. If you have questions, please reach out to your school's Athletic Director, SLCSD Athletics & Activities, or the Purchasing Department. We're happy to help.

Cc:  Parents and Guardians of Student-Athletes

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SALT LAKE CITY SCHOOL DISTRICT

Office of School Leadership and Support

MEMORANDUM

TO:                           High School Administrators (Principals and Assistant Principals)

FROM:                    Office of School Leadership and Support

DATE:                      September 30, 2026

RE:                           Fundraiser Approval Process — Procedures and Responsibilities

This memo outlines the district’s fundraiser approval process under Board Policy G-27 (Fundraising Activities) and Board Policy I-16 (Clubs), and summarizes each stakeholder’s responsibilities. It applies to every school-sponsored fundraiser, and it includes the additional review step that applies at the high school level. Please share this memo with advisors, coaches, and club sponsors at your school, and route questions about specific requests to your Area Director.

Three flowcharts are attached — one each for coaches, club sponsors, and parents or community members — along with the full district checklist they are built from. Coaches and club sponsors should keep their flowchart on hand when planning a fundraiser; front-office staff may find it useful to share the parent version with families who have questions.

THE APPROVAL PATH

Every request moves from the advisor (adult faculty/staff) to the Area Director for final approval, with parents notified twice along the way. At high schools, the Athletics and Activities Supervisor reviews the request before the Area Director grants approval.

1.  Advisor submits in SuccessFund. The teacher, coach, or club advisor identifies why the school is fundraising and exactly what the funds will be spent on, confirms the request is an allowable purpose, and submits the request through SuccessFund.

2.  Principal reviews. The principal checks the request against law, board policy, and school procedures, confirms it does not put students at risk of injury or the school at risk of financial loss, and confirms equitable benefit for male and female student athletes where Title IX applies. If appropriate, then the principal approves.

3.  Athletics and Activities Supervisor reviews (high schools only). This review sits between the principal and the Area Director and applies to every high school request, not only athletics fundraisers. After vetting the request, the Activities Supervisor submits the request to the Area Director.

4.  Area Director give final approval to fundraiser applications. Advisors may appeal a denied or limited fundraiser to the Executive Director of School Leadership and Support (EDSLS), whose decision is final.

5.  Fundraiser runs; evaluation submitted. After the fundraiser ends, the advisor submits Form G-27: Fundraising Evaluation to the principal.

PARENT NOTIFICATION

All parents of participating students are notified twice about the requested fundraiser: At least 30 calendar days before the event, when the fundraiser is proposed, and again at least 15 calendar days before the event, once it is approved, with the type of activity, what the funds will buy, and the estimated time commitment.

SCHOOL AND STUDENT CLUBS (POLICY I-16)

School (curricular) clubs are eligible to use school-sponsored fundraising and a school financial account. Student (noncurricular) clubs cannot take part in school-sponsored fundraising; they may raise funds independently but must state in writing, in all materials, that the club is not school-sponsored. If a fundraiser is tied to club membership, parents/guardians must sign the district-approved parental consent form granting permission for their child to participate.

PRINCIPAL RESPONSIBILITIES

  • Set school-specific fundraising procedures and a yearly cap on school-wide or group fundraisers.
  • Review each request for compliance with law, board policy, and these procedures.
  • Confirm the request does not put students at risk of injury or the school at risk of financial loss, and confirm Title IX equity for athletics.
  • Approve, then forward to the Athletics and Activities Supervisor and the Area Director.
  • Give written permission if a group wants to pre-pay for resale merchandise.
  • Review fundraising account balances with each activity’s sponsor every year.
  • Charitable fundraisers: work with the School Community Council on charity selection, confirm the charity is a 501(c)(3) in existence 5+ years, and obtain the superintendent or designee’s approval before any funds are collected. Only one school-wide charitable fundraiser is allowed per year.
  • Clubs: give the School Community Council an annual report on authorized clubs, including additions and drops, and apply bulletin board, PA system, and newspaper access equally to all student clubs.
  • Ensure that the supporting materials are posted via websites, newsletters, other appropriate avenues for access by the school community.

NEVER APPROVABLE

Any of the following is an automatic red flag and should not be approved:

Raffles of any kind — illegal in Utah
Door-to-door fundraising to strangers
Required individual fundraising or fundraising quotas
Funding textbooks, supplies, regular home-to-school transportation, or building or classroom construction
Bonuses, compensation or gifts to coaches or staff from fundraising proceeds
Publicly posting individual student fundraising performance
Unapproved crowdfunding or online platforms
Missing instructional time to fundraise

In addition, if an outside organization is collecting funds from an illegal activity (e.g. a raffle), the school cannot accept funds from that fundraiser.

KEY FORMS AND REFERENCES

Form or PolicyUsed For
Form G-27: Fundraising ProposalSubmitting a new request in SuccessFund
Form G-27: Fundraising EvaluationReporting after the fundraiser ends
District list of approved digital fundraising platformsAny third-party or online fundraising, including crowdfunding
Board Policy G-3 (Wellness)Food-sale fundraisers
Board Policy S-10 (Student Fees and Fee Waivers)Fee-related fundraising
USBE Fundraisers: Guidance Document on School FeesRequired vs. voluntary fundraisers
Board Policy I-19 (Overnight and Extended Trips)Travel fundraising
Board Policy C-4 (Community Use of Facilities)Personal fundraising using school facilities

OTHER LINKS

Questions about a specific request should go to your Area Director. Questions about these procedures generally may be directed to the Office of School Leadership and Support.

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ADMINISTRATIVE MEMORANDUM 

To: Secondary School Principals and Teachers 
From: Dr. Bri Conley, Director of Educational Equity & Access 
Date: September 10, 2026 
Subject: Attendance-Based Grade Reduction Update 

As we have begun implementing the new attendance law, we have learned that schools are not coding tardies consistently across the district for students who arrive late or tardy (excused or unexcused). This means that your tardy data may not be correct for the purpose of calculating student grades for teachers who choose to apply the new attendance-based grading policy.  

To ensure fairness and equity for all students, we will not use unexcused tardies as a basis for grade reductions until there is consistent implementation across the district. If teachers choose to implement attendance-based grade reductions, they can only use unexcused absences at this time. 

Over the next several weeks, we will work with schools to establish a consistent districtwide process for recording tardies and office-excused arrivals, provide training on attendance coding, and improve procedures for documenting school-related activities, athletics, testing, and other approved absences that may be updated after the fact. 

Thank you for your patience as we navigate this new requirement together. Our goal is to ensure that any attendance-related grade reductions are based on accurate, consistent data and applied equitably to all students. 

Published on

Date: September 18, 2026 

To: Secondary administrators 

From: Dr. Tiffany Hall, Executive Director  
Teaching & Learning 

Subject: Information about class taking patterns 

Summary: 

Utah schools are committed to providing students with broad and equitable access to educational opportunities. Utah Administrative Rule R277-707 specifically provides that schools may consider academic readiness but may not require students to complete prerequisite courses before enrolling in Advanced Placement (AP) or International Baccalaureate (IB) courses. The rule also prohibits schools from using grades, assessment scores, grade level, teacher referral, or participation in an honors or college-preparatory course to deny access to these programs. 

This restriction applies specifically to accelerated academic programs, but it demonstrates that students’ opportunity to participate should not depend only on having completed a specific prior course. 

Some courses are intentionally sequential because the content builds from one course or grade level to the next (e.g., Secondary Math I, II, III). Other specialized courses—particularly advanced performing ensembles—may require students to demonstrate that they have the skills needed to participate successfully. An audition or skills demonstration is different from a prerequisite course. 

A prerequisite requires a student to have enrolled in or completed a particular course. An audition assesses the student’s current skill level and readiness, regardless of how the student developed those skills. 

Auditions may be appropriate for advanced orchestra, band, choir, dance, theatre, or other performance-based courses in which students must work together at a particular level. An audition may evaluate: 

  • Current musical, technical, or performance skills 
  • Readiness for the rigor and pace of the course 
  • Ability to perform the literature, repertoire, or skills required 
  • Ensemble balance or instrumentation needs 
  • Safety considerations associated with the activity 

A student should not be required to complete a particular previous course before auditioning. Students may develop the necessary skills through school courses, private instruction, community programs, independent study, or personal experience. 

To support equitable access, an audition or skills-based placement process should: 

  • Be open to all otherwise eligible students 
  • Measure skills directly related to the course 
  • Use clearly communicated and consistently applied criteria 
  • Provide appropriate accommodations for students with disabilities 
  • Avoid criteria based primarily on prior enrollment, teacher recommendation, or access to private instruction 
  • Provide students with placement information and, when possible, guidance about other opportunities for continued growth 

The purpose of an audition is not to restrict access. It is to place students in an instructional setting where they can participate meaningfully, develop their skills, and contribute successfully to the ensemble or program. 

Rationale:  

Utah administrative rule R277-705 and R277-707-4 

Keywords: 
Audition, prerequisite, course sequence 

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. 

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

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