Skip to content

Category: Legal & Policy

Published on

ADMINISTRATIVE MEMORANDUM 

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

Purpose 

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

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

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

District Guidance 

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

  • Maximum reduction: The maximum attendance-based reduction is 10% of the student's final course grade. Teachers may establish a lower percentage but may not exceed 10%. 
  • Attendance threshold: A grade reduction may be applied only when a student has: 
  • Five (5) or more unexcused absences, OR 
  • Five (5) or more unexcused tardies. 

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

  • Excused absences: Grades may not be reduced because of excused absences. 
  • Course disclosure: Teachers who choose to use attendance-based grade reductions must clearly identify the practice in their approved course disclosure document. The disclosure must specify the percentage reduction that will be applied when a student meets the attendance threshold. 
  • Accurate attendance: All teachers are expected to take attendance accurately every period, every day, regardless of whether they use attendance-based grading. Accurate attendance is essential for student safety, state reporting, communication with families, and appropriate attendance interventions. 
  • Consistent implementation: Teachers who use attendance-based grade reductions must apply the practice consistently and maintain appropriate documentation identifying students who receive a grade reduction. This documentation supports transparency and equitable implementation. 
  • Timing of grade reductions: Parents and guardians have up to one week to excuse an absence. To allow sufficient time for attendance corrections and verification, attendance-based grade reductions should be applied only when quarter or term grades are finalized. 
  • Technology support: Information Technology is developing a standardized report to identify students who meet the attendance threshold. This report is expected to be available before the end of Term 1 and will provide schools with a consistent method for identifying students who may be eligible for an attendance-based grade reduction. 

Administrative Responsibilities 

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

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

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

Sample Course Disclosure Language 

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

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

Published on

Dear Title I Principals,

I hope you are off to a great start to the new school year. Thank you for your continued commitment to ensuring our Title I programs provide meaningful opportunities for family engagement and remain fully compliant with federal requirements.

To support a successful beginning to the 2026–2027 school year, please complete the following required Title I tasks by Friday, August 28, 2026. Completing these items early will help ensure your school is well prepared for the year ahead. If you need assistance at any point, please do not hesitate to reach out.

1. Plan and Hold Your Annual Title I Parent Meeting

For most schools, this meeting is held in conjunction with your Back-to-School Night.

Please ensure that:

  • The meeting date and time are posted on your school's website calendar as soon as possible.
  • Your presentation includes all required Title I information for families.
  • You customize the district : Title I Presentation Template by adding your school's name and any school-specific information.
  • Your completed presentation is posted on your school's Title I webpage on or before the day of the meeting.

For reference, you may also review the Backman Elementary 2024–2025 Title I Presentation as an excellent example.

Website Calendar Resources

2. Update Your Parent-School Compact

Please review and update your school's Parent-School Compact to ensure all dates and information are accurate for the current school year, including:

  • Parent engagement events
  • SEP/Parent-Teacher Conferences
  • Grading periods
  • Other school-specific information

You may use last year's compact as a starting point or begin with the district Parent-School Compact Template.

Once updated:

  • Post the compact in the Title I section of your school's website.
  • Share the compact during your Title I Parent Meeting and through other communication methods.
  • Encourage parents, staff, and students to provide feedback throughout the year.
  • Please note that signatures from parents, staff, or students are not required.

3. Review Your Parent and Family Engagement Policy

Please review your school's Parent and Family Engagement Policy to ensure it is current and accurately reflects your school's practices.

If revisions are needed:

  • Update the document.
  • Post the final version in the Title I section of your school's website.

Additional Information

All required templates and supporting documents are available in the District Document Center under the Title I folder.

Beginning August 27, our office will begin reviewing school websites to verify that these requirements have been completed. Please ensure all required materials are posted and finalized by Friday, August 28, 2026, to ensure compliance before the Labor Day weekend.

Thank you for your partnership and for the tremendous work you do each day to support students and families. Your efforts are critical to building strong school-home partnerships and ensuring the success of our Title I programs.

If you have any questions or need support, please don't hesitate to reach out.

I appreciate your leadership and wish you a successful start to the 2026–2027 school year.

Published on

Administrative Memorandum

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

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

Title IX Training

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

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

Available Title IX Training Sessions

July

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

August

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

G-19/G-20 Training

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

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

Available G-19/G-20 Training Sessions

July

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

August

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

Deputy Title IX Coordinator Information

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

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

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

Published on

March 2026

All:

As we have had several questions related to appropriate campaign activities on school property and during public school meetings, I have attached updated political activity guidelines for your review.  We have multiple contested board member seats in the upcoming election, so please ensure you are following board policy, district administrative procedures, and state law in your treatment of all candidates.

The guidelines are available: here.  Thank you for taking the time to ensure that all our stakeholders feel valued and respected as we move forward.

Best,

Kristina L. Kindl

General Counsel

Published on

From: Tiffany Hall

This information will be shared with teachers October 22, 2025. Please reach out if you have questions before that happens.

BACKGROUND

In 2025, the Utah State Legislature passed H.B. 104 Firearm Safety in Schools Amendments. This requires schools to provide an instructional session on firearm safety to students.

This instruction must be offered to students at least three times during grades K-6, once in middle school, and once in high school. The instruction must be age appropriate and developmentally appropriate for the students in the class.

In SLCSD, we will provide this lesson in grades 1, 3, and 5 and in middle and high school health classes. The reason we have assigned this to specific elementary grade levels and classes is so that we can track that the required instruction was provided.

This instruction will not include handling a firearm or having a firearm (real or model) in the classroom. The instruction will focus on ensuring students understand appropriate safety around firearms. Materials selected for this instruction are politically neutral and are available for parents to review online.

If parents do not want their student to participate in this lesson, they can opt their student out by completing returning the opt out form. They do not have to opt IN: they only have to opt OUT.

If opted out, the student must be provided with an alternate assignment in an alternate location, and their grade cannot be affected. For elementary, the lesson will probably between 15-20 minutes long. For secondary, the time may depend on what other appropriate health standards you choose to include.

REQUIRED STEPS

  1. Review the materials and video for your level.
  2. Choose a date you will plan to teach the lesson.
  3. At least two weeks before you teach the lesson, send the Parent Information letter home. Include the date you are teaching and the date the opt out must be returned.
  4. Make a plan for an alternate assignment and location in case it’s needed.
  5. Collect all opt out forms. After the lesson, have your administrator store them for the school year.
  6. Teach the lesson.

RESOURCES

Located in the District Document Center > Teaching & Learning > Firearm Safety Resources

Elementary – National Crime Prevention Council (Officer McGruff)

  • Grade 1: Molly’s Mischief
    • Parent form (Translations to major languages are currently in process. They will be added to the file as they are completed. Please contact Ms. Lowery if an additional language is needed.)
    • Video embedded on PPT
    • Teacher guide
    • Student activity sheet
    • Safety poster
    • Post-lesson recap for parents (currently only in English, TBD for other languages) 
  • Grades 3 and 5: Not Cool, Kyle
    • Parent form (Translations to major languages are currently in process. They will be added to the file as they are completed. Please contact Ms. Lowery if an additional language is needed.)
    • Video embedded on PPT
    • Teacher guide
    • Student activity sheet
    • Safety poster
    • Post-lesson recap for parents (currently only in English, TBD for other languages)

Secondary – Utah Attorney General’s Office

  • Parent form (Translations to major languages are currently in process. They will be added to the file as they are completed. Please contact Ms. Lowery if an additional language is needed.)
    • Video embedded on PPT
    • Teacher Lesson Plan
    • Student handout (two colors)
    • Safety poster (two colors)

QUESTIONS

  • Check with your administrator
  • Teams or email Katie Lowery, Health and PE Specialist
  • Teams or email Tiffany Hall, Teaching & Learning

NEXT STEPS

If you would like to suggest a different curriculum, please contact Ms. Lowery and Dr. Hall for district-level review.

Published on

STUDENT SERVICES NEWS

Monthly Newsletter September 2025

Happenings

  • September is Suicide Prevention Month Please share the Parent Guidance Mental Health Series resource with parents: including  Parent Guidance Online Mental Health Newsletter  and  "What Parents Need to Know about Suicide Prevention"
  • Thank you to the schools that have already scheduled and implemented regular mental health meetings!
  • Anti-Harassment/Anti-Bullying Student Training is being facilitated by school counselors now through October 1st. The Procedures for Training and Reporting are in the Document Center.
  • All Schools will receive $1000 for Suicide Prevention. Admin, please support implementation of the suicide prevention program at your schools and ensure these funds are being utilized to strengthen it.
  • Insight The Prime for Life and Guiding Good Choices schedule is now available. To see the schedule and register please click here 
  • Peer Court begins on October 6th. Referrals can be submitted here.  
  • Optional Admin/SRO Gun Safety and Active Shooter Training at East High School Library September 26th from 9:00am to 3:00pm RSVP HERE
School Counselors
Student Services Meeting (Virtual) September 17 from 9-12.  All Counselors, Social Workers, Nurses and McKinney Staff attend. Admin are always welcome.

Agendas and resources: Student Services Meetings 2025-2026  

Secondary Counselor Program: 
• All Secondary Counseling Programs will be reviewed by USBE this Spring to ensure adherence to state counseling standards. This program review nets counselor support budgets at secondary schools.
• On-Site Review Performance Evaluation  Data Project Reports  Counselors must present data projects during a staff meeting. If presentations did not occur last Spring, please schedule asap.
• Updates and Essentials Training  All secondary administrators who have not completed this USBE school training within the past six years must complete the course asap. Documentation of completion will need to be provided to the state in March.

Elementary Counselor Program:
• Elementary Counselor folder for resources, training materials, and PowerPoints from elementary counselor breakout sessions of Student Services meetings.
• Bullying One-Sheet outlines anti-bullying and anti-harassment policies and provides resources to families
• Utah Crisis and Suicide Prevention Resources Submit G19-20 documentation by Oct. 1 to this Microsoft link
• Elementary Counselors submit monthly data using this Microsoft form • Elementary Counselor Annual Task Organizer
• SLCSD Elementary Counselor Handbook
• Revised Counselor ECAP and Observation Tool

Helpful Links:
3rd Millennium Substance Violation Option for Secondary Students
Counselor Handbooks
Counselor Document Center
Utah College Application and FAFSA Resources
Digital Awareness: Classroom Curriculum
District Social Work and Mental Health Partnerships
Social Work Services 
• We are excited to welcome Andrea Carrizo, Annie Romano, Haref Montalvo, Jessica Carpenter and Yvette Orr to our team!
• Social workers are conducting mental health screening at all school sites.
• Thank you to the schools that have already implemented and scheduled regular mental health meetings!

Odyssey House
• Salt Lake City School District partners with Odyssey House to provide free school-based therapeutic services to students at East, Highland, Horizonte, Backman and Parkview.

Helpful Links:
Mental Health Screening
Parent Guidance Mental Health Series
Social Work Handbook    
Health Services
Important items this month:
• Vision Screening starts on September 16, 2025.
• CPR/AED/Narcan training continue to be offered once a month at the district office building.  If you would like to be certified or your certification has expired, sign up for a class.
-Remember, schools must have at least three front office staff CPR certified to have an AED in the school.
--Elementary: Kinder, 1st, 2nd, 3rd, 5th and special request.
--Middle: 7th grade and any special request.

Helpful Links:
How to access Healthcare Plans
Sick Room Protocol
Guidelines for Illness
Health Services School Assignments and Resources
McKinney Vento
Important items this month:
• Welcome Cisco Ramos our new McKinney Team member
• Housing Questionnaire: This form activates supports for qualifying students. Email completed forms to Becky Baskett and Mike Harman
- See District Documents Center for translated forms.
- See McKinney List in PowerSchool: homeless_code>0 - If students you know qualify and are not on the list, complete the Housing Questionnaire link above
• Reminder: McKinney-Vento eligible students can enroll without proof of address, immunization records, and/or birth certificate
• Reach out to the McKinney Vento team for student support, questions and/or staff training.

Helpful Links:
McKinney Vento Resources  
School Resource Officers
Important items this month:
If you need an SRO for any reason:
• Call your school assigned SRO (if no response)
• Call Sgt. Doug Teerlink 385-228-8072 (if no response)
• Call dispatch for non-emergency 801-799-3000
• Call 911 in an emergency
• Peer Court
• Promising Youth Gang Prevention and Intervention Contact Krystyn Stargel 385-312-3104 regarding referrals or click links below.

Helpful Links:
SRO School Assignments
Promising Youth & Promising Youth Referral
Peer Court Referral            

Published on

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

Board Policy S-4 states:

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

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

Please follow the updated procedures below:

1. General Education Students

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

2. Special Education Students

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

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

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

Key Reminders

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

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

Published on

Summary:

During the annual Administrator Institute in July 2025, all administrators received an update on legislative changes, including new requirements related to toilet training.

The updated guidance is:

  • Schools must provide educational services to any student removed from school because of toilet training while they are at home.
  • Students may return to school for their Special Education minutes during the time they are working on toilet training at home.

During the elementary session, administrators asked the following questions. Responses are summarized below:

  • What if a student has a documented medical issue on a 504 plan, or toilet training concerns are part of an IEP?
    The student would not be removed from school. Appropriate accommodations would be made.
  • Can students have a goal on their IEP for toilet training?
    Toilet training goals can be written into an IEP if the toileting issue is directly related to the student’s disability and is necessary for their access to education (often as a functional or transition goal).
  • Can a student qualify for an IEP if they are not toilet trained?
    No. Toilet training by itself is not a disability. A student cannot have an IEP with a goal that is only toilet training.

If toileting concerns are developmental (a child is simply late in training) but not tied to a qualifying disability or medical condition, then it would not meet the threshold for IEP elibility.

In these cases, general education strategies and family support would be the avenue, not a formal plan.

Rationale:

H.B. 233 — School Curriculum Amendments prohibits local education agencies (i.e., public schools) from using or allowing health-related instruction or materials provided by entities that perform elective abortions. That includes materials created, funded, or donated by those providers, as well as any instruction delivered by their employees or volunteers.

SLCSD had approved several presentations from providers that are no longer permissible. The new Health curriculum will help support teachers in designing their instruction in Health I and Health II.

Expectations for Implementation: 

  1. Communication: 
  • Please make sure appropriate teachers and staff are aware.
  1. Collaboration: 
  • Contact Erin Anderson with questions.

Keywords:  Toilet training 

Published on

Principals,

Each year you should designate one member of your faculty to act as your school's Positive Behavior Specialist. This person will oversee your school's Positive Behavior Plan to address the causes of student use of tobacco, alcohol, electronic cigarette products, and other controlled substances as required by Utah law. This person should be a school counselor or teacher-leader as they qualify for a stipend to compensate them for this work. 

Please submit the name of your school's PBS to Alli Martin (allison.martin@slcschools.org) by August 22, 2025.

Thank you,

Alli

Alli Martin, Ed.D. (she/her/hers)

Director of Social-Emotional Learning (SEL) and Prevention Services

Salt Lake City School District

Office: 801.578-8137 

www.slcschools.org 

Follow the district: Facebook | Instagram | Twitter  

Excellence and Equity: every student, every classroom, every day

Published on

Good Afternoon Administrators!

I'd like to extend an extra special welcome to all new administrators joining SLCSD this year. I am an education specialist in HRS, and the focus of my job is pre, new, and early educators. This email is to explain the process regarding pre-educators that spend time in our district.

We LOVE hosting student teachers, practicum students and interns! Especially since we have wonderful educators and students to learn from. SLCSD receives requests from several of our state colleges and universities as well as some online programs to place their students in our schools. HRS has worked with these institutions in developing MOUs and a placement process to ensure the success of all involved with this collaborative effort. 

The placement process starts in HRS with receiving requests from mostly placement coordinators. I also get requests from instructors, cohort leaders, and students themselves. This all depends on our arrangement with each institution. When you receive a placement request for observations, practicum or field hours, or student teaching, please direct the requester to contact me directly. After the details of the placement are reviewed, I will facilitate that placement with a school administrator before anything is confirmed. 

For internships, usually in school counseling or administration, there is an application and screening process. This would include anyone interested in fulfilling internship requitements for licensing, even current employees of SLCSD. You can also direct those individuals to me and I will provide them with next steps. 

If you have any questions or concerns, don't hesitate to reach out. I'm here to help! I look forward to collaborating with each of you this year in various capacities. 

Kellie May, M.Ed. (she/her/hers) 

Education Specialist - Mentors/Alternative Pathway to Professional Educator License (APPEL) / Grow Your Own (GYO) / Pre-service Educators  

Salt Lake City School District 

2019 Utah Teacher of the Year   

Office (801) 578-8215 

https://www.slcschools.org/departments/human-resource-services

Follow the district: Facebook | Instagram | Twitter 

Excellence and Equity: every student, every classroom, every day 

Protected By
Shield Security