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LETTERS FOR LEADERSHIP
ADMINISTRATOR NEWSLETTER  |  Volume 18, Edition 5
 
Announcements
SLCSD Priorities 2026-27  - Our top priorities highlighted from our strategic plan for student success. (Draft only!!)
Common Expectations – Administrative guiding document for 26-27 school year.
October Cultural Calendar – Record of cultural observances for October
CELEBRATIONS – Please send to leeson.taylor@slcschools.org or angelina.tovar@slcschools.org by Wednesday at 5:00 PM.
West High JROTC Orienteering Celebration
We are proud to share another outstanding accomplishment from our West High students. Our Navy JROTC Orienteering Teams competed at the 2026 Utah JROTC Orienteering State Championships and earned 1st place in every team division: Boys’ Varsity, Girls’ Varsity, Boys’ Junior Varsity, and Girls’ Junior Varsity.
In addition, West cadets earned individual 1st-place finishes in Boys’ and Girls’ Varsity and Boys’ Junior Varsity. Please join me in celebrating our cadets and this remarkable achievement. A special thank you to our JROTC leaders, Jonathan Kehr and Julio Gonzales, for their leadership, support, and commitment to our students.
Bonneville Elementary School
Let’s join the Bonneville Elementary School family in celebrating Kindergarten Teacher Courtney Lee.  She was recently recognized by the Utah Education Association with the Excellence in Education Award.
ALL ADMINISTRATORS – Items for all building level administrators
DEADLINES
Final 26-27 Principal Tackle List-September​
2026-27 October Principal Tackle List-Final​​
ACTION ITEMS
Laptop Cart Placement – Classroom laptop carts should not be located next to the door whenever possible.  This presents a safety risk in the event the cart catches fire and may also be a tripping hazard as staff and student enter and exit the classroom.  Thank you for cooperation.
Registration and Participation in SLCSD 2026-2027 Science and Engineering Fairs – The  Salt Lake City School District, in partnership with the Salt Lake Education Foundation, will host the SLCSD Science and Engineering Fair February 1-5, 2027.
Attendance-Based Grade Reductions Report and End of Term Process – For teachers who have elected to use attendance-based grade reductions under HB 502 and have included this practice in their approved course disclosure, IT has developed a report to support implementation.
 INFORMATION ITEMS
T&L Instructional Observation & Calibration Walks – Instructional Observation & Calibration Walks will provide principals with regular opportunities to visit classrooms, observe instructional practices, and engage in meaningful professional dialogue with colleagues.
Reminder:  Truancy and Compulsory Education Process Guidance – During the July 2026 Administrator Institute, administrators received training on attendance interventions, chronic absenteeism, in-school truancy, and truancy procedures. This memo serves as a reminder of the formal truancy and compulsory education process.
Office Hours for Assessment and Evaluation starting Oct 30, 2026:
FRIDAYS BETWEEN 2PM – 4PM 
AVAILABLE IN PERSON AT THE DISTRICT OFFICE or Dedicated Teams Channel
Staff members can answer questions about assessments, help students understand data, and lead discussions to connect student assessment to Tier I instructional choice. Staff will answer questions, help find resources, and set up consultations.
Teacher Growth Reports: updated reports with SGP from USBE will be available in the DDC Assessment & Evaluation School Folders by Monday of next week. 
SPED EXTRA - Celebrations, initial referrals, staffing allocation process, safety care training, and more.
High Leverage Practices Course
The High Leverage Practices Course has just undergone a significant update and is available for enrollment again! High-leverage practices are the foundational, research-based instructional behaviors that effective K-12 educators use to optimize student engagement, streamline classroom management, and significantly accelerate academic outcomes. This course moves theory into highly actionable classroom practices and strategies designed to support diverse learner profiles across all learning environments. It is a self-paced, asynchronous course that earns 2 USBE credits. It’s a great way to focus your coaching work for teachers, and there are also microcredentials associated with this course. Please share with your teachers.  For more information, contact katie.hill@schools.utah.gov.
Nov. District Attendance Rivalry Challenge.pdf – This is the November attendance newsletter.
Roving Substitute Guidelines -- The purpose of this memo is to provide information regarding the current situation and guidance moving forward to address the needs of support staff (specifically, special education paraprofessionals and PE instructors) and the increased substitute expense.
WPAD Order Information – Guidance regarding wearable panic devices.
USBE Updates
USBE School Leadership Update – Update for admin from USBE
School LAND Trust – The Utah State Board of Education approved amendments to School LAND Trust Program rules on October 1, 2026. The amendments are expected to take effect in early December, pending completion of the state rulemaking process.
USBE is offering training for School Community Councils.  Please share the information found here with your school’s SCC Chair.
Fall 2026 Math in Utah Newsletter
SEOP Newsletter – Information for statewide online education program
USBE October Attendance Newsletter – USBE Attendance information for the month of October.
 
HIGH SCHOOLS – Items for high school administration
DEADLINES
ACTION ITEMS
Updated 2027–28 Master Schedule Timeline – This memo shares the updated timeline for building 2027–28 master schedules. The timeline has two goals: to build master schedules that prioritize students' needs and interests, and to reduce the confusion, frustration, and long waits that students and families have experienced while schedules are finalized in the fall. 
It's that time of year again! Under S-10: Administrative Procedures, secondary school SCCs need to review their full school fee list by the end of November, so please make sure fees are on your upcoming SCC agendas.
A few reminders as you plan:
Any new fees or changes to current fees must be discussed in at least two SCC meetings before you move a recommendation forward.
Per the AP, recommendations are due to the Executive Director of School Leadership and Support by January 31; so, please submit your recommendations to your area director by January 16. Each request should list the current fee (if any) and the requested fee, include a rationale for any new fee or increase, and be signed by you and your SCC chair.
Fees can't be more than the actual cost of the activity, course, or program, and one fee can't be raised to cover another.
High school principals: as you review, please think specifically about whether we should increase uniform fees and whether playoff costs (travel, etc.) should be added to your spend plans. Emily and Nomani would appreciate your input on both. We've linked the S-10 AP here for reference. Let your area director know if you have any questions.
INFORMATION ITEMS
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.
Our BSN Sports / Adidas Partnership: What Families, Coaches, and Boosters Need to Know – 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.
High School Physical Education Credit for UHSAA Approved Sports – 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.
MIDDLE SCHOOLS –Items for middle school administration
DEADLINES
ACTION ITEMS
Updates 2027-28 Master Schedule Timeline -- This memo shares the updated timeline for building 2027–28 master schedules.
INFORMATION ITEMS
ELEMENTARY SCHOOLS – Items for elementary school administration
DEADLINES
ACTION ITEMS
INFORMATION ITEMS
Individualized Reading Plans Available in PowerTeacher – The individualized Reading Plan (IRP) system is now operational and available through PowerTeacher. K–3 teachers can begin using the system to create and maintain IRPs for students who require a plan under SB 241.
Every year, 5th grade students and teachers have the opportunity to travel to Abravanel Hall and hear the Utah Symphony perform.  This year, the dates for those concerts include:
Feb 22 at 10 AM – 1800 seats available
Feb 22 at 11:30 AM – 300 seats available
Feb 23 at 10 AM – 760 seats available
Feb 23 at 11:30 AM – 400 seats available
Please have your 5th grade teachers reach out to Amy Burris with the date your school would like to attend no later than October 15, 2027.  She will arrange and pay for transportation.  This is a unique opportunity for your students because Utah is one of only 17 states with a full-time symphony orchestra in the nation.  Plus, this is completely paid for through our state legislature.  Please contact Amy right away.
If you'd like more information about this opportunity, you can access this link:  https://utahsymphony.org/education/teachers/
Thanks, and Happy Listening 🙂
LEADERSHIP CORNER
SLCSD/School Leadership Alliance(SLA) Overview – Scope & Sequence for this year’s joint sessions for principals.
Accountability Terminology
Exemplary
Meaning: Performance significantly exceeds expectations.
The school demonstrates a high level of performance in the applicable accountability indicators. Student achievement and growth are strong, and evidence indicates that the school is providing effective and equitable educational opportunities.
Commendable
Meaning: Performance meets expectations and demonstrates notable strengths.
The school demonstrates satisfactory to strong performance across relevant measures, with particular strengths in academic achievement or student growth and adequate performance in other required areas.
Typical
Meaning: Performance generally meets basic expectations.
The school demonstrates adequate performance in key accountability measures, although achievement, growth, or equitable outcomes may vary across indicators or student groups.
Developing
Meaning: Performance is below expected levels in important areas.
The school demonstrates developing performance on one or more accountability measures and needs focused attention to improve student achievement, growth, or equitable educational opportunities.
Critical
Meaning: Performance is substantially below expected levels and requires significant improvement.
The school has serious needs in one or more accountability measures. Results signal the importance of targeted support, analysis of root causes, stronger implementation of effective practices, and close monitoring of student outcomes.
Educational Leadership Terminology
Quick fixing – Jumping into solutions instead of listening.
Steam Rolling – Monopolizing the dialogue without regard for others’ input.
Box Checking – Going through the motions without genuine care.
Cherry Picking – Only hearing what confirms your own view.
Dignity Documents
The 10 Elements of Dignity
The 10 Temptations to Violate Dignity
RESOURCES AVAILABLE FOR SCHOOLS FROM DISTRICT DEPARTMENTS
Assessment Essentials
SPED Scoop – Special Education Newsletter
Student Services Resources
Student Services October Newsletter
Teaching & Learning
Salt Lake Education Foundation
School Leadership & Support
Administrative Memos
CTE_Teachers SharePoint: https://slcsd.sharepoint.com/sites/CTE_Teachers
*Unless otherwise requested, information will run for 2 weeks only.
**We are working on formatting to ease use, add clarity and increase access

Published on

ADMINISTRATIVE MEMORANDUM 

To: Secondary School Principals and Teachers 
From: Dr. Bri Conley, Director of Educational Equity & Access 
Date: October 19, 2026 
Subject: Attendance-Based Grade Reductions Report and End of Term Process 

For teachers who have elected to use attendance-based grade reductions under HB 502 and have included this practice in their approved course disclosure, IT has developed a report to support implementation. The Grade Adjustment Video provides step-by-step instructions for accessing the report and applying an attendance-based grade reduction. 

Please remember the following: 

  • Attendance-based grade reductions are optional. 
  • A student must have 5 or more unexcused absences during the grading term to be eligible for a grade reduction. 
  • Parents/guardians have a week to excuse their student’s absence.  
  • Absences beyond the one-week grace period may be excused at the principal’s discretion only when extenuating circumstances exist or a district attendance coding error has occurred. 
  • At this time, unexcused tardies may not be used to determine eligibility for an attendance-based grade reduction. 
  • Teachers may reduce a student's grade by up to, but no more than, 10% of the total points available for the course during the grading term. 
  • Any attendance-based grade reduction must be included in the teacher's approved course disclosure document. 
  • The attendance columns are a new feature that PowerSchool has added to the gradebook for reference.  Those columns should not be used for adjusting a student’s grade because they do not differentiate between an unexcused and excused absence or tardy.  They are simply a count of all absences or tardies for that class. If a teacher wants to see a report of unexcused absences, they can use Analytics and Insights by clicking on the waffle menu in the top right corner. 

  

  

The unexcused absence should be the first report that loads after clicking on that link. One thing to note, however, that report does not consider the 1 week grace period that families have to excuse an absence.  So, you could see a student with 5 unexcused absences, but the 5th absence occurred yesterday. If teachers go into their multi-Day attendance view for each class, they can see when the last unexcused absence was to determine if it was longer than the 1 week day grace period. 

The video demonstrates how to: 

  1. Run the attendance report in Analytics & Insights. 
  1. Review the number of unexcused absences by class period. 
  1. Identify students who meet the eligibility threshold of five or more unexcused absences. 
  1. Create an assignment in the gradebook that can be used to apply the attendance- 

based grade reduction. 

If you have questions about attendance, please reach out to Bri.conley@slcschools.org. 

For grade-related questions, please reach out to Dr. Tiffany Hall at tiffany.hall@slcschools.org. 

Published on

Title:                   Registration for SLCSD 2026-2027 Science and Engineering Fairs

Date:                  October 13, 2026

To:                        School Administrators

From:                 Holley McIntosh, District Science, Technology, Engineering and Math (STEM) Director
Tiffany Hall, Executive Director of Teaching and Learning

Summary:

The Salt Lake City School District, in partnership with the Salt Lake Education Foundation, will host the SLCSD Science and Engineering Fair February 1-5, 2027. The SLCSD fair provides district level judging for students’ science, computer science, and engineering projects for students in grades 5-12.  Participation in the SLCSD Science and Engineering Fair is determined by students advancing from their school-level fair. Projects that receive awards at the SLCSD Science and Engineering Fair will advance to the next level of competition.

All schools, participating or not, need to complete the School Participation Survey by October 31, 2026, so the district fair can accommodate eligible participants. Participating schools need to complete their school-level fair by January 25, 2027.

Rationale: 

Science and engineering fairs provide valuable opportunities for students to develop critical thinking, problem solving, communication, and scientific inquiry skills while supporting the district's Strategic Plan for Student Achievement through equitable access to meaningful STEM experiences. 

Expectations for Implementation: 

1. Communication

  • Share this information with teachers in grades 5-12.
  • Determine if your school will hold a school-level Science and Engineering Fair.
  • Complete the School Participation Survey by October 31, 2026.

2. Additional Resources

3. Support

Keywords: STEM, Science and Engineering Fair, District Science Fair Handbook, STEM experiences, STEM identity

Published on

LETTERS FOR LEADERSHIP

ADMINISTRATOR NEWSLETTER  |  Volume 16, Edition 5

Announcements

  • SLCSD Priorities 2026-27  - Our top priorities highlighted from our strategic plan for student success. (Draft only!!)
  • Common Expectations – Administrative guiding document for 26-27 school year.
  • October Cultural Calendar – Record of cultural observances for October
  • Friday, September 25 is a non-student day and the annual Office Professionals Conference at Hillside 8:00am-3:00pm. All contract office Professionals should be in attendance.

CELEBRATIONS – Please send to leeson.taylor@slcschools.org or angelina.tovar@slcschools.org by Wednesday at 5:00 PM.

Skyview Celebration

Sky View Academy received the Education Partner of the Year Award from Davis Technical College for our ongoing partnership at the Utah State Prison last Wednesday.

https://www.facebook.com/share/p/1JCQM7ei97

West Student Published in the SL Tribune

West's own Ananya Pallinti had a published editorial in the Salt Lake Tribune recently, sharing thoughts about Utah's Financial Literacy course.  Talented and bright West High Junior!

West Unified Sports

Congrats to the students, Coach Haily & Coach Vea for qualifying to play at the Special Olympics State Championships!  Great job!!!!

Bonneville Elementary School

Let’s join the Bonneville Elementary School family in celebrating Kindergarten Teacher Courtney Lee.  She was recently recognized by the Utah Education Association with the Excellence in Education Award.

ALL ADMINISTRATORS – Items for all building level administrators

  • DEADLINES
  • ACTION ITEMS
    • Laptop Cart Placement – Classroom laptop carts should not be located next to the door whenever possible.  This presents a safety risk in the event the cart catches fire and may also be a tripping hazard as staff and student enter and exit the classroom.  Thank you for cooperation.
  •  INFORMATION ITEMS
    • T&L Instructional Observation & Calibration Walks – Instructional Observation & Calibration Walks will provide principals with regular opportunities to visit classrooms, observe instructional practices, and engage in meaningful professional dialogue with colleagues.
    • Reminder:  Truancy and Compulsory Education Process Guidance – During the July 2026 Administrator Institute, administrators received training on attendance interventions, chronic absenteeism, in-school truancy, and truancy procedures. This memo serves as a reminder of the formal truancy and compulsory education process.
    • HB 273 Classroom Technology Amendments -- H.B. 273 establishes statewide requirements for balanced classroom technology use and artificial intelligence (AI) in Utah public schools. During the 2026-27 school year, the USBE will create a model policy outlining the allowable use of technology and artificial intelligence (AI) in the classroom. When the policy is completed, districts will review their current practices and create their own policies and administrative procedures to ensure compliance. No changes are required in our current school or classroom practices during the 2026-27 school year.
    • SPED EXTRA - Celebrations, initial referrals, staffing allocation process, safety care training, and more.
    • High Leverage Practices Course
      • The High Leverage Practices Course has just undergone a significant update and is available for enrollment again! High-leverage practices are the foundational, research-based instructional behaviors that effective K-12 educators use to optimize student engagement, streamline classroom management, and significantly accelerate academic outcomes. This course moves theory into highly actionable classroom practices and strategies designed to support diverse learner profiles across all learning environments. It is a self-paced, asynchronous course that earns 2 USBE credits.It’s a great way to focus your coaching work for teachers, and there are also microcredentials associated with this course. Please share with your teachers.  For more information, contact katie.hill@schools.utah.gov.
    • Roving Substitute Guidelines -- The purpose of this memo is to provide information regarding the current situation and guidance moving forward to address the needs of support staff (specifically, special education paraprofessionals and PE instructors) and the increased substitute expense.

USBE Updates

HIGH SCHOOLS – Items for high school administration

  • DEADLINES
    • Faculty sponsors, head coaches, and administrators planning overnight trips for Spring 2027 that were not approved last spring must submit the online I-19D form found here by Wednesday, October 21, 2026 (please note that some trip requests require additional conversation and may not be immediately approved--the sooner you can get them submitted so we can start our review process, the better). Please use our new Overnight / Extended Trip Checklist to guide trip planning and the approval process. The checklist, online I-19D form, and related resources are available on the district’s Overnight and Extended Trips or Activities webpage. Please share this information with staff planning spring trips so they can complete the required steps by the deadlines.
  • ACTION ITEMS
    • Updated 2027–28 Master Schedule Timeline – This memo shares the updated timeline for building 2027–28 master schedules. The timeline has two goals: to build master schedules that prioritize students' needs and interests, and to reduce the confusion, frustration, and long waits that students and families have experienced while schedules are finalized in the fall. 
  • INFORMATION ITEMS
    • 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.
    • Our BSN Sports / Adidas Partnership: What Families, Coaches, and Boosters Need to Know – 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.
    • High School Physical Education Credit for UHSAA Approved Sports – 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.

MIDDLE SCHOOLS –Items for middle school administration

ELEMENTARY SCHOOLS – Items for elementary school administration

  • DEADLINES
  • ACTION ITEMS
  • INFORMATION ITEMS
    • Individualized Reading Plans Available in PowerTeacher – The individualized Reading Plan (IRP) system is now operational and available through PowerTeacher. K–3 teachers can begin using the system to create and maintain IRPs for students who require a plan under SB 241.
    • Every year, 5th grade students and teachers have the opportunity to travel to Abravanel Hall and hear the Utah Symphony perform.  This year, the dates for those concerts include:
      • Feb 22 at 10 AM – 1800 seats available
      • Feb 22 at 11:30 AM – 300 seats available
      • Feb 23 at 10 AM – 760 seats available
      • Feb 23 at 11:30 AM – 400 seats available
    • Please have your 5th grade teachers reach out to Amy Burris with the date your school would like to attend no later than October 15, 2027.  She will arrange and pay for transportation.  This is a unique opportunity for your students because Utah is one of only 17 states with a full-time symphony orchestra in the nation.  Plus, this is completely paid for through our state legislature.  Please contact Amy right away.
    • Thanks, and Happy Listening 🙂

LEADERSHIP CORNER

  • SLCSD/School Leadership Alliance(SLA) Overview – Scope & Sequence for this year’s joint sessions for principals.
  • Accountability Terminology
    • Exemplary
      • Meaning: Performance significantly exceeds expectations.
      • The school demonstrates a high level of performance in the applicable accountability indicators. Student achievement and growth are strong, and evidence indicates that the school is providing effective and equitable educational opportunities.
    • Commendable
      • Meaning: Performance meets expectations and demonstrates notable strengths.
      • The school demonstrates satisfactory to strong performance across relevant measures, with particular strengths in academic achievement or student growth and adequate performance in other required areas.
    • Typical
      • Meaning: Performance generally meets basic expectations.
      • The school demonstrates adequate performance in key accountability measures, although achievement, growth, or equitable outcomes may vary across indicators or student groups.
    • Developing
      • Meaning: Performance is below expected levels in important areas.
      • The school demonstrates developing performance on one or more accountability measures and needs focused attention to improve student achievement, growth, or equitable educational opportunities.
    • Critical
      • Meaning: Performance is substantially below expected levels and requires significant improvement.
      • The school has serious needs in one or more accountability measures. Results signal the importance of targeted support, analysis of root causes, stronger implementation of effective practices, and close monitoring of student outcomes.
  • Educational Leadership Terminology
    • Quick fixing – Jumping into solutions instead of listening.
    • Steam Rolling – Monopolizing the dialogue without regard for others’ input.
    • Box Checking – Going through the motions without genuine care.
    • Cherry Picking – Only hearing what confirms your own view.
  • Dignity Documents

RESOURCES AVAILABLE FOR SCHOOLS FROM DISTRICT DEPARTMENTS

*Unless otherwise requested, information will run for 2 weeks only.

**We are working on formatting to ease use, add clarity and increase access

Published on

ADMINISTRATIVE MEMORANDUM 

To: School Principals 
From: Dr. Bri Conley, Director of Educational Equity & Access 
Date: October 15, 2026 

During the July 2026 Administrator Institute, administrators received training on attendance interventions, chronic absenteeism, in-school truancy, and truancy procedures. This memo serves as a reminder of the formal truancy and compulsory education process. 

Prior to students reaching formal truancy or compulsory education thresholds, schools need to identify attendance concerns, engage families, implement and document attendance supports, and monitor student progress. Attendance notifications are intended to increase family awareness and do not constitute an intervention. If a student accumulates 15 unexcused absences despite attendance interventions and supports, the formal truancy or compulsory education process begins. The following procedures apply only to students accumulating unexcused absences and entering the formal truancy or compulsory education process. 

15-day Notice 

The 15-day Compulsory Education Notice (Grades 1-6) or the 15-day Truancy Notice (Grades 7-12) are sent via certified mail or personal delivery and schools need to: 

  • Document the notice in PowerSchool. 
  • Meet with the student and family to review attendance concerns and barriers. 
  • Continue implementation of attendance interventions. 
  • Monitor the student's response to interventions. 
  • Maintain documentation of family engagement, intervention efforts, and outcomes. 

Elementary Compulsory Education (Grades 1-6) 

If a student reaches 20 unexcused absences after the 15-day Compulsory Education Notice has been sent, schools may schedule a consultation with me.  

During the consultation, we will: 

  • Review attendance barriers, family engagement efforts, and intervention outcomes. 
  • Confirm that at least three interventions have been implemented and documented. 
  • Review the effectiveness of implemented interventions and identify additional non-punitive, individualized supports, including school-based, family-centered, and community-based interventions. 
  • Determine whether additional supports or referrals may be appropriate. 

Regardless of consultation status, if school personnel have reason to believe a parent has not made a good-faith effort to ensure the child receives an appropriate education after receiving a Notice of Compulsory Education Violation, the principal should submit a DCFS report, including the information outlined in the DCFS reporting checklist in the SLCSD Attendance Guidebook. 

Secondary Truancy (Grades 7-12) 

If a student reaches 20 unexcused absences (habitual truancy) after the 15-day Truancy Notice has been sent, schedule a consultation with me. 

During the consultation, we will: 

  • Review attendance data, barriers to attendance, family engagement efforts, and intervention outcomes. 
  • Confirm that at least three attendance interventions have been implemented and documented. 
  • Review the effectiveness of those interventions and the student's response to each intervention. 
  • Determine whether interventions should be continued, modified, or intensified. 
  • Identify additional individualized supports, including school-based, family-centered, community-based, or JJYS supports. 
  • Determine whether the student may meet criteria for a court referral. 

Reaching 20 unexcused absences does not automatically result in a court referral. Court referral is a last-resort intervention. A student who meets the definition of habitual truancy is not automatically eligible for referral to court. Generally, referral may only be considered after the student has been alleged habitually truant on at least two occasions during the same school year and has previously been referred to evidence-based interventions or JJYS Prevention and Early Intervention Services.  

While referrals are submitted to Juvenile Court, attendance cases are addressed through non-judicial interventions, such as mediation, probation, or other community-based supports. 

For attendance intervention strategies and procedural guidance, refer to the SLCSD Attendance Guidebook in the DDC. The guidebook includes resources and processes for addressing chronic absenteeism, excused and unexcused absences, in-school truancy, and the formal truancy and compulsory education process. 

Published on

Title:                     Using an NG or I on the report card - reminder

Date:              October 10, 2026

To:                  High School Administrators

From:             Tiffany Hall
                        Teaching & Learning

Summary:      How to use an NG or I when evaluating student performance

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

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. 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 calculated in the 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. This was to be implemented by the start of the 2025-26 school year. 

CREDIT RECOVERY

Credit recovery has recognized 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.

Keywords: NG, I, report card, grades

Published on

Announcements
SLCSD Priorities 2026-27  - Our top priorities highlighted from our strategic plan for student success. (Draft only!!)
Common Expectations – Administrative guiding document for 26-27 school year.
October Cultural Calendar – Record of cultural observances for October
Friday, September 25 is a non-student day and the annual Office Professionals Conference at Hillside 8:00am-3:00pm. All contract office Professionals should be in attendance.
CELEBRATIONS – Please send to leeson.taylor@slcschools.org or angelina.tovar@slcschools.org by Wednesday at 5:00 PM.
West Student Published in the SL Tribune
West's own Ananya Pallinti had a published editorial in the Salt Lake Tribune recently, sharing thoughts about Utah's Financial Literacy course.  Talented and bright West High Junior!
 
West Unified Sports
Congrats to the students, Coach Haily & Coach Vea for qualifying to play at the Special Olympics State Championships!  Great job!!!!
Bonneville Elementary School
Let’s join the Bonneville Elementary School family in celebrating Kindergarten Teacher Courtney Lee.  She was recently recognized by the Utah Education Association with the Excellence in Education Award.

ALL ADMINISTRATORS – Items for all building level administrators
DEADLINES
Final 26-27 Principal Tackle List-September​
2026-27 October Principal Tackle List-Final​​
ACTION ITEMS
 INFORMATION ITEMS
T&L Instructional Observation & Calibration Walks – Instructional Observation & Calibration Walks will provide principals with regular opportunities to visit classrooms, observe instructional practices, and engage in meaningful professional dialogue with colleagues.
HB 273 Classroom Technology Amendments -- H.B. 273 establishes statewide requirements for balanced classroom technology use and artificial intelligence (AI) in Utah public schools. During the 2026-27 school year, the USBE will create a model policy outlining the allowable use of technology and artificial intelligence (AI) in the classroom. When the policy is completed, districts will review their current practices and create their own policies and administrative procedures to ensure compliance. No changes are required in our current school or classroom practices during the 2026-27 school year.
October 2026 Attendance Update Final.pdf – This is the October attendance newsletter.
Roving Substitute Guidelines -- The purpose of this memo is to provide information regarding the current situation and guidance moving forward to address the needs of support staff (specifically, special education paraprofessionals and PE instructors) and the increased substitute expense.
WPAD Order Information – Guidance regarding wearable panic devices.
Student Services Newsletter – This is the monthly newsletter from Student Services.
 CTE September News – Monthly newsletter from CTE.

USBE Updates
USBE School Leadership Update – Update for admin from USBE
School LAND Trust – A message from our friends at the Trust Lands Administration (TLA)—the agency responsible for managing Utah’s trust lands to generate revenue for public school beneficiaries.
SEOP Newsletter – August newsletter
USBE October Attendance Newsletter – USBE Attendance information for the month of October.
 
HIGH SCHOOLS – Items for high school administration
DEADLINES
Faculty sponsors, head coaches, and administrators planning overnight trips for Spring 2027 that were not approved last spring must submit the online I-19D form found here by Wednesday, October 21, 2026 (please note that some trip requests require additional conversation and may not be immediately approved--the sooner you can get them submitted so we can start our review process, the better). Please use our new Overnight / Extended Trip Checklist to guide trip planning and the approval process. The checklist, online I-19D form, and related resources are available on the district’s Overnight and Extended Trips or Activities webpage. Please share this information with staff planning spring trips so they can complete the required steps by the deadlines.
ACTION ITEMS
Updated 2027–28 Master Schedule Timeline – This memo shares the updated timeline for building 2027–28 master schedules. The timeline has two goals: to build master schedules that prioritize students' needs and interests, and to reduce the confusion, frustration, and long waits that students and families have experienced while schedules are finalized in the fall. 
INFORMATION ITEMS
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.
Our BSN Sports / Adidas Partnership: What Families, Coaches, and Boosters Need to Know – 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.
High School Physical Education Credit for UHSAA Approved Sports – 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.

MIDDLE SCHOOLS –Items for middle school administration
DEADLINES
ACTION ITEMS
Updates 2027-28 Master Schedule Timeline -- This memo shares the updated timeline for building 2027–28 master schedules.
INFORMATION ITEMS

ELEMENTARY SCHOOLS – Items for elementary school administration
DEADLINES
ACTION ITEMS
INFORMATION ITEMS
Individualized Reading Plans Available in PowerTeacher – The individualized Reading Plan (IRP) system is now operational and available through PowerTeacher. K–3 teachers can begin using the system to create and maintain IRPs for students who require a plan under SB 241.
Every year, 5th grade students and teachers have the opportunity to travel to Abravanel Hall and hear the Utah Symphony perform.  This year, the dates for those concerts include:
Feb 22 at 10 AM – 1800 seats available
Feb 22 at 11:30 AM – 300 seats available
Feb 23 at 10 AM – 760 seats available
Feb 23 at 11:30 AM – 400 seats available
Please have your 5th grade teachers reach out to Amy Burris with the date your school would like to attend no later than October 15, 2027.  She will arrange and pay for transportation.  This is a unique opportunity for your students because Utah is one of only 17 states with a full-time symphony orchestra in the nation.  Plus, this is completely paid for through our state legislature.  Please contact Amy right away.
If you'd like more information about this opportunity, you can access this link:  https://utahsymphony.org/education/teachers/
Thanks, and Happy Listening 🙂

LEADERSHIP CORNER
SLCSD/School Leadership Alliance(SLA) Overview – Scope & Sequence for this year’s joint sessions for principals.
Educational Leadership Terminology
Quick fixing – Jumping into solutions instead of listening.
Steam Rolling – Monopolizing the dialogue without regard for others’ input.
Box Checking – Going through the motions without genuine care.
Cherry Picking -- Only hearing what confirms your own view.

RESOURCES AVAILABLE FOR SCHOOLS FROM DISTRICT DEPARTMENTS
Assessment Essentials
SPED Scoop – Special Education Newsletter
Student Services Resources
Student Services October Newsletter
Teaching & Learning
Salt Lake Education Foundation
School Leadership & Support
Administrative Memos
CTE_Teachers SharePoint: https://slcsd.sharepoint.com/sites/CTE_Teachers

*Unless otherwise requested, information will run for 2 weeks only.

**We are working on formatting to ease use, add clarity and increase access
 

Published on

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

Published on

Title:               HB 273 Classroom Technology Amendments

Date:              October 9, 2026

To:                  K-12 Administrators, District Office Administrators

From:             Sallie Warnecke, Supervisor of Digital Learning                                                                              Holley McIntosh, STEM Director

Subject:        SB 273 Implementation

Summary:

H.B. 273 establishes statewide requirements for balanced classroom technology use and artificial intelligence (AI) in Utah public schools. During the 2026-27 school year, the USBE will create a model policy outlining the allowable use of technology and artificial intelligence (AI) in the classroom. When the policy is completed, districts will review their current practices and create their own policies and administrative procedures to ensure compliance. No changes are required in our current school or classroom practices during the 2026-27 school year.

Information for 2026-27:

By December 1, 2026, the Utah State Board of Education (USBE) must post the state’s model policy for balanced technology use and AI in classrooms on their website. This will be the basis for the policies and administrative procedures developed by districts.

After the state model policy is published, districts will create their own policies and procedures that reflect the state model. The policies must be reviewed by the board in an open meeting with opportunities for public comment. The district policy must be adopted by July 1, 2027 for implementation in 2027-2028.

When the model policy is adopted, we will create a group to review the requirements and compare them to our current practices as we create our district policy and administrative procedures for implementation. We will then create school, teacher, and parent-facing information about changes to our current programs. More information will be forthcoming after the USBE has adopted the state policy.

At this time, no changes are required in schools or classrooms. The district has started some initial steps to prepare, such as:

  • Inventorying our devices and software programs;
  • Considering changes to the curriculum review and adoption process for future adoptions to ensure compliance;
  • Creating a committee to review all software program requests;
  • Auditing our  current instructional technology, device distribution, internet filtering, student data privacy, and security to identify any areas that we will need to address in our district administrative procedures.

Questions:

  • Dr. Tiffany Hall, Executive Director of Teaching and Learning
  • Sam Quantz, Chief Information Officer
  • Sallie Warnecke, Digital Teaching Supervisor
  • Holley McIntosh, STEM Director

Published on

Title:                    T&L Instructional Observation & Calibration Walks

Date:                   October 9, 2026

To:                         All Administrators

From:                  Dr. Tiffany Hall, Executive Director

Subject:            Instructional Observation Groups

Purpose

One of our most important responsibilities as instructional leaders is to understand what effective teaching and learning look like in our classrooms and how we can support continuous improvement.

Instructional Observation & Calibration Walks will provide principals with regular opportunities to visit classrooms, observe instructional practices, and engage in meaningful professional dialogue with colleagues.

These groups are designed to strengthen our collective instructional leadership, develop a shared understanding of effective practices, and provide opportunities to learn from the work happening across our district.

Observation Groups

Participants for this year have already been identified, and facilitators will be reaching out to set up the first group meeting. In order to keep the groups small and conversational, not all principals will be able to participate in the same year. In subsequent years, this will extend to assistant principals. Each group will be focused on a specific area of instructional practice.

Instructional FocusGroup Facilitator(s)
K–3 LiteracyChelsea Malouf
K–3 LiteracyAdrienne Kumik
K–3 LiteracyAdrienne Kumik
Dual Language Immersion (DLI)Monty Eyink
Co-TeachingTiffany Hall
HUB SchoolsTiffany Hall / Erin Anderson


Each group will meet once a month from November through April for a 90-minute school visit. Groups will visit different schools throughout the year, providing opportunities to observe instructional practices in a variety of settings.

These visits are intended to be collaborative professional learning experiences, not formal evaluations of teachers or schools. The emphasis is on objective observation and collaborative discussion to develop a shared understanding of effective instruction across the district.

ECAP

ECAP calibration is required for all administrators and will be incorporated into the Instructional Observation groups. The observations and discussions conducted during these sessions will be modified to fulfill the required ECAP calibration activities, eliminating the need for separate ECAP observation sessions.

To ensure all administrators can meet this requirement, two of the observation groups may have additional participants assigned specifically for ECAP calibration.

Administrators participating in these groups will meet their ECAP calibration requirements through the regularly scheduled sessions and will not need to schedule additional ECAP observation sessions.

Next Steps

Principals will receive information about joining an observation group. Facilitators will coordinate the initial school visits and meeting schedules.

We recognize the many demands on principals' time and want these visits to be focused, practical, and meaningful. Our goal is to develop an effective and consistent learning community by working together and sharing our collective knowledge and experience. Thank you for your commitment to instructional leadership.

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