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.
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.
From: Assessment & Evaluation Teaching & Learning Department
Subject: Assessments Conducted in SLCSD
Summary:
Student assessments are an essential part of an effective educational system because they provide meaningful information about student learning, growth, and instructional effectiveness. When used thoughtfully, assessments help educators ensure that every student receives the support, challenge, and opportunities they need to succeed. No single assessment provides a complete picture of a student’s learning.
This document is the comprehensive overview of assessments. For specific dates of testing windows, questions about administration, or training on administration, please contact Dr. Patrick Jefferies, Assessment & Evaluation Supervisor.
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.
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:
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.
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.
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.
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.
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.
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:
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.
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.
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.
Title: Manifestation Determination and PSSP Admin Training
Date: 6/11/26, 6/24/26, 6/25/26
To: All administrators in a building
From: Erin Anderson, Director of Special Education
Subject: Manifestation Determination Training
Action required: Register for a training day
Background: A manifestation determination (MD) is required within 10 school days of a code-of-conduct violation that may result in discipline to determine if the conduct in question was caused by, or had a direct and substantial relationship to, the student's disability. In an MD, the district, parent, and relevant IEP team members review the IEP, teacher observations, parent input, and other relevant information to determine whether the conduct was related to the disability or resulted from the school’s failure to implement the IEP.
School administrators need to be prepared to conduct an MD because these meetings protect student rights, ensure the district follows special education requirements, and help teams make appropriate decisions about discipline, services, behavior supports, and placement. A well-conducted manifestation determination keeps the focus on both student safety and the school’s responsibility to provide supports required by the IEP.
Summary: Completing this training will equip administrators to manage MD meetings and navigate components of PowerSchool Special Programs (PSSP). After completing this training, administrators will be able to access PSSP to send notices and record meeting notes and decisions. This training will be offered in July in a hybrid format. Make-up sessions will be available in August for administrators who are newly hired or unable to attend the July sessions.
All administrators are required to:
Complete the MD course pre-work in Canvas (link to class will be sent when you register)
Attend a 3-hour in-person training session
Registration for training sessions is available in KickUp (click on Clever > KickUP > Special Education PD - MD and PSSP – Option 1 or Option 2)
This training is designed to equip administrators with the knowledge and skills necessary to independently facilitate Manifestation Determination meetings without the required presence of a Special Education or 504 Consultant. Building this capacity will provide school teams with greater scheduling flexibility and improve overall understanding of when and how MD meetings should be conducted.
Expectations for Implementation:
Pre-Training Requirement
Complete the Manifestation Determination (MD) course pre-work in Canvas prior to attending the in-person training session.
Training Completion
Attend and actively participate in the 3-hour in-person training.
Application of Learning
Apply acquired knowledge and skills during all Manifestation Determination (MD) meetings throughout the school year.
Conduct site MD meetings with support from a SPED Consultant, SPED Coordinator, or Director (up to five times before moving to independent MD meetings).
Record information correctly on MD documents in PowerSchool Special Programs (PSSP).
After demonstrating proficiency, independently facilitate MD meetings (support from the Specail Education division is always available in cases that are particularly complex).
Ongoing Compliance Monitoring
Conduct monthly reviews of the Stop-Light Report to ensure timely completion of evaluations and IEPs.
Re: Placement and Transition for Students Moving to HUB schools
This memo provides guidance regarding the placement and transition of students into Academic Support Units (ASUs) and Behavioral Support Units (BSUs) located at designated HUB schools (Backman, Emerson, and Franklin Elementaries). These programs are designed to provide intensive, specialized instruction and supports for students whose needs cannot be appropriately met through less restrictive services and placements.
HUB schools serve as district centers that offer a continuum of specialized services while maintaining opportunities for inclusion with general education peers to the maximum extent appropriate. Academic Support Units provide highly individualized instruction for students with significant academic and adaptive learning needs. Behavioral Support Units provide intensive behavioral, social-emotional, and instructional supports for students whose behavioral needs require a more structured setting.
Placement
Placement decisions for these programs are made through the IEP team process and are based on individual student needs, data, and consideration of the least restrictive environment. It has been a common practice within the district to state that there are boundaries for HUB schools. However, there can be many factors that determine the placement of a student in a specific location, including student needs, current classroom enrollments, bus routes, etc.
As district programs, the enrollment at the three HUB schools should be relatively similar. The resources for the schools are similar, so none of the schools should have significantly more students than another. This requires oversight at the district level. Transportation is another consideration; we attempt to have students on a bus for 30 minutes or less. In looking at existing bus routes, the decision between two schools could be determined by which school has the most expedient route. We have also dealt with situations where students cannot be at the same school or in the same class. This may require students to be enrolled at locations that might not appear to be the closest or easiest.
To provide greater clarity, the Special Education department will no longer use language such as “feeder pattern” or “boundary school” when talking about placement. As a district, we will use the following priorities to determine location:
Student needs as described in the IEP
Enrollment numbers at HUB schools/classes
Bus routes and ride time
Student restrictions on placement (no contact contracts, etc.)
Student’s potential middle school location
Other considerations
The Special Education division cannot always disclose a reason for that location. To the extent possible, the division will provide context for placement decisions.
Transition
When a student is moving to a HUB school, a thoughtful transition process helps students and families feel welcomed, supported, and confident as they enter a new community. Meeting with teachers and key staff before the first day provides an opportunity to build relationships, share important information about the student's strengths and needs, and answer questions that families may have. These early connections can reduce anxiety and help ensure that appropriate supports are in place from the beginning. A warm welcome and well-planned transition set the foundation for a successful start and promote a strong partnership between the family and school.
To improve communication about transportation and notification for new students, the following protocol has been developed and implemented. Implementation will be monitored and adjusted throughout 2026-27.
If a change in location/placement is indicated by the IEP:
The change in location/placement will be scheduled no earlier than the fifth business day after the IEP meeting (i.e., a change made on a Wednesday will go into effect the next Wednesday, etc.).
Directly after the IEP meeting, the site administrator will send an email with the student’s information and the date of the change to the district Special Education consultant (if the consultant is not in attendance at the IEP). The district SpEd consultant will email:
the administrative team and head secretary at the sending and receiving schools with student information and the day of transfer. The student will remain enrolled at the sending school until the date of the change.
the transportation routing coordinator for Special Education (cc’ing the SpEd Director and the Transportation Director) with the student’s information and the date of transfer.
The school secretaries will drop and enroll the student (the parent does not need to facilitate the school enrollment change).
The transportation routing coordinator will review and change the bus routes and communicate changes to families on the route.
The sending and receiving teachers will coordinate a discussion to review the student’s file and any pertantent information.
This process should allow schools and families to prepare for an organized transfer to the new school.
The district is committed to ensuring that every student is welcomed, valued, and provided with a free appropriate public education (FAPE) in accordance with the Individuals with Disabilities Education Act (IDEA) and other applicable civil rights laws. Placement and transition decisions must reflect each student's individual needs, meaningful family participation, and consideration of the least restrictive environment.
By establishing clear communication processes, defined roles and responsibilities, and consistent transition practices across schools, we can strengthen partnerships with families and ensure that students experience a smooth and supported transition into their new educational setting.
Additional training and support will be provided to administrators, teachers, and office professionals to support the implementation of these practices beginning in summer 2026.
Questions: Erin Anderson, SpEd Director
Key words: HUB, placement, transportation, Special Education
To: Administrators supervising those eligible for HB396
From: Katie Ieremia, District Supervisor for Professional Development Teaching & Learning Department
Subject: HB396 2026-2027
Summary:
Overview: For 2026-27, HB396 will provide funding for 28 hours of paid professional development for qualifying full-time educators and administrators. Each 1.0 FTE educator or building administrator is eligible to participate, at their hourly rate, for work completed outside of contract time. The increase in the number of hours is because people did not submit plans in 2025-26 and there is a carry-over. This may not be the number of hours in the future.
Eligible Staff: General & Special Education Teachers, Counselors, School Specialists, Library Technology Teachers, School Psychologists, Speech Pathologists, Audiologists, Building Administrators. Not Eligible: Hourly teachers
Requirements:
Plans must be submitted by September 30, 2026, on the DISTRICT ONLINE FORM. There is ONE online form for everyone this year. HB396 participants may:
Select a university course or endorsement (no supervisor/building administrator approval required), or
Propose an Individual Plan (requires ADMINISTRATOR approval)
The teacher will enter the administrator’s name and date you approved their plan as part of their submission. There is nothing for you to sign until the timecard after they complete the work.
Individual Plans: If an individual is not completing a university/college course or a formal endorsement program, they must have their plan approved by their administrator. Under HB396 (Utah Code §53F‑7‑203), the paid professional hours are not open-ended—they must be focused on improving teaching practice and student outcomes in specific ways defined in statute. Their HB396 hours should focus on: Improving teaching skills, deepening content knowledge, using data to drive instruction, supporting student learning outcomes, and should be aligned with school/district goals.
Work can only take place between July 1, 2026, and May 27, 2027.
When a participant completes their hours, they complete ONE timecard and activity log. Submit an original card with original signatures (not typed, stamped, etc.) to the district Professional Development Office.
May 27, 2027, is the last day for hours to be completed
June 10, 2027 @ 5pm is the final deadline for all completed and signed timesheets and activity logs to arrive at the district PD office.
Educators will be paid their hourly rate based on Employee Online records based on the date the work was completed.
Payments will begin to be processed once the district receives funding from the state (anticipated early 2027).
Rationale:
The revision and additions to the bill for 2023 are available HERE in HB489. The revisions and additions to the bill for 2024 are available here in SB137. Updates to timelines are also found in Education Reporting Amendments here. The core law governing educator professional hours remained in place and largely unchanged in 2026.
Expectations for Implementation:
Communication
Principals are responsible to help communicate with their staff on the HB396 dates, understand their eligibility, review and sign timecards and activity logs.
Collaboration:
Contact Katie Ieremia or her secretary, Morgan Crossley, for questions/assistance
To: All School Administrators From: School Leadership & Support Date: May 8, 2026 Subject: Planning Expectations and Key Dates for the 2026–2027 School Year
As we begin preparations for the 2026–2027 school year, School Leadership & Performance would like to provide the following information and planning expectations to support a strong and organized start to the year.
1. School Day Report and Calendar Preparation
Administrators are asked to complete the first draft of the following items in the Apex application by Friday, May 22, 2026:
School Day Report
Calendar Setup
Bell Schedule (High Schools)
Daily Calendar
We appreciate the work many of you have already begun in preparation for next year and encourage you to continue refining these items to ensure timely completion.
The School Day Report should include the following components:
Faculty meeting schedule
Planning time
Weekly PLC/Collaboration time
Parent/student meeting opportunities
Professional development time
Once drafts are completed, please collaborate with your Area Director to review, refine, and finalize the reports as needed.
2. District Leadership Collaboration (DLC) and Professional Learning Schedule
To provide consistency and intentional professional learning opportunities throughout the year, the following meeting structure is being planned for the 2026–2027 school year:
1st Thursday: Principal DLC Meetings
2nd Thursday: Assistant Principal Meetings
3rd Thursday: Principal PLC Meetings
4th Thursday: Teaching & Learning Sessions
Please note the following exceptions:
December & May: GAM will replace the 1st Thursday meeting
Additional meetings for all administrators will occur on an as-needed basis
Please reserve these days on your calendars and plan to engage in ongoing professional learning and collaboration. Our goal is to ensure that learning and leadership development remain embedded within daily practice and directly connected to school improvement efforts.
3. Administrator Institute
Please reserve Monday, July 27, 2026, through Thursday, July 30, 2026 for the annual Administrator Institute.
This year’s institute will be structured in a conference-style format designed to provide meaningful learning opportunities, collaboration, and leadership development aligned to your professional growth and the district’s strategic priorities.
Additional details, including session information and schedules, will be shared in the coming weeks.
Thank you for your continued leadership, preparation, and commitment to supporting students, staff, and school communities across the district.
Subject: Schedules for the end of 2025-26 to prepare for 2026-27
Summary
Several groups of teachers need dedicated time to complete critical end-of-year work to ensure a strong close to this year and readiness for next year. Please read this carefully, as there have been changes made during negotiations that are reflected here.
Elementary Music The last day for elementary music services will be Friday, May 22. Music teachers will use May 26–29 to:
Complete inventory and transition plans for each school
Identify instruments needing repair
Plan for instrument deployment in the fall
Please do not schedule music during the last week of school.
Additionally, music teachers will spend the first two weeks of school determining which program students will enroll in for the year and moving instruments to appropriate locations. Music services for grades 4-6 will begin the week of August 31. (Questions? Adam Eskelson)
Elementary PE The last day for elementary PE will be Tuesday, May 26. PE instructors will use May 27–29 to:
Inventory and store equipment
Prepare lists of equipment needs for next year
Support end-of-year activities
Additionally, PE instructors will complete their required training for the year BEFORE the first week of school. This change was negotiated this year to enable schools to begin with specials on the first day of school.
CHANGES
PE instructors will begin training Tuesday, August 11 - Monday, August 17 with district staff to prepare for the first day of school. You will need to budget to pay your PE instructor for six (6) hours per day x five days. This training will include CPR, First Aid, PlayWorks, and other required elements to prepare for the school year. They will also have some set-up time in their building. Please ensure that your PE instructor is aware of the new start date for 2026-27 before they leave for the summer. (Questions? Katie Lowery about PE; your area director or HRS about contract changes)
Library Learning Centers The library will be closed Tuesday, May 26 - Friday May 29. The library will be ready for students the first week of school.
Librarians need time at the end of the year to finish inventory, reporting, and repairs. This is important to complete before the end of the school year when student records are updated and so librarians are ready to support website updates and new student records when they return in August.
Required annual tasks include:
Inventory reporting - this must be completed annually and takes about 25 - 40 hours to complete.
Book and supply orders
Budget documentation and carryover
Equipment organization and security
Additionally, librarians will have a final opportunity to select books and materials from Hawthorne, MWJ, and Bennion. (Questions? Dr. Tiffany Hall)
Content Area Specialists (CAS) Job-embedded learning with Content Area Specialists will continue through Friday, May 22. After that, CAS will focus on:
Planning professional development for 2026-27
Aligning instructional documents
Reviewing assessments to ensure readiness for next year
Some elementary schools may have adjusted schedules; your CAS has already communicated any differences.
(Questions? Dr. Chelsea Malouf, ELA; Holley McIntosh, Math and Science; Sallie Warnecke, Digital Learning)
Rationale:
This schedule is required to both allow groups to prepare for the end of the year and the start of next and to reflect new changes in our agreements to begin specials at the start of the school year.
Expectations for Implementation:
Communication
Principals are responsible to communicate with their faculty and teacher groups as appropriate to ensure that the schedule for the end of the year is understood.
Collaboration:
If you have specific scheduling concerns, please work with your staff to identify solutions and reach out to the appropriate supervisor as needed.
Keywords: end of year, scheduling, PE, music, library
Tiffany Hall, Executive Director of Teaching and Learning
Subject: Eureka Math Catalyst Teacher Leaders
Summary:
The math department will be supporting a cohort of teacher leaders to explore Eureka Math Catalyst resources. Math Catalyst supports a Multi-Tiered System of Support (MTSS) for students. Professional development and coaching support will be provided for two teacher leaders from each school.
Math Catalyst provides resources for students who need additional support to master grade-level content. Teacher feedback indicates this is an area of need in math classrooms.
Math Catalyst provides the following:
Concept Mini Lessons- short, targeted lessons for small Tier 2 or Tier 3 groups
Practice and application tasks that support Tier 1
Resources to assist in lesson planning
An adaptive and systematic program designed to move students through carefully sequenced objectives and concepts
Embedded structures to help students understand and use precise mathematical language
Built in supports for multilingual learners
Rationale:
USBE has not yet approved a revised Utah Math Core Curriculum. As a result, SLCSD will be continuing with Eureka Math as our adopted K-6 program for the 2026-27 school year. Eureka has enhanced, refined, and reorganized some of their resources since our original adoption. Math Catalyst is an example of their extended resources and development.
Expectations for Implementation:
Communication
Principals work with their faculty to select two teachers committed to utilizing Catalyst with their students in the 2026-27 school year.
Provide Holley McIntosh with the names of your Catalyst teacher leaders.
Principals will purchase Catalyst licenses ($7.35 per student) for those teachers using Catalyst. Catalyst licenses are an option on the Eureka Buy Guides.
Teacher leaders can use this project for the HB396 funds during 2026-27.
Collaboration:
Professional development will be provided for teacher leaders using Catalyst in their classroom. Ongoing collaboration with Eureka, the Math Department, and district math coaches/CAS will ensure teachers are supported in using the Catalyst resources with students.
The Math Department will communicate with IT to roster classrooms for teacher leaders.
Contact Holley McIntosh or Morgan Crossley if you have questions about purchasing Eureka Catalyst licenses.
Evaluation
Administrators will work with the Math Department to ensure the Catalyst resources are used appropriately and effectively.
Keywords: Math, Eureka, Catalyst, license, lead teacher
