The final day for students to complete credit recovery and graduate with their cohort is Friday, September 26, 2025 (the Friday before October 1). All coursework must be submitted no later than 8:00 PM on that day in order to count toward the student’s cohort graduation requirements.
Accessing Canvas for Credit Recovery
To ensure students can access Canvas over the summer, counselors must complete the following steps:
In PowerSchool, check the box labeled “Will take CR this summer.”
Submit a Help Desk Ticket with the following details:
Category: Applications
Subcategory: Canvas
Item: Add
Required Information: Student ID number and last name. Also indicate that the box has been checked in PowerSchool.
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.
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.
I'd like to introduce myself as a new face in SLCSD. My name is Julianna Wing and I'm joining the CTE team with the charge to help connect industry partners with our students. One of my initiatives is to ensure that career exploration opportunities, known as Work Based Learning, are shared with all grades, K-12. To best share information, I'm compiling a list of the contact person at each elementary and middle school. Please fill out the best contact person (administrator, counselor, etc.) for future Work Based Learning announcements on the spreadsheet below. There are two tabs at the bottom, one for elementary and one for middle school.
The first event to share with you is the Saturday Academy, hosting by the University of Utah. This is a look into healthcare careers for grades 6-12 on Saturdays, beginning in September. Parents will need to register students on their own and arrange for transportation. See the attached flier to pass along to families.
As more events come up, I'll be sending them directly to the contact shared on the spreadsheet. We're excited about more opportunities coming for students so stay tuned.
All SLCSD educators must have an ESL endorsement. Depending on their teaching area, they can have a district modified or state endorsement. New employees must complete their endorsement by their fourth year of employment.
The ESL Endorsement is granted by USBE and can be earned by completing six courses or by taking and passing the Teaching English to Speakers of Other Languages Praxis Exam (5362).
Certain categories of educators – including administrators – in the district can earn a modified endorsement with fewer classes. The classes are determined by the educators’ role and are outlined in the district’s ALS Master Plan. The modified endorsement is only recognized by SLCSD. More information about modified endorsements is on the district’s ESL Endorsement page.
Rationale:
State and federal law, policies, and regulations provide parameters regarding the education of students who are Multi-Language Learners (MLL) in the United States. School districts must identify students, assess their abilities to understand, speak, read, and write English, and provide comprehensible and content-based instructional programs.
SLCSD designed the program to begin in the spring to support new teachers by not crowding too much into the first semester of their work with students in the district.
Expectations for Implementation:
Communication
Please share this information with your new teachers.
Please check with your teachers during your ECAP sessions to ensure they have completed or are on track to complete the ESL Endorsement or Modified Endorsement.
Full information about the endorsement and its requirements can be found on the district’s website. ESL Endorsement Information.
Collaboration:
SLCSD provides an ESL endorsement program designed to provide educators with the knowledge and strategies to support English language learners in their classrooms.
ESL Endorsement classes are graduate-level classes offered with university credit, so they will count toward a professional lane change. The complete ESL Endorsement (six classes, earning grade of C or better) is granted by USBE and is recorded on the teaching credential. The modified endorsement is only recorded on your SLCSD record.
Cohorts begin every spring. Registration information is sent through the district email system in February and can be found on Clever in KickUp. Classes are online.
The district funds the instructor and provides materials. The cost per class is $72 for posting fees.
Please contact Dr. Tiffany Hall with questions.
Evaluation
All teachers must have the appropriate endorsement, which is dependent on the content and level they teach.
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:
Communication:
Please make sure appropriate teachers and staff are aware.
We have a new list of approved textbooks for 7-12 core social studies/history courses. When ordering textbook materials for social studies/history courses, please select from the approved list for the core classes:
Utah Studies
US History I
World Geography
World History
US History II
US Government & Citizenship.
Expectations for Implementation:
Communication:
The approved list of textbooks and the buy guides are located in the District Document Center under Teaching and Learning >> Social Studies.
When ordering new textbook materials, teachers must select from the approved list.
Depending on the available budget, teachers may choose from physical and/or digital materials.
We recognize not all teachers will purchase materials. Purchasing social studies textbook materials is at the discretion of school administrator and/or teacher.
For teachers using textbook materials as their main source of curriculum, it is important to update their materials within the school budgetary timeline for purchasing social studies materials.
Schools purchase the materials. The T&L Department can help coordinate your order.
We have a new approved textbooks Health I and Health II courses. The district is purchasing the teacher materials and a classroom set of student materials for every district Health teacher. Subsequent replacement will be the responbility of the school.
If schools choose to purchase online student licenses, they may do so from their site funds.
The books are:
Glencoe Teen Health (middle school)
Glencoe Health (high school)
Books are purchased through Mountain State Schoolbook Depository.
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:
Communication:
Information about delivery will be forthcoming.
Information about a ½ day training will be forthcoming. Subs will be provided.
Collaboration:
Contact Katie Lowery with questions.
Timeline:
August 2025 through next adoption cycle (potentially 2032)
Keywords: text books, health, curriculum, approved materials, 7-12
As shared during Admin Institute, our district is joining the Utah State Board of Education’s (USBE) attendance initiative, Every Day Counts, for the 2025–2026 school year. This initiative directly supports our District Board Goal to reduce chronic absenteeism from 28% to 10% by 2029.
Monthly social media templates and themes to promote attendance on your school's platforms
USBE is actively working to translate these materials to ensure accessibility for all families. If the Attendance Handout for Parents is not available in translated form by mid-next week, we will collaborate with our Communications Department to ensure it is translated and ready for distribution.
Our Communications Department will also continue developing additional tools throughout the year to reinforce this message.
Back to School Night is a great opportunity to introduce the challenge to families. Please emphasize that improving student attendance is a district priority, and we are committed to supporting families in every way possible. Families in need of support can reach out to their school counselors, who are ready to assist with accessing resources and meeting basic needs.
Please also encourage your teachers to join us in promoting the Every Day Counts message. It’s just 180 days and we’re making each one count.
Let’s ensure families know it takes a village to improve attendance, and we can’t do it without them. Their partnership is essential to helping every student succeed.
As we look ahead, please keep in mind that September is Attendance Awareness Month. We’ll be resharing ideas and strategies to help promote it and build momentum. Since our goal is to bring awareness every month, this is a great time to start thinking about how your school can participate.
We are equally committed to supporting you in this work. If you have any questions about the attendance challenge or need support with anything related to attendance, please don’t hesitate to reach out. I’m available and happy to assist in any way I can.
I’m excited for what we will accomplish together this year!
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
All instruction related to sex education must take place within the context of Utah State Law (53G-10-402) and Utah State Board of Education rule (R277-474). New legislation has added topics beyond health class which require parent notification and permission.
Any course which involves "Sex education instruction" [now includes] any course material, unit, class, lesson, activity, or presentation that, as the focus of the discussion, provides instruction or information to a student about:
· sexual abstinence;
· human sexuality;
· human reproduction;
· reproductive anatomy;
· physiology;
· pregnancy;
· marriage;
· childbirth;
· parenthood;
· contraception;
· HIV/AIDS;
· sexually transmitted diseases; or · refusal skills, as defined in Section 53G-10-402.
In accordance with Rule R277-474-7-4, teachers may answer student questions or correct inaccurate statements as long as the answer is consistent with state law and the approved instructional materials. Educators may also direct students to parents.
Teachers will be sent this survey and are required to indicate if they cover any of the listed topics. All teachers must respond by September 30, 2025.
The parental Consent Form is included in all student registration and information is available to teachers regarding the parent’s option for instruction.
Rationale:
Utah Code 53G-10-402 states: · That “parental consent requirements of Sections 76-7-322 and 76-7-323 are complied with”
· And, “require a student's parent to be notified in advance and have an opportunity to review the information for which parental consent is required under Sections 76-7-322 and 76-7-323.”
· “An LEA governing board shall provide appropriate professional development for the LEA governing board's teachers, counselors, and school administrators to enable the teachers, counselors, and school administrators to understand, protect, and properly instruct students in the values and character traits referred to in this section and Sections 53E-9-202, 53E-9-203, 53G-10-202, 53G-10-203, 53G-10-204, and 53G-10-205, and distribute appropriate written materials on the values, character traits, and conduct to each individual receiving the professional development.” To facilitate compliance, each secondary teacher is required to complete the form to let SLCSD know which topics they are and are not teaching.
USBE guidance states:
· “Health, CTE, science, and psychology teachers should [acquire parental permission and complete this training] if they teach eligible courses like Health, Child Development, Health Science, Medical Anatomy, Human Development, Genetics, or any course with instruction on sex education as defined in Utah Code 53G-10-403.”
Expectations for Implementation:
· Communication:
· Administrative memo will be sent to all building administrators to share with faculty.
· Link to required form will be sent to all educators with the deadline of September 30, 2025 for completion.
· The Canvas course required for all teachers who present an effected topic (listed above) will be provided once the USBE creates the course after July 1, 2025.
2. Collaboration:
· Contact Katie Lowery, Content Specialist over Health and Physical Education, for assistance.
3. Evaluation:
· The district will check for the completion of the required form by due date. If it is not complete, the assistance of building administrators will be requested.
· The district will keep a current record of all teachers who have completed the USBE Canvas course.
Keywords: Human sexuality, health education, Utah Code 53G-10-402
