District leaders presented the school board with an update on the board’s inclusive‑schools resolution and a package of practices the administration said are expanding access and supports across Salt Lake School District.

Presenters Dr. Hall and Erin Anderson highlighted three focus areas from the resolution — academic inclusion, social inclusion and physical inclusion — and described training and pilot programs the district has rolled out this school year to align classroom practice with the policy.

As a pilot, the district’s Seal of Civic Readiness had 111 students start the pathway and 89 students attend the public showcase; the district reported that all 89 showcase participants were awarded the seal. District staff told the board that about 8% of those seal recipients were students with disabilities during the pilot; staff described that as a mild‑to‑moderate IEP representation and said program materials are being adapted to accommodate additional learners in future cohorts.

Other items in the report included expanded co‑teaching professional development (the district received U.S. Bureau of Education funding for coaches), pilot sustainability and STEM symposiums that included accessibility planning, growth in Advanced Academic (AMP/gifted) identification using asset‑based methods, increased CTE participation among students with IEPs, and development of peer tutoring and Unified Sports pathways. Presenters said peer tutoring and Unified Sports opportunities now can yield high‑school credit in some cases.

Dr. Hall said the district is using a “reflection rubric” introduced in training to measure inclusion practices, and noted areas of progress and ongoing work — especially creating regular collaborative planning time for general and special education teachers and ensuring rubrics and materials can flex for essential‑elements learners.

Board members asked for further disaggregation of which disability categories are accessing specific programs and for clarity on how participation compares to district‑wide student disability percentages (the district said roughly 15% of its students are designated as students with disabilities across grade bands). Administrators acknowledged gaps in the first pilot and said they will expand accommodations and participation targets in future years.

Presenters closed with examples of “bright lights” — buildings and teachers where inclusion practice is well established — and the board thanked staff for the report and called for continued focus on training for principals, teachers and school community councils.