Federal Programs

• Helping students achieve proficiency and growth on rigorous State academic standard in Reading/Language Arts, Mathematics, and Science
• Closing achievement gaps
• Building teacher capacity through high-quality, on-going, job-embedded professional learning opportunities
• Engaging parents in helping their children succeed through meaningful, high-quality, evidence-based parent, family, and community engagement activities
• Providing a well-rounded education for all students

Anna Smith Elementary

Blue Peak High School

Copper Canyon Elementary

Ibapah Elementary

Northlake Elementary

Settlement Canyon Elementary

Sterling Elementary

West Elementary

Wendover High School

Parent and Family Engagement is a cornerstone of Title I programs under the Every Student Succeeds Act (ESSA), as it fosters meaningful collaboration between schools and families to support student achievement. When families are actively involved, students are more likely to attend school regularly, perform better academically, and develop stronger social-emotional skills. ESSA emphasizes shared responsibility, encouraging schools to build capacity for engagement and create inclusive environments where families feel valued and empowered. Ultimately, strong partnerships between educators and families help ensure equitable access to high-quality education for all students.

TCSD Parent & Family Engagement Policy

Tooele County School District conducts an annual review of its Parent and Family Engagement Policy.  Our next Parent Advisory Committee meeting will be held on March 18, 2026, from 2-3 pm, at the Student Services Building (555 E Vine St., Tooele).  For inquiries, please email Stephanie Rowley, srowley@tooeleschools.org.

Parents Right to Know (ESEA Section 1112)

As a parent of a student at a Title I school in the Tooele School District, you have the right to know the professional qualifications of the classroom teachers who instruct your child, the services being provided by paraprofessionals, and academic achievement and progress information. Federal law requires the school district to provide you with this information in a timely manner if you request it. Specifically, you have the right to request the following information:

• Whether the student’s teacher—
  • has met State qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction;
  • is teaching under emergency or other provisional status through which State qualification or licensing criteria have been waived; and
  • is teaching in the field of discipline of the certification of the teacher.
• Whether the child is provided with services by paraprofessionals and, if so, his or her qualifications.
• Information on the level of achievement and academic growth of the student, if applicable and available, on each of the State academic assessments.
• Timely notice that the student has been assigned, or has been taught for 4 or more consecutive weeks by, a teacher who does not meet applicable State certification or licensure requirements at the grade level and subject area in which the teacher has been assigned.

Stephanie Rowley
srowley@tooeleschools.org
435-833-8778 ext. 1716

• to help ensure that English learners, including immigrant children and youth, attain English proficiency and develop high levels of academic achievement in English;
• to assist all English learners, including immigrant children and youth, to achieve at high levels in academic subjects so that all English learners can meet the same challenging State academic standards that all children are expected to meet;
• to assist teachers (including preschool teachers), principals and other school leaders, State educational agencies, local educational agencies, and schools in establishing, implementing, and sustaining effective language instruction educational programs designed to assist in teaching English learners, including immigrant children and youth;
• to assist teachers (including preschool teachers), principals and other school leaders, State educational agencies, and local educational agencies to develop and enhance their capacity to provide effective instructional programs designed to prepare English learners, including immigrant children and youth, to enter all-English instructional settings; and
• to promote parental, family, and community participation in language instruction educational programs for the parents, families, and communities of English learners.

Annual WIDA ACCESS Assessment

Seal of Biliteracy

Request Language Interpretation Services

Printable Home Language Survey

Home Language Survey

(To Be Completed by Parent/Guardian, Trained Designated School Personnel with Translation Services Provided mandated by state law)

School:
Student ID#:

Student’s Last Name:
Student’s First Name:

---

Purpose: The Home Language Survey (HLS):

1. Identifies a student whose home language is not English; and,
2. Identifies a student who will be tested on the skills of listening, speaking, reading, and writing in academic English for additional support.

---

This information cannot be used for immigration matters or reported to immigration authorities.

Parents/Guardians/Family Members:

1. The English proficiency test determines if your student needs a language support services program along with the regular education program.
2. Your child is entitled to these language support services as a Civil Right.
3. If your student qualifies for language services, you can opt out of the Language Service program offered by the school through the Annual Notification Letter.
4. You cannot opt out of the annual English proficiency assessment since it provides teachers with information for a more personalized educational experience for your student.

---

School Responsibilities:

1. At registration, Utah uses a standard form of the Home Language Survey (HLS) that identifies a student with a language other than English. This does not mean that the student lacks proficiency in English comparable to English speaking peers.
2. Students must be tested for services within 30 days of registration or within 10 school days of entry into school, if during the year.

---

Required questions to target the most relevant information include the following:

1. What is the primary language used in the home, regardless of the language spoken by the student?
2. What is the language most often spoken by the student?
3. What is the language that the student first acquired?
4. What language do you prefer for school-to-home information?
5. Does your family come from a refugee background?

---

Parent/Guardian Signature:
Date:

• Meet the unique educational and culturally related academic needs of Indian students, so that such students can meet the challenging State academic standards
• Provide Monthly Cultural Nights to promote family and community togetherness activities to learn of Native American customs, crafts, and music.
• Recognize and honor students who are excelling and making academic achievement.
• Provide information to students on availability of scholarships and financial aid.

An ED506 Eligibility Form needs to be completed for a student to acknowledge American Indian descendancy. This form needs to be filled out only once; it will then stay with the student's school records within the Title VI Department at Student Services. The number of forms determines the funds the district is eligible to receive every school year. The form can be filled out electronically during the Welcome Back Registration process or can be filled out and mailed to:

TCSD Student Services Attn: Title VI, 555 E Vine St., Tooele, UT 84074

 

Shannon Sagers
shasagers@tooeleschools.org
435-833-8778

Determining Eligibility for McKinney-Vento Rights and Services

National Center for Homeless Education (NCHE)
Supporting the Education of Children and Youth Experiencing Homelessness
https://nche.ed.gov/

Best Practices in Homeless Education Brief Series

This NCHE brief

• explores in detail the definition of homeless included in Subtitle VII‑B of the McKinney‑Vento Homeless Assistance Act; and
• provides a step‑by‑step guide for making determinations of McKinney‑Vento eligibility on a case‑by‑case basis.

Introduction

Children and youth experiencing homelessness face unique challenges in accessing and succeeding in school. Subtitle VII‑B of the McKinney‑Vento Homeless Assistance Act, reauthorized in 2015 by Title IX, Part A of the Every Student Succeeds Act (42 U.S.C. § 11431 et seq.; hereafter the McKinney‑Vento Act), establishes the definition of homeless used by U.S. public schools, and the educational rights to which children and youth experiencing homelessness are entitled.

For schools to be able to provide services to students in homeless situations, they first must be able to identify these students. To this end, an effective understanding of the McKinney‑Vento definition of homeless is a key first step to ensuring the delivery of needed supports to some of our nation’s most vulnerable students.

McKinney‑Vento Definition of Homeless

42 U.S.C. § 11434a(2)

The term “homeless children and youth” —

A. means individuals who lack a fixed, regular, and adequate nighttime residence; and

B. includes —
i. children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; or are abandoned in hospitals;
ii. children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings;
iii. children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and
iv. migratory children who qualify as homeless for the purposes of this subtitle because the children are living in circumstances described in clauses (i) through (iii).

Unaccompanied Youth Experiencing Homelessness

While unaccompanied students are not referenced specifically in the McKinney‑Vento definition of homeless, unaccompanied children and youth whose living arrangements meet the definition are eligible for services under the Act.

The term unaccompanied youth is defined as “a homeless child or youth not in the physical custody of a parent or guardian” (42 U.S.C. § 11434a(6)).

General Considerations When Determining Eligibility

When making determinations of McKinney‑Vento eligibility:

• Make determinations on a case‑by‑case basis.
• Some situations are clear‑cut; others require further inquiry.
• Requests for information should be conducted privately and diplomatically.
• The local homeless education liaison has final authority for determinations.

A Step‑by‑Step Process

Step 1: Get the facts

Gather information about the child’s or youth’s living situation. Recommended strategies include:

• Using a housing questionnaire as part of enrollment
• Avoiding the word “homeless” due to stigma
• Explaining that information is requested to determine eligibility for supports
• Maintaining privacy under FERPA

Step 2: Analyze the facts

Determine whether the living arrangement meets the McKinney‑Vento definition of homeless by:

• Comparing the situation to examples listed in the law
• Assessing whether the arrangement is fixed, regular, and adequate

Step 3: Seek additional input, as needed

Consult with:

• The district or neighboring local liaison
• The State Coordinator for Homeless Education
• The NCHE helpline (800‑308‑2145)

Confirming McKinney‑Vento Eligibility

Any efforts to confirm information must be reasonable, sensitive, and FERPA‑compliant. Additional guidance is available in Confirming Eligibility for McKinney‑Vento Services.

Appendix A: A Guide for Determining McKinney‑Vento Eligibility

This appendix walks through:

• Sharing housing due to loss of housing or economic hardship
• Living in motels, shelters, cars, public spaces, or substandard housing
• Migratory children’s eligibility
• Definitions of fixed, regular, and adequate

Working Definitions

Fixed

• Securely placed or fastened
• Not subject to change

Regular

• Occurring consistently or at uniform intervals

Adequate

• Sufficient for a specific requirement
• Reasonably sufficient and lawful

References

• Ballentine’s Law Dictionary (1969)
• Merriam‑Webster.com (2015)
• Elementary and Secondary Education Act
• McKinney‑Vento Homeless Assistance Act
• U.S. Department of Education Non‑Regulatory Guidance (2017)

Updated March 2021

National Center for Homeless Education
800‑308‑2145
homeless@serve.org
https://nche.ed.gov/

School Help for Homeless Children with Disabilities: Information for Parents

National Center for Homeless Education
Supporting the Education of Children and Youth Experiencing Homelessness
www.serve.org/nche

Helping You Help Your Child: Information for Parents Brief Series

McKinney-Vento Definition of Homeless

42 U.S.C. § 11434a(2)

The term “homeless children and youth”—

A. means individuals who lack a fixed, regular, and adequate nighttime residence; and

B. includes—
i. children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement;
ii. children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings;
iii. children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and
iv. migratory children who qualify as homeless because they are living in circumstances described in clauses (i) through (iii).

Introduction

If you and your family are experiencing homelessness, you may be struggling to enroll and keep your children in school. If you have a child with special needs, you may have even more challenges to make sure your child receives the help she needs. Here are some concerns that parents often have:

• not knowing who to talk to about their child’s needs;
• not knowing if their child’s problems in school are caused by a disability or by the stress of being homeless;
• not being sure how to help their child adjust to a new school after moving to a temporary living situation;
• not being able to arrange time and transportation for parent-teacher conferences or meetings at school; and
• not understanding the process for getting special education services for their child.

This brief will help you with each of these concerns and offer resources for additional assistance.
Additional homeless education topics are available at:
http://www.serve.org/nche/briefs.php

Laws that Help Homeless Children and Youth with Disabilities

There are two federal laws that help make sure homeless children and youth with special needs get the support they need to enroll and succeed in school.

The McKinney-Vento Act

• guarantees access to education and educational support for children and youth who lack a fixed, regular, and adequate nighttime residence;
• gives homeless children and youth the right to enroll in school immediately, even without documents normally required for enrollment;
• allows participation in classes and school activities even without supplies or uniforms;
• allows students to remain in their school of origin when feasible and provides transportation.
  (42 U.S.C. §§ 11431–11435)

Individuals with Disabilities Education Improvement Act (IDEA), Part B

• guarantees free special education services;
• requires evaluation of children suspected of having a disability;
• requires development of an Individualized Education Program (IEP);
• requires provision of:
  • special education services; and
  • related services such as transportation, speech therapy, counseling, physical therapy, health services, parent training, and social work services;
• requires continuation of evaluations or immediate services for students who transfer schools.
  (20 U.S.C. §§ 1400–1444)

This brief focuses on Part B of IDEA (school-aged children). Part C addresses infants and toddlers.

Parents’ Role in Educational Decisions

Parents are important partners in educational decisions. If your child is having difficulty, talk with teachers, counselors, social workers, principals, or the district’s homeless liaison. Schools value parent involvement and will work with you to ensure participation.

Parent Training and Information Centers and Community Parent Resource Centers can help parents arrange special education services and answer questions.

Frequently Asked Questions

What is the first step if I think my child might have a disability?

Talk to your child’s teacher. If that is not possible, contact a school counselor, social worker, principal, or the school district’s homeless liaison.

What are some ways to help my child?

Teachers may try classroom interventions before recommending evaluation, such as:

• extra academic help;
• additional emotional support;
• seating changes;
• mentoring or buddy systems;
• written homework directions;
• counseling check-ins;
• extra time for homework or tests.

If interventions do not work, what should I do?

Request a special education evaluation in writing. Keep copies of all requests. IDEA requires evaluations to be completed within 60 days of consent (or state timelines).

Does the school have to evaluate my child?

Yes. If the school refuses, it must provide written explanation and information on how to challenge the decision.

Who can request an evaluation besides parents?

• foster parents;
• guardians;
• adults acting in place of parents;
• adults legally responsible for the child.

If no eligible adult is available, the school must appoint a surrogate parent.

How are surrogate parents assigned?

Schools must identify a surrogate parent within 30 days. Temporary surrogate parents must be provided immediately for unaccompanied homeless youth.

What happens if my child changes schools during evaluation?

The evaluation must continue without restarting. The new district must finish within the original timeline unless extended by agreement.

What happens after the evaluation?

A meeting is held to decide eligibility and services. Parents may bring advocates, doctors, counselors, or homeless liaisons.

How can I prepare for the meeting?

• review evaluations;
• consult professionals;
• talk with teachers;
• contact a Parent Training and Information Center.

What if I cannot attend the meeting?

Schools should assist with scheduling, transportation, location flexibility, or phone participation.

What if my child qualifies for services?

An IEP must be written within 30 days and outlines services and goals.

If my child transfers schools, do services continue?

Yes. Services must be provided immediately, using the existing IEP or developing a new one.

Additional Resources

NCHE Issue Briefs

• McKinney-Vento Act At-a-Glance
• Supporting Homeless Children and Youth with Disabilities

Homeless Education Organizations

• National Center for Homeless Education — http://www.serve.org/nche
  Helpline: 800‑308‑2145 | homeless@serve.org
• National Association for the Education of Homeless Children and Youth — http://www.naehcy.org
• U.S. Department of Education, Education for Homeless Children and Youth Program

Special Education Organizations

• Center for Parent Information and Resources — http://www.parentcenterhub.org
• Council of Parent Attorneys and Advocates — http://www.copaa.org
• National Disability Rights Network — http://www.ndrn.org
• U.S. Department of Education, Office of Special Education Programs

Developed by:
National Center for Homeless Education
800‑308‑2145 | http://www.serve.org/nche

Date: October 2015

Supporting the Education of Unaccompanied Students Experiencing Homelessness

National Center for Homeless Education (NCHE)
Supporting the Education of Children and Youth Experiencing Homelessness
http://nche.ed.gov

McKinney-Vento Law Into Practice Brief Series

This NCHE brief:

• describes the educational barriers and challenges faced by unaccompanied youth experiencing homelessness,
• explains key provisions of the McKinney-Vento Homeless Assistance Act related to the education of unaccompanied youth, and
• suggests proven strategies from across the country for supporting the educational success of unaccompanied youth.

Introduction

Homelessness is a devastating circumstance for any child or youth; but for youth on their own, the stresses of homelessness are multiplied. The myriad of challenges faced by youth experiencing homelessness on their own puts these students at risk of dropping out or school failure.

Subtitle VII-B of the McKinney-Vento Homeless Assistance Act, reauthorized in 2015 by Title IX, Part A of the Every Student Succeeds Act (42 U.S.C. § 11431 et seq.; hereafter the McKinney-Vento Act), guarantees educational rights and supports for students experiencing homelessness, including specific supports for unaccompanied youth.

This brief explains the Act’s provisions related to unaccompanied youth and suggests strategies for implementation. Briefs on additional homeless education topics are available at:
https://nche.ed.gov/briefs.php

McKinney-Vento Definition of Homeless

42 U.S.C. § 11434a(2)

The term “homeless children and youth”—

A. means individuals who lack a fixed, regular, and adequate nighttime residence; and

B. includes:

1. children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to lack of alternative adequate accommodations; are living in emergency or transitional shelters; or are abandoned in hospitals;
2. children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings;
3. children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and
4. migratory children who qualify as homeless because they are living in circumstances described above.

Who Are Unaccompanied Youth?

Federal Definition

The McKinney-Vento Act defines unaccompanied youth as: “a homeless child or youth not in the physical custody of a parent or guardian”
(42 U.S.C. § 11434a(6))

Two conditions must be present:

1. The child’s or youth’s living arrangement meets the Act’s definition of homeless.
2. The child or youth is not in the physical custody of a parent or guardian.

Physical custody refers to where a child or youth is physically living. A custody or guardianship issue alone does not make a student eligible; the living arrangement must also be homeless.

Throughout this brief, “unaccompanied youth” refers to youth who are both unaccompanied and experiencing homelessness.

Age Restrictions

The McKinney-Vento Act includes no program-specific age requirements. If a child or youth is eligible for K–12 public education in the State, they may be enrolled and served as an unaccompanied youth.

In many States, the upper age limit is 21, though this may vary or be extended for students receiving special education services.

The Numbers

During the 2014–2015 school year, U.S. public schools enrolled 95,032 unaccompanied students experiencing homelessness, up 21% from 78,654 in 2012–2013 (NCHE, 2016).

Experts estimate that up to 1.7 million youth experience homelessness on their own in any given year (Hammer, Finkelhor, & Sedlak, 2002).

Paths to Being on Their Own

Unaccompanied youth often cite family dysfunction as a primary reason they no longer live at home, including:

• substance abuse,
• pregnancy,
• sexual activity or sexual orientation,
• abuse or neglect,
• incarceration, illness, deportation, or death of a parent,
• running away from foster care or aging out of the system.

Eligibility under McKinney-Vento does not depend on the reason for separation from family.

Local Homeless Education Liaisons

Every school district must appoint a local homeless education liaison. The liaison ensures eligible students are identified and receive the rights and services to which they are entitled.

For unaccompanied youth, the liaison’s involvement is especially critical and can be life-changing.

Educational Barriers

Unaccompanied youth may face:

• lack of safe and stable housing,
• lack of adult support,
• lack of food and medical care,
• lack of bathing and laundry facilities,
• trauma and mental health challenges,
• lack of school records,
• lack of school supplies or clothing,
• work obligations interfering with school,
• irregular attendance,
• credit loss due to mobility,
• transportation challenges,
• fear of child welfare or law enforcement involvement.

Educational Rights Under the McKinney-Vento Act

Unaccompanied youth have the right to:

• a free, appropriate public education,
• immediate enrollment without required documents,
• enrollment while records are gathered,
• attendance at the school of origin or local school,
• transportation to the school of origin (if requested),
• comparable educational services.

Additional rights include:

• enrollment without proof of guardianship,
• assistance from the local liaison,
• fair dispute resolution.

Identifying Unaccompanied Youth

Identification can be difficult due to:

• stigma,
• fear,
• misunderstanding of the definition of homelessness,
• discomfort sharing personal information.

Targeted outreach and youth-friendly communication are essential.

Enrolling Unaccompanied Youth

Enrollment means attending classes and participating fully in school activities.

Common enrollment methods:

• self-enrollment by the student,
• caregiver affidavit,
• enrollment by the local liaison.

Schools may not delay or deny enrollment due to lack of guardianship documentation.

Signature Issues Beyond Initial Enrollment

Schools must determine who may:

• sign for absences,
• approve extracurricular participation,
• consent to medical services.

Federal law allows flexibility as long as enrollment and participation are not delayed.

Access to School Records Under FERPA

Schools may access education records for enrollment purposes without prior written consent, even in the absence of a parent or guardian.

School Engagement Strategies

Schools should:

• provide access to showers and laundry,
• allow secure storage of belongings,
• offer flexible assignments,
• support credit accumulation,
• understand reporting laws,
• provide referrals to social services,
• consider alternative education options,
• ensure access to free school meals.

Access to Higher Education

Supports include:

• college preparation assistance,
• fee waivers for exams and applications,
• FAFSA independent student verification,
• scholarships.

School–Community Collaboration to Support Unaccompanied Youth

Collaboration improves identification, awareness, and coordinated support across schools and community organizations.

Additional Resources

• National Runaway Safeline – https://www.1800runaway.org
• National Safe Place – http://nationalsafeplace.org
• Runaway and Homeless Youth Act (RHYA) Programs – https://www.acf.hhs.gov/fysb/grants/fysb-grantees

References

• Family Educational Rights and Privacy Act (20 U.S.C. § 1232g)
• Hammer, H., Finkelhor, D., & Sedlak, A. (2002)
• National Center for Homeless Education (2016)
• U.S. Department of Education (2016)

Developed by:
National Center for Homeless Education
800-308-2145 | homeless@serve.org | http://nche.ed.gov

Updated: August 2017