“Hello. Your student, Daniel Marrs, was marked absent in the following periods….”
I get this phone call just about every day.
At first it was because he only went to school for an hour or so. Then because we started only going to school three days a week. Now, because he’s starting to refuse to go.
Danny has an incredibly unique to him placement.
It’s taken multiple meetings, but his paperwork (IEP) reflects the placement the team came up with and the amount of support he requires when he is in the building so he is the most successful in this least restrictive environment.
He is on Homebound (not attending school for medical reasons but still seeing a teacher a few hours a week at home provided by the district). And, when he feels well enough, he goes to school for as long as he can.
But his primary placement is Homebound, not the high school.
Because this is so unique, I expected bumps. And we had them.
We struggled with the best times of day Danny would attend. And then we had conversations about the level of staffing Danny actually required to be successful and safe. We also had trouble coordinating with the Homebound team.
But finally, after ten weeks, all our ducks are in a row.
Just in time for the weather to change and Dan to not feel strong enough to attend school.
The last little bump that I am having the hardest time ironing out is Chatfield’s attendance office.
So, every day I call back and explain again that Danny’s primary placement is on Homebound and his attending school will become more and more erratic as we continue with the school year….and how do I keep him from being truant.
I’ve met the nice lady who manages all three thousand students. And she’s trying to make d’s plan work within the procedures she also has to follow.
This is just the last example of how unique to Danny his high school experience is.
Which is the exact spirit of IDEA.