How does poor attendance play a role in student's going through the EIP process towards Special Education?
How do you prove that data is valid for interventions if the student's attendance is inconsistent?
I have found that it is difficult to prove a student is not understanding content and grade level expectations if they are not in school often.
Is this a case by case situation?
How can schools get families involved to stop this cycle and do what is best for the child?
Yes I just rambled on with a bunch of questions...
My school identified attendance as one of our largest issues, even being a magnet school where parents are advocating for their child to go to our school. This problem really came to light when we were bringing students through the EIP process, as mandated by SRBI, and moving from Tier 3 to testing for special education. The line became blurred when determining if it was a case of a learning disability or a lack of time in school.
Thoughts??