and list symptoms that may or may not require another doctor’s visit, but would require the student to remain home from school. Avoiding school could be an indicator of an undetected health condition or learning disability. This may require a referral for development of a Section 504 Accommodation Plan or Individualized Education Plan (IEP), following assessment by school psychologists. Each school district should have a Board policy with administrative regulations that address excessive absences due to illness. Many districts use a 10 percent rule/policy that a student who accrues absences due to illness, equal to or surpassing 10 percent of the school days since enrollment that school year, must have each subsequent absence verified by a physician, school nurse or other school personnel. Absences must then be cleared daily, unless other arrangements are made with the school principal or designee. Additional absences are recorded as unexcused, if the student fails to provide verification from the physician, school nurse or other school personnel. The decision to place a student under the requirement of the 10 percent absence verification policy, or to remove the student from its requirements before the school year ends, will be left to the discretion of the school principal. School personnel need to be alert to warning signs of possible mental health issues, learning disabilities, or signs that a student may have been abused. The symptoms may be temporary or may indicate the need for in-depth attention. Common symptoms requiring further assessment include the following: Difficulty in learning and failure to achieve. Defiance of authority. Excessive sensitivity to criticism. Withdrawn behavior, nail-biting, frequent crying, constant tension or fears of unknown origin. Frequent emotional outbursts, temper tantrums or obstinate behavior. Extreme restlessness or impulsivity. Speech, hearing, or vision difficulties. Excessive dependence on adults, or anxiety at being separated from parents. Immaturity, poor peer relationships. Unhappiness or depression. Frequent disruptive and/or aggressive behaviors in class. Sleeping in class, disheveled appearance, or poor hygiene. Bruises or evidence of physical trauma. Sensitivity to being touched by another person.
and list symptoms that may or may not require another doctor’s visit, but would require the student to remain home from school. Avoiding school could be an indicator of an undetected health condition or learning disability. This may require a referral for development of a Section 504 Accommodation Plan or Individualized Education Plan (IEP), following assessment by school psychologists. Each school district should have a Board policy with administrative regulations that address excessive absences due to illness. Many districts use a 10 percent rule/policy that a student who accrues absences due to illness, equal to or surpassing 10 percent of the school days since enrollment that school year, must have each subsequent absence verified by a physician, school nurse or other school personnel. Absences must then be cleared daily, unless other arrangements are made with the school principal or designee. Additional absences are recorded as unexcused, if the student fails to provide verification from the physician, school nurse or other school personnel. The decision to place a student under the requirement of the 10 percent absence verification policy, or to remove the student from its requirements before the school year ends, will be left to the discretion of the school principal. School personnel need to be alert to warning signs of possible mental health issues, learning disabilities, or signs that a student may have been abused. The symptoms may be temporary or may indicate the need for in-depth attention. Common symptoms requiring further assessment include the following: Difficulty in learning and failure to achieve. Defiance of authority. Excessive sensitivity to criticism. Withdrawn behavior, nail-biting, frequent crying, constant tension or fears of unknown origin. Frequent emotional outbursts, temper tantrums or obstinate behavior. Extreme restlessness or impulsivity. Speech, hearing, or vision difficulties. Excessive dependence on adults, or anxiety at being separated from parents. Immaturity, poor peer relationships. Unhappiness or depression. Frequent disruptive and/or aggressive behaviors in class. Sleeping in class, disheveled appearance, or poor hygiene. Bruises or evidence of physical trauma. Sensitivity to being touched by another person.
GUSDAttendanceHandbook.docx