In the State of Texas, the Students Attendance Accounting Handbook provides guidance to districts regarding Homebound procedures. District procedures are provided to provide greater clarity and depth to the Homebound processes in Spring ISD. However, The Student Attendance Accounting Handbook , and TEC 89.63 outline legal requirements and limits.
This instructional arrangement/setting is for providing special education and related services to students who are served at home or hospital bedside. (A) Studentsserved on a homebound or hospital bedside basis are expected to be confined for a minimum of four consecutive weeks as documented by a physician licensed to practice in the United States. Homebound or hospital bedside instruction may, as provided by local district policy, also be provided to chronically ill students who are expected to be confined for any period of time totaling at least four weeks throughout the school year as documented by a physician licensed to practice in the United States. The student's ARD committee shall determine the amount of services to be provided to the student in this instructional arrangement/setting in accordance with federal and state laws, rules, and regulations, including the provisions specified in subsection (b) of this section. (B) Home instruction may also be used for services to infants and toddlers (birth through age 2) and young children (ages 3-5) when determined appropriate by the child's individualized family services plan (IFSP) committee or ARD committee. This arrangement/setting also applies to school districts described in Texas Education
What We Do
The homebound program offers instruction by certified teachers to students enrolled in an SISD campus who will be absent for medical reasons for at least four weeks. It is offered as part of the district’s services to students with non noncontagious illnesses or other medical reasons as documented by a US licensed physician. Homebound instruction takes place in the student’s home when medical evidence has been submitted by a licensed physician or a licensed nurse practitioner (PRS only) that the student will be unable to attend school for a duration that exceeds four weeks. A diagnosis with an explanation of how symptoms affect school attendance is required. A specific treatment plan and a plan for returning the student to school is determined prior to start of services. In no case will full-time homebound instruction be provided when a student can participate in a less restrictive school setting.
Purpose Of Homebound
The purpose of Homebound Services is to provide students with academic instruction at home or hospital during a temporary period of absence, and to successfully re-engage students at their home campus when they are released by their physician. Homebound Services are designed to enable students with a medical condition to continue their coursework while they are temporarily unable to attend school. The ARD Committee (for students receiving special educational services) or the General Education Homebound Committee members (for general education students) consider homebound services for students who are currently enrolled in school and will be confined to a home or hospital setting for (4) or more weeks. Homebound instruction is not intended to replicate what a student receives in their classroom setting. Homebound services for students who receive special education services is based on ARD Committee decision.
Enrollment: A student must be enrolled in a Sherman ISD school in order to be considered for Homebound Instructional Services.
Eligibility: Eligibility for Homebound Instruction is determined on the basis of medical evidence submitted by a licensed physician or a licensed nurse practitioner (PRS only). A diagnosis with an explanation of how symptoms affect school attendance is required. A specific treatment plan and a plan for returning the student to school is requested; however, this information is required if the student is expected to miss more than nine weeks of school. In no case will full Homebound Instruction be provided when a student can participate in a less restrictive school setting.
Physical Condition: Students with physical conditions causing them to be unable to attend school may include those with serious or terminal illnesses, those undergoing treatments that compromise their immune systems, those undergoing surgery, or in postpartum recovery (up to six weeks). The student must be free of infectious or communicable disease and students may NOT be referred for any condition which is considered to be contagious.
Mental Health Condition: In order to consider Homebound Instruction for students presenting with psychological/mental health, a mental health professional must be treating the student, and a licensed psychiatrist must provide the medical documentation. It should be noted that, in some instances when a student is experiencing psychiatric difficulties, Homebound Instruction may acerbate the student’s problems and would, therefore, not be approved. Other school-based alternatives may be appropriate. Campuses must consider other campus resources to assist the student such as counseling, crisis management, and accommodations. A variety of accommodations may be made at the campus level to assist students with difficulties based on areas of concern.
- Students Receiving Special Education Services
If a student is receiving special education services and is diagnosed with a mental or psychological disorder, the ARD/IEP team should convene to discuss appropriate accommodations that may be implemented on campus to provide the student with instructional supports needed to master the curriculum. Team members and others such as the LSSP, counselor, nurse, administrator, and teacher should review all relevant evaluation data, teacher and parent input forms, grade reports, anecdotal records, attendance and medical documents in order to decide upon the best possible campus accommodations to implement for the student. As with all ARD/IEP documents, on-going support and monitoring of the accommodations is necessary to document success and/or the need to revise the accommodations via the ARD/IEP team. The team should set evaluation targets and criteria to measure the effectiveness of the accommodations in order to report at the student’s annual ARD/IEP meeting and revise/change accommodations, if needed.
- Student Receiving Services under Section 504
If a student is receiving 504 services and is diagnosed with a mental or psychological disorder, the 504 committee members should convene to discuss appropriate accommodations that may be implemented on campus to provide the student with instructional supports needed to master the curriculum. Team members including but not limited to the administrator, counselor, 504 coordinator, nurse, and teacher should review all relevant data, teacher and parent input, grade reports, anecdotal records, attendance, and medical documents in order to decide upon the best possible campus accommodations to implement for the student. As with all 504 documents, on-going support and monitoring of the accommodations is necessary to document success and/or the need to revise the accommodations via the General Education/504 team. The team should set evaluation targets and criteria to measure the effectiveness of the accommodations in order to report at the student’s annual 504 meeting and revise/change, if needed.
- General Education Students
If a student has not been identified as qualifying for special education services or 504 services, the campus should convene the RTI team and begin the process of identification and evaluation for Tier 1-3 levels of support and/or 504 or special education referral, as deemed appropriate by the respective team. Students presenting with diagnoses of a psychological/mental health disorder may qualify for 504 services or special education services, depending on the diagnosis,
evaluation of the student and recommendations of the respective team.
The following is a list of campus and district resources to assist in determining the appropriate course of action for students exhibiting mental health concerns, as documented by a licensed psychiatrist.
- RTI Team
- 504 Team
- ARD/IEP Team
- Special Education Department Director
- Campus Counselor
- Campus Nurse
- Behavior Specialist
- Special Education Coordinator
Suggested Campus Accommodations
The following list represents reasonable accommodations that can be provided in the classroom for students with mental health diagnoses. This list is not all-inclusive and campuses are encouraged to explore additional accommodations as suggested by members of the convening ARD/IEP or 504 team. Input should be gathered by multiple campus & district staff members.
- Give frequent feedback on academic, social and/or behavioral performance
- Develop clear expectations and guidelines
- Teach goal setting and self-monitoring
- Teach problem solving skills
- Teach organization and daily planning
- Provide opportunities for student to engage in social interactions
- Assign someone on campus to be the student’s contact person when mood fluctuates for “safe haven”
- Develop home-school communication system
- Monitor student compliance with medication regimen
- Preferential seating in the classroom
- Assigned classmate as volunteer assistant
- Beverages permitted in class
- Prearranged or frequent breaks, including restroom and clinic permissions
- Reduce amount of reading required
- Note taking or photocopying assistance of class notes
- Early availability of syllabus or course materials
- Availability of course materials in electronic format
- Private feedback on academic performance
- Allowing late arrival
- Shortening the student’s school day
- Rearranging student’s schedule (i.e., less demanding subjects in the morning)
- Allowing student to move around the room, stand up, etc. testing
- Use of assistive technology/software
- Exams individually proctored, in alternate location away from other students
- Extended time for testing
- Substitute assignments
- Advance notice of assignments
- Break assignments into smaller chunks
- Permission to submit handwritten assignments rather than typed (0r vice versa)
- Extended time to complete assignments
- Reducing homework assignments
- Arrangement for homework/classwork to reach home with clear, concise instructions
- Counseling sessions
- 504/IEP monitoring
- Monitoring by district liaisons (SISD LSSP, health and medical, etc.)
- Develop behavior intervention plan
The following is a list of mental illnesses that cause severe disturbances in thinking, feeling, relating, and functional behaviors that can result in a substantially diminished capacity to cope with the demands of daily life. Students with mental illness may require accommodations listed above to allow them equal access to classes, programs, and coursework.
- Mental/Psychological Disorders
- Major Depressive Disorder
- Bipolar I or II Disorder
- Panic Disorder Social Anxiety Disorder
- Obsessive-Compulsive Disorder
- Specific Phobia Post-Traumatic Stress Disorder
- Generalized Anxiety Disorder
- Eating Disorder
- Schizophrenia or other psychosis
- Any other disorder considered to be mental/psychological in nature
EXPECTATIONS OF Sherman ISD HOMEBOUND
Due to the nature of the student's documented medical condition and their inability to physically attend school:
- The student will be unable to attend school for a period 4 weeks or more.
- The student will be excluded from all non–academic, co-curricular, and extra-curricular activities with peers until the physician releases the student to return to school.
- The student's services can be terminated if they are able to be active and involved in social, church, and family activities outside the home but remain unable to attend school.
- The student will remain enrolled on their home campus and the homebound teacher will act as a liaison between the campus and the home.
- The student will independently complete 90% of class assignments as they will receive limited hours of direct instruction from their Homebound Teacher; however, all students will have access to their campus teachers by telephone or email for any questions or concerns.
- The student, along with the parent(s), are encouraged to remain in communication with the student’s teachers at school to ensure clear understanding of the TEKS for a successful transition back into the classroom.
- The parents must remain involved and active in their child’s education while the student is receiving Homebound Instruction.
- A responsible adult must be present while the student receives Homebound Instruction.
- Parents are asked to be responsible for ensuring assignments are completed and that the student is engaged in his or her school work as much as physically possible.
* Please remember that all requests for Homebound Services are initiated at the student's campus.
The person who will initiate the initial request for homebound services and will be the primary campus contact person for those services will be the Special Education Diagnostician for students receiving special education services and the counselor and or 504 coordinator for students in general education. The campus contact person will start the process of the homebound request and obtain all paperwork sent to the doctor and schedule the ARD/IEP meeting for special education services or the Homebound / 504 meeting for general education.
Note: The Texas Medical Board’s searchable database of licensed physicians can be found at http://reg.tmb.state.tx.us/OnLineVerif/Phys_NoticeVerif.asp. Throughout the Homebound procedure page, “licensed” means licensed to practice in the United States.
Homebound Referral Procedures
Procedures for Special Education Homebound Instruction:
- A request for homebound services is made by the parent / guardian to the school
- The campus homebound contact person is notified of a request for Homebound Services
- The campus homebound contact person is the diagnostician for students receiving special education services
- The campus homebound contact person is the counselor /504 coordinator for students in general education
- The campus homebound contact person
- is the primary contact between the parent and the students home campus
- provides the physician with all paperwork that is required for the homebound services request
- contacts the special education director to discuss the initial request for homebound services for the student receiving special education services
- sets the ARD Committee meetings or General Education Homebound / 504 Meeting
- The campus homebound contact person will have parents sign the “Consent to Request Confidential Information” form for the homebound documents to be completed by the referring physician. This form also gives permission for district staff to speak to the referring physician about the student’s medical condition.
- The campus homebound contact person will send required forms to the physician:
Services or Physician Statement of Mental Health Information form states:
- the physician is licensed to practice in the United States (You can access the Texas Medical Board’s searchable database of licensed physicians at http://reg.tmb.state.tx.us/OnLineVerif/Phys_NoticeVerif.asp)
- the student is expected to be confined at home for a minimum of four weeks
- the weeks do not have to be consecutive
- the student is confined at home for medical reasons only
- Information about the student’s medical condition and severity
- The campus homebound contact person will notify the special education director that a request has been made pending the arrival of the supporting documentation from the physician
- Once the physician’s paperwork has been received by the diagnostician, they will proceed with setting up a meeting to discuss the homebound request and the recommendations from the doctor and staff
Data to be considered and discussed in the meeting:
- Consider the least restrictive environment (LRE) for the student
- Physician Statement of Medical Eligibility / Non-Eligibility or Physician Statement of Mental Health Information that was completed by the doctor
- Student’s tolerance for instruction
- Current schedule of classes
- Any other information which will help the ARD Committee decide if homebound services are necessary and appropriate
*** Note: The “Physician Statement of Medical Eligibility / Non-Eligibility & Physician Statement of Mental Health Information” completed by the student’s physician is ONLY a RECOMMENDATION for the committee to consider. It is not the sole determining factor in considering the need for homebound services
- The committee will then determine if the student is eligible for homebound services or not.
- If the committee members determine that the student is eligible for homebound services, the committee will put in place a homebound service plan for the student which will include (but not limited to):
- The type and amount of instruction to be provided, including the designated amount of time per week; typically, 30 minutes to 1 hour per week equals 1 class/course (e.g. Reading – Algebra)
- All Career and Technology Education (CTE) classes or courses are actual “seat time” (the actual amount of time the student receives in the classroom will be the actual amount of time he/she will receive at home)
- Review IEPs (current IEPs will remain in effect; new IEPs do not have to be created)
- Date for initiation of services and estimated dismissal date
- Plan to transition back to the classroom
If the committee members determine that the student is not eligible for homebound services, the committee will deny homebound services and develop a plan for the student which will meet the student’s needs in the least restrictive environment on the student’s home campus.
Homebound Instructional Roles Outline
Teachers of Students Receiving Special Educational Services Roles & Responsibilities
Campus Teacher of Record
Provide lesson plans weekly to the homebound teacher to follow and implement
Collaborate with homebound teacher regarding grade suggestions (final decision of students grades are the responsibility of the campus teacher of record)
Input grades for the student
Set up a meeting with homebound teacher on the student's PLAAFP, goals, and objectives for the student’s annual ARD/ IEP meeting (goals and objectives are created as a team effort and not the sole responsibility of either teacher)
Input PLAAFP received by the homebound teacher in a word document
Input agreed upon goals and objectives
Notify the homebound teacher (a minimum of 5 days prior to the ARD / IEP meeting) that all goals and objectives are in E-Sped and they can be printed off to discuss with the parent
Keep the following items sent by the homebound teacher in a folder / binder for the student
Weekly Documentation Logs
Provide weekly communication on students progress by e-mail
Implement lesson plans provided by the campus teacher of record
Collaborate and provide the campus teacher of record grading suggestions (final decision of students grades are the responsibility of the campus teacher of record)
Provide data collection on goals and objectives at the end of every grading cycle
Input progress into E-Sped and provide campus teacher of record a copy as well as the student’s parent
Every week scan / e-mail the Weekly Documentation Log
The students attendance will be taken via the Weekly Documentation Logs by PIEMS clerk in Special Services
Every week scan / e-mail a short summary of the student’s week (enough to provide the campus teacher of record a clear picture of the students week and their progress)
Set up a meeting with the campus teacher of record to collaborate on the student's PLAAFP, goals, and objectives for the student’s annual ARD/ IEP meeting (goals and objectives are created as a team effort and not the sole responsibility of either teacher)
Provide the student's PLAAFP in a word document to the campus teacher of record (a minimum of 15 days prior to the ARD / IEP meeting) for him / her to input into E-Sped