As I am trying to work with difficult child's team to find solutions to help keep difficult child in school, I am repeatedly asked how long these required half days are going to last, what is hoped to be achieved by doing this, and how we are working towards getting him back to a full day at school. These are questions I don't have answers for. You said you want difficult child to "have some successful mornings", but largely speaking, mornings haven't been his issue. So, what is the goal of these half days and when do you know that goal is met? When will you be re-evaluating to decide when he can come back in the afternoons? What is the plan to bring him back in the afternoons; will you be extending his day by a few minutes at a time or for the entire afternoon all at once? If its small chunks, how will that be incorporated into some sort of afternoon routine? What is being done to address the environmental and support issues that are contributing to his problems staying in school; will he be allowed to hang onto one Para that he works well with in the mornings, will I need to come in and work with him during the afternoon transition with a plan to hand it off to the Paras later, or is there another plan for this? What is being done to help prepare difficult child to transition back to the afternoons? I know we are ultimately supposed to be working to have difficult child maintain in school for the duration of a day, but given the situation, that's a pretty general statement. His absences are now delaying his evaluation, and subsequently, his IEP. At this point, we are likely looking at May before we have an IEP in place, which isn't helping anyone in this situation, particularly difficult child. We need to address these questions sooner rather than later.