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Attendance Reentry Plan: Remote Learning in Red

Attendance reentry plan for remote learning in red.

Students are expected to attend remote instruction, as provided by their school, each day. For days in which students participate in a remote (Red) learning program, schools are required to track student participation, but will not be required to report this data to NMPED in the same manner as in-person attendance.

Attendance during remote learning is based on the extent to which a student has engaged in remote learning within a one week time period. This is not indicative of the amount to which the student understands the content, nor their grade in the class, but instead, is a measure of a student’s engagement in remote learning. Engagement is measured by the number of contacts that the student has demonstrated to their teacher. Contacts are benchmarks or indicators that objectively show that a student is engaging in the remote learning process.

This process can be done by identifying both synchronous and/or asynchronous learning activities as well as the number of engagement/contact indicators students should demonstrate in order to take advantage of the opportunity to master the instructional content for the week. Note: Attendance is about the amount of student engagement in the learning, not the mastery of the content.

Identifying and Sharing Types of Student Engagement, Contact Indicators

Teachers/schools will set their own expectations for the types of engagement/contact indicators they will use to track attendance. Note: This looks different when the district is in a remote learning model versus a hybrid model as in the hybrid model, attendance taking will be more labor-intensive, as teachers will be expected to track attendance for both students who are learning in-person (daily) as well as those who are remote learning (weekly).

It is recommended that teachers (including special education teachers, and substitutes) work together across grades, subject matter, and school-wide to develop their own consistent list of student engagement/contact indicators. Having a range of examples provides an equitable approach, especially if students do not have access to the internet or otherwise cannot fully engage in learning online only.


Examples of various types of student engagement/contacts during remote learning include:

  • Attending scheduled classes (as applicable)
    • Logging into Google Meets, See Saw, Google Classroom, and other online learning platforms
  • Accessing assignments (online or via other methods)
    • Logging into See Saw, Google Classroom, and other online learning platforms
    • Contacts with Teachers via other modes (e.g., phone, in-person, email, etc.)
  • Engaging in/spending time on learning, including during asynchronous learning time (regardless of content mastery).
  • Accessing teacher/school learning supports
    • Contacts with Teachers/EAs during office hours, and support sessions
  • Handing in assignments (online upload, email, in-person)

Once a list of student engagement/contact indicators is developed, it is recommended that teachers include in their weekly scope and sequence for their instruction, daily opportunities for students to demonstrate engagement It is important to consider students whose remote learning cannot be online (in part or whole) for whatever reason. It is recommended that teachers/schools provide students and families with a rubric to measure attendance. Teachers use their own informal processes (i.e.Grade Book, google sheet, etc.) to track student contacts.

Student engagement/contacts for students need to be added up weekly and each teacher must enter the final attendance code into Synergy each Monday for the previous week.

Communicating with Families and the Community

Once teachers/school have determined what is considered a contact, this information needs to be communicated clearly to both students and families so there is an understanding of expectations and tracking.

Sample Communication for Families

The purpose of attendance is to track when a student may need more support in their learning. During remote learning, attendance is about how your student is demonstrating their engagement in the learning process, we call these “contacts.” In my class contacts will include: (insert what will be used for contacts here.) Please talk to your child about the attendance and engagement “contact” expectations for their class.

Taking and Entering Attendance

Remote learning attendance should be considered within a one-week time frame. However, teachers may choose to track student engagement contacts daily through their own informal process (such as making notations in their Grade Book). Ideally, teachers will have at least one contact/engagement indicator for each student daily.

By end of the workday (by 4:00 pm) each Monday, teachers need to enter remote learning attendance into Synergy for each class and student. Attendance will be based on the number of student engagement contacts during the previous week (Monday through Sunday).

How to Enter Attendance in Synergy

When entering attendance in Synergy, click on the field for the student under the correct date/row, and record, enter one of the following absence codes (based on the number of the contacts the student demonstrated for the prior week):

  1. C1 for present for 1 contact (One click = Present for 1 contact)
  2. C23 for present for 2–3 contacts (Two clicks = Present for 2 or 3 contacts)
  3. C45 for present for 4-5+ contacts (Three clicks = Present for 4 or 5+ contacts)
  4. CNC for zero contacts, not present (Four clicks = No contact)

School administrators should monitor staff data entry of attendance for remote learning each Monday.

Identifying and Monitoring Students at Risk Due to Remote Learning Absences

Teachers and school Attendance Teams will access SIS reports to monitor students who have had low numbers of contacts in one or more weeks and will provide outreach and intervention as appropriate. The information below provides the minimum threshold for identifying students requiring outreach and intervention at those students with 5 or fewer contacts (out of 8 minimum) within any two week period. However, schools are encouraged to define other attendance thresholds and provide students and families with outreach and intervention based on the acuity of the student’s absences. Schools should identify which staff will provide outreach and intervention to students and their families at each attendance threshold.

Attendance Supports, Interventions During Remote Learning

Remote learning absence code data must be recorded in the Synergy database attendance tables but will not be counted towards Chronic Absenteeism. However, students are expected to participate in remote learning as scheduled, and schools should provide interventions and supports to ensure student participation. Contact/engagement indicators data is used to support student learning and engagement with instructional content. Schools must monitor which students need additional supports to benefit from the curriculum and should proactively reach out to students who demonstrate low participation in instructional activities, and to their families, to offer assistance. Schools should monitor those students who are not participating or engaging with remote learning activities and provide supports as appropriate. Note: NMPED may request that districts and schools report who these students are for possible statewide interventions and support.

Whole School Prevention

All students should be included in whole school prevention strategies.

Whole School strategies establish a culture of attendance in schools. Some activities that schools may consider include establishing:

  • Welcoming socially-emotionally safe school climate.
  • Positive relationships between school staff, students, and families.
  • Support for all families to facilitate learning at home.
  • Access to learning supports, technology equipment, connectivity, and skills.
  • A culture of continuous improvement.
  • Active engagement of families and students in planning and problem-solving.
  • A schedule of classes and when/how they are held.
  • A clear understanding of learning expectations including what is considered to be a Remote Learning Attendance “Contact”.
  • Virtual enrichment activities and clubs.
  • Virtual Homerooms and/or Advisory.

Individualized Prevention, Outreach, and Intervention

Attendance Threshold

Students whose remote learning attendance consists of 5 or fewer contacts (out of 8 minimum) for any 2weeks in a row should receive additional outreach and intervention support.

Staff Providing Support

An array of school staff can provide outreach and intervention to these students, including:

  • Attendance Team members
  • teachers
  • school administrators
  • specialty school staff (technology, counselors, family liaisons, community school coordinators, etc.)

Outreach and Intervention Activities

With students and families:

  • Complete an Individual Remote Learning Attendance Plan
    • Emphasize to family and students the need to prioritize engagement in learning.
    • Facilitate access to resources (e.g. food/other basic needs, health/telehealth, etc.)
    • Include a discussion of attendance data, concerns, possible natural consequences, and offer support and resources in order to reduce barriers and facilitate attendance
    • Tailor supports, resources, and interventions to specific student/family situation
  • Provide personalized outreach and communication to families when students are absent
  • Conduct individual wellness checks and ask about barriers to remote learning
  • Provide additional technical support and training for the family and students as needed

In classrooms:

  • Provide clear, concise, and consistent communication about schedules and expectations
  • Establish predictable daily/weekly routines, rituals, and celebrations
  • Foster community building to create belonging and connection

In schools:

  • Provide recognition of improved attendance
  • Regularly monitor attendance data to activate supports and identify trends