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Last revision: August 31, 2020

Objective


This analysis looked at state attendance policies for a subset of US states for the 2020-21 school year, with the goal of answering this question:

Based on SEA 2020-21 attendance policies, what kinds of instructional system (i.e. LMS and related systems) data are school districts likely to need to mark attendance?

The goal of this report was not to catalog all possibilities, nor was it to catalog the policy guidance of all US states. Rather the intention was to establish an early sense of "national norms" and from that to understand

  1. the major opportunities for agencies across the US to collaborate on tools to extract and use instructional systems data, and
  2. what instructional system vendor demands for data out are likely to look like

The state guidance will of course need to be re-interpreted by local school district policy, and that will likely impact the actual market demands and collaboration opportunities. This report included a limited scan of such resources, but at a very early date, and that local interpretation seems likely to evolve.

Guidelines for Using this Analysis

This document if offered as-is, and as such as some limitations we wish to point out:

  • In writing this report, we noticed that state guidance was changing even in the relatively short time period in which we wrote it. This report therefore may be outdated quickly. The Alliance does not expect to keep this document up-to-date.
  • This is not an attempt to catalog the policies of all US states in this area. However, the report provides information and links that such a project might find useful.
  • Many states offer guidance or policy that contains some latitude and that those policies will be interpreted differently.

Most Common Practices from State Guidance


This table shows the 5 most common mechanisms from state policy/guidance that will trigger a student attendance:

#

Attendance Trigger Mechanism

Source System

Likely Method to Automatically Source Data (without human intervention)

1

Visual confirmation over video conferencing by Teacher

video system

Query of video conference activity reportor analytics

2

Confirmation by the teacher based on direct communication - email, phone call, other

various

Various

3

Attendance as assignment

LMS/Instructional system

Custom Query to identified students with missing assignments categorized for attendance data 

4

Completion of all required assignments in LMS/Online Learning Environment

LMS/Instructional system

Custom Query to identify students with missing assignment past due date

5

Log In to Online Learning Environment

LMS/Instructional system

Login Report

Time in System Report


State Summaries

State

Categories Supported by or Recommended to Districts

Minutes / Attendance Requirements

Arizona

Visual confirmation over video conferencing by Teacher  (1)

Confirmation by the teacher based on direct communication - email/phone (2)

Attendance as assignment (3)

Completion of all required assignments in LMS/OLE (4)

Log In to Online Learning Environment (5)

LEA/Districts must meet required instructional hours for the year by grade, adhering to the minutes defined per day in their plans.


Attendance must be tracked daily and reported monthly.

California

Visual confirmation over video conferencing by Teacher  (1)

Confirmation by the teacher based on direct communication - contact - Parent/Student/Guardian (2)

Attendance as assignment (3)

Completion of all required assignments in LMS/OLE (4)

Log In to Online Learning Environment  (Evidence of Participant in online activity)  (5)

Instructional minutes required daily, number of minutes varies by grade level. For distance learners minutes can be met synchronously and/or asynchronously.


Attendance requires daily participation, but can be determined after the fact on a daily, weekly or bi-weekly basis.

Florida

No explicit state guidance provided -- Requiring opening of in-person learning 5 days a week and an approved reopening plan for other options.  Many of the requirements for instructional time and attendance are waived by Exec Order - delegated to the approved reopening plans.


Survey of sub-set of reopening plans seems to indicate remote learners will be engaged synchronously with in-person learners.   Attendance taken visually by the teacher or in some class with students marking themselves present in OLE.

Many requirements for instructional time and attendance waived by July 6 Executive Order.  More  attendance guidance on attendance/instructional hours to be provided for October reporting.

Indiana

Visual confirmation over video conferencing by Teacher (1)

Confirmation by the teacher based on direct communication - email/phone (2)

Attendance as assignment (3)

Completion of all required assignments in LMS/OLE (4)

Log In to Online Learning Environment (5)

No Instructional minute requirements.


Attendance must be tracked daily and reported to IDOE in the second half of the year.

Nebraska

Visual confirmation over video conferencing by Teacher  (1)

Log In to Online Learning Environment (5)


Possibly others could be adopted -- not dictated by state

No Instructional minute requirements per day, must meet number of hours per year by grade.


Attendance must be tracked daily. Period level attendance not required.

Texas

Visual confirmation over video conferencing by Teacher (1)

Completion of all required assignment in LMS (4)

Log In to Online Learning Environment (5)

75,600 operational minute requirement for the year. Flexibility offered for the transition period with on-campus /off-campus hybrid. For Remote sync. minimum number of daily instructional minutes required set by grade level.

Attendance must be tracked daily.

Wisconsin

Visual confirmation over video conferencing by Teacher  (1)

Confirmation by the teacher based on direct communication - email/phone (2)^

Attendance as assignment (3)

Completion of all required assignments in LMS/OLE (4)

Log In to Online Learning Environment (5)


^Conflicting guidance on whether parent attestation of attendance is permitted

Yearly hours of required instruction defined by grade. Virtual hours of instructions can count towards this. One-Year Waivers available due to COVID.


DPI recommends that schools enter attendance daily, providing corrections as appropriate on a weekly basis

 

State-specific Analysis 


Arizona

Instructional System Data that could/will be leveraged to assess attendance status

  • Visual confirmation over video conferencing by Teacher - via Digital Meeting Software Log-In and Session Information (e.g. Zoom) or Online Learning Environment with Video Component (e.g. Microsoft Teams, Google Classroom)
  • Confirmation by teacher based on direct communication - email, phone call, online document update (google doc) -- Can be Student or Parent
  • Attendance as assignment
  • Completion of all required assignments in LMS/Online Learning Environment
  • Log In to Online Learning Environment

Requirements for Minutes / Attendance

  • LEA/Districts must meet required instructional hours for the year by grade, adhering to the minutes defined per day in their plans.
  • Attendance must be tracked daily and reported monthly

Requirements defined by:  State

Data or Condition(s) required to track student attendance as Present Under a Distance Learning Plan (DLP)

School districts and charter schools have the flexibility to design attendance tracking procedures to connect their unique distance learning models to existing attendance systems. In designing attendance tracking procedures, districts and charters should consider which activities best represent student participation/engagement in Distance Learning (DL) instruction, the ability of staff to track and record this information, and the extent to which chosen activities demonstrate the appropriate amount of instructional time for the day.

Attendance tracking will be identified in a district’s or charter’s Distance Learning Plan and may include methods such as:

  • Communication with a teacher via telephone, ZOOM, Microsoft Teams, or other digital meeting software
  • Student participation in a virtual meeting or classroom session (ZOOM, Microsoft TEAMS, Google Meets, etc.)
  • Daily assignments completed and submitted by the student
  • Parental attestation or documentation of time spent on educational activities assigned by the school.

Attendance tracking does not require districts and charters to report minutes logged for each student.  Each method of taking attendance must outline the number of instructional hours associated with each day of education provided in a DL setting and must be maintained by the school district or charter school.

Hybrid students will continue to be enrolled in their B&M school; however, schools will need to track the percentage of time spent in DL and report absences to School Finance

Absences for DL and in-person instruction must be reported through usual attendance reporting methods.  Attendance and absences must be recorded daily and reported to ADE at least monthly. School districts and charter schools with a DLP that does not call for student contact each day must still disaggregate attendance data by day in reports to ADE for computing the percentage of time spent in DL.

California

Instructional System Data that could/will be leveraged to assess attendance status

  • Visual confirmation over video conferencing by Teacher - via Digital Meeting Software Log-In and Session Information (e.g. Zoom) or Online Learning Environment with Video Component (e.g. Microsoft Teams, Google Classroom)
  • Confirmation by teacher based on direct communication/communicate-- Can be Student, Parent, Guardian
  • Attendance as assignment
  • Completion of all required assignments or assessments in LMS/Online Learning Environment
  • Log In to Online Learning Environment (Evidence of Participant in online activity)

Requirements for Minutes / Attendance

  • Instructional minutes required daily. Varies by grade, can be a combination of in-person and distance.  For distance can be met with synchronous and/or asynchronous instruction
  • Attendance requires daily participation, but can determined on a daily, weekly or bi-weekly basis as set by the LEA

Requirements defined by:  State with elements delegated to LEA

Data or Condition(s) required to track student attendance as Present Under a Distance Learning Plan (DLP)

Instructional time for distance learning is calculated based on the time value of synchronous and/or asynchronous instruction and assignments made by and certified by a certificated employee of the LEA.

Daily participation can be verified through a variety of methods. Participation may be verified through evidence of participation in online activities, completion of regular assignments, completion of assessments, and contact between employees of the LEA and students or parents or guardians, or by another means determined by an LEA. Verification can be done on a daily basis, on a weekly, or bi-weekly basis as long as an employee of the LEA makes a determination that the student participated. However, the ability to verify participation on a basis other than daily does not relieve an LEA of its responsibility to include daily live interaction as part of distance learning, or if daily interaction is not feasible to develop an alternative plan for frequent live interaction, pursuant to the requirements of EC Section 43503(b)(6).

Education Code Section 43503 requires that distance learning include “daily live interaction.” Daily live interaction is two-way communication between a certificated employee and student each instructional day, at the actual time of occurrence. Daily live interaction is required for every student with both a certificated employee and their student peers. In particular English learners, and students with special needs benefit from daily oral language development opportunities.

Examples of daily live interaction include in-person and virtual communication or interactions, including but not limited to synchronous online instruction (per statute) and phone calls where both parties communicate at the time of occurrence. One-way communication, including voicemails, emails, or print materials, is not considered a live interaction.

Pursuant to Education Code Section 43503(b)(6), if daily live interaction is not feasible as part of regular instruction, the governing board or body of the LEA shall develop, with parent and stakeholder input, an alternative plan for frequent live interaction that provides a comparable level of service and school connectedness.

The purpose of daily live interaction, which occurs with teachers and students, is to provide instruction, monitor progress, and maintain school/social connectedness. The intent of daily live interaction is to ensure each student has live contact at least once each instructional day with a certificated employee, and ideally live contact with peers, even if live contact is not possible as part of daily instruction.Daily participation is used to track attendance and ensure daily engagement by all students in learning activities. However, documenting daily participation may be met through daily live interaction with a teacher or virtual assignments. Daily participation may also be documented through participation in online activities, completion of regular assignments, and contacts between employees of the LEA, including those other than teachers, and pupils or parents or guardians.

Florida

Instructional System Data that could/will be leveraged to assess attendance status

Many requirements for instructional time and attendance waived by July 6 Executive Order or fully delegated to the districts reopening plans.  Survey of a subset of reopening plans for schools that planned to support an online component - noted use of:

  • Visual confirmation over video conferencing by Teacher during synchronous learning
  • Attendance as assignment -- Marking self present

Requirements for Minutes / Attendance

  • Many requirements for instructional time and attendance waived by July 6 Executive Order or fully delegated to the districts reopening plans.
  • More attendance guidance on attendance/instructional hours to be provided for October reporting.

Requirements defined by:  State

Data or Condition(s) required to track student attendance as Present Under a Distance Learning Plan (DLP)

On July 6, 2020, the Florida Commissioner of Education issued the following statement regarding the 2020-21 school year:

"All schools open. Upon reopening in August, all school boards and charter school governing boards must open brick and mortar schools at least five days per week for all students, subject to advice and order of the Florida Department of Health, local department of health, Executive Order 20-114 and subsequent executive orders.”

Additional information from the Executive Order noted:  Florida Statutes, requiring school districts to establish a uniform and fixed date for the opening and closing of schools is waived to the extent necessary to give effect to this Order. In addition, strict compliance with sections 1003.02 and 1011.60(2), Florida Statutes, requiring school districts to operate public schools for a minimum of 180 days or an hourly equivalent is waived to the extent necessary to give effect to this Order, consistent with an approved reopening plan. Further, strict compliance with the reporting requirements for educational planning and information, as set forth in section 1008.385, Florida Statutes, and Rule 6A-l.0014, Florida Administrative Code, is waived to the extent necessary to give effect to this Order, consistent with an approved reopening plan.

Sections 1011.61 (1 )(a) and 1003.23(1), Florida Statutes, and Rules 6A-l.0451 and 6A-l.0014, Florida Administrative Code, are waived to provide school districts and charter school governing boards with additional flexibility in recording and reporting student attendance and instructional hours

While the orders above seem to require reopening for in-person, it doesn’t seem to have prohibited a remote / distance learning option for fall with approved reopening plans.  Many districts had published reopening plans with a distance online learning option.  The most typical model was synchronous online learning in parallel with the in-person students present in the classroom.

Indiana

Instructional System Data that could/will be leveraged to assess attendance status

  • Visual confirmation over video conferencing by Teacher
  • Confirmation by teacher based on direct communication with the student via email/phone/zoom
  • Attendance as assignment
  • Completion of all required assignments in LMS/Online Learning Environment
  • Log In to Online Learning Environment

Requirements for Minutes / Attendance

  • No Instructional minute requirements.
  • Attendance must be tracked daily and reported to IDOE in the second half of the year.

Requirements defined by:  The State defined required the attendance codes, then delegated attendance policies for remote learning to LEA (FAQ from 4/6/2020).  LEAs must set then adhere to their own policies.

Data or Condition(s) required to track student attendance as Present Under a Distance Learning Plan (DLP)

Even though this data will not be submitted to the IDOE until the second half of the coming school year schools will need to maintain accurate attendance records for each student for each day of the school year from the start of school. These daily records will also need to reflect the new attendance codes Virtual and Virtual due to COVID.

  • In Attendance: This code should be used when a student is considered “in attendance” at the physical school building, pursuant to the local attendance policy. This code should be used for non-virtual students.
  • Virtual: This code should be used when a student is considered “in attendance” at the virtual program or virtual school, pursuant to the local attendance policy. This code should be used for virtual students. (NEW)
  • Virtual Due to COVID-19: This code should be used when a school must provide virtual instruction in lieu of in-person instruction due to COVID-19, and a student is considered “in attendance” pursuant to the local attendance policy. This code should be used for non-virtual students. (NEW)

How should schools count and record attendance during remote learning? If an LEA already has an approved board policy for remote learning or eLearning, the school should follow that policy. In the absence of such an existing policy, the local governing body has control to establish such a policy. Whatever policy they use, should be accurately depicted in the Continuous Learning Plan the district submits to IDOE

Examples of Attendance Policies defined at LEAs and Schools for Virtual Learning

  • Attendance is based on work completion and timely submission.
  • Teachers will be monitoring activity logs and participation in real-time events to ensure all students are participating
  • Student attendance is taken daily by PLC coaches, and student engagement in the online curriculum is monitored through a teacher dashboard that provides student login information, time on task, and other measures of academic progress.
  • For students in grades 7-12, a question is posted daily on their class’s Google Classroom page. If the student answers the question, he / she is given attendance for that day. . At the elementary level, attendance is based on the completion of assigned work. Students are given deadlines on a weekly basis to complete their work. The classroom teacher tracks and reports individual student attendance to administration.
  • Teacher takes attendance with attendence question, completed assignment, or face to face classroom via video session
  • The system provides date time of login, time on task and the assessment score on the online lesson. We are using those reports as their attendance on e-learning day. The few students that have distance learning we will use email, phone calls, and zoom meetings from their teachers to evaluate their time on task and work completion.

Nebraska

Instructional System Data that could/will be leveraged to assess attendance status

  • Log In to Online Learning Environment - System Access and Tracking/Quantifying asynchronous learning time required (e.g. Acellus)
  • Visual confirmation over video conferencing by Teacher

      Possibly others could be adopted -- not dictated by state

Requirements for Minutes / Attendance

  • No Instructional minute requirements per day, must meet number of hours per year by grade.
  • Attendance must be tracked daily. Period level attendance not required.

Requirements defined by:  State delegated to Local Districts

Data or Condition(s) required to track student attendance as Present Under a Distance Learning Plan (DLP)

006.02 Attendance. Students shall be counted in attendance when they are present on days when school is in session. A student shall be counted present only when he or she is actually at the school or is present at a school-sponsored activity which is supervised by a member or members of the school staff. This may include authorized independent study, work-study programs, field trips, athletic contests, music festivals, student conventions, instruction for homebound students, or similar activities when officially authorized under policies of the local school board. It does not include "making up" school-work at home or activities supervised or sponsored by private individuals or groups

The Bold text gives the local school board significant flexibility to design attendance policies. They give guidance for things to consider such as setting policy for remote and hybrid scenarios whether attendance will be based on completion of work or daily checkpoints with students, and to update systems for attendance..  For example: Taking Attendance in some way is required.

Remote learning will NOT require period attendance for all classes every day.   Minimally public schools must take attendance once a day

Remote asynchronous learning does not count for instructional hours, unless you have a learning management system that can quantify asynchronous learning time.

Texas

Instructional System Data that could/will be leveraged to assess attendance status

  • Visual confirmation over video conferencing by Teacher - For Remote Synchronous
  • Log In to Online Learning Environment -- For Remote Asynchronous
  • Completion of all required assignments in LMS/Online Learning Environment -- For Remote Asynchronous

TEA is working to ensure LMS tooling is available that can automatically enter            asynchronous attendance into local student information systems

  • Remote Course Completion (Existing full-time TXVSN) - Existing model will be used which calculates Attendance based on course completion with a passing grade of 70% or above on a 100 point scale.

Requirements for Minutes / Attendance

  • 75,600 operational minute requirement for the year. Flexibility offered for the transition period with on-campus /off-campus hybrid. For Remote sync. minimum number of daily instructional minutes required set by grade level.
  • Attendance must be tracked daily.

Requirements defined by: State

Data or Condition(s) required to track student attendance as Present Under a Distance Learning Plan (DLP)

Under an approved learning plan, students earn daily attendance through daily engagement measure(s). The approved engagement methods are listed below:

  • Daily progress in the Learning Management System (LMS), as defined in the approved learning plan; or
  • Daily progress via teacher-student interactions, as defined in the approved learning plan; or
  • Completion/Turn-in of assignments from student to teacher (potentially via email, on-line, or mail).

Measurement frequency is daily. Student engagement with the LMS or other instructional avenues and/or any daily contact by the teacher with a student-focused on supporting or monitoring student academic progress, as defined by the approved asynchronous instructional plan, will establish daily attendance. A student will be considered absent if the student does not have documented engagement with the LMS and/or daily contact with the teacher, and/or documentation of completion/turn-in of daily assignments.

A teacher or campus representative will input the student’s daily attendance into the Student Information System (SIS) for the asynchronous method, based on the student’s daily engagement with the LMS or other instructional avenue and/or the daily contact with the teacher, by marking the student remote asynchronous present or absent on that day.

If the LEA has an approved remote asynchronous plan with students participating in both synchronous and asynchronous classes, the student’s attendance recorded by the teacher in the synchronous class can count for official attendance for funding purposes. A student who misses the synchronous class can still be counted remote-asynchronous present for the day by engaging with the teacher or progressing in the LMS during that same day.

Example for Garland Independent School District: Attendance will be taken in every class, every day. If a student attends a ‘live’, synchronous remote class, attendance will be taken just as it would be if the student was face-to-face. The teacher will call roll and students who are participating in the class will be counted present. If a student attends class asynchronously, they will have to show evidence of their daily progress by meeting any of the requirements listed below.

The student submits daily evidence of learning through the Learning Management System. Evidence can include:

  • Submitting assignments
  • Discussion board participation
  • Written reflection
  • Completing a quiz or form


Or the student attends scheduled support with their teacher including:

  • Tutorials
  • Intervention/Remediation
  • Small group instruction

If the LEA shortens the daily operational schedule during the transition period we  will not meet the 5,600 operational minute requirement7. What flexibility do LEAs have when it comes to setting the daily operational schedule during the transition period? During the transition period and transition extension, LEAs can claim the number of operational minutes they would have claimed had school been operating normally even if they decide to provide less than a full day of on-campus instruction. This will allow LEAs to prioritize which students receive on-campus instruction during the transition period and allow LEAs to create daily on-campus schedules that provide the most benefit to both students and campuses as they prepare for larger scale on-campus instruction at the conclusion of the transition period.

How Is Remote Synchronous Attendance Measured? Teachers will take and post attendance as if the student were physically present in the on-campus classroom. In this type of environment, the LEA would need to provide students a minimum number of daily instructional minutes for students to earn full-day funding, as follows:

  • Pre-K through 2nd grade – ADA for Foundation School Program (FSP) funding purposes is not available in a remote synchronous method.
  • 3rd through 5th grade – 180 instructional minutes (not necessarily consecutive)
  • 6th through 12th grade – 240 instructional minutes (not necessarily consecutive)

Wisconsin 

Instructional System Data that could/will be leveraged to assess attendance status

  • Visual confirmation over video conferencing by Teacher
  • Confirmation by the teacher based on direct communication - email/phone
  • Attendance as assignment
  • Completion of all required assignments in LMS/OLE
  • Log In to Online Learning Environment

Requirements for Minutes / Attendance

  • Yearly hours of required instruction defined by grade. Virtual hours of instructions can count towards this. One-Year Waivers available due to COVID.
  • DPI recommends that schools enter attendance daily, providing corrections as appropriate on a weekly basis

Requirements defined by:   State delegated the specific methods to the Districts

Data or Condition(s) required to track student attendance as Present Under a Distance Learning Plan (DLP)

Following are examples of how districts may define and track attendance in a virtual or blended setting:

  • A district has a policy that defines attendance in an online setting at the course level. In any given week, a student completing an assignment for a course is considered to have 100% attendance for that course for that week. If the student partially completes the assignment, the student would have partial attendance for the week. A school may enter daily attendance for the student throughout the week, correcting any entries at the end of the week, depending on how many assignments were completed.
  • A district has a policy that defines attendance in an online setting in terms of 2-way communication per course. A student receiving and responding to communication from a teacher in a course is considered to be in attendance for that week for that course. Students not responding within the defined timeframe would be marked absent for the week for the course.

Districts with virtual and blended options for students must be responsible for creating and maintaining attendance records for students. Districts cannot ask parents to maintain or provide data for attendance or grading.  This seems to be over rules but the guidance provided on 8/24 for Virtual Instruction which lists regular weekly check-in with parents/guardians as option for attendance in virtual models.

Update on Attendance (08/24/20): The Department of Public Instruction (DPI) will require school districts to record attendance this school year for in person, virtual, or remote instruction.

  • In Person - Standard reporting practices and guidance apply. Attendance should be taken daily.
  • Virtual Instruction - There are multiple options for taking attendance in virtual (digital, analog, synchronous, asynchronous, or hybrid) instructional settings. Examples of how to do so may include:
    • Learning Management System Records
    • Evidence of daily work
    • Submission or completion of assignment, module, exam
    • System log-in
    • Weekly progress reports
    • Attendance taken in synchronous event(s)
      • Student is present during event
      • Educator collects evidence that student accessed the event (if recorded)
    • Contact or activity logs
    • Pacing charts or adequate course progress
    • Daily check-in with student (virtual meeting, email connection, phone),
    • Regular weekly check-ins with parents/guardians

Hours of Instruction (08/24/20) Wisconsin Statute 121.02(1)(f) requires each school board to annually schedule at least 437 hours of direct pupil instruction in kindergarten, at least 1,050 hours of direct pupil instruction in grades 1 to 6 and at least 1,137 hours of direct pupil instruction in grades 7 to 12. Provisions in administrative rule allow for virtual instruction to count as hours of instruction. Under administrative rule PI 8.01 (f) scheduled hours may include the hours of instructional programming offered through innovative instructional designs that apply to the entire school or grade level. PI 8.001(6g) defines innovative instructional design as an instructional program aligned to school district standards and used to improve student academic achievement through instruction offered outside of the normal school day, virtually, or in an alternative setting. School districts planning virtual instruction (digital, analog, synchronous, asynchronous, or hybrid) or utilizing a combination of traditional in person instruction with virtual instruction, may use the provisions of innovative instructional design to count hours of instruction.

Under this scenario, hours of instruction should be based on the time teachers are available to students and the school district’s estimate of the amount of time needed to accomplish learning objectives each day. The Department of Public Instruction’s (DPI) Teaching and Learning Team will soon publish examples at https://dpi.wi.gov/cal to help you think about how to approach counting time.

If necessary, the DPI has made available a COVID-19 Regulatory Flexibility Application that you may use to request a one-year waiver from the hours of instruction requirement.

A number of the Wisconsin school districts are still working on their policies and plans or just planning for In-person -- less information was available on attendance mechanisms due to this and the release of updated guidance on 8/24/2020.

Reference Materials & Sources


Multi-State

https://nces.ed.gov/programs/statereform/tab5_14.asp

Arizona Department of Education

Interviews Arizona Teachers, Administrators, Parents

  • Elementary Teacher K-5 School - Tucson Unified School District #1
    • Student participation in the virtual classroom - visual confirmation
  • Vice-Principal High School - Catalina Foothills District
    • Distance students will log into Google Meet at the beginning of their class period for all classes on all days. Teachers will mark attendance based on presence in the Meet session. Also exploring chrome extensions to track attendance but they would still need to enter it into their Student Information System (Edupoint).
  • BASIS Charter School - Tucson North -- Parent Email
    • Attendance Assignment completion Microsoft Teams/Spork
  • Heritage Academy Charter - Parent Interview
    • Turn in an assignment via Google Classroom or Mark self present in Google Doc if the assignment doesn’t work

California Department of Education

General Info-  https://www.cde.ca.gov/ci/cr/dl/

Funding Info - https://www.cde.ca.gov/fg/aa/pa/pafaqs.asp

FAQs - https://www.cde.ca.gov/ci/cr/dl/distlearningfaqs.asp

Interviews LAUSD Parent

  • Attendance by Assignment for HS Students. Students must log in and mark “Here” in the system at the start of each class period. Visual checks may also be performed by the teacher for synchronous sessions.  Seems to be hit or miss in practice.

Florida Department of Education

http://www.fldoe.org/em-response/distance-learning.stml

http://www.fldoe.org/how-do-i/attendance-enrollment.stml

http://www.fldoe.org/em-response/index.stml

Reopening Plans:

http://www.fldoe.org/core/fileparse.php/19861/urlt/Lake-ReopenPlan.pdf

http://www.fldoe.org/core/fileparse.php/7748/urlt/Gadsden-Reopening-Plan.pdf

http://www.fldoe.org/core/fileparse.php/19861/urlt/Gulf-reopenplan.pdf

http://www.fldoe.org/core/fileparse.php/7501/urlt/Hillsborough-reopenPlan.pdf

http://www.fldoe.org/core/fileparse.php/19861/urlt/Putnam-Reopening-Plan.pdf

http://www.fldoe.org/core/fileparse.php/19861/urlt/Orange-reopenplan.pdf


Nebraska Department of Education

https://www.launchne.com/wp-content/uploads/2020/07/NDEConsiderationsforAttendance72320.pdf

Review of Nebraska Public Schools


TEA Texas

https://tea.texas.gov/sites/default/files/covid/SY-2020-21-Attendance-and-Enrollment.pdf

https://tea.texas.gov/sites/default/files/covid/sy_2020-21_attendance_and_enrollment_faq_remote_only.pdf

Review of Texas School District Websites

Wisconsin Department of Public Instruction

https://dpi.wi.gov/wise/data-elements/attendance

https://dpi.wi.gov/online-blended-learning/online-and-blended-learning-schools-and-educators#Attendance

https://dpi.wi.gov/sites/default/files/imce/administrators/e-mail/08_24_20_Regulatory_Flex_Framework.pdf

Review of Wisconsin School District Websites

Indiana Department of Education

https://www.doe.in.gov/sites/default/files/news/july-3-guidance-accurate-tracking-student-attendance-beginning-2020-2021-school-year.pdf?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term

https://docs.google.com/document/d/1rlg8Dr5Rt5bxH8iq8oc4XsRUjoaxaPQrOVOY_CAaYEc/edit 

4/6/2020 Delegated remote learner policies to the LEA

Review of Indiana School District Websites

https://www.kv.k12.in.us/userfiles/297/my%20files/virtual%20option%20info%20&%20compact.pdf?id=3311

http://www.perryschools.org/wp-content/uploads/2020/07/IDOE-Continuous-Learning-Plan-2021.pdf

https://pphs.purdue.edu/continuous-learning-plan

https://brebeuf.org/academics/continuous-learning-plan/

https://www.lakeviewchristian.net/idoe-learning-plan

 


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