• During remote learning, teachers are responsible for utilizing the communication plan, as it aligns to the current RCSD/DOE attendance policy, to interact daily with students and families and account for that interaction. Teachers must report to the principal/designee(s) when students are not participating per the following RCSD attendance policies.


    Before escalating a student’s failure to participate in remote learning to the school’s attendance teacher, school staff must exhaust school outreach. Principals/designee(s), parent liaisons, school social workers and counselors supplement school outreach efforts. Parents are most responsive to their own child's teacher. Outreach to non-participating students includes:

    • Trying, at different times of the day, all telephone numbers and emails available. Conducting remote interviews of classmates, or other teachers who may have relevant information.


    As noted above, while remote learning takes place, all pedagogical and non-pedagogical school personnel are still mandated reporters when working in their professional capacity and must continue to follow the requirements of New York State mandated reporting, in regards to, reporting educational neglect.

    • An initial delay in reaching families or connecting with families for remote instruction alone is not a cause to report educational neglect nor is there set number of days of non-participation that requires a school to file a report.
    • Before calling in a report to the SCR, school staff must make every effort to confirm that lack of access to technology is not the primary reason for a child’s failure to participate in remote learning.


    A filing of suspected educational neglect must be made if: 1) the parent is aware or should have been aware of the lack of participation in remote learning (i.e., absences); 2) the parent is contributing to the absences or is failing to take steps to effectively address the problem and return the child to school remote learning (i.e., failure to provide a minimum degree of care); 3) the absences are impairing the student's education; and 4) the school has exhausted timely outreach efforts and intervention services (phone calls, letters, remote conferences, remote counseling services, referrals, preventive services).

    • Consider all the barriers to participation in remote learning and the limited resources of some families to “effectively address” these barriers and still fully provide care for their children. How can the school help?
    • A family does not need to be, and should not be, reported to SCR if they need preventive services. These services may include; services and resources to support and manage remote learning to multiple children in the home; parenting coaches; access to technology; and management skills and counseling.