Skip Maine state header navigation

Agencies | Online Services | Help

Skip First Level Navigation | Skip All Navigation

Home > Data Center > ADA Login > Aggregate Daily Attendance (ADA) Reporting

 

MAINE DEPARTMENT OF EDUCATION
AGGREGATE DAILY ATTENDANCE REPORTING 

Overview:
The Elementary and Secondary Education Act (ESEA) requires all states to measure each public school's and school administrative unit’s achievement and establish annual achievement targets for the state. States were given some leeway on how to measure achievement, and one of the indicators chosen by the State of Maine is the attendance rate of schools.

Each school unit is required to complete and submit the web-based Aggregate Daily Attendance Reporting form for each school in the unit by June 30, 2013. Submission of this information will provide the necessary student membership and attendance data for the current school year (2012-2013) in order to meet state and federal reporting requirements.

This information is required for state and federal reporting for the following reasons:

  • The Elementary and Secondary Education Act (ESEA) requires states to identify schools not making Adequate Yearly Progress (AYP) based on academic and non-academic measures. Maine uses attendance rates as its non-academic measure for determining the AYP status for elementary and middle schools.
  • Other state and federal requirements govern the collection of secondary attendance data.
  • This data is used in the calculation of federal funds for school units in Maine.

(Please note: this process is different than the annual Average Daily Attendance collection for the Title VI Rural Education Program.)

Accessing the Form:
The Aggregate Daily Attendance form is accessible through Infinite Campus State Edition (ICSE). Once you have logged into ICSE:

  1. Open “ME State Reporting”
  2. Click on “Aggregate Daily Attendance”. This will take you to the Aggregate Daily Attendance application. Please note that if your Infinite Campus login is longer than 10 characters, you will need to be given a seperate login for this particaular form. The ADA login screen will display the correct contact.
  3. Once you are inside the Aggregate Daily Attendance application, if your school administrative unit has multiple schools, there will be a link for each school.
  4. If you have a combined-level school (preschool and elementary, elementary and secondary), you will have separate forms to complete for the school; one for each grade span.

    NOTE: If you have issues logging into the ADA form, please call or email Richard Bergeron at 207-624-6799 or Stephanie Wright at 207-624-6865.

Instructions for Completing the Form:
Depending on the grade levels included in each school, you will need to report attendance data at varying degrees of disaggregation. For each level, however, you will need to report:

Aggregate Attendance – This is the aggregate number of pupils “attending”, or present each day.
Example: The aggregate attendance would be the sum of the daily attendance totals. This is not to be confused as an average. The number we are looking for is an aggregate total. This is obtained by summing the daily attendance totals for each day throughout the school year.

Aggregate Membership – This is the aggregate number of pupils “belonging”, whether present or absent each day. Example: Assuming your total student population equals 100 students and you never had any students enroll after the first day of school, the aggregate membership would be the sum of the potential daily attendance or in this case 175 days multiplied by 100 students for a total Aggregate Membership of 17,500.

Number of instructional days – please indicate the number of instructional days for this population – no less than the State minimum (175 days) unless the Commissioner granted a waiver. If the Commissioner did grant a waiver, enter the total number of days which the school was open for students.

A. Pre-Kindergarten (includes grades 4YO and EK)
If your district has either a 4YO or an EK approved grade level, the pre-kindergarten portion of that school will have its own reporting area. Pre-kindergarten data is not to be included into the K-8 data. The preschool form collects attendance data for students in grades 4YO and EK only. Preschools are not currently required to collect attendance data by ESEA subgroups.

B. Elementary/Middle Schools (including grades K-8):
The elementary/middle school report collects attendance data for several ESEA-defined subgroup classes, including gender, ethnicity, special education (students with an IEP) status, economically disadvantaged status (free & reduced lunch), limited English proficiency status, and migrant student status. Please submit the required attendance data in the white boxes.
Please be aware that there are now seven race/ethnicity subgroups instead of five from prior years. Students that are not Hispanic and have more than one race selected should be counted under the federal subgroup called “Two or More Races”. Do not count these students in any one of the individual subgroups.

C. Secondary Schools (including grades 9-12):
The secondary school form collects attendance data for the entire school body for the year. Secondary schools are not currently required to collect attendance data by ESEA subgroups. Please submit the required attendance data in the white boxes.

D. Submitting the Data
Once the data in the white boxes has been completed, please click on the “Submit Form” button. After your submission is completed, the following information is automatically generated:

  • Aggregate daily attendance rate.
  • Aggregate attendance for the entire grade span.
  • Aggregate membership for the entire grade span.

You may want to print this page for your records.

E. ESEA Subgroups
The Federal Government is also involved with analyzing the performance of various demographic and socioeconomic subgroups.

These subgroups are defined as follows:

  1. Gender – male or female
  2. Race/Ethnicity
    1. Ethnicity:
      • Hispanic/Latino:  An indication that the individual traces his or her origin or descent to Mexico, Puerto Rico, Cuba, Central and South America, and other Spanish cultures, regardless of race.
    1. Race: The general racial category which most clearly reflects the individual's recognition of his or her community or with which the individual most identifies. Note:  For federal reporting purposes, any student that is categorized as having two or more of the race categories below, would be reported as “Two or More Races” and NOT counted in each of the individual races.
      • American Indian or Alaska Native:  A person having origins in any of the original peoples of North and South America (including Central America), and who maintains cultural identification through tribal affiliations or community recognition.
      • Asian:  A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent. This area includes, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, Thailand, and Vietnam.
      • Black or African American: A person having origins in any of the black racial groups of Africa.
      • Native Hawaiian or Other Pacific Islander: A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands
      • White - A person having origins in any of the original peoples of Europe, North Africa, or the Middle East.
  1. Economically Disadvantaged Students – students who are qualified to receive free or reduced price lunch.
  2. Limited English Proficiency Students – students receiving support services for English language acquisition and communication skills (usually English as a second language and/or bilingual education).   Students in this category should already be identified as LEP students according to a school administrative unit’s Lau Plan.
  3. Migrant Students – a student who is, or whose parent, spouse, or guardian is, a migratory agricultural worker, including a migratory dairy worker, or a migratory fisher, and who, in the preceding 36 months, in order to obtain, or accompany such parent, spouse, or guardian to obtain, temporary or seasonal employment in agricultural or fishing work, has moved from one school district to another.   Students in this category should already be identified as Migrant students according to a school administrative unit’s Migrant Education identification process.

    NOTE: All Migrant data is now collected by the Office of Migrant Education and this data is populated into Infinite Campus State Edition by the Maine Department of Education. This data will be synchronized down to districts using Infinite Campus District Edition. However, those districts not using Infinite Campus District Edition will need to view the report called Migrant Student Roster located in Infinite Campus State Edition under ME State Reporting. This report will list all students officially listed as Migrant students. You will then need to manually populate your local Student Information System with the data from this report before you run your attendance reports needed to complete the ADA/ADM web form. If you have reason to believe that there is a student that should be considered Migrant and is not listed on the Migrant Student Roster or if there is a student on the report that you feel should not be on the report , you need to contact David Fisk (624-6722) in the Migrant Office at the MDOE.
  4. Special Education Students – any student who fits eligibility standards and has an IEP (Individualized Education Plan).

 

5/20/2013