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Possible TN04 Report Issues that may be Encountered with the TN04 Report

Possible TN04 Report Issues

Some of the following issues that may be encountered with the TN04 report are as follows:

  • End of month membership is different on the TN04 than the count of the end of month membership report – TN13.
    • Gender may be missing.
    • Student race may be missing
    • Student ethnicity may be missing.
    • If student is a TC entry code, the TN13 bypasses that student. This is a known issue at this time to be corrected so that TC codes are included. This fix will be included in a future release.
    • Print out the list of option 07, 08, and 09 students and see if the difference could be one of them.
    • Check to see if an entry code is missing.
    • Check to see if student is marked as ineligible for funding.
  • ADA and ADM appear higher than they should, possibly over 100%.
    • Student may be double scheduled in two classes meeting at the same time.
    • Elementary school student whose pullouts are not marked to exclude from attendance. This causes the time_scheduled to go up while being divided by a standard day that is smaller. Take for example a school where there are 11 class periods defined in the bell schedule and the sections are not marked to exclude. ADM = (450 * 20) / 390 / 20 = 1.2820 ADM. When this issue impacts a large number of students the resulting numbers can be off significantly. EIS truncates at 100% in its calculations, while the TN04 calculates completely, even if it is over 100% ADM.
    • Bell schedules might be incorrect. Total time in bell schedule might be greater than the standard day. Example: Bell schedule shows 360 minutes and student's standard day is 390. 360/390 = 0.9231 ADM. Note that the fraction is not evenly divisible by 0.05 at the second decimal place.
    • ADM can be greater than the end of month membership if there are late enrollees in the school. Example: 20 students are in membership until the last day of the 20 day period. On the last day, three students enroll. End of month membership will be 23 and ADM will be 20.1500.
    • The Student Membership and Attendance Accountability Procedures Manual states that ADA cannot exceed ADM.
    • If there are a number of late withdrawals, the opposite effect happens. Twenty students enrolled for the whole 20 days. On the last day of the reporting cycle, three withdraw from school. End of month membership is now 17 but ADM is 19.8500.
  • ADM and ADA are too low. Possible causes are:
    • If it is in the grade N students, check the students to see if they have an end date on their assignment in special programs.
    • Check special education students to see if their assignment dates are within this school year.
    • Check for students who are expelled and are marked as expelled with the expelled attendance code which means non-enrollment.
    • Check to see if any students are missing classes or have gaps in their class enrollment overlaying their transfer info enrollment.
    • Check for late month enrollees that might cause a spike in membership.
    • Check for a student with a missing entry code.
    • Check to make sure a student's enrollment date in school or in classes is not outside the school calendar.
    • Check to make sure that a withdrawn student's withdrawal date has not been edited to a date prior to their enrollment date.
    • Check to make sure that a student's enrollment date in class is not prior to their entry date in school.
  • ADA and ADM are zeroed out.
  • Run the three processes from Special Operations.
  • Special Operations > Attendance Functions > Recalculate Daily Attendance Minutes
  • Special Operations > Attendance Functions > Refresh Premier Attendance Views Data
  • System > Special Operations > Resynchronize Teacher Grade Books
  • Contact Support to have this issue corrected – inform Support the nightly process does not appear to be completing these tasks.
  • Check to see if student class entry dates might all be prior to the first day of term. This can happen if the years and terms are changed.
  • Check to see if all students have a standard day.
  • Check to see if all sections are marked to exclude from attendance.

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Useful Reports for Finding Problems with ADA and ADM

Following are reports that will help find problems with ADA and ADM.



Attendance Summary by Grade

Although not a state report, this report gives a very close approximation as to the expected outcome of the TN04. It is usually very close, but the numbers can vary under certain conditions.

ADA/ADM Audit Report by Student

Although not a state report, this report gives a very close approximation as to what the results should be student by student when compared to the Director's Membership and Attendance Audit Report, and the final tally at the end of the report should match the ADA and ADM on the TN04 Director's Monthly Membership and Attendance Report.

Director's Membership and Attendance Audit Report

This report provides a student by student breakdown of ADM value for the month chosen. The records on the report can be compared with a student list printed out of PowerSchool. Check the students on the audit report against either the ADA/ADM or a listing of active students to see which students are missing from the TN04 audit.

Student Free Report (Live Side)

This report is run daily; however, the processing time for the report is typically short. The report provides a list of students who do not have a period or periods scheduled for that particular day.


  • The amount of time allowed for lunch should be excluded from the calculation of the instructional day. If homeroom is scheduled, it is considered instructional time. Student Membership and Attendance Accountability Procedures Manual page 26.
  • From the EIS Manual, Section II Business Rules, page 1 - There are two options for scheduling lunch. The school can schedule lunch as a class, using the SDE course codes for lunch; this will prevent it being used to calculate the length of the student's instructional day. The second option is schedule lunch as part of a class; in this case the student management program must subtract out the lunchtime and send only instructional minutes in class. It is not necessary to schedule lunch for elementary students.
  • The ADA/ADM report can be used to check for accuracy in the TN04.
    • The ADA/ADM report is a good approximation yardstick for comparison; however, if the first period is the bridge period, the ADA is affected by it if the student's record is not edited to show the student as present for the day. If it is marked absent, but the rest the day is present, the ADA/ADM will show an absence, and the TN04 will mark as present.
    • The ADM should match exactly if the student in PowerSchool does not have any invalid start or end dates in their schedule or are not missing a period in their schedule.
    • The ADA/ADM and TN04 reports are a good tool for checking; however, there are instances where the reports may be different because they use different formulas to arrive at their calculations.

Correct Method for Marking Special Education Students for TN04

Students who are option 07, 08, and 09 and who are taking a vocational subject that is outside their IEP must be accounted for in a separate special education column on the Director's Monthly FTEADA and FTEADM reports. If a student is not marked correctly, then they will not appear on the report in the correct column. Please observe the following steps for marking only those students who are taking vocational subjects outside their IEP.

  1. Look up the student's record in Special Enrollments.
  2. Enter the course number of the subject the student is taking in the Vocational Outside IEP Course Number(s) field on the Special Programs page.

Students who are taking vocational classes because of their IEPs should not be included on the vocational ADA and ADM reports as students are not supposed to be double funded. The funding formula looks at whether a student is special education or vocational education in that order. If they are special education, they are funded through special education funding; otherwise, they will be funded by vocational education.

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