Table of Contents
Roster Verification for Spring 2020-21

Sample Instructional Scenarios

These scenarios are provided as guidelines for claiming instructional responsibility. We update these scenarios when changes to educational policies affect how instructional responsibility should be calculated. For the 2020-21 school year, we added the scenario for Kindergarten, First-, or Second-Grade Teacher Claiming Students MOY to EOY.

Classroom teachers departmentalizing for instruction

Scenario
Two elementary school teachers team-teach. One teaches all students ELA; the other teaches all students math.

Solution
The ELA teacher claims 100% in the Your % of Instruction column on the ELA roster, and the math teacher claims 100% in the Your % of Instruction column on the math roster.

Classroom teachers regrouping and teaching all students in a grade

Scenario
Three math teachers team-teach in a grade. They share students throughout the year, grouping and regrouping for instruction based on pre-testing at the beginning of units.

Solution
Each of the three math teachers list all sixth-grade students on their rosters and claim 33% of the responsibility for each student's math instruction in the Your % of Instruction column.

Co-teaching

Scenario
An EC teacher and a regular classroom teacher plan and implement instruction for all students in a math course. (This also applies to AIG, ESL, and other support teachers.)

Solution
The classroom teacher claims 50% for all students in the classroom. The EC teacher creates a roster with all students in the classroom and claims 50% for all students in the classroom (not just those on their caseload) in the Your % of Instruction column.

Specialist instructing students in the regular education classroom

Scenario
An ESL teacher and a regular classroom teacher provide instruction to a group of students within the ELA classroom. The ESL teacher works with the students on their caseload and might engage other students in the classroom as well. However, the ESL teacher is not responsible for the planning and delivery of instruction to students not on their caseload. (This also applies to AIG, ESL, and other support teachers.)

Solution
Each teacher claims 50% for the students they share (the students in the classroom on the ESL teacher's caseload). The classroom teacher claims full instructional responsibility for students in the classroom who are not identified for ESL services in this content area.

If the services provided by the specialists support an area other than the content area being assessed, then Roster Verification is not needed. For example, a teacher who teaches study skills would not claim their students.
Specialist providing additional support outside the regular classroom

Scenario
A student receives math instruction in the regular classroom setting. In addition, the AIG teacher provides math instruction to the student outside of the regular classroom setting. (This also applies to AIG, ESL, and other support teachers.)

Solution

1. Calculate the total minutes of math instruction possible for the student in a week.

  • The regular classroom teacher instructs the student in math for 90 minutes a day (90 min x 5 days = 450 min).
  • The AIG teacher provides 45 minutes of math instruction outside the classroom three times per week (45 min x 3 days =135 min).

The total math instruction provided per week is 585 minutes (450 min + 135 min = 585 min).

2. Divide each teacher's minutes of instruction by the total minutes of instruction possible to get the teachers' percentages of Your % of Instruction.

TeacherMinutes of InstructionTotal Instructional Minutes PossibleMinutes of Instruction ÷ Total Instructional Minutes PossiblePercentage of Your % of Instruction
Regular classroom teacher450585450 ÷ 585 = .7777%
Gifted teacher135585135 ÷ 85 = .2323%
Total100%
Multiple teachers providing services both in and outside the regular classroom

Scenario
A student receives 60 minutes of math instruction from the regular classroom teacher daily. An ESL teacher provides push-in services during math three times per week. In addition, the student receives one hour once a week of AIG math instruction.

Solution
1. Calculate the total minutes of math instruction possible for the student in a week.

  • The math class meets for 60 minutes a day (60 min x 5 days = 300 min).
  • The ESL teacher provides math instructional support three days per week, but it is during the classroom period, not additional math time, so no minutes are added.
  • The AIG teacher provides 60 minutes of math instruction outside the classroom one time per week.

The student receives 360 minutes of math instruction in a week (300 min + 60 min = 360 min).

2. Calculate the minutes of math instruction for each teacher.

The regular classroom teacher provides math instruction alone two days per week (2 days x 60 min = 120 min).

The regular classroom and ESL teachers share half the responsibility for instruction three days per week (3 days x 60 min = 180 min; 180 min ÷ 2 teachers = 90 min).

  • The regular classroom teacher is responsible for 210 minutes per week (120 min + 90 min = 210 min).
  • The ESL teacher is responsible for 90 minutes per week.
  • The gifted teacher is responsible for 60 minutes per week.

3. Divide each teacher's minutes of instruction by the total minutes of instruction possible to get the teachers' percentages of instructional time.

TeacherMinutes of InstructionTotal Instructional Minutes PossibleMinutes of Instruction ÷ Total Instructional Minutes PossiblePercentage of Your % of Instruction
Regular classroom teacher210360210 ÷ 360 = .5858%
ESL teacher9036090 ÷ 360 = .2525%
AIG teacher6036060 ÷ 360 = .1717%
Total for the student100%

Approved extended absences – teacher and substitute

Scenario: The teacher of a 60-minute ELA class was away for 25 days on approved family leave. A substitute teacher covers the classes during this time. The student doesn't receive additional ELA instruction outside the regular class.

Substitutes don't participate in roster verification, so there's no need to calculate a substitute's instructional responsibility.

Guideline: Use the Student + Teacher Assignment column to account for absences that meet one of the following conditions:

  • 20 or more consecutive days in a year-long calendar
  • 10 or more consecutive days in a semester block schedule
  • 36 or more non-consecutive days in a year-long calendar
  • 18 or more non-consecutive days in a semester block schedule

Solution

1. Calculate the total minutes of ELA instruction possible for the student in a week.

185 days x 60 min = 11,100 min

2. Calculate the ELA teacher's minutes of instruction.

  • The teacher was away for 25 days (25 days x 60 min = 1,500 min)
  • Subtract the minutes the teacher was away from the possible instructional minutes (11,100 min – 1,500 min = 9,600 min)

3. Divide the teacher's minutes of instruction by the total minutes of instruction possible to get the teacher's percentage of instructional time (9,600 ÷ 11,100 = .86).

The ELA teacher enters 86% in the Your % of Instruction column.

Since roster verification is not applicable to substitutes, the teacher is the only individual claiming instructional responsibility, and some students will be underclaimed (less than 100% instructional responsibility). In situations such as these, it is acceptable for students to be claimed for less than 100%.

Approved extended absences when multiple teachers share instructional responsibility

Scenario
A student receives 60 minutes of math instruction per day in the regular classroom. The student's math teacher was away on family leave for five weeks. The student receives additional math academic vocabulary support from the ESL teacher two days per week for 30 minutes in the ESL room. This support started November 1. The student began receiving EC services for 30 minutes a day in math on January 9.

Guideline: Use the Student + Teacher Assignment column to account for absences that meet one of the following conditions:

  • 20 or more consecutive days in a year-long calendar
  • 10 or more consecutive days in a semester block schedule
  • 36 or more non-consecutive days in a year-long calendar
  • 18 or more non-consecutive days in a semester block schedule

Solution

1. Calculate the total minutes of math instruction possible for the student.

  • To calculate the minutes of math instruction in the regular classroom, multiply the days of instruction by the minutes in the class (185 days x 60 min = 11,100 min).
  • Add the math support the student received from the ESL teacher. The student started receiving services from the ESL teacher on November 1, which was week 11 of 37 (60 min x 26 weeks = 1,560 min).
  • Add the math support provided by the EC teacher. Calculate the minutes in each week, beginning in January (30 min x 5 days = 150 min). Multiply the minutes in each week by the 20 remaining weeks in the school year (150 min x 20 weeks = 3,000 min).

The student receives 15,360 minutes of math instruction in a year (10,800 + 1,560 + 3,000 = 15,360).

2. Calculate the regular classroom teacher's minutes of instruction.

  • The teacher was away for 25 days (25 days x 60 min = 1,500 min)
  • Subtract the time the teacher was away from the possible instructional minutes (15,360 min - 1,500 min = 13,860 min)

Divide each teacher's minutes of instruction by the total minutes of instruction possible to get the teachers' percentages of Your % of Instruction.

TeacherMinutes of InstructionTotal Instructional Minutes PossibleMinutes of Instruction ÷ Total Instructional Minutes PossiblePercentage of Your % of Instruction
Math teacher9,30015,3609,300 ÷ 15,360 = .6161%
ESL teacher1,56015,3601,560 ÷ 15,360 = .1010%
EC teacher3,00015,3603,000 ÷ 15,360 = .2020%
Total for the student91%

The total claimed by the three teachers is 91%. This is less than 100% due to the instruction provided by the substitute. Substitutes do not participate in roster verification, and, therefore, the remaining 9% of instructional time goes unclaimed.

Kindergarten, first-, or second-grade teacher claiming students MOY to EOY

Scenario: A kindergarten, first-, or second-grade teacher has a student (Student A) who starts the year in her class but moves to new school before the MOY assessment. The same kindergarten teacher has a student (Student B) who moves into her class before the MOY assessment and is enrolled in the class through the rest of the school year.

Solution: The first step is for the teacher to remove Student A from her roster since this student moved before the MOY assessment. For Student B, the teacher claims 100% percent in the Student + Teacher Assignment column since the student was in the class from the MOY state test administration window to the EOY state test administration window. If the student enrolled after the beginning of the MOY state test administration window, the teacher would adjust the Student + Teacher Assignmentcolumn based on the percentage of days between MOY and EOY.

For the 2020-21 school year, all kindergarten, first-, and second-grade teachers should claim students from MOY (January 1) to EOY (May 28). Starting May 3, the first day of the EOY testing window, the first K-2 assessment a student completes will count as the only EOY test for that student (unless a test misadministration is issued). Additional tests taken by students will not be used to calculate growth. Contact educator.effectiveness@dpi.nc.gov with questions.

If you need additional help on calculating instructional responsibility, refer to Training and Support.