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

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

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.

Scenario
A new teacher is hired 45 days after the start of a 180-day school year.

Solution
The teacher provided instruction for 135 of the 180 instructional days or 75% of the time. The teacher claims the students at 100% in the Full or Partial % of Instruction column and 75% in the Student + Teacher Assignment column for the entire class or roster.

Scenario
A student leaves a class with 30 days left in a 180-day school year. (Don't worry about the student not being in the class for the state-administered assessment.)

Solution
The student was provided instruction for 150 of the 180 instructional days or 83% of the time. The teacher claims the students at 100% in the Full or Partial % of Instruction column and 83% in the Student + Teacher Assignment column for this one student.

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.

Scenario
An ESL teacher and a regular classroom teacher provide instruction to a group of students within the math classroom. The ESL teacher works with the students on their caseload but 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.

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.

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.

Scenario: The teacher of a 60-minute math class was absent for 25 days on approved family leave. A substitute teacher covers the classes during this time. The student doesn't receive additional math 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 math instruction possible for the student based on a 180-day school year.

180 days x 60 min = 10,800 min

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

• The teacher was absent for 25 days (25 days x 60 min = 1,500 min)
• Subtract the minutes the teacher was absent from the possible instructional minutes (10,800 min – 1,500 min = 9,300 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 (9,300 ÷ 10,800 = .86).

The math teacher enters 86% in the Student + Teacher Assignment column.

Scenario
A student receives 60 minutes of math instruction per day in the regular classroom. The student's math teacher was absent on family leave for five weeks. The student receives additional math 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 based on a 180-day school year.

• 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 36 (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 absent for 25 days (25 days x 60 min = 1,500 min)
• Subtract the time the teacher was absent (10,800 min - 1,500 min = 9,300 min)

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

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.

Scenario: A kindergarten teacher has a student (Student A) who starts the year in her class but moves to a 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 Assignment column based on the percentage of days between MOY and EOY.