- Measuring Growth
- Public Reports
- Restricted Reports
- School Reports
- District Reports
- Teacher Reports
- Student Reports
- Comparison Reports

- Roster Verification (RV)
- Getting Started
- Specifying Instructional Responsibility
- All Actions by Role
- All Actions for Teachers
- All Actions for School Administrators or Roster Approvers
- Manage teachers' access to RV
- Assign other school users the Roster Approver permission
- View a teacher's rosters
- Take control of a teacher's rosters
- Mark rosters as eligible or ineligible
- Add and remove rosters for a teacher
- Copy a roster
- Apply a percentage of instructional time to every student on a roster
- Batch print overclaimed and underclaimed students
- Remove students from a roster
- Add a student to a roster
- Return a teacher's rosters to the teacher
- Approve a teacher's rosters
- Submit your school's rosters to the district

- All Actions for district admin or district roster approvers
- Assign other district users the Roster Approver permission
- Take control of a school's rosters
- View a teacher's rosters
- View the history of a teacher's rosters
- Edit a teacher's rosters
- Mark rosters as eligible or ineligible
- Add and remove rosters for a teacher
- Copy a roster
- Apply a percentage of instructional time to every student on a roster
- Batch print overclaimed and underclaimed students
- Return a school's rosters to the school
- Approve rosters that you have verified
- Submit your district's rosters

- Understanding the RV Pages
- Viewing the History of Actions on Rosters

- Additional Resources
- General Help

Roster Verification for the 2022-23 school year |

# Sample Instructional Scenarios

These scenarios are provided as guidelines for claiming instructional responsibility.

**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 **Instructional Time** column on the math roster, and the other teacher claims 100% in the **Instructional Time** column on the math roster.

**Scenario**

Three math teachers team-teach on a grade level. 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 **Instructional Time **column.

**Scenario**

An SpED teacher and a regular classroom teacher plan and implement instruction for all students in a math course. (This also applies to gifted, EL, and other support teachers.)

**Solution**

The classroom teacher claims 50% for all students in the classroom. The SpED 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 **Instructional Time** column.

**Scenario**

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

**Solution**

Each teacher claims 50% for the students they share (the students in the classroom on the EL teacher's caseload). The classroom teacher claims full Instructional Availability for students in the classroom who are not identified for EL 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 doesn't participate in roster verification.

**Scenario**

A student receives math instruction in the regular classroom setting. In addition, the gifted teacher provides math instruction to the student outside of the regular classroom setting. (This also applies to SpEd, EL, 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 gifted 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 Instructional Time.

Teacher | Minutes of Instruction | Total Instructional Minutes Possible | Minutes of Instruction ÷ Total Instructional Minutes Possible | Percentage of Instructional Time |
---|---|---|---|---|

Regular classroom teacher | 450 | 585 | 450 ÷ 585 = .77 | 77% |

Gifted teacher | 135 | 585 | 135 ÷ 85 = .23 | 23% |

Total | 100% |

**Scenario**

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

Teacher | Minutes of Instruction | Total Instructional Minutes Possible | Minutes of Instruction ÷ Total Instructional Minutes Possible | Percentage of Instructional Time |
---|---|---|---|---|

Regular classroom teacher | 210 | 360 | 210 ÷ 360 = .58 | 58% |

EL teacher | 90 | 360 | 90 ÷ 360 = .25 | 25% |

gifted teacher | 60 | 360 | 60 ÷ 360 = .17 | 17% |

Total for the student | 100% |

Approved extended absences – teacher and substitute

**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.

**Solution**

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

185 days x 60 min = 11,100 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 (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 math teacher enters 86% in the Instructional Time column.

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 absent on family leave for five weeks. The student receives additional math support from the EL teacher two days per week for 30 minutes in the EL room. This support started November 1. The student began receiving SpED services for 30 minutes a day in math on January 9.

**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 (180 days x 60 min = 10,800 min).
- Add the math support the student received from the EL teacher. The student started receiving services from the EL 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 SpED 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 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 Instructional Time.

Teacher | Minutes of Instruction | Total Instructional Minutes Possible | Minutes of Instruction ÷ Total Instructional Minutes Possible | Percentage of Instructional Time |
---|---|---|---|---|

Math teacher | 9,300 | 15,360 | 9,300 ÷ 15,360 = .61 | 61% |

EL teacher | 1,560 | 15,360 | 1,560 ÷ 15,360 = .10 | 10% |

SpED teacher | 3,000 | 15,360 | 3,000 ÷ 15,360 = .20 | 20% |

Total for the student | 91% |

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 student attends school A for 160 days of the school year and is taught by one classroom teacher. The student moves to school B for the last 20 days of the school year and is taught by one classroom teacher.

**Solution:** For a classroom teacher to claim a student at 100% Instructional Availability, the student must meet the 150-day attendance requirement. Because the student meets the 150-day requirement and the classroom teacher at school A did not share instruction for the student at school A, this teacher claims the student as 100% and as F for full Instructional Availability.

The classroom teacher at school B claims the student as P for partial because the student did not meet the 150-day attendance requirement. If a student is claimed as P, the percentage of Instructional Time is not needed for the student.

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