Section Tally and Staffing InstructionsThe Section Tally and Staffing tool is designed to support the building stage

in the master scheduling process and will:

• Help you keep track of the section count for cohorts, departments and school wide• Helps you decide where you can cut (or add) sections• Helps you determine the number of seats per grade to count for sections with

students from various grades• Helps you keep track of your staffing allocation

The Section Tally and Staffing tool is an Excel spreadsheet primarily organized by school departments. With the trend of including more cohorts/teams in the school schedule, this by department organization may, at first, seem out of place. Looking at the way teachers earn their credentials, the way they are hired, the way sections are assigned to teachers, the way curriculum is organized, the way mandated testing is organized and the way graduation requirements are listed shows the usefulness of this organization. This by department organization facilitates the section counting and teacher assignment tracking while not impacting the scheduling of cohorts/teams. This tool has evolved over the past 30 years and has served its purpose admirably. Decisions made as a result of the use of this tool are the sole responsibility of the user. Please contact us at the College & Career Academy Support Network if you have questions. Thank You. http://ccasn.berkeley.edu/

When you open the spreadsheet, this is what you will see. Throughout the entire tool, make entries only in cells highlighted in yellow. Begin by filling in the information in these 9 cells.

Special Note: All cells with formulas are locked, but not hidden, so they can be viewed. This enables one to learn how this tool works while insuring that a formula is not accidentally deleted.

ROP 2.2

Allocation0.20.20.20.22.4

Robotics AcademyEngineering AcademyAthletic DirectorActivities DirectorClass Size Reduction

FTE SourceADDITIONAL FTE FTE ROP FTE

112.2

Total Periods Allocated:FTE Equivalent:

Periods

111

Allocated221111

FTE SourceAutoComputer RepairGraphic J ournalismAdvanced PhotographyElectronicsRoboticsConstruction TechnologyVirtual EnterpriseAdvanced Drama

Next move to the right across the spreadsheet to the cell blocks starting by cell BB9. You will see two blocks of cells for entering additional staffing allocations. For demonstration purposes, the blocks here have been filled in with examples; the blocks on the spreadsheet will be blank.

If you are provided additional staffing enter it here as a decimal fraction of a full time teacher equivalent (FTE)

If you are provided periods of ROP support, enter it here as the number of periods of support.

The area between columns A through AG and rows 16 through 75 provide summary information after student course request information is entered. Let’s take a look at each area to see the information provided.

CELLS HIGHLIGHTED IN YELLOW ON THIS SPREADSHEET ARE SPECIFIED FOR USER INPUTFILL IN THE CELLS HIGHLIGHTED IN YELLOW BELOW THEN GO TO THE BLOCKS OF CELLS STARTING BY CELL BB9 TO FILL IN ADDITIONAL INFORMATION ------------->Enter The Estimated Total General Fund Enrollment 2117(This is usually all Regular Education Students plus Resource Students)Enter The Staffing Allocation 88.6Staffing Allocation Divisor 23.894Enter The Class Size Reduction Maximum Student Count 20Enter The Number of Student Periods 6Enter The Number of Teacher Periods 5 Developed by Phil Saroyan and produced for the College & Career Academy Support Network (CCASN).Enter The Average Class Size for Regular Education Classes 30.0 Permission is granted for educational use with attribution.Enter The Maximum Class Size for Regular Education Classes 32.0Enter The Average Class Size for Physical Education Classes 38.0 STUDENT COUNTS BY DEPARTMENTEnter The Maximum Class Size for Physical Education Classes 40.0 (tabulated from counts entered in the section tally cells beginning at cell R85)

District Staffing Allocation 88.6Additional FTE 9th 10th 11th 12th TOTAL TOTAL SEATS USED

HEALTHAVID Estimated Total Enrollment -------------------------------> 2117

SCN ENGLISHStaffing Allocation Stu Per Tch Per Divisors HISTORY Total Number of Seats Needed for Student Day ----------> 12702

23.89390519 6 5 28.673 MATHClass Size Reduction 20 6 5 20.00 PHYSICAL EDUCATION Minus the Total Nimber of Seats Used in the Areas with Counts ---> 1702

District 28.673 SCIENCE 558 479 380 285 1702Average 30.0 WORLD LANGUAGES Equals the Total Number of Seats

Maximum 32.0 BUSINESS Still Needed to Give All Students the Max Number of Classes ----> 11000PE Average 38.0 CTE/VOC/TECH

PE MAX 40.0 FINE & PERF ARTS Divided by the Number of Students Per Section ----------> 28.6726862342.0 ROP

Tchrs Sect's Used SavedBalanceNON-DEPT Equals the Number of Sections Still Needed in the MS -------------> 383.6403716

Total Allocation 88.6 443.0 60 383 ACADEMY 1Current Real FTE (used) 11.4 Balance 77.20 ENGLISH Divided by the Number of Sections Each Teacher teaches ---------> 5.0FTE Needed 88.6 HISTORYSections Needed 443 MATH Equals the Number of Teachers Still Needed -----------------------> 76.72807432Sections Assigned (from Dept Charts)-----------------> 60 SCIENCESection Balance 383 OTHERActual Sections not Assigned to a Teacher -5 ELECTIVE

Actual Sections at or above Average 31 ACADEMY 2Actual Sections below Average 29 ENGLISHTotal Sections Assigned 60 HISTORYTotal FTE Used (Total teachers used for # of Sections) ----> 12 MATHFTE Balance 76.6 SCIENCEMAKING IT BALANCE OTHERFTE Allocation From District 88.6 ELECTIVE

FTE Used 11.4 RESOURCEFTE Balance 77.2 SPECIAL EDUCATIONFTE Needed for section allocation 1.0 Totals--> 558 479 380 285 1702FTE Difference from Allocation 76.2 You have sections to addNumber of sections to deal with 381

SECTIONS FTEDEPARTMENT BALANCES Used Needed Needed FTEHEALTHAVIDENGLISHHISTORYMATHPHYSICAL EDUCATIONSCIENCE 60 -5 1.0 6.8WORLD LANGUAGESBUSINESSCTE/VOC/TECHFINE & PERF ARTSROPNON-DEPTACADEMY 1ACADEMY 2

Totals 60 -5.0 1.00 Totals 6.8 Totals

RESOURCESPECIAL EDUCATION

Totals

134

3

3 2

134

AdditionalFTE From

Class Size ReductionSectionsBy Department Singletons Doubletons

2

Section Tally and Staffing Tool

Tripletons

Class Size Reduction Sections Needed

Total Count ----------------------->

Total Count ----------------------->

94

Enter The Estimated Total General Fund Enrollment 2117(This is usually all Regular Education Students plus Resource Students)Enter The Staffing Allocation 88.6Staffing Allocation Divisor 23.894Enter The Class Size Reduction Maximum Student Count 20Enter The Number of Student Periods 6Enter The Number of Teacher Periods 5Enter The Average Class Size for Regular Education Classes 30.0Enter The Maximum Class Size for Regular Education Classes 32.0Enter The Average Class Size for Physical Education Classes 38.0Enter The Maximum Class Size for Physical Education Classes 40.0

This is an example of with the initial information filled in. Only cells highlighted in “YELLOW” are filled in by you. The “Staffing Allocation Divisor” is a calculated value. Divide the “Estimated Total General Fund Enrollment” by the “Staffing Allocation Divisor” and the result will be the “Staffing Allocation.” The “Staffing Allocation Divisor is calculated simply by dividing the “Estimated Total General Fund Enrollment” by the “Staffing Allocation.” Go ahead and do the division – 2117 divided by 88.6 = 23.8939. This would be the average number of students in each section of class if teachers teach the same number of classes as students take. Let’s go to the next slide to see the real average class size for this example.

Beginning at cell C16 you will see this set of information – all calculated from the initial information you entered. Here you see that 1.0 additional FTE is shown. You see the “Staffing Allocation” of 23.89390519 (accuracy beyond necessity-sorry), the number of “Student Periods” (6), and the number of “Teacher Periods” (5) and a listing of various “Divisors.” The first “Divisor” is 28.673 – this is the real average class size when the difference in teacher periods and student periods is taken into consideration. To calculate this number, multiply the “Staffing Allocation” (23.8939…) by the number of student periods (6), and divide the result by the number of teacher periods (5). The “Divisors” are used to help you determine the number of sections to allocate for each course in the master schedule. You will see this after a few more slides.

District Staffing Allocation 88.6Additional FTE 1.0

SCNStaffing Allocation Stu Per Tch Per Divisors

23.89390519 6 5 28.673Class Size Reduction 20 6 5 20.00

District 28.673Average 30.0

Maximum 32.0PE Average 38.0

PE MAX 40.042.0

Beginning at cell B31, you will see the information shown below. This chart tabulates all the entries made in the “Course Input Sections” (you will see these in just a bit) and provides a status report on utilization of the sections and FTE you have to allocate. Here you see that 60 sections have been assigned, but 5 of the sections have not been allocated to a teacher. The sections “at of above Average” and “below Average” can be quite helpful when balancing the number of sections allocated.

Tchrs Sect's Used SavedBalance

Total Allocation 89.60 448 60 388Current Real FTE (used) 11.40 Balance 78.20FTE Needed 89.60Sections Needed 448Sections Assigned (from Course Input Sections)-----------------> 60Section Balance 388Actual Sections not Assigned to a Teacher -5

Actual Sections at or above Average 31Actual Sections below Average 29Total Sections Assigned 60Total FTE Used (Total teachers used for # of Sections) ----> 12.00FTE Balance 77.60

MAKING IT BALANCEFTE Allocation From District 89.6

FTE Used 11.4FTE Balance 78.2FTE Needed for section allocation 1.0FTE Difference from Allocation 77.2 You have sections to addNumber of sections to deal with 386

The chart beginning at cell B43 is simply a concise status summary. The message, “You have sections to add” will change to “Need to cut sections or add FTE” or “Perfect FTE Allocation – Good Job!!” depending on the allocation balance.

9th 10th 11th 12th TOTALHEALTHAVIDENGLISHHISTORYMATHPHYSICAL EDUCATIONSCIENCE 558 479 380 285 1702WORLD LANGUAGESBUSINESSCTE/VOC/TECHFINE & PERF ARTSROPNON-DEPT

ACADEMY 1ENGLISHHISTORYMATHSCIENCEOTHERELECTIVE

ACADEMY 2ENGLISHHISTORYMATHSCIENCEOTHERELECTIVE

RESOURCESPECIAL EDUCATIONTotals--> 558 479 380 285 1702

Total Count ----------------------->

Total Count ----------------------->

The chart beginning to the right of cell H18 provides a summary of the Student Counts by “Course Input Section.” Here you see that counts have been entered in the Science Course Input section. Blue highlighted text are hyperlinks to individual Course Input Sections.

STUDENT COUNTS BY COURSE INPUT SECTION(tabulated from counts entered in the "Course Input Section" cells beginning at cell R85)

Two Course Input Sections are provided especially for Academy input. As explained on the first slide in this set of instructions, the department structure is a better match for figuring out section and FTE allocation. If you prefer to use an Academy tabulation, then absolutely use these sections – it will all be tabulated in the total section and FTE allocation tables.

TOTAL SEATS USED

Estimated Total Enrollment -------------------------------> 2117

Total Number of Seats Needed for Student Day ----------> 12702

Minus the Total Nimber of Seats Used in the Areas with Counts ---> 1702

Equals the Total Number of Seats Still Needed to Give All Students the Max Number of Classes ----> 11000

Divided by the Number of Students Per Section ----------> 28.67268623

Equals the Number of Sections Still Needed in the MS -------------> 383.6403716

Divided by the Number of Sections Each Teacher teaches ---------> 5.0

Equals the Number of Teachers Still Needed -----------------------> 76.72807432

Beginning at cell R17 is a summary chart based on seat counts. This is just another way of looking at the data entered.

BALANCES BY SECTIONS FTECOURSE INPUT SECTION Used Needed NeededHEALTHAVIDENGLISHHISTORYMATHPHYSICAL EDUCATIONSCIENCE 60 -5 1.0WORLD LANGUAGESBUSINESSCTE/VOC/TECHFINE & PERF ARTSROPNON-DEPTACADEMY 1ACADEMY 2

Totals 60 -5.0 1.00

RESOURCESPECIAL EDUCATION

Totals

The chart that begins at cell C52 provides a summary of the number of sections assigned by Course Input Section and what is needed to have everything in balance. Here you see that 60 sections have been assigned in the Science section, which is 5 sections over what has been assigned to teachers. In this example, this equals 1.0 FTE.

The chart that begins at cell H51 shows the number of sections needed if you limited the class size to the Class Size Reduction count. This is not just simply the total number of students in the Science Input Section divided by the Class Size Reduction number. This takes into consideration the student request counts for each individual course and provides sufficient sections for each course to realize the Class Size Reduction count. Here you see that instead of 60 sections of Science as seen on the previous slide, a total of 94 sections would be needed – an extra 34 sections and 6.8 FTE in this example.

HEALTHAVIDENGLISHHISTORYMATHPHYSICAL EDUCATIONSCIENCEWORLD LANGUAGESBUSINESSCTE/VOC/TECHFINE & PERF ARTSROPNON-DEPTACADEMY 1ACADEMY 2

FTE

6.8

Totals 6.834

34

AdditionalFTE From

Class Size ReductionSectionsCourse Input Section

Class Size Reduction Sections Needed by

94

Totals 1

3

3 2

1

Singletons Doubletons

2

Tripletons

The chart that begins to the right of cell N53 is a count of all Singletons, Doubletons and Tripletons sections allocated in the Course Input Sections. Since the Science section is the only one entered in this example, you see only those counts. Once all sections have been entered, a very interesting assessment of your master schedule immerges.

Sheet 1

HEALTH Average Class Size

Back to Top Class

Round Round Round size @ Number Counts Splits By Class Size - Splits By Section CountCourse # Course Title Count Y/S/Q 20.0 Up 28.7 Up 30.00 Up 28.67 Sections AVG AVG<1AVG>1 9th 10th11th 12th Total 9th 10th11th12thTotal 9th 10th11th12thTotal

1.01.01.01.01.01.01.01.01.0

SECTIONS ASSIGNED TEACHER NAME Sheet 1 Total Seats Used

RAW SECTIONS NEEDED FROM COUNT WITH VARIOUS CLASS SIZES20 29 30 32 38 40 42 Total Sections Needed

Sections Assigned TOTAL Section BalanceFTE Assigned Total FTE Needed

Sections @ Column G Value: 20 is Sections FTE Balance

Sections needed at class size of:

All of the Course Input sections below row 80 are identical in format, some just utilize more rows than others. Remember, only areas highlighted in yellow are for input. Let’s begin by identifying these areas:

1-Title (change to

anything you desire)

2-Course Number

3-Course Title

4-Course Duration:1= Full Year Course2= Course offered 2 times per school year3= Course offered 3 times per school year4= Course offered 4 times per school year

5-Course Tallies by Grade (Enter this information before entering anything in the Number of Sections area)

6-Number of Sections area7- Teacher

Names

8- Number of sections taught within this Course Input area by each teacher listed

Here the full rows of the Course Input section have been divided into two parts so all of the rows can be seen at once. Notice that when student course request counts are entered (here 243 grade 9 students and 174 grade 10 students) other values are calculated and appear in the row.

Class

Round Round Round size @ NumberCourse # Course Title Count Y/S/Q 28.80 Up 32.40 Up 30.00 Up 32.40 Sections912012 Health and Career Education 417 1.0 417 14.48 15 12.87 13 13.90 14 32.08

Sections needed at class size of:

243 174Number Counts Splits By Class Size - Splits By Section CountSections AVG AVG<1AVG>1 9th 10th11th 12th Total 9th 10th11th12thTotal 9th 10th11th12thTotal

243 174 417 243 174 417

Same cell

With a total of 417 students requesting this year-long course, this area shows you the number of sections needed at various class size levels. For example, to keep the class size at 30 students, 14 sections are needed.

The next step is to enter a tentative number of sections to allocate to this course.

Number Counts Splits By Class Size - Splits By Section CountSections AVG AVG<1AVG>1 9th 10th11th 12th Total 9th 10th11th12thTotal 9th 10th11th12thTotal

14 29.79 32.08 27.80 243 174 417 19 13 32 17 12 30

Here, 14 sections have been entered as a tentative section allocation count for this course.

This is just the right side portion of the Course Input section – when a section count number is entered, there are additional calculations displayed to the right.

Given 14 sections, the average class size will be 29.79 (AVG column), if you reduce the number of sections to 13 (AVG< column), the class size average will be 32.08, if you increase the number of sections to 15 (AVG> column), the class size average will be 27.80

This “Class Averages” section is very useful when you have completely finished entering all courses and the tentative number of sections to allocate to each. If you have room to add sections or if you need to reduce the number of sections to meet the staffing allocation, you can easily see where adjustments can be made. In the example above, reducing the number of sections to 13 would be a possibility.

The Splits are most helpful when counting the number of seats by period by grade level in the master scheduling process. This is especially helpful when balancing classes. The splits are proportionately calculated based on the number of sections assigned and the student course requests by grade level.

Teacher AssignmentsThe next section to fill out is the Teacher Assignment section. Here the names of teachers are entered. If it is fairly straight forward and you know exactly how many sections each teacher will teach in this particular Course Input area, go ahead and enter the number of sections adjacent to each teacher’s name in the “Sections Assigned” column. If it is not so straight forward and you need to do some figuring about just how many sections each teacher will take, I have provided a place to do the figuring. Look at the bottom of the Excel spreadsheet. You will see a row of tabs. The first is labeled “Tally” and then “Sheet 1” through “Sheet 17”. Each Course Input section is associated with a sheet labeled in RED. In this example, Sheet 1. Click on the Sheet 1 tab at the bottom of the spreadsheet to get to the “Teacher Section Assignment” sheet for this Course Input area.

SECTIONS ASSIGNED TEACHER NAME Sheet 1AdamsJ onesSmith

Sections Assigned TOTALFTE Assigned

Note: An individual teacher can be entered into several Course Input areas, just make sure the teacher’s name is identically entered each time.

HEALTHTOTALS Health and Career Education 0 0 0 0 0 0 0 0

Adams 0J ones 0Smith 0

0 00 00 00 00 00 00 00 0

Total Sections Listed here - Sheet 1 0 0 0 0 0 0 0 0 0 0

Total Sections Neeeded from Tally

Sheet 14 14 0 0 0 0 0 0 0 0

Difference 14 14 0 0 0 0 0 0 0 0FIX FIX

This is Sheet 1 – The Teacher names, Course names and Sections needed automatically appear.

An indication of areas that need a “FIX” are also indicated. Here, since 14 sections of Health and Career Education are needed and “0” are assigned, there need to be a FIX.

Go to the next slide for the FIX

HEALTHTOTALS Health and Career Education 0 0 0 0 0 0 0 0

Adams 5 5J ones 5 5Smith 4 4

0 00 00 00 00 00 00 00 0

Total Sections Listed here - Sheet 1 14 14 0 0 0 0 0 0 0 0

Total Sections Neeeded from Tally

Sheet 14 14 0 0 0 0 0 0 0 0

Difference 0 0 0 0 0 0 0 0 0 0

Here 5 sections have been given to Adams, 5 to Jones and 4 to Smith. This balances the need for 14 sections and all of the FIX issues have been taken care of.

Let’s look at a more complicated area

SCIENCETOTALS Science 1P Science 1HP Science 2P Science 2HP

Andress 5 5Berry 0

Ciccone 5 5Dion 3 3

Fawcett 2 2Gabor 0

Hepburn 0Lamarr 4 3 1Paltrow 0

Streisand 5 2 2 1Tyson 5 3 2Welch 0

Saroyan 5 4 1Yenov 0

Total Sections Listed here - Sheet 7 34 18 4 11 1

Total Sections Neeeded from Tally Sheet 60 18 4 11 3

Difference 26 0 0 0 2FIX FIX

This is just a portion of the listing of the classes from the Science area. By assigning sections of the various courses to teachers, the total sections needed and the total sections assigned to each teacher is tabulated. Here you see that teacher Streisand is assigned to a total of 5 sections – 2 sections of Science 1HP, 2 sections of Science 2P, and 1 section of Science 2HP. The correct total number of sections of Science 1P, Science 1HP and Science 2P have been allocated. Two more sections of Science 2HP need to be allocated. If the rest of the Science chart was visible, you would see where a total of 26 sections need to be allocated.

HEALTHTOTALS Health and Career Education 0 0 0 0 0 0 0 0

Adams 5 5J ones 5 5Smith 4 4

0 00 00 00 00 00 00 00 0

Total Sections Listed here - Sheet 1 14 14 0 0 0 0 0 0 0 0

Total Sections Neeeded from Tally

Sheet 14 14 0 0 0 0 0 0 0 0

Difference 0 0 0 0 0 0 0 0 0 0

Looking back at this sheet – since everything is balanced here, it is time to go back to the Tally sheet and you will see that the teacher’s total sections assigned is transferred there.

To go back to the Tally sheet, just click on the Tally tab at the bottom of the spreadsheet

SECTIONS ASSIGNED TEACHER NAME Sheet 1Adams 5J ones 5Smith 4

Sections Assigned 14 TOTALFTE Assigned

SECTIONS ASSIGNED TEACHER NAME Sheet 15 Adams 55 J ones 54 Smith 4

14 Sections Assigned 14 TOTAL2.8 FTE Assigned

The total sections allocated by teacher appear here

These section counts by teacher need to be entered in the yellow highlighted “Sections Assigned” column adjacent to each teacher’s name. – like this

RAW SECTIONS NEEDED FROM COUNT WITH VARIOUS CLASS SIZES20 29 30 32 38 40 42 14 Total Sections Needed

TOTAL 417 20.85 15 13.90 13 10.97 10 9.93 -14.0 Section BalanceTotal FTE Needed 2.8

Sections @ Column G Value: 20 is 21 Sections FTE Balance -2.8

Before you add the teacher section counts to the yellow highlighted column, this summary area shows that 14 sections are needed based on the input in the Number of Sections column.

RAW SECTIONS NEEDED FROM COUNT WITH VARIOUS CLASS SIZES20 29 30 32 38 40 42 14 Total Sections Needed

14 TOTAL 417 20.85 15 13.90 13 10.97 10 9.93 Section BalanceTotal FTE Needed 2.8

Sections @ Column G Value: 20 is 21 Sections FTE Balance

After you add the teacher section counts to the yellow highlighted column, the summary area shows that of the 14 sections needed all have been assigned (a blank “Section Balance” cell.

The final input section begins at cell AI33. This is where staffing allocation totals are tabulated. This area is composed of 8 identical blocks of 11 columns extending down 53 rows. This gives sufficient room to enter all teacher names with separations between names for additional entries as necessary.

Enter the teachers’ names here exactly as it has been entered in the Teacher Assignment sections.

A Position Control Number (PCN) is a unique teacher identifier based on the funding source. A full time teacher may be partially paid from the general fund and from a special grant fund which could give the teacher two PCN’s. It is very helpful to keep track of this for numerous reasons including making sure your general fund allocation is accurate.

Teacher 1 2 3 Total Tch FTE TeacherName PCN FTE PCN FTE PCN FTE FTE PerBAL Name

Abrams 265 0.6 173 0.2 965 0.2 1 5

Here is a teacher with 3 PCN’s for a total of 1 Full-Time Teacher Equivalent (FTE). The number 5 indicates that this teacher has not been assigned to any sections and can be assigned to 5 sections.

Teacher 1 2 3 Total Tch FTEName PCN FTE PCN FTE PCN FTE FTE PerBAL

Abrams 265 0.6 173 0.2 965 0.2 1 5Adams 1 372 1 1 5J ones 1 485 1 1 5Smith 2 766 1 1 5

SECTIONS ASSIGNED TEACHER NAME5 Adams5 J ones2 Smith

Here is the list of teachers as entered in the Teacher Assignment section; Adams with 5 periods, Jones with 5 periods and Smith with 2 periods. All three teachers are full time with 1 FTE. Why does the Teacher Assignment Summary show Smith as having 5 sections assigned?

This column shows the number of sections assigned to a teacher

This column shows the number of sections remaining to be assigned to a teacher based on his/her total FTE

The answer is the column immediately to the right of the Teacher Name column. The number in this column tells how many times this teacher’s name appears in the Teacher Assignment sections; Smith is listed two times. In the other listing Smith is assigned 3 sections.

If you look just above the Teacher Allocation Summary area beginning at cell AI20, you find an overall summary of the information entered. Four teachers are listed, the FTE allocated is 67, the extra FTE is 5.4 giving a total FTE allocation of 72.4, a total of 4 FTE has been used leaving a balance of 68.4 unused FTE. The allocation in number of sections is 362, a total of 20 sections have been accounted for (4 teachers at 5 sections per teacher), there are 342 sections left to place and there are a total of 5 periods unassigned.

Teacher 1 2 3 Total Tch FTEName PCN FTE PCN FTE PCN FTE FTE PerBAL

Abrams 265 0.6 173 0.2 965 0.2 1 5Adams 1 372 1 1 5J ones 1 485 1 1 5Smith 2 766 1 1 5

72.4TOTAL PERIODS UNASSIGNED 5

TOTAL INDIVIDUAL TEACHERS 4

FTE ALLOCATED 67.00FTE EXTRA 5.4TOTAL FTE ALLOCATED 72.4FTE USED 4BALANCE 68.4 UNUSED

TOTAL SECTIONS ALLOCATED 362SECTIONS USED 20SECTIONS REMAINING 342

Now if you go back to the summary area between columns A through AG and rows 16 through 80 you will start to see some useful information. The next step is to enter all of your data.

District Staffing Allocation 54.4Additional FTE

STUDENT COUNTS BY DEPARTMENT(tabulated from counts entered in the section tally cells beginning at cell R85)

SCNStaffing Allocation Stu Per Tch Per Divisors TOTAL SEATS USED

25.86397059 8 6 34.485Class Size Reduction 15 8 6 15.00 9th 10th 11th 12th TOTAL 84 Estimated Total Enrollment -------------------------------> 1407

District 34.485 HEALTHAverage 32.0 ENGLISH 754 385 405 357 1901 1901 Total Number of Seats Needed for Student Day ----------> 11256

Maximum 32.0 HISTORY 364 383 381 1128 1128PE Average 52.0 MATH 379 360 369 292 1400 1400 Minus the Total Nimber of Seats Used in the Areas with Counts ---> 8435

PE MAX 52.0 PHYSICAL EDUCATION375 219 173 153 920 92054.0 SCIENCE 431 444 369 289 1533 1533 Equals the Total Number of Seats

Tchrs Sect's Used Saved BalanceWORLD LANGUAGES62 263 304 190 819 819 Still Needed to Give All Students the Max Number of Classes ----> 2821Total Allocation 54.4 326.4 259 67 BUSINESSCurrent Real FTE (used) 1 Balance 53.40 CTE/VOC/TECH Divided by the Number of Students Per Section ----------> 34.48529412FTE Needed 54.4 FINE & PERF ARTS 38 133 203 374 636Sections Needed 326.4 ROP Equals the Number of Sections Still Needed in the MS -------------> 81.80298507Sections Assigned (from Dept Charts)-----------------> 259 NON-DEPT 14 14 14Section Balance 67.4 ACADEMY 1 Divided by the Number of Sections Each Teacher teaches ---------> 6.0Actual Sections not Assigned to a Teacher -66 ENGLISHActual Sections at or above Average 186 HISTORY Equals the Number of Teachers Still Needed -----------------------> 13.63383085Actual Sections below Average 73 MATHTotal Sections Assigned (should equal cell F36) 259 OTHER 1Total FTE Used (Total teachers used for # of Sections) ----------> 43.167 OTHER 2FTE Balance 11.233 ELECTIVE

RSPSPECIAL EDUCATIONTotals--> 2001 2087 2136 1865 8089 8435 <--------- Total Number of Seats Used in the Areas with counts

MAKING IT BALANCEFTE Allocation From District 54.4FTE Used 1.0FTE Balance 53.4FTE Needed for section allocation 11.0FTE Difference from Allocation 42.4 You have sections to addNumber of sections to deal with 254

Class Size Reduction FTE Sections Needed Class Size Reduction

DEPARTMENT BALANCES Used Needed Needed By Department Sections FTEHEALTHAVID 3 4 0.7ENGLISH 58 2.0 -0.333 78 13.0HISTORY 39 -39.0 6.5 39 6.5MATH 47 -14.0 2.3333 52 8.7PHYSICAL EDUCATION 17 3.0 -0.5 6 1.0SCIENCE 47 3.0 -0.5 64 10.7WORLD LANGUAGES 25 39 6.5BUSINESSCTE/VOC/TECHFINE & PERF ARTS 22 -20.0 3.3333 27 4.5ROPNON-DEPT 1 -1.0 0.1667

Totals 259 -66.0 11.00 Totals 309 52 Totals

Singletons Doubletons Tripletons

3

992311164

49

5671

713678

SECTIONS

AdditionalFTE From

23 2 12 2 11 15 3 28 3

5 3 2

128 14 8

Review of the steps to use the Section Tally and Staffing Tool

Step 1 – Fill in staffing information

ROP FTEADDITIONAL FTE FTEAllocationFTE Source FTE Source

PeriodsAllocated

Step 2 – Fill in additional staffing information

Enter The Estimated Total General Fund Enrollment(This is usually all Regular Education Students plus Resource Students)Enter The Staffing AllocationStaffing Allocation DivisorEnter The Class Size Reduction Maximum Student CountEnter The Number of Student PeriodsEnter The Number of Teacher PeriodsEnter The Average Class Size for Regular Education ClassesEnter The Maximum Class Size for Regular Education ClassesEnter The Average Class Size for Physical Education ClassesEnter The Maximum Class Size for Physical Education Classes

Step 3 – Fill in the highlighted areas for each of the Course Input sections that you will be using. The first time you do this, it will take a bit of time due to entering all the course numbers/names and the teacher names, but future years will most likely only require minor changes. Enter all of the student course request counts, your best estimate of the number of sections of each course to offer and the number of sections each teacher will teach in this input area. Once everything is entered, the summary charts will guide you to make changes if necessary.

Sheet 1

HEALTH Average Class Size

Back to Top Class

Round Round Round size @ Number Counts Splits By Class Size - Splits By Section CountCourse # Course Title Count Y/S/Q 20.0 Up 28.7 Up 30.00 Up 28.67 Sections AVG AVG<1AVG>1 9th 10th11th 12th Total 9th 10th11th12thTotal 9th 10th11th12thTotal

1.01.01.01.01.01.01.01.01.0

SECTIONS ASSIGNED TEACHER NAME Sheet 1 Total Seats Used

RAW SECTIONS NEEDED FROM COUNT WITH VARIOUS CLASS SIZES20 29 30 32 38 40 42 Total Sections Needed

Sections Assigned TOTAL Section BalanceFTE Assigned Total FTE Needed

Sections @ Column G Value: 20 is Sections FTE Balance

Sections needed at class size of:

Step 4 – Enter the teacher names in the Staffing Summary area exactly the same as they were entered in the Teacher Assignment section. It is not necessary to enter PCN’s, just sometimes convenient. But be sure to enter the FTE for each teacher. List teachers here only once. This section will tell you how many places a teacher’s name appears throughout the Teacher Assignment sections in the column immediately to the right of the teacher’s name. Review the summary totals and make staffing and section allocation adjustments as necessary.

72.4TOTAL PERIODS UNASSIGNED 5

TOTAL INDIVIDUAL TEACHERS 4

FTE ALLOCATED 67.00FTE EXTRA 5.4TOTAL FTE ALLOCATED 72.4FTE USED 4BALANCE 68.4 UNUSED

TOTAL SECTIONS ALLOCATED 362SECTIONS USED 20SECTIONS REMAINING 342

Step 5 – Review the numbers in the summary charts. Adjust the number of sections allocated in the “N” column of the Course Input areas until FTE allocation is balanced; equal to zero (a zero balance cell will show as blank – zeros have been suppressed)

Watch these cells as you adjust the section counts in the “N” column. These now show that 348 sections remain to be assigned.

The “N” column

The adjustments you will be making to balance the staffing allocation are:

• Section allocations in the “N” column of the Course Input areas• Teacher section counts in column “B” of the Teacher Assignment section

Now you are ready to set up your section and staffing allocations. Be sure to include the entire master scheduling team, cohort/team leaders, department chairs and any other interested staff throughout this process. If you have any questions or need assistance, don’t hesitate to contact us at the College & Career Academy Support Network (CCASN) at http://casn.berkeley.edu/or contact the author of this tool, Phil Saroyan, at jp9@jps.net

Happy Scheduling!!