Week 3, Academic module

What your academic documents told us, and the 42 things we need back

We read 35 documents from your academic set, line by line, and checked every one against the decisions locked in Weeks 1 to 3. Three findings move the design. The rest of this deck is the questions, grouped so you can answer them in one pass.

Prepared by

Eiosys Private Limited

Scope

Academic structure, timetable, assessment

Business units

RPS and RIS

Still open

42 questions, 5 blocking

01, Source

What we read

Nothing in this deck comes from a summary or from memory. Each row below was opened and read.

Document set	What it gave us
Report card formats, six bands	Classes I to XI, each band a different structure, different components and different weightings.
Holistic Progress Card	Preschool, three trimesters, five development domains, thirteen curricular goals, a three point scale.
Grade 1 FLN card	Curricular goal to competency mapping on the same three point scale.
Timetable formats, four	Morning and afternoon period grids, in both class and teacher views.
Workload files, four	Grade wise subject load, per teacher allotment for primary and secondary, non class teachers.
Academic calendar	Every date typed, monthly working day counts, the school's own event vocabulary.
Academic hierarchy chart	Reporting structure under Director Academics.
Staff list	Designations, class allocation, duty timings, and an identifier from a system called Oasis.
LC request register	Live exit requests with reasons, statuses and remarks.
Absenteeism reports, two	The weekly bucket report and the monthly report to the CEO.
Lesson observation format	Fourteen observation parameters.

02, Headline

Three findings move the design

Each of these differs from what we had recorded after Weeks 1 to 3. Each one changes the structure of the system rather than a screen inside it.

Corrected

RIS runs its own pre primary

Nursery, Jr KG and Sr KG appear in the RIS absenteeism report, the RIS academic calendar and the RIS hierarchy chart, with their own Pre-School Coordinators. RPS against RIS is not a preschool against school split. Both units run pre primary alongside school grades.

Corrected

Vice Principals split by shift

The hierarchy chart divides responsibility into Morning, covering Pre-School to Grade 8, and Afternoon, covering Grades 9 to 12. Not by grade range, as our earlier note recorded. Shift is a structural dimension we had not modelled.

New

Seven assessment structures

Three trimesters at preschool, two terms from Classes I to VIII, an annual pattern at IX and X, and weightings that change subject by subject at XI. Three separate grading scales, and scores that are calculated rather than entered.

What this means for the schedule. The first two land on decisions already locked, ACA-04 and SEC-02. We would rather correct them now, in week three, than build on them and reverse later.

03, Structure

Academic reporting, as your own chart draws it

Read from your academic hierarchy chart. The split we need to confirm is the second level down, where responsibility divides by shift rather than by grade.

L1Head

Director Academics, PrincipalSits above both business units on the chart we hold

L2Second line

Vice PrincipalsTwo, divided by shift

Curriculum Head

Admin HeadAdmin team below

L3Shift

MorningPre-School and Nursery to Grade 8, 07:30 to 13:00

AfternoonGrades 9 to 12, 13:10 to 18:30

L4Teaching

Pre-School Coordinators

Nursery to Grade 8 teachers

Grade 9 to 12 teachers

Lab assistantsAfternoon only

L5Across shifts

Co-curricular teachersAppear under both shifts, so they report to both Vice PrincipalsOpen

Confirm this is current. Specifically, that Pre-School Coordinators sit under the Morning Vice Principal, and that a co-curricular teacher answers to both. See ACQ-06.

04, Structure

Both units run the same seven grades

Your documents show RIS operating Nursery, Jr KG and Sr KG. Our record from Week 1 had those grades sitting only in RPS. Once both units run them, seven grades exist in both places at once.

RPS Play Group NurseryJr KGSr KG Grade 1Grade 2Grade 3Grade 4 Happy Times

RIS NurseryJr KGSr KG Grade 1Grade 2Grade 3Grade 4 Grade 5 to 12

Where this stands	Detail
Evidenced	RIS pre primary. Confirmed three times over, in the absenteeism report, the calendar and the hierarchy chart.
On record only	The RPS range above is what we recorded in Week 1 as `ACA-04`. It has not been confirmed against an RPS document, because the set we hold is RIS only.
Not settled	For a grade offered by both units, what decides which unit a child joins. `CRM-17` and `ACA-02` both assume a counsellor makes that choice, so we do not want to replace it with a rule until you tell us there is one.Open

The first thing we need. The grade list for each unit, and which grades run at which branch. Everything in the academic schema hangs off it. See ACQ-01.

05, Timetable

Two shifts, two period grids, one gap we cannot explain

Both grids run six days. Period lengths differ within a day, and the two shifts have different opening structures.

Shift	Window	Structure	Periods
Morning	`07:30` to `13:00`	Assembly, attendance, four periods, break, four periods. Pre-School and Nursery to Grade 8.	8
Afternoon	`13:10` to `18:30`	Assembly, four periods, break, four periods. Grades 9 to 12.	8

What the numbers say	Detail
Subject allotment	Exactly 44 periods a week, identical for every grade from I to X.
Grid capacity	48 slots, being eight periods across six days.
The gap	Four periods a week are unaccounted for. Eight periods across five weekdays is 40, so a four period Saturday would close it exactly.Open
Teacher load	Ranges from 22 to 35 periods, with no visible cap, plus lines marked `CW` and `FW` that carry no class.

Two questions, probably one answer. Your calendar counts Saturday separately from working days, but your timetable schedules Saturday periods. If Saturday runs a shorter grid, please send it. See ACQ-08 and ACQ-10.

06, Settled

What your documents answered without us asking

These need no discussion. We set them out so you can correct anything we have read wrongly.

Item	What we found
Board	RIS is CBSE, affiliation `1130661`, school code `30562`. Confirmed independently by an LC reason recording a move from CBSE to ICSE.
Subject master	Seventeen subjects. EVS becomes Science at Grade 6, ICT becomes IT at Grade 9, Social Science splits into two graded parts at Grades 9 and 10, and Marathi or French appears as a pair from Grade 5.
Calendar	Every date carries a type: working day, holiday, Saturday, Sunday or non instructional, with a monthly working day count. Event types are open day, report card publishing, books distribution, parents orientation, school reopens and examination.
Absence reporting	Weekly across five bands of 3, 5, 7, 15 and 15 plus days. The monthly report to the CEO carries 7, 15 and 15 plus with a reason against each child.
Report card signatories	Different by band. Coordinator on I to VIII, Examination on IX, Vice Principal on XI, Academic Coordinator on the Holistic Progress Card.
Additional charges	Assembly In-Charge, House in Charge, Board in Charge, Faculty Head, Exam Committee, FLN Committee, Events Committee, Eco Club, Annual Day, Lang Lab. All recorded today as free text under a teacher's name.

07, Cross check

Where this meets what we locked in Weeks 1 to 3

We ran the academic set against every decision already agreed. Six move. None of them are cosmetic.

Decision	What it says today	What changes
`ACA-04`	RPS holds preschool, RIS begins as a school	Rewritten. Both units run pre primary. The grade master is the first thing we need from you.
`SEC-02`	Staff access scoped by branch, department and assigned divisions	Gains shift. Without it the two Vice Principals cannot be given the right view of the school.
`ACA-08`	Enrolment holds year, grade, division, roll number, status	Gains shift and house, and at Classes 11 and 12 a batch code.
`NUM-04`	GR number follows one format, `2025-26/RPSHN/10`	Applies to new numbers only. Four formats appear in your live LC register. Existing numbers move across exactly as they are.
New	No working calendar object exists	Added as a foundation. The same calendar drives HR notice periods and academic absence counting, so it is built once and shared.
`MOV-03`	A move between RPS and RIS is a fresh admission with no enquiry recorded	Conflicts with the rule that every admission traces back to an enquiry. We propose a resolution at `ACQ-28`.

Why we are showing you this. Ten decisions have already been reversed on this project, and seven of those were about organisation or identity. Both of this week's corrections are in exactly that territory, so we would rather over confirm them than move on.

08, Assessment

Seven structures, not one report card

This is the largest single piece of the module. Read the table closely, because a wrong reading here produces wrong report cards for a whole band.

Band	Terms	Structure we read
Preschool	Three trimesters	Five development domains, thirteen curricular goals, marked Beginner, Progressing or Proficient.
Grade 1, FLN	Three terms	Curricular goal to competency, on the same three point scale.
Classes I and II	Two terms	Periodic assessment 30, subject enrichment 30, term exam 40.
Classes III and IV	Two terms	Periodic 20, enrichment 30, term 50.
Class V	Two terms	As III and IV, with Marathi or French added.
Classes VI to VIII	Two terms	Periodic 5, enrichment 5, multiple assessment 5, portfolio 5, term 80.
Classes IX and X	Annual	Average of the best two of three periodic tests, plus the three internal components, giving 20, plus annual exam 80. Eight point grading scale.
Classes XI and XII	Terms	Internal 20 or 30 and term 80 or 70, changing subject by subject.

The formats we hold are old. They carry Sessions 2019-20 and 2020-21. Please confirm the structures above and send the current year version for every band. See ACQ-16.

09, Questions 1 of 7

Structure and identity

These block the database design. We cannot draw the academic schema without them, so we would like these answered in the room.

ID	Subject	What we need	Where we stand
`ACQ-01`	Grade master	The grade list for RPS and for RIS, which grades run at which branch, and for a grade offered by both units, what decides where a child goes.	Open
`ACQ-02`	Branch list	Full branch list with addresses. Two addresses appear across your report cards, and we read them as one campus written two ways.	Confirm our reading
`ACQ-03`	GR number	Which of the four live formats is current. We propose existing numbers move across exactly as they are and are never regenerated, while new numbers follow the agreed series.	Confirm our reading
`ACQ-04`	Admission number	CBSE registration is settled, the board issues it at Class 9 and 11. For admission number, one test tells us whether it is a separate series: does a student's admission number change when they move between branches?	Half confirmed
`ACQ-05`	Shift	Is shift a property of the grade, or can one grade run in both. Can a division hold students from two shifts. Does a student ever change shift during a year.	Open
`ACQ-06`	Reporting line	That the Vice Principal split is by shift, that Pre-School Coordinators sit under Morning, and that co-curricular teachers report to both.	Confirm our reading
`ACQ-07`	Division codes	Class 11 runs A to E, then G, H, I. Class 12 runs A to F, then G1, G2, H, I1, I2. What the letters mean, what the suffixes mean, and whether the scheme is the same every year.	Open

10, Questions 2 of 7

Timetable and workload

ID	Subject	What we need	Where we stand
`ACQ-08`	Period count	What fills the four period gap between the 44 allotted and the 48 the grid provides.	Open
`ACQ-09`	CW and FW	What these lines are, and whether they occupy a slot on the grid or count only as load. We read them as load that is counted but not timetabled.	Confirm our reading
`ACQ-10`	Saturday	Whether Saturday is instructional, and the grid it runs if it differs. We believe it is instructional on a shorter grid, which would also answer `ACQ-08`.	Confirm our proposal
`ACQ-11`	Combined divisions	Entries such as Zumba VI A/B/C/D for 4 periods. We read this as one period for each of the four divisions, because every such entry equals divisions multiplied by that subject's weekly load.	Confirm our reading
`ACQ-12`	Subject master	The four boundary behaviours we read: EVS to Science at 6, ICT to IT at 9, the two Social Science parts graded separately at 9 and 10, and Marathi or French chosen by the student rather than fixed per division.	Confirm our reading
`ACQ-13`	Load norms	Whether there is a cap, whether it changes by designation, and whether a class teacher's subject load is meant to be lower. We read an informal norm rather than a policy.	Confirm our proposal
`ACQ-14`	Additional charges	We propose the charge list becomes a managed master, each charge carrying a load weight, so total workload can be compared fairly across teachers.	Confirm our proposal
`ACQ-15`	Timetable build	We propose manual entry with automatic clash checking, no generator in version one. Whether room and lab checking is needed now, and whether a room list exists.	Open

11, Questions 3 of 7

Assessment and report cards

ID	Subject	What we need	Where we stand
`ACQ-16`	Current formats	Confirmation of the eight structures on the previous slide, and the current year format for every band.	Confirm our reading
`ACQ-17`	Grade 1	Whether Grade 1 receives both the FLN card and the Classes I and II report card, or whether the FLN card replaces it.	Open
`ACQ-18`	Preschool card	Whether RPS uses the same Holistic Progress Card as the RIS pre primary section. Trimester dates either way.	Confirm our reading
`ACQ-19`	Grading scale	The scale that applies to Classes I to VIII. Those cards carry a grade column with no scale printed on them.	Open
`ACQ-20`	Weightings at 11 and 12	The subject by subject internal and term split, for each stream. The card shows 20 or 30 internals depending on the subject.	Open
`ACQ-21`	Marks and locking	Who enters, who verifies, who publishes. Whether marks can change after publishing, by whom, and what record is kept. Whether entry windows are fixed to a term calendar.	Open
`ACQ-22`	Signatories	The correct signature set for each band. They differ across the templates we hold.	Confirm our reading
`ACQ-23`	Publishing	We propose the card appears in the parent app with a PDF download, and the physical print stays a school side process.	Confirm our proposal

12, Questions 4 of 7

Attendance, absence and leaving

ID	Subject	What we need	Where we stand
`ACQ-24`	Absence bands	Whether all five bands are needed, whether the count is consecutive days or total days in the period, and who receives the weekly and the monthly report.	Confirm our proposal
`ACQ-25`	Absence reason	Who records it and by when. We propose the reason text stays with the class teacher and coordinator, while senior staff see counts, unless a case is escalated. Your current reports carry medical and family detail in plain text.	Confirm our proposal
`ACQ-26`	Attendance timing	The submission deadline and who is alerted when it is missed. We propose the end of the attendance slot with an alert to the coordinator. An earlier discussion suggested one hour and the Vice Principal, so the two need settling.	Confirm our proposal
`ACQ-27`	LC and TC	The full status list from request to issue, who approves, what triggers the late application charge we found against one student, and the point after which a parent can no longer withdraw. That last point decides when a child's numbers are retired.	Open
`ACQ-28`	Moving to RPS	We propose a move between RIS and RPS raises an enquiry automatically, marked as an internal movement. That keeps your marketing cost reporting intact and keeps children from your own preschool countable, without treating a transfer as a new external enquiry.	Confirm our proposal

13, Questions 5 of 7

Divisions, houses and promotion

ID	Subject	What we need	Where we stand
`ACQ-29`	Houses	Which grades have houses, how many per unit, who assigns a child to one, and whether the house stays when the division changes. House appears in a teacher's charge list and nowhere else in the set.	Open
`ACQ-30`	Division allocation	We propose the system suggests an allocation from your rules and staff adjust it before it is final, rather than assigning outright. If it should be automatic, we need the rules in priority order.	Confirm our proposal
`ACQ-31`	Student labels	Who may set a label such as high achiever, and who may see it. We propose these stay staff only and never reach anywhere a parent can see.	Confirm our proposal
`ACQ-32`	Promotion	Who performs financial promotion and who performs academic promotion. We propose academic promotion is blocked until financial promotion clears, with a recorded override at management level.	Confirm our proposal
`ACQ-33`	Mid year change	When a student may change division during the year and who approves it. We propose it is an exception needing Principal approval with a recorded reason.	Confirm our proposal

14, Questions 6 of 7

Calendar, observation and meetings

ID	Subject	What we need	Where we stand
`ACQ-34`	Academic calendar	Who prepares it, who approves it, who publishes it. The day types and event types themselves we have taken from your own calendar.	Confirm our reading
`ACQ-35`	Lesson observation	Who observes whom, how often, whether the teacher sees the completed observation, and whether it feeds appraisal. We propose recording observations now and holding anything that scores a teacher until the appraisal measures are agreed with you.	Confirm our proposal
`ACQ-36`	Parent meetings	Meeting types for RIS and RPS, slot length, and who books. We propose the school assigns slots and a parent needing a different time raises a request outside the normal flow.	Confirm our proposal
`ACQ-37`	Parent concerns	The escalation chain level by level with the time allowed at each. We propose class teacher, coordinator, Vice Principal, Principal, with 48 hours at each step.	Confirm our proposal
`ACQ-38`	Previous years	How far back a parent should see in the app, and whether a family keeps access after a child leaves. Your parent app already carries a year switcher, so the question is reach rather than whether it exists.	Open

15, Questions 7 of 7

Access, tests and the systems you run today

ID	Subject	What we need	Where we stand
`ACQ-39`	Student login	That access runs through the parent account with no separate student login, including at Classes 11 and 12 where students are old enough to expect one.	Confirm our reading
`ACQ-40`	Class tests	How many a division may have in a week, and what the system should prevent: two tests on one day, or two in one subject in a week.	Open
`ACQ-41`	Memorandum	The current memorandum or almanac, so we can see what the system should produce at the start of a year. Nothing in the set covers it.	Open
`ACQ-42`	Oasis and MCB	What each system holds today, and whether its history needs to move into the new one. This decides whether we migrate, connect, or start clean. The mixed GR formats already make some migration unavoidable.	Open

Counting the whole set. Of 42 questions, one is already answered, eleven ask you to confirm something we read in your own documents, thirteen ask you to accept or correct a proposal from us, and seventeen are genuinely open. The seventeen are marked throughout.

16, Alongside the answers

Documents we still need

These are data requests rather than decisions. Sending them early shortens every session that follows.

Grade list by branch

For RPS and RIS, including the pre primary grades at both units.

Current year report cards

Every band. The ones we hold are from 2019-20 and 2020-21.

Subjects and streams, Classes 11 and 12

With the internal and term split for each subject.

Saturday timetable grid

If it differs from the weekday grid.

Room, lab and hall list

Needed only if you want the timetable to check them for clashes.

Term and trimester dates

Current year, including the preschool trimesters.

Memorandum or almanac

The current one, in whatever form it exists.

Branch list with addresses

Both units.

17, Shape

What the Academic module contains

Your documents describe more than a class and subject module. Setting the shape out plainly, so we are agreed on it before anything is built.

In this module

Academic structure. Year, shift, grade, division, house, stream

Timetable. Two shift grids, class and teacher views, clash checking

Workload. Subject periods plus weighted additional charges

Working calendar. Day typing, working day counts, events

Attendance. Daily marking, five band absence reporting, escalation

Assessment. Configurable schemes per band, calculated scores, three grading scales

Report cards. Seven layouts, each with its own signature block

Promotion. Financial gate, academic promotion, division reshuffle

Exit. LC and TC lifecycle, including withdrawal

Held for later

Teacher scoring and appraisal. Waiting on the KPI model, as already agreed

Automatic timetable generation. Manual entry with clash checking first

Learning and training module. Phase 2

Transcription of recorded sessions. Storage only in this phase

18, Today

Five answers would unblock the rest

Everything else can follow in writing. These five decide the shape of the database, so we would like them in the room.

01

The grade list, and who decides placement

Which grades run under each unit and at which branch. For the seven grades both units offer, what determines where a child goes. Everything in the academic schema hangs off this. ACQ-01.

02

Whether shift belongs to the grade

And whether it can change during a year. This sets both the timetable model and who each Vice Principal can see. ACQ-05.

03

What the division codes mean at Classes 11 and 12

The letters and the numbered suffixes. We had a theory and withdrew it rather than guess at something that names a child's division. ACQ-07.

04

Confirmation of the assessment structures

And the current year formats. Seven structures, and a wrong reading affects a whole band of children. ACQ-16.

05

The LC status list, and the withdrawal point

Parents do withdraw exit requests. The point after which they cannot is the point where a child's numbers are retired, and numbers are never reused. ACQ-27.

Worli, Mumbai

Next session covers Finance. We will need your Tally consultant in the room.