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Oracle® Student Learning Implementation Guide Release 3.1.3 Part Number E21072-04 |
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# 2 OSL Data Objects

Data that is maintained within OSL are categorized as:

- Reference Data

  This is data that is non-changing (subject to minor amendments), which is entered once at initiation of the system and at periodic intervals (start of new school year or semester) by functional administrators. This data may be maintained through automated processes (using the Data Loading Services) or through the LT Admin user interface or some balance of both.

- Transactional Data

  This is data that is managed and accumulated with the LT by students, teachers, and parents. This is mostly a data that pertains to learning activities, student work, and assessments.

This documentation focuses on reference data. Figure 2-1 provides a summary of OSL reference data and its interdependencies. For information on users, see Chapter 3.

Figure 2-1 OSL Reference Data

## 2.1 Department Data

Within OSL, certain reference data is common to the entire enterprise (also known as "The Department") and other reference data is applicable only to a school within the enterprise. OSL 3.1.3 does not support multiple departments, but "departmental data" must be "adopted" by the schools, that is the school users will only see the data that is applicable to their school.

### 2.1.1 Schools and Institutions

Schools exist as institutions within OSL. Non-school institutions may also be created to allow schools to be organized into hierarchies, and schools can also be organized into groups (institution groups). Ultimately, all schools are related back to the root Department, which is itself a special type of institution that is seeded during installation and cannot be removed. There can be only one Department.

### 2.1.2 Calendars

Calendars are essentially the "years" (calendar years, not to be confused with grade levels also known as year levels), which exist as objects in OSL. It is also possible to (optionally) define sub-calendars (for example, Semesters). Calendars (years) must be defined because, ultimately, school classes must be related back to a calendar (for example, 2010 classes versus 2011 classes).

Calendars are defined as data objects to enable different calendar dates for different parts of the world. For example:

Table 2-1 Sample Calendar Dates

Calendar Date | Start Date | End Date | Description
--- | --- | --- | ---
2010 | 01 Jan 2010 | 31 Dec 2010 | Southern Hemisphere
2010-11 | 01 Aug 2010 | 31 Jul 2011 | Northern Hemisphere
2011 | 01 Jan 2011 | 31 Dec 2011 | Southern Hemisphere
2011-12 | 01 Aug 2011 | 31 Jul 2011 | Northern Hemisphere

It is possible to define multiple overlapping calendars. As calendars must be adopted by schools, it is possible to have, for example, some schools following a southern hemisphere calendar, while others follow a northern hemisphere calendar.

### 2.1.3 Curriculum Frameworks

Curriculum Frameworks are complex data objects within OSL. They are pivotal to much of the functionality provided by OSL. This is one key differentiators between OSL and other K-12 applications, which typically only define curriculum as metadata attributes. Curriculum is explained in greater detail in the “Implementation and Adoption” training.

### 2.1.4 Grade Sets

Grade sets are called "Graded Proficiency Sets" in the LT Admin. They define the set of grades (such as A+ to F or High-Med-Low) that a teacher can apply as an assessment of student work.

## 2.2 School Data

The enterprise (or Department) reference data must be adopted, and extended upon, by schools so that the school users will only see the data that is applicable to their school.

### 2.2.1 Calendars

A school adopts those calendar(s) defined by the Department that are applicable to the school. In a typical implementation we would expect all schools to adopt all department calendars (years).

A school may (optionally) extend an adopted calendar by adding in their own (unique to the school) sub-calendar, but this non-typical and serves little purpose.

### 2.2.2 School Curriculum

A school adopts those curriculum framework(s) defined by the Department that are applicable to the school (and have been made available to the school). The curriculum framework is also adopted in the context of a calendar (year). For example, the school may choose to adopt the "State Curriculum" in 2010 and then adopt the "National Curriculum" in 2011. It is also possible (and usual) for a school to adopt several curricula in any given calendar.

### 2.2.3 Courses

Schools define their own set of courses (such as Grade 8 Mathematics, Grade 12 Physics, Grade 1 General Studies). Unlike the previously mentioned objects, courses are not defined centrally and adopted, therefore schools are free to implement courses in any way that is appropriate to the school. It is very common for schools to run "alternative" courses that may cross multiple grade levels and disciplines (such as "Middle School Communications"), that is there are no "standard" course definitions for schools.

### 2.2.4 Offerings

A school must "offer" a Course in the context of a School Curriculum. For example: "Grade 8 Mathematics" may be offered against the "State Curriculum" in 2010; then it may be offered against the "National Curriculum" in the following year.

### 2.2.5 Class

A class represents the grouping of students and teachers that undertake a particular course of study. Classes are tied to Offerings. Typically, there are many classes per offering (such as "Mathematics 8A", "Mathematics 8B", and so on) with each class normally having anywhere between 25-50 students with one teacher. OSL allows for multiple teachers of a class. Classes are mandatory because all learning tasks are ultimately tied back to a class.

### 2.2.6 Grade Sets

Typically, schools simply adopt the applicable grade sets defined by the Department. However, schools may (optionally) define their own grade sets (unique to school).