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Information Section
Entered Cohort Name of the event.
Entered Cohort Number to define the class number of this cohort.
Select Cocurricular in the Cohort Type.
Select the assigned Primary Staff Member for this Cohort
Select the Primary Grade Level of the participants for this cohortCohort.
Set Mark Roll, this field controls what value the Sessions Roll Marking Status field will be set to for any Sessions associated with this Cohort.
If this value is set to Required then all Session's Roll Marking Status will be set to Required, otherwise it will be set to Optional.
If the school's Mark Roll Defaults value is set to Bell Time then this Cohort's Mark Roll value will default to Bell Time and the default state of the Roll Mark Status for all Sessions will depend upon the Mark Roll value in the associated Timetable Period record.
Select Default Cohort Member Status, it could be Current or Invited. This will indicate the status of the Cohort Member of the Cohort. If a Cohort Member has no Status prior to creation, Status is set based on the Default Cohort Member Status you’ve set up.
In the Description field, add a description of the Cohort.
Set the Start Date of this Cohort, if not populated it may default to the Start Date of the Timetable Term.
Set the Start Time of the Cohort.
Set the End Date, if not populated it may default to the End Date of the Timetable Term.
Set the End Time of the Cohort.
Set the Status of the Cohort.
Set the maximum Capacity of the Cohort. If not populated it may default to the maximum capacity of the primary location.
Cohort Size
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Timetable Information
Linked a Subject OIffering Offering for reference to default certain fields including Description, Mark Rolls, and others.
Entered the associated Timetable Structure for a variety of purposes just such as Calendar Generation.
Entered Timetable Term to define the default Start Date and End Date of the Cohort.
Entered Priority Clash as this will define which should take priority if the Student or Staff Member has multiple Cohort at the same time.
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