CetusEd
One student. Five programs, one record.
MTSS, special education, EL/ML, Section 504, and health move through the same five stages on one shared record, and only the work inside each stage changes. The product is the demo — enter the app, set your own passphrase, and walk a referral →. The panels below are built from the product’s own labels, rules, and thresholds, trimmed to the part that matters; the numbers shown are simulated.
Same five stages, every program.
A student flows through Refer, Assess, Decide, Plan, and Monitor whether the program is MTSS, special education, EL/ML, 504, or health. What changes is the work inside each cell.
Each program defines what the opening requires — and where consent or notice is required, the family’s document travels with the record.
One shared record: the consent or notice the program requires, the assigned owner, and the program’s own deadlines — the stage that follows starts from the same row.
Screens, evaluations, and baselines feed the same row that opened in Refer — the decision stage reads what the assessment wrote.
Assessment data stays on the record it was collected for and feeds the Decide stage directly — no re-entry between stages.
The Decide stage opens only for the roles that own the decision. The determination is the team’s — IDEA §300.306 for special education — and it sits on the record with the evidence beneath it.
Outcomes — not raw debate — move on to the Plan stage; everyone else on the team sees the outcome, not the open panel.
Each program’s plan is written on the record it will be delivered from — the monitoring stage reads the same row.
When a student’s needs span programs, the plans travel together — health ↔ 504 ↔ IEP bridges track each leg and its inverse, so a change in one plan is followed in the other.
Probes, goal data, and reviews run at each program’s own cadence — and when the data says a plan is not working, the loop re-opens at Decide.
Tier changes, IEP goal reviews, 504 review cycles, and health reauthorization all re-open the Decide stage from what monitoring shows — the loop is one record, not five filing cabinets.
Use the arrows, the dots, or swipe to move between the five stages; playback advances on its own unless your pointer or keyboard is on it — and it never moves for readers who ask for reduced motion. The Decide stage opens only for the roles that own the decision, and the team makes the determination (IDEA §300.306).
It remembers the dates so your team doesn’t have to.
Clocks arm across the whole roster at import — including for students nobody has opened yet, which is where a missed date usually hides. As one nears it drops an owned task on the responsible role’s list and an event on the calendar; when it is missed anyway, it escalates to the district office with a due date and an audit trail, and self-escalation is blocked.
+12 months
+3 years
10 school days
A referral opens with the written-receipt date — the date that starts the decision clock, so nothing downstream is re-keyed. A recurring compliance flag on the same student routes to an administrator rather than sitting in one person’s queue.
Which of these is law — and which is your policy.
Several timelines districts treat as statutory have no day count anywhere in law. Presenting one as a legal deadline is a claim a district can be held to, so the platform separates the two on screen and in the printed record.
Citations ship inside the product, on the forms where teams need them, each carrying a verification status against the primary source rather than an unmarked reference.
The record doesn’t stop at middle school.
Most tiered-support tools were built around elementary reading data and thin out after grade 8 — a problem, because postsecondary outcomes are what districts are measured on. The same record carries credit progress, the graduation pathway, and transition planning, and the high-school sections appear only for high-school students.
The probe kiosk — scored while the child is still sitting there.
An examiner watching a child read cannot also watch a screen. 23 curriculum-based probe types across reading, math, and writing are scored live on a tablet, with errors marked as they happen rather than reconstructed afterwards, so the score arrives with a pattern an interventionist can teach from.
- Reading — oral reading fluency, word and letter-name fluency, phoneme segmenting, nonsense-word fluency, maze, vocabulary, morphology.
- Math — computation, facts, concepts & applications, ratio, algebra, geometry.
- Writing — spelling, correct writing sequences, extended written expression, rubric scoring.
- Across the pipelines: the same probe carries a student from screening through tier placement and progress monitoring into the referral decision package — one score series follows the child, not a fresh read per meeting.
- Configurable: every type ships with its own say/do/note administration guide, and the catalog accepts a district’s own probes, local norms, and goal lines.
- Direct observation on the standard methods — frequency, rate, partial-interval, momentary time sampling, duration, latency.
- Points cards for check-in/check-out and daily report cards, permanent product, accuracy, and records-based event counts — each with its scoring rule and materials stated.
- Live in the recorder: duration, latency, frequency timestamps, and whole-interval are timed as the observation runs, and inter-observer agreement is computed from paired sessions.
- Across the pipelines: one observation record feeds a behavioral goal’s baseline and the progress-monitoring cadence that follows it, and the FBA’s antecedent–behavior–consequence analysis — not a separate re-entry per record.
- Configurable: district-defined measures join the catalog with their own scoring rules, materials, and monitoring cadence; communication and motor domains ship administrable probes beside the academic ones.
Communication and motor domains ship administrable probes beside the academic ones, and antecedent–behavior–consequence analysis lives in the functional behavior assessment forms rather than the kiosk.
Meet Mira, the assistant that already knows the rules.
Mira reads the screen you are on, the student you have open, and your role, then retrieves an expert-written answer, narrates the student’s own numbers, or renders a labelled button that runs when you click it. No cloud inference and no language model — 550+ authored answers and 900+ unique one-tap prompt chips, so the same question gives the same answer and you can see where it came from. Its skills are organized as ten categories and fifty skills, and each one shows up where the work is — reading a screen, reading a probe session, opening a form, running a meeting — not as an abstract assistant on the side.
Latest score: 52 wcpm — below the grade 2 goal of 87
Growing at +2.00 wcpm per week (keeping up with peers)
Last 4 scores: all four above the goal line — consider raising the goal
Add data point View chartOpening the data-point entry form — want me to do this?
Open the data-point entry form✓ Done. The form is open — enter today’s score.
Not just case files — a district-wide picture.
Program directors and data teams get the view separate systems won’t compose: which schools are meeting the clock, where caseload is straining, and how findings read across the district.
| Group | Total | % | T2 | T3 | RR (T2) | RR (T3) |
|---|---|---|---|---|---|---|
| EL students | 96 | 23% | 21 | 8 | 1.86 | 2.05 |
| Non-EL students | 322 | 77% | 24 | 8 | 0.74 | 0.62 |
| Newcomers (<12 mo) | 4 | 1% | group n<5 — suppressed | |||
- Document and analyze results from 50+ normed batteries — WISC-V, WJ-IV, BASC-3, CTOPP-2, CELF-5 and more. The batteries themselves are administered by your evaluator; the platform records and reasons about their scores.
- The advanced analysis — runtime error bands, cross-battery comparison (XBA), the pattern-of-strengths-and-weaknesses (PSW) pathway for SLD, and the culture–language matrix (C-LIM).
- Feeds the decisions: the same documented scores carry an eligibility write-up, the exclusionary-factor rule-out, and a defensibility check for the team’s conclusion.
- Configurable catalog: add another assessment a district uses, or refresh a configuration for updated norms.
- Honest edges: bands are suppressed where reliability cannot be reproduced under licence.
Health plan ↔ 504 ↔ IEP transitions are lifecycle bridges rather than copy buttons: each leg tracks its inverse, so a change in one plan is followed in the other and the documents move together.
See it for yourself.
Enter the app, set a passphrase, and walk a referral from first concern to plan — it all runs on your device. Then read how it does or doesn’t connect to the systems you already run. Everything on this page is in the product today; there is no completed pilot yet, so judge it on what it does rather than on results it cannot yet show.
Enter the app Interoperability & what’s next