Score it on the kiosk. The point is on the chart before you stand up.
A student finishes a probe on the tablet, you tap to end the session, and the progress chart behind it already has the point on it — plotted against the aim line, in the unit that measure uses. No rekeying, and no second pass to make the number count anywhere else. The part that needed a person is the part that remains.
What the catalog holds
The unit is the part that usually gets lost. 134 measures each record the unit they were collected in — words per minute, a rubric level, a percentile — and 62 standardized batteries are known down to their subtests and composites. The same score is then read at 3 levels without anyone entering it twice: the student, against their own aim line; the school, for who is responding and who is not; and the district, for aggregate reporting and the disproportionality screen.
One probe, from the alert to the chart
The alert says a probe is due; eleven screens later the score is on the chart it was measured against, and nobody typed it twice. 44 words correct at 96% accuracy — the accuracy is on the record because fluency without it is a number that can mislead a team.
PROBE KIOSK
Intervention Target
Due today: Oct 14, 2025 · PM cadence (T2): weekly — every 7 day(s)
Overdue (1)
Today
reconstruction Rebuilt from the real screen for this page. The labels, thresholds and rules are the product’s own; the student, their date of birth, the reading passage itself, the passage scores and the dates are illustrative.
PROBE KIOSK
Intervention Target
Due today: Oct 14, 2025 · PM cadence (T2): weekly — every 7 day(s)
reconstruction Rebuilt from the real screen for this page. The labels, thresholds and rules are the product’s own; the student, their date of birth, the reading passage itself, the passage scores and the dates are illustrative.
PROBE KIOSK
Academic
reconstruction Rebuilt from the real screen for this page. The labels, thresholds and rules are the product’s own; the student, their date of birth, the reading passage itself, the passage scores and the dates are illustrative.
PROBE KIOSK
← Step 1 of 5 · What is this administration for?
reconstruction Rebuilt from the real screen for this page. The labels, thresholds and rules are the product’s own; the student, their date of birth, the reading passage itself, the passage scores and the dates are illustrative.
PROBE KIOSK
← Step 2 of 5 · How will the student see this?
reconstruction Rebuilt from the real screen for this page. The labels, thresholds and rules are the product’s own; the student, their date of birth, the reading passage itself, the passage scores and the dates are illustrative.
PROBE KIOSK
← Step 3 of 5 · Which form?
Passage · form A
Preview only — the student never sees this screen.
reconstruction Rebuilt from the real screen for this page. The labels, thresholds and rules are the product’s own; the student, their date of birth, the reading passage itself, the passage scores and the dates are illustrative.
PROBE KIOSK
← Step 4 of 5 · How this student receives it
This student’s plan requires
How the student sees it
Timing
reconstruction Rebuilt from the real screen for this page. The labels, thresholds and rules are the product’s own; the student, their date of birth, the reading passage itself, the passage scores and the dates are illustrative.
PROBE KIOSK
← Step 5 of 5 · Ready to start
- Measure
- DORF-WCPM Change
- Purpose
- Progress monitoring Change
- Error marking
- Each error marked by type Change
- Accommodations
- 2 of 2 provided Change
- Student view
- Examiner screen only Change
- Form
- A Change
- Text size
- Medium Change
- Timing
- Untimed — alternate form Change
These are recorded with the score and lock when the probe starts.
reconstruction Rebuilt from the real screen for this page. The labels, thresholds and rules are the product’s own; the student, their date of birth, the reading passage itself, the passage scores and the dates are illustrative.
PROBE KIOSK
The Lost Mitten
Nina lost her red mittenSub1 Sub2 Omit3 Hesit4 Mispron5 RevClear on the way to 10school one cold morning. She looked under the bench and 20behind the big tree by the gate. Her friend Theo 30helped her lookOmit for it in the tall grass. They 40found the mitten near the fence where the wind had 50blown it. Nina put it on and they walked to 60class together, laughing.
reconstruction Rebuilt from the real screen for this page. The labels, thresholds and rules are the product’s own; the student, their date of birth, the reading passage itself, the passage scores and the dates are illustrative.
PROBE KIOSK
The Lost Mitten
Nina lost her red mittenSub1 Sub2 Omit3 Hesit4 Mispron5 RevClear on the way to 10school one cold morning. She looked under the bench and 20behind the big tree by the gate. Her friend Theo 30helped her lookOmit for it in the tall grass. They 40found the mitten near the fence where the wind had 50blown it. Nina put it on and they walked to 60class together, laughing.
reconstruction Rebuilt from the real screen for this page. The labels, thresholds and rules are the product’s own; the student, their date of birth, the reading passage itself, the passage scores and the dates are illustrative.
PROBE KIOSK
Intervention Target
Next probe: Oct 21, 2025 (in 7d) · PM cadence (T2): weekly — every 7 day(s)
reconstruction Rebuilt from the real screen for this page. The labels, thresholds and rules are the product’s own; the student, their date of birth, the reading passage itself, the passage scores and the dates are illustrative.
Sitting with a student, on the same device
- You hand the device over and the kiosk fills the screen with that one probe.
- The student sees their own accommodations on the banner. The kiosk times the passage and scores it, so your eyes stay on the child rather than a stopwatch and a clipboard.
- The passages are calibrated against each other.
- A January score means the same thing as an October one, which is what makes the slope on the chart a real slope.
- You mark the errors as they happen.
- The kiosk sorts them into a pattern — which math operation, which decoding error — so the next intervention has something to aim at.
- You type an observation while it is still in front of you.
- The observation files on the same record beside the scores, so the number and the reason for it sit together.
By the time you close the tablet
- The progress chart has already redrawn.
- The new point sits against the aim line and the trend has moved with it.
- The school and district figures recount themselves the next time they are drawn.
- The caseload view, the response rates and the disproportionality screen all include it. Nobody exports anything in June to find out.
- The decision rules have read the series.
- Four consecutive points below the aim line puts an advisory card on the case and a review task in the Action Center with a name on it.
Here it is entered once.
Where the software declines
A confidence interval needs a reliability coefficient, and those sit behind a publisher license the district holds. Where the software does not hold one, it declines to compute the interval and says so, instead of estimating from something close enough.
The same posture governs a local norm. Once a district turns them on, norms are built from its own students — and the sample size travels with the statistic. Until the sample is large enough the norm is marked provisional, and the eligibility path will not promote it to a determination.
Two refusals, in two unrelated parts of the software. Approximating either would produce a number a team could act on and nobody could defend.
The advisory card does not decide anything
When four consecutive points fall below the aim line, what appears is a card on the student’s case saying so, and a task in the Action Center addressed to the case manager. They open the case, look at the same chart you have been looking at, and record what the team decided — keep going, change the intervention, or refer. CetusEd does not close a tier, determine eligibility or write a determination, and there is no setting that lets it.
That boundary is the point. A determination a system made is a determination a district cannot defend. The software owes you this: the question got raised on time, the data was in front of the people deciding, and what they concluded is written down with their names on it.