The Puget Sound shoreline on a flat grey morning, low water, a far headland and no boats.

The EL teacher and the school nurse get the same tools the IEP team gets.

Multilingual services, Section 504 and health each get a front door, an owner and a plan of their own — the same standing special education gets, and rarely has anywhere else. They write to one student record rather than three parallel ones, so nobody is reconciling copies.

The same shape, five times over

5 programs run the same 5 stages, in the same order: refer, assess, decide, plan, monitor. The motion is the same and the authority behind each stage is not, so CetusEd holds the authorities and the dates for each pipeline separately.

All twenty-five cells, with the authority for each

The same motion, different law behind it

A Section 504 referral and a special-education referral are the same four clicks. The authority that governs the decision differs, the clock that starts, and the plan that comes out the other end — and the software sorts them, so the person raising the concern does not have to.

A determination, with its reasoning attached

The team eligibility summary as the software records it. The category, the level of support, and the evidence the team cited — in this case a cognitive processing pattern — sit on the same record. A year later, in a meeting where somebody asks why, this is the answer.

ELIGIBILITY · DETERMINATION

Team eligibility summary5A · exclusionary factors rule-out

5A · Exclusionary factors rule-out IDEA §300.309(a)(3)

Environmental / economic disadvantageNEEDS DOC

Rule-out: not yet documented — carried on the summary as undocumented, and named in the outstanding-requirements list

34 CFR §300.309(a)(3) · WAC 392-172A-03055(3)

⋮ about a screen further down the same summary — these two are never on screen together

5B · Categorical eligibility support WAC 392-172A-01035(2)

Specific Learning DisabilityStrong support

Cog PSW: Supports SLD eligibility

IDEA §300.8(c)(10) · §300.309 · WAC 392-172A-01035

Two different subsections, brought together here. A categorical support row and an exclusionary rule-out are not the same kind of thing and do not appear side by side in the product — the rule-out sits about a screen above the category list, in its own section, which is why this frame shows the join rather than pretending to a single view. The statute enumerates six such rule-outs; an undocumented one is carried as undocumented rather than assumed.

reconstruction Rebuilt from the real screen for this page. The labels, thresholds and rules are the product’s own; the student and the team’s determination are illustrative.

What each door opens onto

A teacher raises a concern about reading.: MTSS opens a tier record, starts screening, and runs child find alongside it rather than after it.
A student arrives whose home language is not English.: Multilingual services opens with the home-language survey, a WIDA proficiency track, and the four-year monitoring window the law requires after reclassification.
A student has a diagnosis but does not need specially designed instruction.: Section 504 runs as its own program — referral, eligibility, an implementable plan and a review clock — with a clean handoff in both directions if that changes.
A nurse logs a medical need.: Health opens with its own owner and care plan, and hands into 504 or special education without anybody retyping the child’s details.

A student in three of these has one record, not three, and one record does not mean one document. Each document type carries its own role list and its own retention period: a medical report is visible to four named roles and kept 36 months, a custody order to two roles and kept 84. What crosses between plans is decided by a legal test rather than by convenience: a nursing task the nurse performs is not a 504 accommodation, and the software will not carry it across as one.