Three assessments.
One picture of every student.

The screener is the foundation of the system — the assessment everyone takes, the one that gives you your school-wide picture. Think of it the way a physician thinks of a temperature reading: quick, reliable, and designed to tell you who is fine and who warrants a closer look. It does not diagnose. It directs attention.

In the first two weeks of school, every student takes the screener and you immediately see where each classroom stands — a percentile, a scale score, a grade-level equivalent for every child. No closing the library for a week. No waiting months for results. The assessment is computer adaptive, so it finds each student's level quickly: adjusting up for students who are flying and down for students who are working to keep pace, usually settling into the right zone within the first seven to ten questions. That is what keeps it short, and it is what keeps students engaged — the advanced student is not bored by easy questions, and the struggling student is not overwhelmed by impossible ones.

What the screener does that a static score cannot: it lets you see the actual questions. A percentile is abstract. Click into any student's assessment and you can see exactly where it found the floor of her learning and where it found the ceiling — the hardest questions she answered correctly, the point where the material outpaced her. A 12th-percentile score becomes a concrete, readable map of what this student can do today.

Because the screener is standardized and nationally normed, it does what internal assessments cannot: it shows progress over time and allows comparison — student to student, classroom to classroom, grade to grade, your school to its peers. Administer it every window and you build a continuous record of how every student, every class, and every part of your curriculum is moving across the year.

Some students cannot be captured by a single grade level — and these are often the students your team spends the most time on and understands the least well. A child can be on grade level in one area, a year behind in another, and years ahead in a third. Give that student a single-grade diagnostic and you will miss most of who she is.

The inventory is built for exactly this. It combines the depth of the diagnostic with the adaptive range of the screener: skill-by-skill detail that reaches all the way down to pre-K and all the way up, finding the true floor and the true ceiling for each separate dimension of learning. It takes longer because it is doing something harder — locating a student precisely across a profile that spans years.

What it reveals can change a child's trajectory. Consider a pattern the inventory surfaces often: a student struggling in math, where everyone assumed the problem was math. The inventory showed grade-level or advanced performance in computation, geometry, and graphing — and first-grade performance on anything involving the language of math. The need was not a math intervention. It was language. A single summary score would have sent that student down the wrong path for a year. The inventory pointed to the right one.

This is also the assessment that grounds the hardest parent conversations. When a family sees a low overall score and worries, the inventory replaces a discouraging number with the full picture: here is where your child is strong, here is the specific gap, and here is exactly what we are going to do about it.