Demo guides

See the steps. Explore the reasoning.

Captioned videos and written walkthroughs for the browser demo, score calculator and APA grapher. Every example uses fictional scores.

These silent guides include on-screen captions, optional closed captions and a text transcript. They show the website demo; app availability and features are confirmed separately.

Try the browser demo Explore template layouts →
Written walkthroughs

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Use fictional examples while exploring. Choose a guide below; each one links directly to its browser tool.

Score-to-report draftScore calculatorAPA grapher

Written guide · Fictional scores

Explore a score-to-report draft

  1. Start with a fictional profile. Open the demo, choose a profile, then select “Try a sample report.”
  2. Check the score table. Verify the measure, standard score and descriptor. In the example, basic reading 78 minus IQ 105 equals −27. Percentiles are approximations.
  3. Read both figures. The first compares scores on the same scale; the second shows achievement minus IQ. Diamonds flag the selected demonstration rule. Neither figure makes an eligibility decision.
  4. Edit carefully. Select “Edit scores.” Changing assessments clears the old scores. For KTEA-III, explicitly select the descriptor scale from the source report before entering new fictional scores.
  5. Review and export. Read the narrative, recommendations and method details. Use “Print / save PDF” or “Download Word report” for a working copy. Check the export before using it.

The browser demonstration does not establish desktop app availability or supported app features.

Try the score-to-report demo

Written guide · Fictional scores

Use the score calculator

  1. Choose the score metric first. Select “Standard score (mean 100, SD 15)” and enter the fictional score 100. Standard scores, scaled scores and T scores use different scales.
  2. Review the conversions. A standard score of 100 is approximately the 50th percentile under the calculator’s normal-distribution assumption. Check publisher norms and classifications before using a result in a report.
  3. Check the reliability and interval. The confidence interval depends on the reliability you enter. The default is an illustration, not the reliability of every test. Use the appropriate manual and publisher interval when available.
  4. Try a small batch. In “A whole table at once,” enter two fictional labeled scores, such as “Example A 100” and “Example B 85,” on separate lines. Select “Convert them,” review each row, then use “Copy the table.”
Open the score calculator

Written guide · Fictional scores

Make a readable score figure

  1. Start with the instrument and scale. Use the fictional name “Example,” choose a test, “What to graph” and the score type. Check the labels before entering scores.
  2. Keep missing scores blank. Enter a few fictional scores. Leave an unmeasured category blank rather than entering zero.
  3. Review the figure. Compare bar and line views, and BW/COLOR. Check axis labels, legend and caption. Enter confidence intervals only when you have appropriate supporting values.
  4. Export and inspect. Use “Copy caption” and “Download PNG.” Check readability at the figure’s final size in your report. The figure supplements the score table and professional interpretation.

The optional bell-curve marker is not a complete SLD criterion. Check the finished report’s formatting requirements before submission.

Open the APA grapher

56 seconds · Captioned · Fictional scores

From scores to a review draft

Read the transcript
  1. 01 / Start with fictional scores
    Choose a fictional profile, then select “Try a sample report.” No student identifying information is needed.
  2. 02 / Review the entered scores
    The example uses IQ 105 and WJ-V academic standard scores. Edit scores to explore a different synthetic profile.
  3. 03 / Check the score table
    Compare the entered measure, standard score, publisher descriptor, approximate percentile and signed difference from IQ.
  4. 04 / Read the score figure
    The dashed line marks entered IQ. The shaded 85–115 band is the demo reference range, separate from publisher labels.
  5. 05 / Understand the selected rule
    Academic score minus IQ ≤ −22 flags the selected demonstration rule. This is not a statistical-significance test or eligibility decision.
  6. 06 / Review strengths and weaknesses
    Relative strengths and weaknesses describe the entered profile. They do not establish a statistically significant pattern.
  7. 07 / Connect needs with supports
    Review suggestions tied to weaker skills and stronger skills. Confirm their relevance with classroom evidence and professional judgment.
  8. 08 / Take the draft into review
    Use “Download Word report” for editable tables and text, or “Print / save PDF.” Eligibility remains pending professional review.

28 seconds · Captioned · Fictional scores

Read the discrepancy figure

Read the transcript
  1. 01 / Begin with the reference
    This fictional profile uses IQ 105. The score figure places academic scores alongside that entered cognitive reference.
  2. 02 / Subtract IQ from achievement
    Basic reading: 78 − 105 = −27. A negative value means the academic score is below entered IQ.
  3. 03 / Read the threshold and symbols
    The dashed line is −22. Diamonds flag differences at or below −22 under the selected demonstration rule.
  4. 04 / Keep the finding in context
    A positive difference is not an academic deficit. This fixed-gap illustration does not determine SLD eligibility.

28 seconds · Captioned · Fictional scores

Connect strengths to support

Read the transcript
  1. 01 / Compare the entered profile
    Listening comprehension (112) is the highest entered academic score; basic reading (78) is the lowest in this fictional profile.
  2. 02 / Separate description from conclusions
    Relative score differences do not prove impairment or a statistically established personal strength. Missing processing scores stay unfilled.
  3. 03 / Review targeted starting points
    Explore explicit decoding, supported reading practice and writing instruction. Stronger listening skills may support spoken explanation and discussion.
  4. 04 / Test supports against real evidence
    Select supports using classroom evidence, language needs and instructional history. Set a baseline and monitor the student’s response.

Build a draft you can review.

The demo organizes entered scores, figures and draft language. Professional judgment, appropriate assessment procedures and a complete evaluation remain essential.

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