The Adaptive Behavior Assessment System, Third Edition (ABAS-3) is a standardized rating scale that measures practical, social, and conceptual skills used in everyday life from infancy through older adulthood. Parent, caregiver, teacher, and adult forms describe what an individual typically does without assistance across home, school, work, and community settings.

Ratings represent a respondent’s observations in a particular setting. Qualified evaluators retain the rater, date, and context when combining results with other evidence for assessment and planning. Administration and interpretation depend on the instrument and qualified professional judgment. Results retain the rater, setting, and date when incorporated into a broader evaluation.

2gnoMe is a professional-growth platform that helps educators identify strengths and development needs against a chosen framework, standard set, rubric, or competency model. It then connects the results to targeted learning resources and gives individuals a private, personalized path for growth.

Self-assessment and development goals connect an educator with selected learning resources. Professional-learning staff distinguish reflective growth information from any formal evaluation or employee record maintained elsewhere. Participation, demonstrated learning, and formally recognized credit need their own evidence. Coordinators and HR establish how the records are reviewed and used locally.

5 Star Students supports campus participation, recognition, rewards, event attendance, hall passes, surveys, and related student-engagement workflows. School staff use the selected tools to organize activities and review participation beyond the academic gradebook.

Event attendance and recognition records describe participation beyond academic grades. School staff connect those activities with current student identities and consider which opportunities were available before comparing engagement. Recorded participation reflects both available opportunities and the way activity is captured. School teams preserve that context when using an engagement view for outreach or program review.

9 Dots is a nonprofit computer-science education provider. Partner schools use curriculum, instructor support, professional learning, and learning experiences to expand elementary computer-science access. Program delivery connects curriculum and educator support with scheduled learning opportunities. School leaders coordinate participation and implementation evidence while teachers assess student understanding through local classroom work.

95 Literacy Intervention System is 95 Percent Group’s coordinated literacy intervention system. Educators use diagnostic information, explicit small-group lessons, manipulatives, decodable practice, and progress monitoring to address identified skill needs.

Diagnostic findings and repeated practice need to stay connected to the instruction provided. Literacy teams coordinate grouping, lesson delivery, and progress review across the selected intervention components. Participation, implementation, and progress describe different aspects of support. Instructional teams use their combined context when reviewing the learner’s next steps.

ABCya is a library of browser and app-based educational games. Teachers or families select games by grade and skill for centers, practice, early-finisher work, or home learning. Game activity supports a selected skill or lesson but may not create a districtwide learning record. Teachers choose how to observe performance and relate practice to other classroom evidence.

Abl Master Scheduler is a secondary-school scheduling platform that uses course requests, staffing, rooms, constraints, student needs, and program priorities to help teams build and revise master schedules. It exchanges information with the SIS but does not register or enroll students into a district.

The schedule connects student demand with courses, staff, rooms, and constraints. Counselors, school leaders, and SIS staff reconcile proposed sections before they become operational class assignments. The proposed plan and the active school schedule can differ during development. Staff coordinate the reviewed handoff so rooms, courses, and student assignments describe the same operating period.

Abre is a K–12 modern data platform that connects student, staff, and operational information with native tools for analytics, MTSS and intervention, assessment, behavior and wellness, communication, student portfolios, and staff development. It is designed to give different district stakeholders a shared view of information and a place to act on it.

A shared data view brings together records produced for different student and operational purposes. Program owners and data staff coordinate identifiers, definitions, and action responsibilities across the applications actually deployed.

Absolute provides endpoint visibility and security capabilities for supported school devices, including inventory, device status, location, and available remote-response functions. District technology teams use the platform to monitor devices on and off campus. Capabilities depend on the licensed Absolute offering and supported hardware.

An endpoint’s identity and current assignment connect its status with district inventory and response work. IT staff interpret remote visibility in the context of supported hardware and the selected offering. Logs and permissions need current identity and asset context. Security owners coordinate response with the staff responsible for the affected systems and information.

Acellus Writing Tutor is a writing-feedback component within the broader Acellus courseware ecosystem. Students draft responses inside Acellus courses and receive automated guidance intended to support revision and writing practice. Automated comments relate to a particular draft within a course. Teachers connect revisions and feedback with the writing task and their own assessment of the student’s work.

Achieve3000 Literacy is McGraw Hill’s differentiated literacy platform for building comprehension, vocabulary, and content knowledge through leveled nonfiction text, lessons, activities, and embedded assessment. The system uses performance information to adjust text and monitor reading development. Teachers assign readings and review student performance to guide literacy instruction.

Reading performance and text level need to be interpreted together. Literacy teams connect the activity history with student placement and classroom work when reviewing whether support is meeting its purpose. Participation, implementation, and progress describe different aspects of support. Instructional teams use their combined context when reviewing the learner’s next steps.

ActivityHero helps districts manage expanded-learning enrollment, rosters, attendance, communications, and reporting in one platform. Families can enroll students in programs across sites, while staff can maintain current rosters and record attendance from desktop or mobile devices.

Enrollment, attendance, and program participation describe different stages of expanded learning. School and program staff reconcile rosters and daily attendance across sites while coordinating family communication and reporting. Participation reporting depends on which students were enrolled and expected at a session. Program leaders and school data staff reconcile those dates and identities before using attendance totals.

Adobe Creative Cloud for Education is a suite of professional creative applications and education services. Learners create authentic products in tools such as Photoshop, Illustrator, Premiere Pro, InDesign, Express, and Acrobat while educators design subject or career-connected projects. Project files, shared assets, and publishing permissions form the principal data relationships. Teachers and IT staff coordinate school-managed access while preserving student work as accounts and course assignments change.

Aeries is a student information system that brings together enrollment, demographics, attendance, schedules, grades, and related student records. School offices, teachers, counselors, and district data teams maintain and use these records throughout the school year. Operating the system requires coordinated work as students enroll, transfer, change programs, and progress toward graduation.

Within the district’s data environment, Aeries supplies student and class information to connected applications. Student identifiers, enrollment dates, school assignments, and course rosters help those applications identify students and provide appropriate access. California districts also use Aeries data and extracts in CALPADS workflows, connecting locally maintained records to statewide data used for state and federal reporting.

These dependencies make data ownership and change coordination central responsibilities. A correction to enrollment or program history can affect several services and reports; a change to an integration may require agreement among school staff, district program owners, and technology teams. Understanding an Aeries environment means understanding who maintains each record, who reviews consequential changes, and when those changes reach other systems.

Aeries Analytics is the reporting, dashboard, and early-warning component built into the Aeries student information system. It turns current SIS information—including attendance, grades, discipline, assessments, program participation, interventions, graduation progress, and California college-and-career indicators—into configurable charts, student groups, and watchlists.

A watchlist is a view of source records through selected rules. School teams need to know which attendance, grading, or program updates have arrived before interpreting a change in risk. Source-system changes and reporting dates affect interpretation. Analysts work with program owners to resolve discrepancies before a combined view informs leadership decisions.

Aeries Communications is the family communication capability within the Aeries platform, giving districts tools to send announcements and student-related information to parents, students, and staff using contact and enrollment data already maintained in Aeries. Depending on the district's Aeries configuration and licensed communication services, families can receive portal, email, text, voice, app, or translated messages and participate in school-to-home communication.

Communication depends on the family relationships and contact information maintained in Aeries. School offices and message authors coordinate audience accuracy, with delivery paths determined by the district’s configured services. Sending a message and successfully reaching the intended person are different events. Staff review contact quality and delivery information as part of ongoing outreach.

Aeries Online Enrollment lets families new to a district submit student information and supporting documents online. School staff review submissions, check for existing student records, and select the information to import into Aeries SIS. It sits at the intake end of the student-data process, connecting family-entered information with the district’s operational student record. The important handoff is between a submitted application and a reviewed, imported record: completing the online form begins the process, while staff review determines what enters the SIS.

Aeries Payments connects payment and fundraising activity with the Aeries student information environment. It supports fees, fines, tuition programs, online stores, and district-approved crowdfunding while giving families a direct online payment path.

A charge or fundraising transaction gains context from the student and approved purpose. School and finance staff reconcile collection activity with the accounts and operational records used in the Aeries environment. Posting and settlement may follow different schedules. Business staff maintain the references needed to trace a family transaction into the district’s financial reconciliation process.

aimswebPlus is Pearson’s benchmark screening and progress-monitoring system for reading and mathematics in grades K–12. It combines brief curriculum-based measures, standards-based assessments, norms, benchmarks, risk indicators, and reporting within an online platform.

Benchmark windows and monitoring measures serve different purposes. Assessment and intervention teams coordinate student rosters, administration, and interpretation so repeated results describe meaningful progress. Roster changes and assessment windows create continuing coordination work. Assessment staff and teachers distinguish a missing result from a student who was not expected to test.