How The Model Works
The behavioral health screener replaces checkbox self-report with six open prompts. A student writes or speaks about a real moment; rubric-aligned models score the response the way a trained rater would; findings route into the support process a school already runs; and screening again shows growth. This page is the plain account of how that works and what it does and does not claim.
The Six Domains
Hover or tap a domain. Each carries an open prompt, the themes raters listen for, the MTSS domain it aligns to and the California School Dashboard indicators it speaks to. That is the crosswalk districts see in their own language.
Domain 01 Of 06 · Student Voice
How accurately a student notices and names what they’re actually feeling, beneath what they show.
The Crosswalk
Every dashboard and report reads in the partner’s framework language: MTSS domains and Dashboard indicators here; a Portrait of a Graduate or wellness framework elsewhere. The mapping below is the one published in the Behavioral Health Crosswalk.
| # | Domain | What It Measures | Prompt | MTSS Domain | Dashboard Indicators |
|---|---|---|---|---|---|
| 01 | Self-Insight | How accurately a student notices and names what they’re actually feeling, beneath what they show. | “That Wasn’t Really Me” | Whole Child Domain | Attendance, Student Behavior |
| 02 | Emotional Resilience | How a student steadies and recovers when things go wrong, and what strategies they reach for. | “The Hard Days” | Integrated Supports Domain | Attendance, Academic Achievement |
| 03 | Relational Awareness | How a student reads others’ perspectives and needs, and how that shapes the way they respond. | “Something Changed” | Family and Community Engagement Domain | Student Engagement, Climate, English Proficiency |
| 04 | Conflict Resolution | How a student navigates disagreement: de-escalating, repairing, and moving forward. | “Fixing What Broke” | Inclusive Policy Structure & Practice Domain | Student Behavior, Graduation Rate |
| 05 | Effective Help-Seeking | Whether a student knows when to ask for support, who to go to, and how to ask. | “Stronger Together” | Administrative Leadership Domain | Academic Achievement, Attendance |
| 06 | Reflective Growth | How a student learns from experience and turns reflection into a plan for change. | “Not the Same Person” | Whole Child Domain | Graduation Rate, Academic Achievement |
Four Steps
01
Six open prompts, one per domain, ask a student to describe a real moment in their own words. No Likert scale, no checkbox.
Students · Classroom · Counselor
02
Transformer-based, rubric-aligned ordinal models score each response the way a trained human rater would, at scale. Model versions are versioned and audited; automated scoring is routinely benchmarked against human raters.
IMPACTER Scoring Pipeline
03
Results reach counselors and wellness teams as individual and group views inside the MTSS process a school already runs: a check-in, a group, a referral. Those views arrive in the district's own framework language.
Wellness Staff · MTSS And COST Teams
04
Screening again shows what changed. Scaled scores support feedback, trend analysis and growth tracking. That is the record the program keeps for the Commission.
LEAs · SCCOE · The Commission
What The Scoring Is, And Is Not
Impacter Pathway’s scoring pipeline uses transformer-based, rubric-aligned ordinal models to score open-ended student voice responses at scale. Model versions evolve over time and are versioned and audited for traceability and reproducible scoring.
Impacter Pathway routinely benchmarks automated scoring against human raters using standard agreement metrics, sets promotion thresholds, and monitors drift and subgroup fairness; exact figures vary by assessment, prompt design and cohort.
Results are expressed as scaled scores to support feedback, trend analysis and growth over time, not a single high-stakes label. No student-level data appears on this site. The evidence base is the subject of Deliverable 2: the screener landscape, language as a measurement signal, trustworthy automated scoring, and indicators in MTSS. Indicators, Outcomes & Metrics Brief →
Why A Screener Is The Outcomes Layer
Most behavioral health reporting counts what was delivered: sessions, referrals, staff hours, aggregated school data. That tells a district what it spent. It cannot tell a district whether a student is steadier, more connected, or better at asking for help than they were in the fall.
Read Further
Program Basis · PDF · 19 pp
How performance-based behavioral health screening through authentic student voice works, and how it differs from a Likert scale.
Supports · D2 · Measurement Approach · District And School Orientation
Impacter Pathway
Program Basis · PDF · 1 page
The six student-voice domains mapped to MTSS domains and California School Dashboard indicators.
Supports · D1 · Recruitment Approach · How The Model Works
Impacter Pathway · SCCOE
Program Basis · HTML · Due 30 October 2026
Seven literature-review sections, the index methodology, stakeholder engagement record, annotated bibliography and artifact library that underpin Deliverable 2.
Supports · D2
The earlier design is preserved in the archive. Deliverable 2 is due to the Commission on 30 October 2026, final on 30 November 2026.
Impacter Pathway · Stanford
