How Student Voice Becomes
A Score You Can Trust.
The report below is fully interactive. Switch students, play the response behind any domain, preview every tier. Then the rest of the page shows the rubric, the pipeline, and the validity practice behind it.
What The Screener
Actually Measures
Six behavioral health domains, each defined in observable levels and scored from a student's own words. Not traits to label — the everyday moves that tell you how a student is actually doing.
Self-Insight
How accurately a student notices and names what they're actually feeling — beneath what they show.
From Spoken Words To A
Rubric-Aligned Score
Every response is scored against a research-grounded rubric; the same four levels a trained rater would use, adapted from Amy Berry's engagement continuum. Voice and writing run through the identical pipeline, so no student's thinking is missed because of how they chose to answer.
Student Responds in Their Own Words
An open-ended prompt, answered by voice or in writing. No “right” box to find, and both modes enter the same pipeline.
The Rubric Does The Judging
Each applicable domain is rated against the four rubric levels. The model isn't judging freely — it's held to criteria written and validated in advance.
Domain Scores Roll Up
Domain scores normalize into a composite Wellness Index — issued only when at least four of the six domains are valid.
The Composite Routes to Support
The Index lands on a protective-evidence band mapped to an MTSS tier — a support pathway, not just a number.
Step 1 · Raw Student Voice
For me, self-insight is, like, actually noticing how I'm really feeling — even if I try to act fine...
Sample Student Screener Response
Open-ended prompts capture how a student actually talks — the language itself is the signal.
Step 2 · The Rubric Does The Judging
Domain · Self-Insight. Each level is a written criterion with a support attached — hover one to read it.
Indicated Support
Step 3 · Composite Wellness Index
Step 4 · Mapped To MTSS
Counselors See The Support Pathway Indicated, Not Just A Number.
The Four Levels,
Written Down
This is the standard every response is held to. The same four levels apply to each of the six domains, so a level means the same thing whether it lands on Self-Insight or Conflict Resolution, and it means the same thing this year as last.
Minimal or inaccurate understanding of the behavioral health skill. Rarely demonstrates the behavior; may actively resist, avoid, or withdraw from healthy practices. Lacks self-reflection and may show patterns of disengagement or oppositional behavior.
Indicated SupportMay need intensive, 1:1 support. Could benefit from counseling or referral.
Some awareness of the behavioral health skill, but practice is inconsistent or surface-level. May hesitate to engage, withdraw socially, or show limited motivation. Occasional reflection on well-being, but insight and positive change are limited.
Indicated SupportMay need small-group intervention. Could benefit from skill-building sessions.
Clear understanding of the behavioral health skill. Regularly participates and puts skills into practice. Reflects on personal well-being, demonstrates growth, and invests effort in making healthy choices. Actively engaged in supporting self and others.
Indicated SupportShould continue practicing this skill. Would benefit from ongoing encouragement.
Advanced understanding and application of the behavioral health skill. Proactively leads, inspires, and supports others in building a healthy environment. Reflects deeply on well-being, adapts strategies, and drives positive change for self and community.
Indicated SupportCould use enrichment or new challenges. May benefit from peer leadership roles.
Every Score Maps
To An Action
The composite lands directly on your existing MTSS structure — no new framework to learn, no separate triage. Universal supports keep growth visible, early signals warrant targeted small-group work, and priority needs are flagged in days, not months.
Limited Protective Evidence
Priority students routed to intensive, individualized support — flagged in days, not months.
Emerging Protective Evidence
Early signals warrant targeted small-group supports and closer progress monitoring across flagged domains.
Consistent Protective Evidence
Students demonstrating consistent protective factors. Whole-class supports and continued universal screening keep growth visible.
Protective Evidence,
Not A Deficit Label
The Index reads what's working — the coping, the help-seeking, the reflection a student already shows — and measures it on a developmental scale, so this year is directly comparable to last year. Screening becomes a growth story a student can own, not a verdict delivered about them.