Voice-based behavioral health screening for K–12, built so the conversation that identifies the need is the same one that begins the support. Your students, in their own words, at scale.
"My biggest failure would be not taking enough risk to experience true failure." The model flags this as a resilience marker: failure recast as an unmet aspiration; not a catastrophe. There is no self-blame. Her attention is on what's next, not what went wrong.
"I tend to stay in my comfort zone and stand behind the yellow caution tape." A spontaneous, original metaphor for her own avoidance behavior — the model isn't looking for key words; it's looking for the naming precision that signals genuine self-awareness.
"Every day I'm trying to expand the barriers of my comfort zone… I'd like to experience a lot more failures." This present-tense growth orientation is fused with a desire to increase risk exposure. She is narrating an active, ongoing process.
Every output maps automatically to one of three MTSS tiers — Universal, Targeted, or Intensive. No triage meeting, no manual override, no spreadsheet. The student who needs Tier 2 support is on the counselor's list before the student leaves the room. And the counselor already has next steps.
Built by expert educators at the San Diego County Office of Education. Validated against more than 5 billion words of student voice data over the course of 2 years.
Each question explores one of six behavioral health domains. From emotional resilience to reflective growth, in the student's own words.
Recognizing who you are, the choices you've made, and what you've learned.
↗The strategies students use when things get difficult, in their own words.
↗How students describe relationships, friendships, and the people they care about.
↗The conversations students have with others when something needs fixing.
↗How students describe knowing when to ask for help, and who they trust.
↗Describing personal growth, identifying change, setting goals for what's next.
↗A Likert scale compresses a student's entire motivational architecture into a single number. Authentic voice preserves the behavioral health competencies that make that motivation real and duplicable.
A score of "3" doesn't tell you why a student is motivated — or whether they're one tough week away from disengaging entirely.
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BHSSA-002 — Statewide evaluation of student behavioral health screening and outcomes. Impacter Pathway was chosen as the data infrastructure layer to build California's youth behavioral health performance management system in schools for the next decade.
California's multi-payer fee schedule turns behavioral health screening from a budget line into a sustainable funding mechanism. Universal screening for all students now generates revenue rather than consuming it across the board.
Under CPT Code 96127, CYBHI's multi-payer fee schedule allows full reimbursement for all screening through third-party administrators.
The screening pays for itself. For districts running universal screening at scale, this enables more dollars to spend on support.
School Psychologists, Counselors, and Social Workers, can administer and generate reimbursement. No new hires required.
Eligible practitioners administer the screener; districts receive full reimbursement through third-party administrators. View the official CYBHI fee schedule →
Every model below has been run in a real school — by a real counselor, teacher, or administrator — with the schedules, device counts, and staffing they actually had on the day they launched.
Your students have something important to say. IMPACTER creates the conditions where they can say it — and the infrastructure to act on what you hear.
