I'm very curious about how the ACEs survey is used on a universal design level as well as with the Special Education process. As a school psychologist, I take the task of identifying children with disabilities seriously, with full awareness that children often struggle with focus and emotional regulation-two big areas for which kids are referred- that may be secondary to ACEs events in their lives. I also would be interested in finding out about the increase in the percentage of children who have higher ACEs scores- saw something on the blog about a comparison between now and an earlier cohort, but can't easily get back to. Thanks for any thoughts on these issues.