Reinforcing Multi-Tiered Systems of Supports with Panorama Education

Social-Emotional Learning

District and school leaders across the country are developing and implementing Multi-Tiered Systems of Supports (MTSS) and using Panorama for Social-Emotional Learning (SEL) to identify student needs and measure progress. Social-emotional learning is the process through which students develop the mindsets, skills, and attitudes that enable them to succeed in school and in life. Panorama for SEL helps districts measure students’ social-emotional development using student perception surveys and/or teacher perception of student surveys.

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Supporting Social-Emotional Learning Growth for Every Student

Product Updates, Social-Emotional Learning

Panorama’s New Student Social-Emotional Learning Reports Give Students Tools to Chart Their Own Growth

Last year, Panorama introduced Panorama for Social-Emotional Learning, an online platform for social-emotional learning student surveys and data analytics. Since then, thousands of schools have used Panorama to measure and improve their students’ social-emotional learning at the school and district level. Now, Panorama is launching student social-emotional learning reports, providing easy-to-read, actionable information about individual students’ social-emotional learning. Students and their teachers and families are using student social-emotional learning reports to identify and communicate about students’ individual strengths and opportunities for social-emotional growth.

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The Social-Emotional Skill of Perspective Taking

Research, Social-Emotional Learning

Social-emotional learning shows real staying power in our schools and classrooms, and social-emotional skills can be taught. One core social-emotional skill is social perspective taking, the capacity to make sense of others’ thoughts and feelings. These are the straightforward messages of Dr. Hunter Gehlbach’s article, “Learning to Walk in Another’s Shoes,” recently published in Phi Delta Kappan and profiled in the Marshall Memo. In the article, Professor Gehlbach (University of California, Santa Barbara and Director of Research at Panorama Education) outlines three actionable priorities for teaching students the social-emotional skill of social perspective taking.

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measuring school climate

When Measuring School Climate, Context Is Key

Press

As states finalize new school accountability plans under ESSA, measures of school climate have received increasing attention. Many states have included school climate as a “non-academic” indicator of school quality in their recently drafted plans. Meanwhile, groups of educators and students in states from California to Massachusetts have advocated for better approaches to measuring school climate.

While the benefits of a positive school climate have been known for decades–increases in students’ academic achievement, fewer disciplinary incidents, and even improved teacher retention–less is known about the implications of measuring and reporting on school climate in the years ahead.

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How Do You Define a “Peer” School?

Company News, Product Updates

Last year, we introduced Panorama’s Benchmarks to add greater context to your perception data. Today, we’re excited to launch a key addition to this feature: Peer Benchmarks.

With Peer Benchmarks, you can interact with our national dataset to make relevant comparisons that reflect your school’s context. By selecting from several school-level characteristics, such as urban middle schools with high percentage of students receiving free and reduced priced lunch, the benchmarks distribution graph will instantly adjust to display survey results from schools that reflect these criteria.

As this feature has been several months in the making, we wanted to share our lessons learned from the analytics and design process that created Peer Benchmarks.

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social-emotional learning data

How to Share Social-Emotional Learning Data with Students

In the Classroom, Social-Emotional Learning

In our work with schools and districts, Panorama supports educators in using social-emotional learning (SEL) surveys to better understand the strengths and needs of their students. Many districts use social-emotional learning data for district- and school-wide data inquiry and continuous improvement processes and to set targeted goals around social-emotional learning growth.

Increasingly, we’re finding that school leaders and teachers are interested in sharing this SEL data directly with students. Discussing SEL data with students promotes a deeper understanding of what is measured, what these SEL skills mean, and what students can do to improve. Drawing from our work with school districts nationwide, we’ve created a brief guide for sharing SEL data with students.

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