113 Panorama Education Testimonials

"Instead of just being able to see discipline and referral data, SEL data helps us be more proactive and see the skill gaps before students get into trouble."

"We must use data to inform our decision-making regarding SEL supports for students."

"Panorama helps us get out in front of students and groups of students who are falling off track before we have to be in reaction mode. We're also able to understand if our efforts are making a difference at the individual student, school, and district levels."

"With Panorama, we're able to create a digital story in real time about every student. We have an early warning system with indicators across attendance, behavior, academics, SEL. It's a game changer. Our intervention coordinators and behavior coaches can keep notes and work in real time in Panorama. Now our conversations with teachers are so much more robust."

"We wanted to move beyond the academics to make sure that we’re preparing students for college and career readiness, and truly measuring the things that will help students be successful.”

"With Panorama, we’re no longer guessing. We’re asking the right questions to understand how to best help students."

"Since implementing Panorama, we have 50% fewer F’s and 61% fewer tips in reporting suicide ideation at the school. This is what I love about Panorama: We can focus on both social health and on academics."

"It’s exciting that we can be more strategic, targeted, and student driven because we have the information we need at our fingertips with Panorama."

“We wanted to build the leading SEL program in Mississippi, and in the country. We have a rough district: high poverty, gangs, low academic performance, low parental engagement—it’s a lot to work through. So if an SEL program could work for us, if it could boost our district’s academic performance and decrease behavior referrals, then it could work for any district.”

"We make a commitment to our students and their families that we will constantly evaluate our practices and utilize our resources to do whatever is necessary to help them learn and grow.”

“When we first saw our results for Sense of Belonging, we were surprised. Now, we are taking action to build connections, because we recognize that emotions drive how much and how deeply students learn.”

“It was interesting to see the parents’ reactions to it, because when they saw that 25% of our students didn’t think they could get better in [academic] subjects, they were actually troubled by it, as well.”

“That’s when we restarted with a more inclusive committee, pulling in principals and teachers to discuss how we were going to respond when kids aren’t learning.”

“We decided to bring Panorama in as MTSS consultants because we’re not experts. We were having these MTSS meetings, but nothing was happening between them.”

"Instead of just teaching SEL, we looked at infusing SEL into every part of what we do. At the end of the day, a classroom where a student feels welcome is a classroom where academic achievement comes on its own."