113 Panorama Education Testimonials

"Since partnering with Panorama, the data we have collected has shed new light on both the state of our district's climate as well the social-emotional development of our students. We knew they were the perfect partner for this work when we saw that equity was at the heart of their approach to SEL."

“The beginning of our story is about building an MTSS for our district. In 2018, we had the basis for RTI, and we had a data platform. But the platform was cumbersome and not user friendly. When educators wanted to have conversations about student supports, they had to open a huge spreadsheet, which was not conducive to meaningful conversations. So we knew we needed to have a better data system.”

“In our past work looking at suspensions and office referrals, we focused on ensuring that students knew the rules and how to behave. Now, we’re looking at what’s missing in our environments that we need to build into our classrooms and schools.”

"Panorama's surveys have allowed our school to capture critical stakeholder feedback needed for continuous reflection and school improvement. The team at Panorama has really taken the time to understand the unique needs of our small district while helping us understand best practices and develop reliable survey content.Panorama provides the most in-depth and comprehensive survey analytics that I've seen, with an intuitive dashboard that allows teachers and administrators to see feedback from a variety of demographic perspectives.”

“Highline is a really, special district, and a pretty unique district as well. We're a beautifully and richly diverse district, with students that represent so many different cultures.”

"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."

"As we prepare students for jobs that don’t yet exist, we need to work with students to improve executive function so they can make better decisions and understand the consequences of those decisions. The starting point is to look at the data and create structures that support teachers and students.”

"When I was a social worker in the schools, the one thing that I always was stuck on was needing SEL data. I never found anything that we could quantify and use to drive SEL learning and instruction. Then we came across Panorama."

"In order to conceptualize an SEL survey to our academic-minded peers, we emphasized the connection between improving academic performance and addressing social and emotional issues with our students. The more stakeholder buy-in you can receive, the better you'll be in implementing your SEL goals."

"One of the really special things about Panorama that's unlike any other program is that it's essentially a toolbox, and you use the tools that are helpful for your school."

"This was a chance for us to put our commitment to equity into action. Our students deserve a level playing field for learning and staying connected with their teachers by video for lessons, for office hours, and for wellness check-ins."

"What is our system telling students about their abilities to manage emotions or form relationships—and how might that show up in how they're rating their social and emotional competencies?"

"Panorama has helped us tremendously in analyzing and reporting our climate, culture, and social-emotional learning data. The data that we gather—which we always disaggregate to compare results for different groups of students, staff, and families—is primarily for the purpose of continuous improvement. The data is always meant to be a flashlight, never a hammer."

“We had a lot of data, but it was all over the place and we didn’t have a uniform process for building the capacity of our staff to use it. We wanted to create a district-wide protocol so that every school would have a baseline for building a positive climate.”

"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."