113 Panorama Education Testimonials

“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.”

"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.”

"Working with Panorama made my job easier. As someone in charge of my district's data, Panorama made it incredibly simple to use our student data to set up student feedback surveys. We kept our surveys live for almost the whole year, and throughout that time, the Panorama team was exceptionally helpful and responsive."

“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.”

"At Stough, they've been learning from more families and how to best build family-school partnerships. The principal saw, in Panorama, that families could be better reached, and is now taking action on that data."

"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."

“We're in a whole new world, and we should be measuring and supporting kids in their full and complete development.”

“We instantly started sharing our information with each other we're able to have very productive, honest conversations that are free of judgment.”

“When I started two years ago, it was my first time seeing a district measure social-emotional learning.”

"Student success, to me, is when students have options to live their best lives. Our goal, from the time they are pre-K until they matriculate through to 12th grade and graduation, is that when they leave Durham Public Schools, they have not only had the best experience, but they are well-equipped to live longer, fuller lives.”

“So when it comes to MTSS I think that Panorama is definitely the solution. We have the ability to develop, monitor, and share student data over time in one platform. How powerful is that? Our partnership began initially with the SEL survey, and of course the data that comes from that has been phenomenal for giving educators insight into the thoughts of our students, which is very important. Our students need to be seen, they need to be heard. But then, of course, we found out that Panorama has so much more to offer. I'm super excited and I think our educators are excited about being able to use the data dashboard, being able to use Student Success to better serve every child in DPS.”

“The biggest success story is knowing that teachers are buying into a program that we can see the benefits from. Because at the end of the day, teachers don't want just something else on their plate. They want to know, ‘is this a useful tool to me?’ As long as we're uploading the information, we're putting it in front of them, and they're willing to use it, that's a success in itself. What I love about Panorama is a five year at-a-glance at my fingertips. If a kid moved into my school, I could click on that kid and see what they did on mCLASS when they were a first grader. You're now a fourth grader. You weren't proficient then, what were your areas of difficulty? Was it looking at nonsense word fluency? Was it looking at your phonetic awareness? So then we know where to start when you come in and how to support you.”