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District presents Panorama student well‑being survey showing low self‑efficacy, uneven climate scores
Summary
Central Consolidated Schools district officials presented results from the New Mexico Public Education Department's Panorama student well‑being and competency survey, saying school climate and students' sense of self‑efficacy are lower than desired and principals have logins to disaggregate school‑level results for action planning.
District staff presented results from the New Mexico Public Education Department's Panorama (YouthForward/Quality of Education) student well‑being and competency survey and outlined next steps for schools.
Amy Conley (district staff), Mr. Venturina, and Mr. Deswin told the board the October survey reached grades 3 through 12 and produced districtwide results delivered in mid‑January. "This survey has been conducted since 02/2008," Venturina said while summarizing the tool's purpose: to inform social‑emotional learning supports and to help schools plan interventions at school, classroom and student levels.
The presenters gave headline district figures: student completion rate about 81 percent; family responses 375 and staff responses 478. For grades 3–5, school climate was 58 percent favorable; for grades 6–12 school climate was 37 percent favorable. Measures tied to self‑efficacy were notably low: 42 percent favorable in grades 3–5 and 36 percent in grades 6–12. Staff reported well‑being at 68 percent favorable.
Conley and Venturina described how principals received school‑specific logins to examine disaggregated results and were asked to identify strengths, growth areas and remediation steps. The presenters emphasized Panorama's resource playbook (about 908 resources) and PED workshops to support districts. Venturina noted some low‑scoring items: for example, a question asking how "sure" students were they could do the hardest school work returned a 26 percent favorable response in some samples.
Board members asked whether results were available by school and whether the district would compare the April administration to the October baseline. District staff confirmed school‑level breakdowns were available and said the survey will be given again in April to measure change.
District staff recommended that principals and leadership teams use the school logins, disaggregate by student groups, and create action plans that align Panorama SEL indicators with attendance, behavior and academic data. No formal board action was requested; the presentation concluded with a plan for follow‑up consultations with principals and resource support from PED and Panorama.
