CCSD administrators presented results from the New Mexico Public Education Department (NMPED) Panorama Student Well‑being and Competency Survey (commonly called the Panorama survey), reporting completion rates, percent‑favorable scores across topics and suggested next steps for principals and school leadership teams.
Administrators said the student survey (grades 3–12) was administered April 7–May 2 and reported a roughly 90% student completion rate; family responses were 254 and staff responses about 406 (staff/teacher response rates varied by site). Reported district highlights included a 61% favorable school climate score for grades 3–5 (6 points above the statewide average) and mixed results in middle/upper grades: school climate for grades 6–12 was reported at 36% favorable (1 point below state average) and other measures such as self‑efficacy and sense of belonging showed lower percentages among older students.
Board members repeatedly pressed staff on response‑rate clarity and asked for a full question list and school‑by‑school breakdowns. Principal and staff presenters said the district uses Panorama data alongside attendance, behavior and academic data when schools write or update 90‑day school improvement plans; administrators said some principals already use the Panorama results to set specific targets (for example, raising a metric by a set percentage in a 90‑day plan). The presenters noted the Panorama platform also includes a “playbook” of lesson plans and activities aligned to the survey competencies and MLSS to help teachers translate results into classroom strategies.
Several board members expressed concern that some percentages can mislead external audiences when overall response counts are low in certain staff or family groups. A board member suggested principals ask teachers and staff to complete the survey and to explain how the data will be used to set school goals; staff said some principals do proactively share the data with teachers and that principals can request access reports and platform materials.
District staff also reported attendance‑related grants the district has used to reduce chronic absenteeism and said district average daily attendance improved to about 89%. Administrators said high‑dosage tutoring and after‑school enrichment (OST) programs funded through grants produced test‑score and credit‑recovery gains at several schools.
Board directions included requests for: the full Panorama questionnaire used at each grade band, school‑level breakdowns of the presented metrics, and confirmation that principals and teachers are receiving and discussing their school‑level reports during planning cycles. Staff agreed to provide those materials and to return with more detailed school‑level analyses.