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Board accepts Goal 4 monitoring report; staff outlines steps to reach students missing Panorama survey
Summary
Board accepted the Goal 4 progress monitoring report (skills, habits and mindsets) after extended discussion about Panorama survey response rates, outreach to students who did not participate and strategies to support vulnerable groups such as McKinney‑Vento and foster care students.
The Albuquerque Public Schools Board of Education accepted the district’s monitoring report on Goal 4 (skills, habits and mindsets for life success) at its Jan. 15 meeting after a sustained monitoring conversation with district staff and multiple board members.
District presenters described the October 2024 Panorama survey results, citing an overall district participation rate of about 87 percent and noting that roughly 6,177 students did not take the survey; staff said about 100 students had formally opted out. Presenters said the district is using Panorama alongside attendance, behavior and course performance data in student success systems to identify students who did not participate and to target follow‑up supports.
Staff described specific next steps: focus groups with schools that showed large gains to learn replicable practices; targeted root‑cause analysis for groups performing less favorably; efforts to raise administration response rates (for example, by assigning a single class period or school‑wide survey day); and use of advisory and Next Step Plan time to engage families. Presenters also said the district recently added McKinney‑Vento and foster‑care filters in Panorama and noted those student groups showed large differences compared with peers; district leaders said they are coordinating with directors for those programs to craft targeted supports.
Board discussion: Board members pressed for concrete evidence that interventions reach the most vulnerable students. Several members asked staff to produce school‑level breakdowns and trend graphs showing high‑school student success systems’ effects on chronic absenteeism and other indicators. Board member Josefina Dominguez urged explicit plans to reach the students who did not take the survey rather than relying only on schools that show growth.
Outcome: After the discussion the board voted to accept the monitoring report; the vote was recorded by roll call. Staff agreed to provide additional analysis and to include follow‑up metrics in future progress monitoring, naming which schools and student groups are being prioritized and how interventions will be tracked.
Ending: District staff framed the acceptance as a starting point for deeper, school‑level work to ensure that students who did not take the survey are identified and offered supports; the board asked for regular progress updates.
