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Board hears Goal 3 update: district reviews Panorama SEL data, pilots EduCLIMBER for interventions
Summary
District staff presented Goal 3 (social-emotional learning) data from Panorama and discussed sense-of-belonging results, subgroup gaps (African American, Asian, students with 504 plans), and a pilot to track SEL interventions in EduCLIMBER; board members requested longitudinal breakdowns and statistical-significance context.
District student-services staff presented an update on Goal 3 of the strategic plan, focusing on social-emotional learning (SEL), Panorama survey results and next steps for aligning SEL within the district’s MTSS framework.
Mike Seavey and Dr. Garganigo described how Panorama is administered twice per year to students in grades 3–12 to measure domains such as self-management and sense of belonging. They reported that 82% of students in grades 3–5 rated themselves favorably on self-management in fall 2024, dropping to 81% in spring 2025, and said multi-year comparisons generally show steady or increasing scores. On sense-of-belonging, staff said the district ranks near the 90th percentile at the elementary level when compared to all Panorama participants, roughly the 80th percentile at middle school and about the 60th percentile at high school; when compared only to similar schools, some buildings rank near the 90th percentile.
Presenters highlighted subgroup patterns that drew board attention: declines or lower favorability among 9–12 students and notable red flags for students with 504 plans and some racial/ethnic groups. Staff said the district is prioritizing vertical alignment (preK–12), establishing professional learning communities, and piloting EduCLIMBER to capture which students receive tier 2 and tier 3 SEL supports and to allow longer-term progress monitoring.
Board members pressed for more granular and longitudinal evidence. One asked whether cohort tracking (following a single class across years) is available; another asked what magnitude of change should be considered meaningful. A board member asked if taking phones away at schools — a change driven by state policy — might affect belonging scores; staff said they will monitor such policy effects. Members also requested disaggregated charts by grade, cohort and subgroup as well as statistical-significance thresholds for interpreting small changes.
Why this matters: Sense-of-belonging and SEL indicators are linked to academic performance and student retention; identifying groups with lower scores (African American students, Asian students in some comparisons, and students with 504 plans) shapes equity-focused interventions.
What comes next: Staff said they will continue the EduCLIMBER pilot for SEL interventions, review measurement alignment between Panorama and district objectives, and provide the board with longitudinal cohort data and clearer statistical-context documentation at a future meeting.
