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District presentation highlights 'sense of belonging' after slight decline in elementary Panorama results
Summary
District elementary leaders reviewed initiatives to improve students' sense of belonging while reporting a 1% decline in Panorama survey scores for grades 3–5 (about 3,055 respondents), noting the district average near 67% and plans for equity-based MTSS leadership and school-level action plans.
Dr. Denise Lilly, executive director of elementary education, presented the elementary team's priorities focused on "sense of belonging," tying the work to the district's dynamic plan and learner profile. She said the Panorama survey for the 2024–25 school year showed a 1% decline from the beginning to the end of the year for grades 3–5, with approximately 3,055 students responding and a district average near 67% (an estimated 1,081 students did not report a high level of belonging) (SEG 900-916).
Lilly described inputs — professional learning, family and community partnerships, coaching and school-level plans — and said the district is monitoring multiple data sources, including discipline and achievement data, school-created surveys and focus groups. She emphasized that "belonging is the foundation of learning" and outlined next steps including leadership work on equity-based MTSS and continued program evaluation.
Board members and students asked questions about alternative data sources, disaggregation by school, response rates and language support for English Learners. Lilly said elementary response rates are high, generally 90–95%, and that individual schools disaggregate data in their school improvement (MIC kit) plans and monthly data cohorts to connect social-emotional indicators with academic outcomes (SEG 1278-1290, SEG 1168-1179).
The presentation concluded with examples of school-based practices (student ambassador teams, student leadership, flags to represent diverse backgrounds, and emotional support animals) and a commitment to continue action planning and evaluation. Board members praised the intentional approach and asked the administration to continue making data accessible to the public once goals and dashboards are finalized.
Next steps: administration will present district-level dashboards in November and continue school-level disaggregation and professional learning for principals and staff.
