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Session Outline

15 min - Purpose setting and framing

45 min - Topic, Question, and Comparison level exploration and share out

10 min - Topic selection for focus this year

10 min - Preview individual and/or group interventions AND intervention summary pg

5 min - Q and A and feedback survey

5 min - buffer

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Welcome! Please log in to

your Panorama Reports.

Step 1: Open a web browser and go to

https://secure.panoramaed.com

Step 2: Click and

use your [employeeID]@k12.hi.us

Step 3: Share what your goal is for today. What is your school/complex area?

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Tier 1:

Data Inquiry with Social-Emotional Learning (SEL) Data

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Sr. Professional Learning Manager

she/her ○ Los Angeles, CA

📍 Tongva Territory

About Panorama Education:

Our Mission: Radically improve education for every student.
Our Team: Educators, software developers, designers, and researchers
Our Community: 1500+ school districts serving over 13 million students in the United States each year

Sr. Professional Learning Manager

he/him ○ San Francisco, CA

📍Unceded Homeland of the Ramaytush Ohlone

Introductions

Nicole

Jason

@Panorama Education

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Hawaii Department of Education

Panorama Education is proud to support educators in the Hawaii Department of Education

Student Voice

Student Perception Surveys

MTSS Data Platform

Student Success

Student Voice

Social Emotional Learning Surveys

PD | Strategies

Panorama’s Playbook

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Tier 1

Universal

Tier 3

Intensive

Tier 2

Targeted

How can we use Panorama data to inform 1-1 supports for individual students?

How can we use Panorama data to drive supports for all students?

How can we use Panorama data to drive targeted supports for groups of students?

Tiers of Support in Panorama

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Explore Topics	Benchmarks	Explore Questions	Dig Deeper
From this school-level view, identify how students respond across topics Which topic stands out to you that you’d like to explore further?	Compare your school/district with other school/districts across topics Across topics, how does your school/district compare?	Choose a topic that you want to explore further What question gives you insight to where you might focus your improvement efforts?	Choose the Groups page Where do you notice gaps in experience among different groups of students?

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Sense of Belonging	Grit
Self-Management	Growth Mindset
Social Awareness	Self-Efficacy
Emotion Regulation

What We Measured

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Virtual Engagement

Your command center is how we interact as a virtual community. It is located at the top or bottom of your screen.

Share your responses in the chat

Stay muted with video on

Will share resources and provide support here!

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Thought Catcher

Exploring Student Data | Notice & Wonder

Narrowing Our Focus |

Gap Analysis Protocol

5-Whys Protocol

Data as Student Voice

Prioritization

pan-ed.com/protocolpacket

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Self Awareness Check-In:

The Blob Tree

Use the chat:

Which # best represents your current state?

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In this workshop, we will

Practice key mindsets for centering equity and inclusion in data analysis,
analyze survey results to identify strength and areas of need across the school/complex, and
explore resources for taking action and assessing interventions informed based on your students’ voices

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Purpose-

Setting

Processing

Planning

How and why is our community measuring student voice?

What Panorama resources can support next steps?

What did our students tell us about their strengths and areas for support in SEL?

Our Time Together

3

2

1

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Practice a growth mindset

Use student-centered language

Own your “personal ladder”

Be curious about your students’ experiences and perspectives as shared through the survey results

Students who are learning English as a second language vs “Ls”, students with diverse learning needs vs. “SPED students”

Get to know your brain’s filters, assumptions, and beliefs before you take action

How might you share these key mindsets with your school community?

Key Mindsets for Centering Equity and Inclusion

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Academics (e.g., math, science, reading, history, etc.)
Extracurriculars (e.g., sports, teams, student groups)
Relationships (e.g., teachers, peers, staff, etc.)

Think back to your time in grade school

What is the first memory that comes to mind?

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SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to�

develop healthy identities,
manage emotions and achieve personal and collective goals,
feel and show empathy for others,
establish and maintain supportive relationships, and
make responsible and caring decisions.

Respond in the chat:

Reflect on your student(s). Which of these skills are you uniquely positioned to support their development in?

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Equity Connections to CASEL SEL Competencies

SEL competencies can promote greater understanding of different cultures and power dynamics, and support students and adults in building relationships and interacting with others across diverse backgrounds. In this way, SEL competencies can be leveraged to develop justice-oriented, global citizens, and nurture inclusive school and district communities.

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Equity-Centered PBIS

Project Based Learning

Restorative Practices

Equity-Centered Social Emotional Learning

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Supporting the Whole Child

Social Emotional Learning and Attendance

Social Emotional Learning and Behavior

Social Emotional Learning and Coursework

Source: https://go.panoramaed.com/sel-abc-research

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Connecting with Research

School-Related Factors		Effect Size
Collective Teacher Efficacy		1.57
Student Self-Efficacy		0.71
Positive Peer Relationships		0.52
Teacher-Student Relationships		0.52
Parent Involvement		0.45
Sense of Belonging		0.40
Social Awareness		0.36
Anxiety		-0.44

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Measuring What Matters

Student Voice Data is...

A tool for reflection
Formative
Confidential
Continuous conversation
Inclusive

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Practice a growth mindset

Use student-centered language

Own your “personal ladder”

Be curious about your students’ experiences and perspectives as shared through the survey results

Students who are learning English as a second language vs “Ls”, students with diverse learning needs vs. “SPED students”

Get to know your brain’s filters, assumptions, and beliefs before you take action

How might you share these key mindsets with your school community?

Key Mindsets for Centering Equity and Inclusion

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I notice… I wonder...

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Mental Model: Ladder of Inference

Inquiry

Advocacy

I observe data

I filter data

I add meaning

I make assumptions

I draw conclusions

I update my beliefs

I take action

The reflexive loop illustrates how our mental models can influence the way we view reality and take action to support our students.

[Using the Ladder of Inference] https://academy.panoramaed.com/article/658-using-the-ladder-of-inference-to-view-data

Popularized in education by Peter Senge in his book the Fifth Discipline, the ladder of inference is an effective mental model for understanding and analyzing data. �

Our brains are hardwired to process information, observe the world around us, and take action on it. And sometimes it is important that we can rely on our brains to turn that observation into action really quickly for example when I am driving in my car and I see the car in front of me put their brake lights on I want to trust that I am able to put my brake lights on as soon as I see that light. I don’t want to spend 10 minutes weighing my options about what is the right move. However, when we are analyzing student, educator and family data, we can be doing a huge disservice by turning observation into action really quickly. And so we use this Ladder of Inference framework as a mental model to be mindful of our thought process as we are looking at the data because we know it is natural for us to infuse our own context, assumptions and biases into the equation for observing information and deciding what to do with it. We want to be mindful of when this is happening because it can be harmful when we are making decisions based on bias and assumptions and not naming where they are coming into the equation and the impact they can have on students, educators and families’ lived experiences.

Starting at the bottom of the ladder, we have reality and facts. From there, we:

Experience these selectively based on our beliefs and prior experience.
Interpret what they mean.
Apply our existing assumptions, sometimes without considering them.
Draw conclusions based on the interpreted facts and our assumptions.
Develop beliefs based on these conclusions.
Take actions that seem "right" because they are based on what we believe.

As humans, we come into contact with data all the time. Because of this, our brains are hard-wired to help us take in data and make quick conclusions to help keep us safe. That same impulse, when looking at data that doesn’t require a quick conclusion for safety, leads us to introducing bias into the data analysis process (research has shown you’re more likely to find data that affirms what you already concluded was true). The key here is to walk slowly up the ladder of inference, spending more time observing the data and considering alternative explanations in the data before deciding what it means and choosing a course of action.

If we get to the point where the teacher doesn’t believe the student is going to pass, he/she might act on that belief in ways that lead to it becoming unlikely that the student will pass.

If we as educators start to make assumptions too quickly, we can compromise our ability to make decisions that are truly in our students’ best interests.

What’s the critical step that this teacher makes in moving from noticing to acting? Where is the teacher making assumptions, potentially unwarranted?

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Try these questions:

Why did I filter the data the way I did?
What assumptions did I make?
Are my assumptions supported by data?
How does my identity and life experiences impact how I make decisions and take actions?

Experiencing a Fast Climb?

Inquiry

Advocacy

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“Ladder of Inference”

Taking action

Collecting data

I filter relevant data

I add context

I make assumptions

I check subjectivities

I update my beliefs

I draw conclusions

A mental model that prevents us from drawing faulty conclusions and taking the wrong action.

It pushes us to examine our thought process (our assumptions, cognitive biases, and beliefs) so that we can take meaningful action grounded in sound conclusions.

[Using the Ladder of Inference] https://academy.panoramaed.com/article/658-using-the-ladder-of-inference-to-view-data

Popularized in education by Peter Senge in his book the Fifth Discipline, the ladder of inference is an effective mental model for understanding and analyzing data. �

Our brains are hardwired to process information, observe the world around us, and take action on it. And sometimes it is important that we can rely on our brains to turn that observation into action really quickly for example when I am driving in my car and I see the car in front of me put their brake lights on I want to trust that I am able to put my brake lights on as soon as I see that light. I don’t want to spend 10 minutes weighing my options about what is the right move. However, when we are analyzing student, educator and family data, we can be doing a huge disservice by turning observation into action really quickly. And so we use this Ladder of Inference framework as a mental model to be mindful of our thought process as we are looking at the data because we know it is natural for us to infuse our own context, assumptions and biases into the equation for observing information and deciding what to do with it. We want to be mindful of when this is happening because it can be harmful when we are making decisions based on bias and assumptions and not naming where they are coming into the equation and the impact they can have on students, educators and families’ lived experiences.

Starting at the bottom of the ladder, we have reality and facts. From there, we:

Experience these selectively based on our beliefs and prior experience.
Interpret what they mean.
Apply our existing assumptions, sometimes without considering them.
Draw conclusions based on the interpreted facts and our assumptions.
Develop beliefs based on these conclusions.
Take actions that seem "right" because they are based on what we believe.

As humans, we come into contact with data all the time. Because of this, our brains are hard-wired to help us take in data and make quick conclusions to help keep us safe. That same impulse, when looking at data that doesn’t require a quick conclusion for safety, leads us to introducing bias into the data analysis process (research has shown you’re more likely to find data that affirms what you already concluded was true). The key here is to walk slowly up the ladder of inference, spending more time observing the data and considering alternative explanations in the data before deciding what it means and choosing a course of action.

If we get to the point where the teacher doesn’t believe the student is going to pass, he/she might act on that belief in ways that lead to it becoming unlikely that the student will pass.

If we as educators start to make assumptions too quickly, we can compromise our ability to make decisions that are truly in our students’ best interests.

What’s the critical step that this teacher makes in moving from noticing to acting? Where is the teacher making assumptions, potentially unwarranted?

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Taking action

Collecting data

I filter relevant data

I add context

I make assumptions

I check subjectivities

I update my beliefs

I draw conclusions

How do my life and personal experiences impact my conclusions?
What cognitive biases or subjectivities might I hold?
What assumptions did I make? Are the assumptions supported with evidence?
What context am I missing?
Is this relevant data? Why did I filter data this way?

reflexive loop

[Using the Ladder of Inference] https://academy.panoramaed.com/article/658-using-the-ladder-of-inference-to-view-data

Popularized in education by Peter Senge in his book the Fifth Discipline, the ladder of inference is an effective mental model for understanding and analyzing data. �

Our brains are hardwired to process information, observe the world around us, and take action on it. And sometimes it is important that we can rely on our brains to turn that observation into action really quickly for example when I am driving in my car and I see the car in front of me put their brake lights on I want to trust that I am able to put my brake lights on as soon as I see that light. I don’t want to spend 10 minutes weighing my options about what is the right move. However, when we are analyzing student, educator and family data, we can be doing a huge disservice by turning observation into action really quickly. And so we use this Ladder of Inference framework as a mental model to be mindful of our thought process as we are looking at the data because we know it is natural for us to infuse our own context, assumptions and biases into the equation for observing information and deciding what to do with it. We want to be mindful of when this is happening because it can be harmful when we are making decisions based on bias and assumptions and not naming where they are coming into the equation and the impact they can have on students, educators and families’ lived experiences.

Starting at the bottom of the ladder, we have reality and facts. From there, we:

Experience these selectively based on our beliefs and prior experience.
Interpret what they mean.
Apply our existing assumptions, sometimes without considering them.
Draw conclusions based on the interpreted facts and our assumptions.
Develop beliefs based on these conclusions.
Take actions that seem "right" because they are based on what we believe.

As humans, we come into contact with data all the time. Because of this, our brains are hard-wired to help us take in data and make quick conclusions to help keep us safe. That same impulse, when looking at data that doesn’t require a quick conclusion for safety, leads us to introducing bias into the data analysis process (research has shown you’re more likely to find data that affirms what you already concluded was true). The key here is to walk slowly up the ladder of inference, spending more time observing the data and considering alternative explanations in the data before deciding what it means and choosing a course of action.

If we get to the point where the teacher doesn’t believe the student is going to pass, he/she might act on that belief in ways that lead to it becoming unlikely that the student will pass.

If we as educators start to make assumptions too quickly, we can compromise our ability to make decisions that are truly in our students’ best interests.

What’s the critical step that this teacher makes in moving from noticing to acting? Where is the teacher making assumptions, potentially unwarranted?

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The Ladder of Inference

Listen for...

I notice...
I wonder...
Here are 3 possible reasons why…

Be mindful of...

______ always…
______ never…
[Evidence] must be false because…

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15 min

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Purpose-

Setting

Processing

Planning

How and why is our community measuring student voice?

What Panorama resources can support next steps?

What did our students tell us about their strengths and areas for support in SEL?

Our Time Together

3

2

1

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Tier 1

Universal

Tier 3

Intensive

Tier 2

Targeted

How can we use Panorama data to inform 1-1 supports for individual students?

How can we use Panorama data to drive supports for all students?

How can we use Panorama data to drive targeted supports for groups of students?

Panorama Guided Tour

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What Can I do with the Data?

Explore a Topic
Zoom into Questions
Save and Download Bookmarks
Save SEL Playbook Strategies

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Tier 1

Universal

Tier 3

Intensive

Tier 2

Targeted

What did our school tell us?
What are our school’s strengths and areas for celebration?
What are our school’s areas for growth?

Panorama Guided Tour

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Practice Staying Low on the Ladder of Inference

Step 1: Explore the survey topics and %favorable	Step 2: Check-in with your brain
	What do I notice about this data? What questions are coming to mind? What emotions am I experiencing in response to this data? What assumptions am I making about this data?

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Ladder of Inference in Action

Inquiry

Advocacy

I observe data

I filter data

I add meaning

I make assumptions

I draw conclusions

I update my beliefs

I take action

Three quarters of our students responded favorably. Our result falls in the highest percentile compared to others nationally.

We don’t need to focus on this anymore so we stop the 1-1 virtual calls.

This must be because teachers have been implementing 1-1 virtual calls with students and families across our school.

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“Staying Low” on the Ladder of Inference

I observe data

I filter data

I add meaning

I make assumptions

I draw conclusions

I update my beliefs

I take action

26% difference

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Practice Staying Low on the Ladder of Inference

Step 1: Identify 2-3 data points and add to your Bookmarks	Step 2: Check-in with your brain
	What do I notice about this data? What questions are coming to mind? What emotions am I experiencing in response to this data? What assumptions am I making about this data?

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Tier 1

Universal

Tier 3

Intensive

Tier 2

Targeted

What did groups of students tell us?
What differences do we notice?
What are areas for celebration? Areas for focus?

Panorama Guided Tour

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Practice Staying Low on the Ladder of Inference

Step 1: Identify a data point and add it to your Bookmarks	Step 2: Check-in with your brain
	What do I notice about this data? What questions are coming to mind? What emotions am I experiencing in response to this data? What assumptions am I making about this data?

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Select Your

Topic of Focus

Communicate to your school and/or complex what topic to focus on for tier 2 interventions
Explain reasoning and rationale for choice
Share anything else you would like at the bottom of the form

pan-ed.com/hidoetopic

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Purpose-Setting

Processing

Planning

How and why is our community measuring student voice?

What Panorama resources can support next steps?

What did our students tell us about their strengths and areas for support in SEL?

Our Time Together

3

1

2

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Our Students Voice Matter

“Equity is not giving all students the same thing. Equity is hearing somebody’s voice about what they need and providing them with that. It is creating the opportunity for young people in front of you to share with you about what they need.”

Dr. Christopher Emdin

Professor at the Teachers College, Columbia University

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Data as Voice Protocol

How might you respond?

What are students telling you?

What might that mean they are asking you to do?

In the voice of students..

As an team, we might:

Learn from Your Students to identify where and how students show grit outside of the classroom.
Conduct End of Semester Surveys to identify glows and grows in our own practices.
Develop goal setting strategies in class when facing obstacles with WOOP.

In the voice of students.

When asked questions about Grit (in general), many of us in grades 7-12 responded more favorably than when asked questions about Growth Mindset (in school).

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Prioritization

How can I use this data to support my team of leaders and educators?

Guiding Questions
What is a focus where a majority of your community is communicating a need? What existing focus areas could this data support?

PANORAMA’S COMMUNITY

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Supporting Self-Efficacy

Self-Efficacy Survey Questions	Try these Playbook Moves!
How sure are you that you can complete all the work that is assigned in your class?	Help Students Make Goal Portfolios
When complicated ideas are discussed in class, how sure are you that you can understand them?	Quick Student Self-Assessment
How sure are you that you can do the hardest work that is assigned in your class?	Self-Efficacy Toolkit
How sure are you that you will remember what you learned in your current class, next year?	Increase the Number of Teachers in Your Classroom

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PLAYBOOK PLAN

Playbook

Planning Doc

What can I do this year to support my students who have reported areas for improvement?

pan-ed.com/playbookplan

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You Do: Explore Playbook

Step 1: Explore A Playbook Topic	Step 2: Dig Deeper Into A Topic	Step 3: Plan to Model
Choose a topic that you explored in the data. What strategies makes sense for my data and context?	Choose a strategy to explore further. How might you customize/adapt this strategy/intervention to fit your context?	What is a strategy that you would like to try school-wide? What structure can you use to model and practice this strategy with your staff? When would you like to see staff try this?

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SHARE → Share your school or classroom SEL priority and why.

SEARCH → Search Playbook with the goal of identifying 1-2 moves you and your team would like to try.

STATE → State your “implementation intention” ([I/NAME] will do [WHAT] by [WHEN]) and post it in a shared space.

STRATEGIZE → Next staff meeting, reflect on which strategies were successful or difficult and why. Repeat!

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Example Handout: pan-ed.com/playbook-handout

Share Playbook with Educators!

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Tier 1

Universal

Tier 3

Intensive

Tier 2

Targeted

How can I identify which students reported strengths and areas of growth with certain topics?
How can I continue to monitor supports and interventions?
How can I document progress and share what is working?

Panorama Guided Tour

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Static Groups

Monitor a specific set of students

→ You manually add/remove students to and from the group

Example Static Groups:

Lunch Club/Advisory
Basketball team
Newly enrolled students

Smart Groups

Monitor groups of students

with shared characteristics

→ Students flow in/out depending on whether or not they meet the criteria

Example Smart Groups:

9th grade students who identify as gender non-conforming
Students whose emotion regulation is trending downwards

Identifying Students’ Needs

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Creating Panorama Groups

Choose 2-7 students you would like to meet with regularly. Add them to a STATIC group. Save and share!

1.

2.

Choose a filter or two to create an automatic SMART group. Save or share that group now!

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Tier 1

Universal

Tier 3

Intensive

Tier 2

Targeted

What did individual students tell us?
What are areas for celebration?
What support did individual students express through the survey?

Panorama Guided Tour

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Support Notes vs Interventions

Interventions

More formal plan, based on data, that will be continuously monitored.

→ An intervention is leveraging assets and learned information to address a targeted and precise need.

Example Interventions:

Graphic Organizer
Feelings Journal
Math Fluency Drills

Support Notes

More “informal” pieces of information that is learned.

→ Enough support notes may help us craft our interventions based on what is already working in various spaces.

Example Support Notes:

Technology issues at home
Frustration observed while choosing evidence that support statements
Positive response to restorative conversations away from peers

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Creating an Intervention Plan

Identify a student who might benefit from an intervention plan

Click create plan.

Fill out intervention plan and save.

*Make sure to delete the plan if it’s not real*

1

2

3

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Pause for Support

What questions do you have about how to use the platform?

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Additional Features: Group Intervention Plan

3

1

2

4

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Additional Feature: My Group Plans

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Additional Feature: My Plans

Quickly see which of your plans need to be updated!

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Additional Feature: Intervention Summary

See a high-level overview of interventions in place at your school

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Tier 1

Universal

Tier 3

Intensive

Tier 2

Targeted

Task:

Visit a student’s page and record a support note

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Purpose-Setting

Processing

Planning

How and why is our community measuring student voice?

What Panorama resources can support next steps?

What did our students tell us about their strengths and areas for support in SEL?

Our Time Together

3

1

2

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Getting Started with

Check-Ins

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What are Check-Ins?

Check-Ins allow educators to quickly and easily ask students about how they are doing right now—focusing on students’ well-being, learning, and social-emotional growth—and then use the information students share to plan school-wide or targeted supports in response, building stronger relationships with students in the process.

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Who should use Check-Ins, and why?

http://bit.ly/boone-site

Who: Mostly school-level users (i.e. teachers, counselors, principals)
What: 1-5 question pulse checks. Questions cover a range of topics from well-being to feedback to SEL skills
When: Frequently! Once a week or once a month - focused on the “here and now”
Why: Gain valuable, “real-time” information so educators can respond with action, build connection and relationships and support and bring about self-reflection among students

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Guided Tour

How do I create and launch a Check-In?

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http://bit.ly/boone-site

Navigate to Student Success from either the Students Icon or the Student Success Icon in the main menu.

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http://bit.ly/boone-site

2.) From here, you can navigate to your Check-Ins Overview page.

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http://bit.ly/boone-site

3.) To create a new check-in, click the Create check-in button at the top of the page.

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http://bit.ly/boone-site

4.) Add a descriptive name for your check-in.

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http://bit.ly/boone-site

5.) Next, select which questions you want to ask your students.

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http://bit.ly/boone-site

6) Launch!

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Exploring the Big Picture

Explore Panorama’s pre-built Check-In questions.
Identify one example of how you can envision using the new Check-In feature.

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Share Out

What is one example of how you can envision using the new Check-In feature?

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Guided Tour

Reviewing your Check-In Responses

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http://bit.ly/boone-site

From the Check-Ins overview page, click on the See results button next to the specific check-in you wish to explore further.

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http://bit.ly/boone-site

2.) Here you will see a list of questions asked. Click into a specific question to view how students responded.

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http://bit.ly/boone-site

3.) You can see how each individual student responded to a question or use the Filter answer choice drop down menu to see which group of students responded to a specific answer choice.

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Share Out

Using your example Check-In from the previous share out, what is one type of intervention you could envision using based on the Check-In responses?

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Some Recommendations

http://bit.ly/boone-site

If it is your first time using check-ins, you can use this email template to share information with your school's leaders or others who will be leading the process.

You can make a copy of this document and use it to communicate and coordinate the check-ins process across your school and district.

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Links & Resources

Creating Check-Ins & Reviewing Responses Creating Check-Ins for Students Reviewing Your Check-In Responses
Student Survey Taking* Survey-Taking Help for Students Proctoring a Student Survey Accessibility for Student Surveys *These resources may look familiar! The student survey-taking experience for check-ins is very similar to the typical survey-taking process.
Your Panorama Support Team Reach out to support@panoramaed.com with any questions!

http://bit.ly/boone-site

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Option 1: Plan for Action & Sharing

This might be for you if…

You would like to set a goal and develop a plan with your team to embed SEL, and to communicate your plan with the whole learning community.

bit.ly/plan-for-action

bit.ly/communicate-it-out

Option 2: Debrief with Students

This might be for you if…

You would like to communicate with your students and their communities about SEL results, goals, current context, and plan for action.

pan-ed.com/studentgrowth

pan-ed.com/lessonplan

pan-ed.com/woop

Option 3: Gather Strategies

This might be for you if…

Your historical roadblock has been PD and resources. Explore Playbook and strategies linked here to support your teachers supporting students. You can also check out some virtual learning resources!

More Action Options

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Extend care to yourself before you take the next step forward to support your school community

Educator SELf Check-Out

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Thank you!

Please share your feedback

Link to a short feedback survey is in the chat!

Questions for us? Email support@panoramaed.com