Exploring the Behavior Module

Included in Student Success is a behavior module that is a part of Panorama's national product line. Iowa users will see a “Behavior” tab on the left hand side of the system. In Iowa, we have a long history of including behavioral supports like PBIS in our MTSS decision-making frameworks. Early Childhood/Preschool educators may be familiar with the Pyramid Model, also known as EC-PBIS in Iowa, and accompanying Pyramid Model Implementation Data System, while others may use a product such as SWIS. There are no plans to include data from these systems in Panorama Student Success at this time, but the concepts and data should be recognizable.

Behavior data will populate directly from the local student information system (SIS). Each district has a designated SIS tech who already sets up the data fields in the local SIS and these fields are used to populate existing categories in Student Success for Incident/Action, Motivation, Outcome, Location, and Day/time. 

Resources Related to the Behavior Module

For more technical information on the Behavior Module- see the the following resources:

Action items to use the Behavior Module:

  • Review the behavioral data entry fields in the local SIS and in the “What’s the Data and Where Does It Come From” article.
  • Discuss local definitions for incidents, motivation, and outcomes; consider any updated thinking or crosswalks that may be needed between these categories and common practice (ie. ‘motivation’ in Student Success may be called ‘function’ locally).
  • Check MTSS user roles in your local SIS to make changes and additions to access Student Success for the Behavior Modules, if desired.. Quick Start Guide to Access for LEAs
  • Read and bookmark FAQ: Success Behavior Module and Analytics. Additional FAQs will be added as they arise.

In addition, AEAs and Districts may want to consider the following best practices in supporting successful student behavior.

  1. What are the key questions we use to identify social-emotional-behavioral health needs in our System? For individuals?
    • What/where/when do the majority of behavioral incidents/actions occur?
    • What proactive, preventative responses do we put in place when we identify higher than desired levels of behavioral incidents?
    • What social-emotional-behavioral components are embedded in the universal tier of instruction?
    • What/where/when are behavioral expectations communicated across staff? To students? When are these reviewed by educators and teams?
  2. What professional learning and support would be necessary to code and interpret behavioral incidents, motivation, and outcomes in the local SIS?
  3. Office referrals may give us information about the health of our system, however they are weak as a progress monitoring measure. What are the local practices in progress monitoring behavioral supports? Are these local practices sensitive to growth and do they reliably indicate the need to intensify or reduce instructional support?
  4. Behavior module analytics may complement CfL (Conditions for Learning) analysis. For example, the story behind the data and action items might align with systems needs and actions. 

Have questions? Contact the Panorama Student Success support team via the “Need Help?” link in Student Success or by emailing support_Iowa@panoramaed.com