Panorama Student Success is an MTSS data and Early Warning System (EWS) designed to support school improvement efforts at the individual and system level. Data is imported nightly from the district student information system, FastBridge and other assessment systems. Student Success organizes the data into reports and aggregate views to provide insight and assist school leaders with data-based decisions. Leaders can find metrics that can help target supports and set goals for improvement and easily drill in from district level metrics all the way to individual student data.
Below are some of the common questions that can be addressed using Student Success data displays. Click on the question below to view more information about the topic. There are also links to additional resources and more information. Have a question not addressed in this article? Select Help in Student Success or email support_iowa@panoramaed.com.
What is the building trend for daily attendance over time?
View a year long trend of absence data at the building level
Image: School level Attendance report
| Has the school’s daily attendance improved since they started their work on attendance in January to counteract the downward trend observed during the first semester? |
Which buildings (or grades) may need additional attention to work on issues with reading achievement?
For K-6, the healthy indicator reports can quickly reveal where more students are at risk, and where more are successful. This information can provide focus for allocating supports and resources. For example, the visual below shows Healthy Indicator #1 and Healthy Indicator #2, related to universal screening.
Image: School level Literacy Screening Healthy Indicators #1 and #3
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Close to half of students are not meeting the benchmark in most grades. Why are so many students at risk and what do we need to do differently in core instruction? What’s working well in 2nd grade, and why are the other grades so low? |
Are students who need interventions to close the gap in reading receiving those interventions? Are we meeting ELI reporting requirements?
For K-6, Healthy Indicator #2 and Healthy Indicator #5 can quickly show whether students requiring intervention have an active intervention documented in Student Success, and whether the intervention is being regularly monitored.
Image: School level Literacy Monitoring & Intervention Healthy Indicators #2 and #5
| What is preventing regular, frequent progress monitoring of kindergarten students? Why aren’t interventions entered for 5th grade while other grades are doing so well with documenting? |
Are there buildings or grades that seem to be closing achievement gaps more effectively?
Healthy Indicator #4 and Healthy Indicator #6 show the percent of students who remain at low risk between screening windows and the percent of students who move from at risk to low risk. Views by building, grade and other variables may point toward success stories or areas to target for additional supports.
Image: School level Literacy Change Healthy Indicators #4 and #6
| What happened in 3rd grade to cause a quarter of the students to lose ground and fall below benchmark? What’s working so well at grades K, 2 and 5 to move so many kids above benchmark? |
Are the interventions teachers are using working?
If interventions are consistently documented and monitored, it is possible to see which interventions tend to help students grow and which ones do not. School leaders can use this information to help people move away from ineffective interventions and identify effective intervention options.
Image: Student level Interventions Summary report
| Why are only 30% of students responding well to interventions? What interventions are working and which are not? Why are 16% of students at risk not being monitored? |
Are students who are at risk for chronic absenteeism receiving interventions?
Panorama provides tools to identify students at risk for chronic absenteeism and set up interventions and monitoring. Using early warning data and proactive actions can help students stay engaged and present.
Image: District level Attendance Needs report
| Why are there no chronically absent students in grades 8th and 9th, while there are so many in grades 10-12? Is there a data quality issue? |
Are there potential equity issues evident in risk indicators and other data?
Use the filter and view tools in reports to examine multiple sources of data based on demographic variables.
Image: District level Custom Report
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Why are more interventions set up for males than females, especially when there are more females who are chronically absent? |
Which buildings have the highest and lowest percentage of students at risk in academics, attendance and/or behavior?
At the district level, the overview reports show the percent of students at low risk for academics (grades), attendance and behavior. Change the views, filter and sort to identify patterns and outliers.
Image: District level Overview report
| What kind of different supports do the buildings need? What is going on in the first building selected? Does that building leader have a plan in place to address these needs? What can we learn from the second building with strong attendance and behavior ratings? |
Who are the students who are at risk for attendance? Behavior? Failing grades?
The student overview reports identify students at risk for academics, behavior and attendance, including trending indicators.
Image: Student level Overview report
| By sorting to the highest absentee students, what are their risk factors for grades and behavior? Are there interventions or other supports in place? Users can click on student names or delve into the individual student’s detailed data and set up interventions. |
How do I get access?
Permission for Panorama Student Success is assigned within the district student information system, which enables access via the Iowa EdPortal.
Where do I go to learn more about this system?