Highlight: Student-Teacher Relationships in Grades 3-5: One of the factors that we track through Panorama is how students perceive their relationship with teachers. Across the two years of data we’ve seen a positive increase in this category. In 2017 Framingham Schools were already in the upper percentile compared to the National dataset - that trend has continued through 2018 with Framingham Public Schools sitting at the 90th percentile. Last year, 80% of students in grades 3-5 felt a strong connection to their teacher. Strong interpersonal relationships are a key factor in student learning and an area where Framingham Elementary teachers are leading the way!
Opportunity for Growth: Student Emotion Regulation in Grades 3 - 5: Another factor measured by the survey is how well students feel they can regulate their emotions. According to the survey, 52% of students felt they were able to regulate their emotions well. Although there was a slight decrease in this measure from 2017, Framingham students ranked in the 70th percentile compared to other schools nationally. Although FPS students ranked well nationally, the district has identified this as an area for growth.
FPS Action Based on Results: In an effort to support social emotional development and help students more effectively regulate their emotions, FPS educators and student support staff are utilizing various programs like GoZen, Zones of Regulation and Second Step across the district.
Highlight: Student Self-Management in Grades 6 - 12: The Self-Management topic measures how well students manage their emotions, thoughts and behaviors in different situations. This is an area of strength for Framingham students, with 72% of students responding favorable to the Self-Management questions. This puts Framingham near the 60th percentile when compared to the National dataset.
Opportunity for Growth: Student Engagement in Grades 6 - 12: Another aspect of the Student questionnaire, School Engagement tracks the relationships students have with attending and participating in school. Questions range from tracking interest in the classroom to thinking about, sharing, and engaging with class material outside of school. This is an area we have identified for immediate improvement. Framingham is currently at the 10 percentile when compared to the National dataset as only 23% of students in grades 6-12 indicated they were highly engaged in school. This data allows us to begin looking at ways to increase engagement and to better serve Framingham students.
FPS Action Based on Results: In response to students voicing low levels of engagement, Fuller Middle School implemented the following action steps:
- At Fuller Middle School, the results of the student survey in the areas of Teacher-Student Relationships and School Belonging and Engagement were especially important. The results revealed that many students were reporting difficulty in these domains, and the Student Support Team in conjunction with administration and Fuller's Culture and Climate committee rolled out several multi-layered initiatives, including Support Mapping where students are asked to identify trusted adults in school as a means to ensure that there is an adequate school-based support system to promote academic achievement and ongoing problem-solving
- Framingham High School used Panorama data on student engagement to create a staff PD series focused on engagement and SEL
Highlight: Family Barriers to Engagement: Barriers to Engagement are part of the family survey and cover many of the communication and transportation logistics that affect students and their families. Framingham Public Schools is in the 40 percentile when compared to the national dataset. Last year 83% of families reported positively when asked about student safety, school to family communications, and cross cultural communication.
Action Steps Resulting from Data
- The District’s administrative retreat in August was devoted entirely to reviewing the Panorama data results to better understand the perspectives and needs of our staff, students, and families
- Superintendent Tremblay gave a district mandate to prioritize the importance of establishing meaningful connections with students and families
- District and school improvement SEL goals developed based on Panorama data
- Hemenway Elementary School prioritized sharing Panorama data and action planning with a range of stakeholders, including staff, student council and PTO