Understanding Your Distance Learning Survey Results
Districts and schools across the country are using Panorama's Distance Learning and Well-Being/SEL Survey to understand how their students and staff are experiencing distance learning. The purpose of this survey data is to provide educators with more information to support decision-making, resource allocation, and continue to improve student outcomes during this rapidly changing time.
Before you dive into your data, we recommend watching the video below to shift your mindset into one that is open to taking in the data you're going to see. Then, follow the resources in this article to support you and your team as you use the voices of your community to improve students' school experiences.
1. Learn How to Navigate Your Reports
If this is your first time reviewing your Panorama results, you may want to watch our video on reviewing your results. This will walk you through navigating and interpreting your survey reports.
2. Deep Dive into Distance Learning & Well-Being Topics
Many of the topics on the Distance Learning and Well-Being surveys are new, and you may not be as familiar with them as you are with SEL topics, for example. To support you in diving into each of these topics and truly hearing what your students and staff are telling you they need right now, we have created a topic-level guide that will help you understand what each topic means in clear terms. Click into the sections below to learn more.
Student Distance Learning, Well-Being, and SEL Survey
|Topic & Definition|| High Percent Favorable Means….
|| Low Percent Favorable Means...
|| Key Questions to Explore
| Student Distance Learning Environment
Students’ level of engagement in distance learning activities while at home.
| Most students are able to access and complete their schoolwork during distance learning.
|| Many students are not able to complete or access their schoolwork during distance learning. Various challenges, including lack of adult help, technology access, and level of effort, may be present.
|| This topic has two free response questions that allow students to tell you what’s working and what could be better in their own words.
| Student Daily Habits
How students are spending their time at home during distance learning.
| Most students are spending an appropriate amount of time doing school work and connecting with friends from school.
|| Many students are either spending too much or too little time on schoolwork or talking to friends while at home. TV or other digital activities may take up much of their day.
|| Effective distance learning requires balance. The question “How much of your day did you spend learning or completing schoolwork?” is scored differently than other questions on the survey. Instead of the top two answer choices being considered favorable (“Quite a bit of the day” and “Almost the entire day”), the “Almost the entire day” is considered not favorable. This is because in a balanced school day, students should have some free time and social time. You’ll see in the question-level breakdown how many students are spending too much of their time on schoolwork.
| Student Needs With Distance Learning
What students’ needs are while learning remotely at home.
| Students’ basic needs are met and they are not facing challenges in their daily life at home.
|| Students’ basic needs may not be met, or they are facing challenges in their daily life at home.
|| The free response question within this topic is an opportunity to listen to student voice about their distance learning experience and to better understand the challenges they may be facing at home.
| Student Well-Being: Positive Feelings
How frequently students feel positive emotions.
| Students are “almost always” or “frequently” experiencing positive emotions.
|| Students are not regularly experiencing positive emotions.
|| Using Student Well-Being: Positive Feelings along with the topic Student Well-Being: Negative Feelings can give you an understanding of the overall emotional well-being of students.
Given the current situation, it is expected that students may be experiencing a lot of negative emotions. But using these two topics together can help you spot individual students who may be feeling more negative feelings than positive feelings, suggesting that they may need support to feel more balanced.
| Student Well-Being: Negative Feelings
How frequently students feel negative emotions.
| Students are “almost never” or “once in a while” experiencing negative emotions.
||Students are regularly experiencing negative emotions.||See above.|
| Student Well-Being: Social Support
How much support students receive and provide to others.
| Students are able to receive and provide social support to and from friends, family, and adults at school.
|| Students are not able to receive or provide social support to and from friends, family, and adults at school.
||There are three "yes or no" questions in this topic that ask students whether they have people in their home and school lives that they can go to for help. The responses to these questions let you know if there is a large group of students who rely on their school-based support system, which may be missing right now. It is also helpful to know if students feel they do not have a support system within school, as this may directly affect their feelings about returning to the school building.|
Staff Distance Learning, Well-Being, and SEL Survey
|Topic & Definition||Topic Definition||High Percent Favorable Means….||Low Percent Favorable Means...||Key Questions to Explore|
| Staff Well-Being and SEL
The social and emotional well-being of staff during distance learning.
|| Staff are not currently too concerned with their well-being.
|| Staff are currently concerned with their well-being. Specific questions will show areas where staff may need more support.
|| Learn more about specific ways you may be able to offer support to your staff by clicking into the following questions:
| Professional Needs With Distance Learning
What staff members’ professional needs are while working remotely.
|| Staff feel mostly equipped to work and support students remotely. Technology, teaching, and school leader support are not a concern.
|| Staff do not feel comfortable supporting students’ distance learning needs. Free responses and specific questions will show where staff may need more support.
|| This topic contains two free response questions that allow staff to share in more detail what professional supports they need or have found helpful:
| Staff Collaboration With Distance Learning
How well staff are collaborating with colleagues during distance learning.
| Staff mostly feel positively connected to their colleagues.
|| Staff do not feel connected to their colleagues, or have not interacted with them.
|| Understanding responses to the question “In the past week, how positive have the attitudes of your colleagues been?” will give you insight into the tone of conversations between staff.
| Student Engagement With Distance Learning
How staff perceive students’ level of engagement in distance learning activities while at home.
|Staff feel like students overall are engaging with their teaching.|| Staff feel like most students are not engaging with their teaching or communication.
|| This topic contains two free response questions that allow staff to share how they are engaging students in distance learning:
| Student Support
What staff perceive to be the needs of students while learning remotely at home.
|Based on their interactions with students, staff feel like their students’ basic needs are being met.|| Based on their interactions with students, staff feel like many of their students’ basic needs are not being met.
|| The question “In the past week, which of these topics have you heard your students talk about the most?“ will provide you with clear insights into what staff are hearing that their students need.
| Family Communication How staff are communicating with students’ families during distance learning.
||Most staff are able to connect often with their students’ families or caregivers.|| Staff are experiencing challenges connecting regularly with their students’ families or caregivers.
|| These free responses are a great resource for collecting and sharing strategies to engage families. Consider sharing responses widely during a staff meeting or over email.
Note: Many of the Distance Learning survey topics include free response questions. These allow survey takers to respond using their own words to let you know about specific challenges or successes they may be having, and this data can be a valuable way to find trends that may not be immediately visible from the data.
Want to learn more about free responses in your reports? Check out our article on Exploring Free Responses in Your Reports to learn how to navigate and interpret your free responses.
3. Use a Scavenger Hunt to Find Insights
Once you've learned about the survey and how to navigate your reports, use our scavenger hunt to find insights and data points you may want to explore further in your survey.
This activity is designed to be used for exploring your student survey results, but can be adapted to be used for any type of survey. You can also visit our collection of Worksheets to help you reflect on results, which has a You'll find questions and prompts that guide you through different stages of exploration, including reflecting on your goals, understanding the survey, exploring data through scavenger hunts, and using action protocols to plan your next steps.
Use this link or click the icon on the left to view the activity, and from there you can use the File menu to either Make a Copy, Download, or Print the worksheet.
4. Move into Data Inquiry and Action Planning
Now that you've explored your results, use this guide to learn how to move from reading and navigating the data to using it to plan your next steps for using the data to support students and staff in your district. Explore some of our Playbook moves for remote learning.
Use this link or click the icon on the right to view the activity, and from there you can use the File menu to either Make a Copy, Download, or Print the worksheet.