The School District of Philadelphia ’ s Student Well Being Survey : An Institutional Strategy for Assessing , Responding to , and Creating Belonging
A cross-departmental team in a large urban district utilized a mixed-methods development process to create , improve , and validate an instrument for measuring student well-being across the district . The measure captures students ’ experiences and perceptions related to three key constructs : relationships with adults ; relationships with peers ; and application of social and emotional skills . The team leveraged implementation science to design and adjust its supports for district-wide adoption of the survey and utilization of data for improvement , and for advancing the district ’ s equity goals . We will share lessons learned and examples of the implementation strategies that have contributed to the survey ’ s success .
Objectives :
1 . Recognize how SDP ’ s innovative student well-being survey collected critical first-hand information from students about their experiences at school .
2 . Identify the implementation successes and how the cross-departmental team responded to implementation barriers .
3 . Reflect on how elements of the student well-being survey could be applied to their own role in education to create and facilitate places of belonging for all students .
Intended Audience : PK-12 faculty , administrators , and support staff Emphasis : Institutional strategies for creating belonging Presenters
Shannon Ellis is a dynamic leader in urban education with over a decade of dedicated service toward advancing equity in education . Her expertise spans implementing innovative social and emotional learning , restorative-justice practices and data-based decision making . Her commitment to student well-being is further highlighted by her work in supporting students experiencing parental and family incarceration , and her experience as a certified Youth Mental Health First Aid trainer . Shannon currently serves as the Interim Deputy Chief of School Climate & Culture at the School District of Philadelphia .
Lauren Thomas ( she / her ) is currently the Director of Social and Emotional Learning ( SEL ) in the Office of School Climate and Culture for the School District of Philadelphia . In this role , she leads district-wide implementation of SEL practices as well as school-specific SEL programming and integration . Lauren has spent over a decade in education serving in various school-based and central office roles . She is deeply committed to working with schools to create and sustain equitable , welcoming , and joyful learning environments for all students and staff . Lauren identifies as a lifelong learner , believes in the healing power of nature , and is a proud SDP parent .
Dylan Van Duyne is a Senior Equity Training Specialist within the School District of Philadelphia . He has a deep professional background in Diversity , Equity and Inclusion facilitation and social justice education . He is former high school educator that is deeply passionate about centering equity in K-12 education and adult learning centered on providing folks with the skills and knowledge to create conditions for actionable change in their school communities . Outside of his work in education , he is a Board Member of the Mazzoni Center , an organization working to advance equity for LGBTQ + folks in the Philadelphia area . He received his M . S . Ed from the University of Pennsylvania Graduate School of Education and B . A . from Cornell University .