WEBVTT

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Alright, good afternoon everyone,

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and welcome back to the final
panel of this digital forum,

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which will be focused
on cybersecurity

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and building resilience.

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My name is Lindsay Burton

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and I am the Acting Deputy
Associate Director

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for CISA
Schools Safety Taskforce.

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And we are proud to be
co-hosting this event today

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with our partners at CP3
and the Department of Education.

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And really this panel
is designed to discuss ways

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in which the federal government,
private sector,

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and civil society
are working together

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to prioritize cybersecurity
and technology systems

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for K-12 schools.

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So I'm honored, again,

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to be here with our esteemed
moderator and panelists.

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I'm really looking forward
to all the great insights

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that we're going to hear
from each of them.

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So with that I'm going to
quickly introduce our panel,

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and then hand it over
to our moderator.

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And I'll start with
our moderator, Marlon Shears.

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Marlon is the
Chief Information Officer

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for the Fort Worth Independent
School District.

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With over twenty years
of experience

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in information technology,

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Marlon has been helping
K-12 education entities

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grow their
technological capabilities.

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In his current role Marlon
is responsible

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for strategic alignments
and governance,

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and assessing internal
technological capabilities.

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Next we have Kristina Ishmael

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who serves as the
Deputy Director

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for the Office
of Educational Technology

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within the Department
of Education.

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In this role she is leading
the office

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in its vision and execution
of priorities

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focused on improving
teaching and learning.

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Next we have Sean McAfee

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who is the Deputy Branch Chief

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of Cyber Defense, Education,
and Training,

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or CDET for short,
within CISA.

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Within CDET Sean leads
strategic planning efforts

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around training
and education to assist

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in combatting
the national, I'm sorry,

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to bolstering the National
Cybersecurity workforce as well.

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Next we have Doug Levin
who is the cofounder

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and National Director
for the K-12

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Security Information Exchange,
or K-12 SIX.

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K-12 SIX is a non-profit
membership community

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dedicated to helping
the K-12 sector

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defend itself against emerging
cybersecurity threats.

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We also have David Mendez

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who is the
Information Security Lead

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and Technical Project Manager

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for Region 10 Education
Service Center in Texas.

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And finally we have Rod Russeau

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who is the Director

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of Technology
and Information Services

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at Community High School
District in Illinois

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and also the Chairperson
for the Consortium

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for School Networking
Cybersecurity Initiative.

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So, a big mouthful there.

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I know we only have an hour,

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so I'm excited to go ahead
and turn it over to Marlon

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so we can go ahead and get
the panel discussion going.

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Marlon, over to you.

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>> Thank you, Lindsay,
appreciate it.

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Good morning,
good afternoon everyone,

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and welcome to this panel.

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I think you'll find it
very informative.

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I haven't seen such
a great group of people

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put together to discuss
such a topic before.

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So we're going to kick it off.

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And Rod, I just want to jump
right into you, Rod.

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Rod, why do you feel
it's important for states,

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counties,
government organizations,

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and state leaders
to focus on cybersecurity?

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>> Thanks, Marlon.

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I really appreciate,
I'm honored

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and humbled
to be here with all of you.

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I look forward to learning
as much as I do sharing.

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I think school districts
are businesses

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but our business is learning.

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So I think the first thing
that comes to mind,

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one of the first things
is just the continuity

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of learning is so important.

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So that loss or interruption
of learning

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really is something that is
challenging these days

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with all of the cybersecurity
threats that exist,

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whether it be phishing,
ransomware,

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denial of service attacks,
and so on.

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Also, life safety,
our students' safety,

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is number one.

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Our learning institutions
are important

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but there's the safety
of our human beings

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is most, most important.

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And data is so connected
with students,

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with all of us now,
that the data privacy aspect,

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the security of our data
you can't really separate,

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or I don't think you can
really separate security

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from data privacy.

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I think they're very,
very closely intertwined.

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And the consequences
of a data breach

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that it might have on one of us
is somewhat more immediate.

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Data theft, data privacy issues
for students

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could affect them
later on in life.

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Two other quick things,
Marlon, if I could.

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One is that any school districts

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that's tried to get their
cybersecurity insurance renewed

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as of late will find
that the requirements

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for that have
just skyrocketed.

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And number one, it's the best
practice thing to do

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but number two
it kind of speaks

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to why we all need
to really be focused on this

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because it's such
a growing concern.

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And finally, really it just,
it's important for our future,

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that we keep ourselves safe

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against the threats
that are out there.

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And through our work with staff
and with students,

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cybersecurity technology use
doesn't start and end

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when people walk in
and out of our doors.

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It's so much of a human,
part of all of our lives now,

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that the better we can process
that ourselves,

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that we can help
our students

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and our staff kind of develop
that culture and awareness

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that they can bring to
all aspects of their lives.

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>>Thank you, Rod.

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Doug, would you like to put
a state or local spin on that?

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>>Yeah.
And let me if I can, Marlon,

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and thanks very much
and thank you, Rod,

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and also to DHS, CISA,
US Department of Education.

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I'm thrilled to have
such a group of auspicious folks

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together on such
an important topic.

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This is an issue that
I've been passionate about

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for a number of years.

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And in fact, I've been
conducting research on publicly

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disclosed school cybersecurity
incidents since 2016.

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I've written now three reports

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on the state
of K-12 cybersecurity,

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and have another one coming out
in about a month and a half.

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Absolutely everything
Rod has suggested

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is absolutely the case.

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But the reason that these risks,
that we're facing these risks,

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is based on
what we've been seeing

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from publicly available data,

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not only have the frequency
of incidents

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that schools are experiencing

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has been
dramatically increasing,

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but the significance of them.

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And we can argue significance
really any way

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that you talk about it
and I think Rod laid out

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a number of those risks
quite clearly.

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So, clearly concerns about the
physical and emotional safety

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of the students that we have
a duty of care to protect,

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but also of our employees.

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Rod also talked about money.
Right?

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And so there's sort of
the operational costs

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of doing business,

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but also schools
have been subject

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to multi-million dollar business

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email compromise fraud
and phishing.

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They've been targeted
for ransomware attacks,

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where the attackers have been
demanding millions of dollars

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to restore school IT systems.

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Rod also talked about
continuity of operations.

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And the impact then
on the school community

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when schools have literally
had to close,

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in some cases for days
or a week or more,

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in responding
to these incidents.

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Literally not able
to provide any services

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to students whatsoever.

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I think one thing that also
resonates very strongly

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in the education sector
is trust, right?

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Our communities, our parents,
put trust in schools.

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And they can lose that trust,

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not necessarily
if they experience an incident

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because frankly I think
experiencing an incident

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unfortunately
is not atypical now,

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but in responding
to that incident. Right?

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And that can then
make it very difficult

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for schools to regain
that trust back.

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For that superintendent,
for the IT team,

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for all of the leadership,
the school board members,

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to get that trust back.

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And then finally, and this
is maybe a little bit beyond

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what we tend to think about,

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but we've seen
some evidence of this.

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I'd be curious
if Sean for instance

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has seen evidence for this work
over in the CISA side.

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Which is that sometimes
threat actors attack schools

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because they can be a platform
then to attack other entities

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that are maybe
even more valuable. Right?

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That might be
other government sectors.

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Certainly like
around elections.

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It could be other
critical infrastructure.

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And if criminals can repurpose

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someone else's IT systems
for their ends,

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they will certainly do that.

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And I am aware
of some school districts

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that have suffered
those sorts of issues.

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And that means that
it is a broad issue.

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It is an issue that I know
policymakers are hearing

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about at the state level.

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People are asking them,

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like how can we better
protect the schools?

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What resources
do the schools need?

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And how, where are resources
that already exist

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that we can just sort of direct
and get to schools' hands?

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So, this has become
a policy issue

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because it has bubbled up
from the field.

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This is not something
that's getting pushed down

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because someone on high decided

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that this is the new trend
of the month.

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No. This is something
that we are dealing with,

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whack-a-mole,
day in and day out.

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And I think it's coming
to the attention of folks

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at the state level

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and they're very interested
in learning more.

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And I would say that
in many respects people

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also have been reticent
to talk about this issue,

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which is a challenge.

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And I understand,

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if you've experienced
an incident in your district,

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you know, you don't want to
necessarily seek more publicity

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for something that maybe didn't
go as the way that you'd hoped.

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But unless we are able
to share these stories

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and have these conversations
like we're having now,

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and share that with people
who can help us,

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they don't have the information
they have to do that.

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So I think that's why state
level folks are interested,

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and I think that's why
we also need to reach out

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and make sure that they,

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that we inform them
about what's going on.

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And that's why I'm thrilled
to have this conversation today.

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Oh, you're muted there, Marlon.

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>>It happened to me.

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The moderator muted himself,
right? Go figure.

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But I think nothing has,
I agree with everyone.

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I think CIO/CTOs haven't been
moved as fast to the table

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as cybersecurity has moved us
to the table. Right?

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And it's very important that
we focus on everything you said

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because one of the things that
is key and prevalent is data.

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Right? And that data drives
a lot of things down the road.

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And so, K through 12,
higher ed, state organizations,

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one thing that we have is data
and it's very valuable.

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And it's not just the private
sector, cybersecurity issue.

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K through 12, state actors,

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we have things that are probably
even more important

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sometimes than what
private companies have.

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And so, with that I will turn
to the panel and say,

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focusing just on cybersecurity
as an IT issue,

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that's one section of it.

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But another important part is
the protection of our children.

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So why do you feel,
or how should I say,

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how can schools, educators,
parents, make sure

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that students are protected
from the cyber environment?

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>>I guess I can jump in here.

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Being at a service center
that services

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a hundred
and thirty school districts,

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close to 800,000-plus
students in our area,

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I could tell you that it starts
with creating awareness.

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Letting, teaching parents,
teaching the community,

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how important this is.

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How this impacts a child's
education in multiple ways,

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from economically.

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If they're not learning,

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I mean it's costing
a school district money

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when they're down EDOS attacks
and things of that nature.

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So creating this awareness
and this nexus or web.

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You know, I like to compare it
to almost like a nervous system.

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A synapse of -
that just fires off

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and the entire community
from the board member

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all the way down to
the student understand

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the impact of security.

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Security in and of itself
is a trait

00:13:37.816 --> 00:13:40.861
that's very characteristic
of a child's upbringing.

00:13:40.861 --> 00:13:42.487
We want to feel safe.

00:13:42.487 --> 00:13:47.117
And so when we make that point
across the board, you know.

00:13:47.117 --> 00:13:50.370
Of course you attach dollar
signs and facts and figures,

00:13:50.370 --> 00:13:51.496
policies and procedures.

00:13:51.496 --> 00:13:52.831
But at the end of the day

00:13:52.831 --> 00:13:57.085
it's that sense of things
are getting taken care of

00:13:57.085 --> 00:14:01.089
and you do that
by creating awareness.

00:14:01.089 --> 00:14:04.384
I like to tell the story that
about seven or eight years ago

00:14:04.384 --> 00:14:08.179
there was
an amazing presentation

00:14:08.179 --> 00:14:11.725
by this endpoint protection
group,

00:14:11.725 --> 00:14:13.810
company,
that they were talking about

00:14:13.810 --> 00:14:18.356
how they were able to do
all this protection,

00:14:18.356 --> 00:14:22.861
and in a war
over there in Syria,

00:14:22.861 --> 00:14:24.362
and they were able
to protect the generals.

00:14:24.362 --> 00:14:27.866
It was a fascinating
presentation.

00:14:27.866 --> 00:14:31.411
And I remember asking them
after the presentation is,

00:14:31.411 --> 00:14:33.580
hey, have you guys
thought about schools?

00:14:33.580 --> 00:14:36.082
And I distinctly,
and this is what drives

00:14:36.082 --> 00:14:39.002
my passion kind of like Doug's,
is that he said,

00:14:39.002 --> 00:14:42.881
well, schools, they're
not on the map right now.

00:14:42.881 --> 00:14:45.175
And it just blew my mind

00:14:45.175 --> 00:14:50.430
because talk about psychological
warfare in the field.

00:14:50.430 --> 00:14:53.975
The very example
that he gave eight years ago,

00:14:53.975 --> 00:14:57.187
I saw in not too long ago with
one of our school districts.

00:14:57.187 --> 00:15:01.441
Where the threat actors
were now messaging the parents.

00:15:01.441 --> 00:15:04.069
And they now sense that,
oh my goodness,

00:15:04.069 --> 00:15:07.697
what I see on TV
or I've heard, you know,

00:15:07.697 --> 00:15:10.825
the IT folks talk about,
now it's happening to me.

00:15:10.825 --> 00:15:14.037
They're contacting me about
some sort of ransomware payment.

00:15:14.037 --> 00:15:18.833
So it's important
that we just create

00:15:18.833 --> 00:15:21.878
this sense of awareness
across the community

00:15:21.878 --> 00:15:23.755
so that we can learn to empower.

00:15:23.755 --> 00:15:26.216
When you create
that sense of awareness,

00:15:26.216 --> 00:15:28.134
you learn to empower folks

00:15:28.134 --> 00:15:31.471
to be what I call digital
first responders.

00:15:34.140 --> 00:15:35.850
>>I'd like to build off of that
a little bit.

00:15:35.850 --> 00:15:38.395
And thinking about
the draft priorities

00:15:38.395 --> 00:15:40.730
that we have here
for the Office of Ed Tech.

00:15:40.730 --> 00:15:43.358
I have to preface
they are in draft.

00:15:43.358 --> 00:15:45.735
But we are certainly
moving them forward

00:15:45.735 --> 00:15:47.737
to make them
more publicly known.

00:15:47.737 --> 00:15:52.158
But due to the passing of the
bipartisan infrastructure law,

00:15:52.158 --> 00:15:55.245
we now have codified
in actual language

00:15:55.245 --> 00:15:57.288
the definition
of digital equity.

00:15:57.288 --> 00:15:59.332
And as part of that
we also have a definition

00:15:59.332 --> 00:16:00.875
for digital inclusion.

00:16:00.875 --> 00:16:05.004
And so because we have
that actually like defined,

00:16:05.004 --> 00:16:06.965
it's not only connectivity
and devices,

00:16:06.965 --> 00:16:08.425
instructional models
and content,

00:16:08.425 --> 00:16:10.343
but it includes
digital literacy.

00:16:10.343 --> 00:16:12.262
And so what David
is talking about is,

00:16:12.262 --> 00:16:14.597
you know, of course the digital
literacy aspect of this for,

00:16:14.597 --> 00:16:18.560
I think not only
for our district leaders

00:16:18.560 --> 00:16:21.062
and IT staff
but also with our students

00:16:21.062 --> 00:16:23.815
and their families
and communities.

00:16:23.815 --> 00:16:25.191
And so that is
certainly something

00:16:25.191 --> 00:16:29.571
that we are working on right now
through a variety of projects,

00:16:29.571 --> 00:16:31.573
not only that are currently
in the works here

00:16:31.573 --> 00:16:32.907
at the US Department
of Education

00:16:32.907 --> 00:16:36.995
but also forthcoming
in the next year to two,

00:16:36.995 --> 00:16:40.290
to help build up our capacities
around digital literacy.

00:16:40.290 --> 00:16:43.251
Whether it's just threshold
kind of basic skills

00:16:43.251 --> 00:16:46.212
to be able to get on devices
and use them,

00:16:46.212 --> 00:16:47.463
but also to then safely

00:16:47.463 --> 00:16:51.509
and securely navigate digital
ecosystem or digital spaces

00:16:51.509 --> 00:16:53.678
so that we can keep ourselves

00:16:53.678 --> 00:16:56.097
and our learners safe
and secure.

00:16:56.097 --> 00:16:58.433
So, I think that's also
a huge part

00:16:58.433 --> 00:17:01.477
that we have to make sure
we're talking about here.

00:17:03.605 --> 00:17:05.231
>>Right. And can someone,
before we take,

00:17:05.231 --> 00:17:08.693
and just jump off this question,
just kind of go in,

00:17:08.693 --> 00:17:12.405
just briefly on the importance
for parents and students,

00:17:12.405 --> 00:17:15.408
or parents, to understand
the digital footprint

00:17:15.408 --> 00:17:17.911
for their students and what
that means to their futures?

00:17:22.248 --> 00:17:24.959
Maybe Kristina or Doug or Sean?

00:17:24.959 --> 00:17:26.544
>>Sean, it looks like
you're trying to talk

00:17:26.544 --> 00:17:28.046
but we don't have your audio.

00:17:29.255 --> 00:17:36.554
Of course, there you are.

00:17:36.554 --> 00:17:39.682
>>Leave it to a cyber person
to not have the mike.

00:17:39.682 --> 00:17:41.267
So there's always something.

00:17:41.267 --> 00:17:44.145
I had points across the board
here with Doug,

00:17:44.145 --> 00:17:47.398
Kristina, and David,
and Marlon as well.

00:17:47.398 --> 00:17:50.902
I think we've hit on
some really valid points.

00:17:50.902 --> 00:17:55.573
I'll piggyback on some of them.
Marlon had chatted about data.

00:17:55.573 --> 00:17:58.117
And as simple
as that word is,

00:17:58.117 --> 00:18:01.120
sometimes it gets a little
bit lost in translation.

00:18:01.120 --> 00:18:03.414
But for parents,
as well as students,

00:18:03.414 --> 00:18:06.167
as well as educators,
as well as our state leaders,

00:18:06.167 --> 00:18:10.129
if you have a data footprint,
which we all do, it is vital.

00:18:10.129 --> 00:18:15.259
And Doug had made an assertion
about a staging ground

00:18:15.259 --> 00:18:18.721
using a platform say,
and then it's leveraged toward

00:18:18.721 --> 00:18:21.265
maybe attack in a different
part of the government.

00:18:21.265 --> 00:18:23.893
Well, those scenarios can all
play out in different ways.

00:18:23.893 --> 00:18:25.436
And they are.

00:18:25.436 --> 00:18:29.065
At the student level though,
if you have a mobile phone,

00:18:29.065 --> 00:18:32.443
if you have a laptop and a
device, you are creating data.

00:18:32.443 --> 00:18:34.946
And whether that's data
on a school network,

00:18:34.946 --> 00:18:41.035
or data in the cloud, yeah,
infrastructure of your ISP,

00:18:41.035 --> 00:18:43.871
we all are leaving
our footprints there.

00:18:43.871 --> 00:18:48.918
So I think when I hear Kristina
talking about digital literacy

00:18:48.918 --> 00:18:52.797
and digital equity
as well as digital inclusion,

00:18:52.797 --> 00:18:54.799
I think that that
plays in there.

00:18:54.799 --> 00:18:57.468
Because I think we have
to be mindful of

00:18:57.468 --> 00:18:59.929
where we are as a person,
as a consumer,

00:18:59.929 --> 00:19:03.474
what our consumer habits
lead to on our digital footprint

00:19:03.474 --> 00:19:05.935
and what the ramifications are.

00:19:05.935 --> 00:19:10.231
The assertion that, I'm a child,
or I am a student,

00:19:10.231 --> 00:19:11.607
and my data doesn't matter,

00:19:11.607 --> 00:19:15.945
is no longer I think
an acceptable conclusion

00:19:15.945 --> 00:19:20.950
because it is being leveraged in
a way now that is unfortunate.

00:19:20.950 --> 00:19:25.079
But, you know, I think
that what we are starting to see

00:19:25.079 --> 00:19:26.747
is a trend
and an upward trend

00:19:26.747 --> 00:19:28.791
with all the reporting
that's coming in

00:19:28.791 --> 00:19:31.169
and the attack patterns
that have been happening,

00:19:31.169 --> 00:19:34.422
is that it is
a data-rich environment.

00:19:34.422 --> 00:19:37.258
And as long as you can get
a first name/last name,

00:19:37.258 --> 00:19:38.426
if you get
a first name/last name,

00:19:38.426 --> 00:19:43.764
your PII, date of birth,
social security, address, phone,

00:19:43.764 --> 00:19:46.726
email, those are all things
that can be resting

00:19:46.726 --> 00:19:49.604
as datapoints for an individual.

00:19:49.604 --> 00:19:52.190
And if the adversary gets that,
you know,

00:19:52.190 --> 00:19:54.150
they can make
a lot of claims with that.

00:19:54.150 --> 00:19:57.195
They can do fraud.
They can do identity theft.

00:19:57.195 --> 00:20:00.156
And those are the,
that's what's the routine,

00:20:00.156 --> 00:20:01.782
unfortunately
the routine analysis

00:20:01.782 --> 00:20:04.076
that's coming in
with those attacks.

00:20:04.076 --> 00:20:06.287
Children's data
is being utilized

00:20:06.287 --> 00:20:10.917
in a way where they can,
after the attack,

00:20:10.917 --> 00:20:12.919
that data cluster
can go to the dark web.

00:20:12.919 --> 00:20:14.378
It can be auctioned off

00:20:14.378 --> 00:20:17.215
and then it can be leveraged
for things like identity theft.

00:20:17.215 --> 00:20:18.507
Without, you know.

00:20:18.507 --> 00:20:20.259
And if you really think
about that,

00:20:20.259 --> 00:20:22.762
as a parent and as an educator

00:20:22.762 --> 00:20:25.556
or even a state
government official,

00:20:25.556 --> 00:20:27.266
that data goes to the dark web.

00:20:27.266 --> 00:20:29.977
Anyone can claim it
for a certain amount of money,

00:20:29.977 --> 00:20:31.729
however it transacts.

00:20:31.729 --> 00:20:33.731
And then they could have
50,000 records

00:20:33.731 --> 00:20:36.275
or they could have hundreds
of thousands of records.

00:20:36.275 --> 00:20:38.194
And all they're going
to go through is a series

00:20:38.194 --> 00:20:41.864
of how do we turn this
into something for us,

00:20:41.864 --> 00:20:44.992
which ends up
being identity theft.

00:20:44.992 --> 00:20:46.410
The aspect that I think
has been talked

00:20:46.410 --> 00:20:49.163
about a lot in open source
and a lot of the media articles

00:20:49.163 --> 00:20:52.249
that are out there too,
is that think about it.

00:20:52.249 --> 00:20:56.003
As a student or child depending
on where you're at in age range,

00:20:56.003 --> 00:20:58.255
you don't have kind of
the adult version

00:20:58.255 --> 00:20:59.799
of identity theft protection.

00:20:59.799 --> 00:21:02.134
You know, you don't have
a credit history.

00:21:02.134 --> 00:21:04.011
A lot of that stuff
is going unseen

00:21:04.011 --> 00:21:06.472
and unknown
for potentially for years.

00:21:06.472 --> 00:21:10.434
So, one of the biggest risks
that we're seeing out there,

00:21:10.434 --> 00:21:12.687
it does come back
to the student experience.

00:21:12.687 --> 00:21:14.939
You know,
Doug really illuminated

00:21:14.939 --> 00:21:16.816
what a disruption can be

00:21:16.816 --> 00:21:18.484
for that student experience
right now,

00:21:18.484 --> 00:21:22.571
just from a day of stoppage
to a week of stoppage by attack.

00:21:22.571 --> 00:21:25.533
But the long term effects for
parents to be and consider is,

00:21:25.533 --> 00:21:31.956
how do we untangle ourselves
and/or our child,

00:21:31.956 --> 00:21:35.543
dealing with long term abuse
of their information

00:21:35.543 --> 00:21:37.545
in the form of identity
theft and fraud?

00:21:37.545 --> 00:21:41.048
So, a bit of a rant there,
but the data,

00:21:41.048 --> 00:21:44.635
it all comes back to the data
and why it is so important

00:21:44.635 --> 00:21:49.640
for us to think beyond kind of
where we sit with our devices

00:21:49.640 --> 00:21:52.727
and really know what
the long term effects are.

00:21:52.727 --> 00:21:54.019
It can be days, months,

00:21:54.019 --> 00:21:56.939
or years to fix identity theft
as we all know,

00:21:56.939 --> 00:21:58.190
and as we're seeing that stage.

00:21:58.190 --> 00:22:00.109
So I'll pause there, Marlon,

00:22:00.109 --> 00:22:03.654
and just leave it there
for the group.

00:22:03.654 --> 00:22:04.905
>>Thank you Sean.

00:22:04.905 --> 00:22:08.451
And for any parent
that's like, dark web?

00:22:08.451 --> 00:22:11.537
In short, that's
the grocery store

00:22:11.537 --> 00:22:14.039
for all of the negative people
in the world

00:22:14.039 --> 00:22:15.708
that want to go shopping.
Right?

00:22:15.708 --> 00:22:19.253
It's the online marketplace
to get your stuff.

00:22:19.253 --> 00:22:22.381
And so, thank you
Sean for mentioning that

00:22:22.381 --> 00:22:24.884
because it's very important.

00:22:24.884 --> 00:22:28.012
>>Hey, Marlon,
before we leave this question

00:22:28.012 --> 00:22:29.388
can I chime in
with a few things?

00:22:29.388 --> 00:22:31.015
->>Oh, of course.
->>Thank you.

00:22:31.015 --> 00:22:35.311
Yeah, I'm just thinking
for maybe some actionable stuff

00:22:35.311 --> 00:22:37.062
for some school districts

00:22:37.062 --> 00:22:41.275
that might be
out there in the audience.

00:22:41.275 --> 00:22:46.447
Like Doug said,
it's not a matter of

00:22:46.447 --> 00:22:50.159
if we're going to experience
a security incident

00:22:50.159 --> 00:22:52.786
or a data breach,
we are, we will.

00:22:52.786 --> 00:22:55.372
So it's a matter
of being prepared for that.

00:22:55.372 --> 00:22:56.665
I'm somewhat of a relic.

00:22:56.665 --> 00:22:58.292
I've been in
the technology field

00:22:58.292 --> 00:23:02.755
since 1977 back
in the mainframe days

00:23:02.755 --> 00:23:05.716
when there was no internet,
there was no email,

00:23:05.716 --> 00:23:09.220
all the threats
that we have in our world today.

00:23:09.220 --> 00:23:13.307
We had threats but they were
more physical in nature.

00:23:13.307 --> 00:23:17.061
And I've really only been
fairly heavily involved

00:23:17.061 --> 00:23:18.979
in the cybersecurity
realm of things

00:23:18.979 --> 00:23:21.440
for a little over four years.

00:23:21.440 --> 00:23:23.609
So I went the majority
of my career

00:23:23.609 --> 00:23:26.195
and then got instantly
and deeply immersed

00:23:26.195 --> 00:23:27.404
in this part of it.

00:23:27.404 --> 00:23:31.158
And the pace of change
is just wild.

00:23:31.158 --> 00:23:33.077
But one of the things that
I've been talking

00:23:33.077 --> 00:23:37.665
with a lot of folks about
and trying to start modeling

00:23:37.665 --> 00:23:39.583
that behavior here
in our district

00:23:39.583 --> 00:23:45.297
is the idea of responsibility
and accountability.

00:23:45.297 --> 00:23:49.426
Who's responsible for security?
One might say we all are.

00:23:49.426 --> 00:23:52.554
A lot of people assume IT is.

00:23:52.554 --> 00:23:54.515
But the accountability I think

00:23:54.515 --> 00:23:56.308
is a piece
that's missed sometimes.

00:23:56.308 --> 00:24:00.604
Senior leadership in a school
district is truly accountable

00:24:00.604 --> 00:24:03.315
for everything that happens
in a school district,

00:24:03.315 --> 00:24:05.651
especially for security.

00:24:05.651 --> 00:24:09.405
It's up to them
to set that risk tolerance

00:24:09.405 --> 00:24:11.907
so we can provide controls
and solutions

00:24:11.907 --> 00:24:18.289
that meet those needs,
and to model good behavior.

00:24:18.289 --> 00:24:21.041
We've developed
an information security

00:24:21.041 --> 00:24:23.085
and data privacy committee

00:24:23.085 --> 00:24:26.338
here in our district
that involves senior leadership

00:24:26.338 --> 00:24:30.426
and kind of sets that direction
and that scope,

00:24:30.426 --> 00:24:32.511
just as a way to keep them

00:24:32.511 --> 00:24:35.431
really, really,
closely involved.

00:24:35.431 --> 00:24:40.144
And I mentioned cybersecurity
insurance earlier,

00:24:40.144 --> 00:24:42.563
and really it parallels
with the idea

00:24:42.563 --> 00:24:46.066
of just putting
some of those basics in place.

00:24:46.066 --> 00:24:48.193
You know, the multifactor
authentication,

00:24:48.193 --> 00:24:51.739
the backups,
the different plans,

00:24:51.739 --> 00:24:56.535
the incident response plans,
the disaster recovery plans.

00:24:56.535 --> 00:25:00.247
I think one thing that's missed
sometimes is assets,

00:25:00.247 --> 00:25:01.540
knowing what you have.

00:25:01.540 --> 00:25:03.667
You know,
the idea of you can't protect

00:25:03.667 --> 00:25:07.421
what you don't know you have.

00:25:07.421 --> 00:25:11.592
And it's really all about risk,
and assessing risk,

00:25:11.592 --> 00:25:14.595
whether you start
with the free tools,

00:25:14.595 --> 00:25:18.474
like I know CoSN partnered
with Security Studio

00:25:18.474 --> 00:25:22.436
to form a very,
very simple risk assessment

00:25:22.436 --> 00:25:25.773
and there's many
other products out there,

00:25:25.773 --> 00:25:28.859
only when a district
really understands what it has

00:25:28.859 --> 00:25:30.486
and what the risk is

00:25:30.486 --> 00:25:36.492
and what their tolerance
is for that risk.

00:25:36.492 --> 00:25:38.744
I know this isn't
really about staffing

00:25:38.744 --> 00:25:44.333
but I wanted to mention
that in school districts

00:25:44.333 --> 00:25:46.418
unless you're a super,
super large district

00:25:46.418 --> 00:25:51.590
you probably don't have a CISO,
a security team of any kind.

00:25:51.590 --> 00:25:56.220
It's at best shared between
a few members of the staff.

00:25:56.220 --> 00:25:58.388
Something that we've done
a number of years ago

00:25:58.388 --> 00:26:02.476
and I think is becoming
more the norm now

00:26:02.476 --> 00:26:06.104
is to go with a virtual chief
information security officer

00:26:06.104 --> 00:26:07.397
or a VC.

00:26:07.397 --> 00:26:10.192
So this is
a security professional

00:26:10.192 --> 00:26:13.237
that a school district
can make an arrangement with

00:26:13.237 --> 00:26:14.613
and it kind of becomes

00:26:14.613 --> 00:26:17.616
an adjunct virtual
part of your team.

00:26:17.616 --> 00:26:21.787
And I can tell you in our case
it's just really helped open

00:26:21.787 --> 00:26:26.416
our eyes to developing
a lot of these strategies

00:26:26.416 --> 00:26:29.920
that I'm discussing now.

00:26:29.920 --> 00:26:33.090
And finally,
just in the non-IT part of it,

00:26:33.090 --> 00:26:37.094
as was mentioned
by many others,

00:26:37.094 --> 00:26:42.099
is the idea of just making sure
that that awareness is built.

00:26:42.099 --> 00:26:44.726
That we're educating
our students, our staff,

00:26:44.726 --> 00:26:48.188
and our parents about
really what does it mean

00:26:48.188 --> 00:26:52.442
to be a human being
in today's digital world?

00:26:52.442 --> 00:26:56.238
And how do you need
to protect yourself

00:26:56.238 --> 00:26:57.823
from a privacy standpoint?

00:26:57.823 --> 00:26:59.283
That your, like was mentioned,

00:26:59.283 --> 00:27:01.451
the data especially of students

00:27:01.451 --> 00:27:05.580
could be many, many years
before the terrible impact

00:27:05.580 --> 00:27:09.710
of a data breach
could really be felt.

00:27:09.710 --> 00:27:14.047
So, thank you for indulging me
in my rant.

00:27:14.047 --> 00:27:16.425
>>Hey, Rod, something that you
said around the staffing part,

00:27:16.425 --> 00:27:18.093
and I know that's not really
part of our question,

00:27:18.093 --> 00:27:19.469
but I do think
it's really important

00:27:19.469 --> 00:27:22.389
when we're talking
about equity in education.

00:27:22.389 --> 00:27:24.308
Of course that is
a huge priority of ours

00:27:24.308 --> 00:27:25.809
here at the Department
of Education.

00:27:25.809 --> 00:27:29.521
But something just coming from
my previous state of Nebraska

00:27:29.521 --> 00:27:32.232
where I served as
the State Ed Tech Director,

00:27:32.232 --> 00:27:35.444
when we think of equity so often
we think of large urban systems

00:27:35.444 --> 00:27:36.945
or even suburban system
for that matter,

00:27:36.945 --> 00:27:39.614
but we also have to consider
rural in all of this.

00:27:39.614 --> 00:27:42.451
So I'm really excited
that you mentioned

00:27:42.451 --> 00:27:45.746
the virtual coach or CISO role.

00:27:45.746 --> 00:27:47.581
Because that is something that,

00:27:47.581 --> 00:27:51.084
I worked with so many folks
that were teachers by day,

00:27:51.084 --> 00:27:52.586
coaches in the afternoon,

00:27:52.586 --> 00:27:54.755
and then were the ed
tech specialists on the side.

00:27:54.755 --> 00:27:58.759
Who then had to like worry about
approving the ed tech platform

00:27:58.759 --> 00:28:01.094
and tools as well as making sure
that they were interoperable

00:28:01.094 --> 00:28:03.764
and had, you know,
all the aspects of it

00:28:03.764 --> 00:28:05.015
and complied with HIRPA

00:28:05.015 --> 00:28:07.976
as well as the cybersecurity
kind of protections.

00:28:07.976 --> 00:28:10.395
So, what a great idea

00:28:10.395 --> 00:28:12.606
and I hope that we can lift up
some more stories of that.

00:28:12.606 --> 00:28:13.815
>>Thank you.

00:28:13.815 --> 00:28:16.401
Yeah, my tagline,
oh, back in the '70s

00:28:16.401 --> 00:28:17.694
I was a computer expert.

00:28:17.694 --> 00:28:19.154
I mean, there was mainframes,

00:28:19.154 --> 00:28:21.281
if you knew how to work
a mainframe you,

00:28:21.281 --> 00:28:23.033
that's all there was.

00:28:23.033 --> 00:28:25.202
My tagline for many years
now has been,

00:28:25.202 --> 00:28:27.537
I know a little bit
about a lot of things

00:28:27.537 --> 00:28:29.581
but not a lot about anything.

00:28:29.581 --> 00:28:32.084
And the degree
of specialization,

00:28:32.084 --> 00:28:35.003
especially in cybersecurity
that's required,

00:28:35.003 --> 00:28:37.339
you really have to rely

00:28:37.339 --> 00:28:41.176
if you're not a district
and institution of size

00:28:41.176 --> 00:28:44.596
where you can have many,
many experts on staff,

00:28:44.596 --> 00:28:47.265
you really need to be
creative and augment your staff

00:28:47.265 --> 00:28:50.227
to get that expertise on hand.

00:28:50.227 --> 00:28:52.103
>>And maybe not at the risk,
sorry Marlon.

00:28:52.103 --> 00:28:53.313
>>Not a problem.

00:28:53.313 --> 00:28:55.148
>>Of continuing
this conversation,

00:28:55.148 --> 00:28:58.318
because I think this is a
terrific direction we're going.

00:28:58.318 --> 00:29:00.737
I love the idea
of sort of virtual CISOs

00:29:00.737 --> 00:29:03.365
and I think broadly
the notion of thinking

00:29:03.365 --> 00:29:07.285
about collective work here.
Right?

00:29:07.285 --> 00:29:11.164
You know, if we need
to establish it

00:29:11.164 --> 00:29:15.293
that every school district
needs a highly qualified CISO,

00:29:15.293 --> 00:29:19.506
and to put in place best in
breed cybersecurity solutions,

00:29:19.506 --> 00:29:21.716
across this
wide whole country.

00:29:21.716 --> 00:29:25.095
I think that's going to be
a challenge for a lot of folks.

00:29:25.095 --> 00:29:26.721
It's going to be
a resource challenge,

00:29:26.721 --> 00:29:28.640
it's going to be
a personnel challenge,

00:29:28.640 --> 00:29:29.975
it's going to, you know.

00:29:29.975 --> 00:29:31.977
It's really hard
to envision this.

00:29:31.977 --> 00:29:33.937
But the thing is
we're not competing on

00:29:33.937 --> 00:29:36.565
who can be the best
at providing cybersecurity.

00:29:36.565 --> 00:29:40.944
And frankly, we're also sharing
the same types of threats

00:29:40.944 --> 00:29:42.654
and we're running
the same types of

00:29:42.654 --> 00:29:44.948
IT systems, software
and technology.

00:29:44.948 --> 00:29:47.742
And we're using
different vendors.

00:29:47.742 --> 00:29:49.744
But everyone has
a student information system.

00:29:49.744 --> 00:29:51.121
Everybody's working
with students

00:29:51.121 --> 00:29:53.081
who probably have devices.

00:29:53.081 --> 00:29:55.417
There's a set of instructional
apps we're all using.

00:29:55.417 --> 00:29:58.211
We all have to go out
to bid for stuff

00:29:58.211 --> 00:29:59.546
and pay our contractors

00:29:59.546 --> 00:30:01.590
and we have employees
and food service

00:30:01.590 --> 00:30:03.550
and transportation.
Right?

00:30:03.550 --> 00:30:05.760
And so we're running the same
similar sorts of things.

00:30:05.760 --> 00:30:08.888
So if we can work
together collectively, right,

00:30:08.888 --> 00:30:10.807
I think there's a power
in doing that.

00:30:10.807 --> 00:30:12.892
You know, we shouldn't have
to be reinventing the wheel,

00:30:12.892 --> 00:30:14.728
each of us together.

00:30:14.728 --> 00:30:17.897
And those of us who are leaning
into this, and I will say

00:30:17.897 --> 00:30:20.650
that it is a subset of folks
who work in K-12 IT

00:30:20.650 --> 00:30:23.528
who are leaning
into the security side.

00:30:23.528 --> 00:30:27.324
Certainly Marlon, Rod, David are
all terrific examples of this.

00:30:29.451 --> 00:30:30.618
I think if you just reach out

00:30:30.618 --> 00:30:33.288
they are more than willing
to share their expertise,

00:30:33.288 --> 00:30:35.915
and let you know
what worked for them,

00:30:35.915 --> 00:30:38.001
and to give you tips
and pointers

00:30:38.001 --> 00:30:41.379
and just to point you
to resources

00:30:41.379 --> 00:30:45.342
that may be available nationally
or in your state or regionally,

00:30:45.342 --> 00:30:46.676
whether it's through
a formal group

00:30:46.676 --> 00:30:50.638
or just an informal effort
that you've got going on.

00:30:50.638 --> 00:30:53.308
But don't take this on
by yourself

00:30:53.308 --> 00:30:57.812
because you're not alone
in facing this challenge.

00:30:57.812 --> 00:31:00.106
>>I think that's a great segue,
Doug.

00:31:00.106 --> 00:31:04.986
Because I was going to say,
when I came from LA USD,

00:31:04.986 --> 00:31:07.489
and just being in such
a large city

00:31:07.489 --> 00:31:09.908
at the second
largest school district,

00:31:09.908 --> 00:31:11.409
your perspective is one thing.

00:31:11.409 --> 00:31:15.747
And then I come even to Dallas
and Fort Worth, Texas,

00:31:15.747 --> 00:31:17.415
and I see a bison.
Right?

00:31:17.415 --> 00:31:19.793
And I'm like, wow. Right?

00:31:19.793 --> 00:31:24.089
I barely see a dog in L.A.
let alone a bison.

00:31:24.089 --> 00:31:27.175
Right?
And so, your respect for rural,

00:31:27.175 --> 00:31:30.512
your respect for
the various communities,

00:31:30.512 --> 00:31:34.682
and the various disparities,
right, becomes real.

00:31:34.682 --> 00:31:39.771
And so, to your point, Doug,
I think as we progress,

00:31:39.771 --> 00:31:43.525
I think organizations
need to move out of the siloes

00:31:43.525 --> 00:31:46.945
and move into more
collaborative natures, right?

00:31:46.945 --> 00:31:50.448
Maybe we share data centers.

00:31:50.448 --> 00:31:53.284
As things move to the edge
and move to the cloud,

00:31:53.284 --> 00:31:55.495
and less things are on PRIM,

00:31:55.495 --> 00:31:58.289
the need for having
your own data centers,

00:31:58.289 --> 00:32:01.793
and I know CTOs, I know you're
angry if you're on this call,

00:32:01.793 --> 00:32:04.129
because we love
our own data centers,

00:32:04.129 --> 00:32:07.173
we love rack'em stack'em, right?

00:32:07.173 --> 00:32:13.721
But partnerships
and consortiums are important.

00:32:13.721 --> 00:32:16.641
And I think we can all follow
through that and build on that.

00:32:16.641 --> 00:32:18.476
So that was a good segue,
I appreciate it, Doug.

00:32:18.476 --> 00:32:20.770
And it's a good way to segue
to the next question.

00:32:20.770 --> 00:32:25.441
What techniques, what actions
can organizations use,

00:32:25.441 --> 00:32:28.528
whether it's in education
or a state and local government,

00:32:28.528 --> 00:32:32.156
to promote resiliency
and positive online habits?

00:32:32.156 --> 00:32:34.200
And I really want to focus
this question

00:32:34.200 --> 00:32:37.120
on the online habits
portion of their users,

00:32:37.120 --> 00:32:38.872
whether it be students
or employees.

00:32:45.420 --> 00:32:47.463
I'm going to start
with you, Kristina.

00:32:49.924 --> 00:32:53.428
>>Oh, sure, start with me.

00:32:53.428 --> 00:32:56.598
Okay, can you repeat
the question for me again?

00:32:56.598 --> 00:32:58.099
I'm just,
I'm thinking about it.

00:32:58.099 --> 00:33:01.477
>>So, what techniques
or actions can organizations,

00:33:01.477 --> 00:33:04.939
education or a state use
to promote resiliency

00:33:04.939 --> 00:33:07.984
and positive online habits?

00:33:07.984 --> 00:33:09.611
>>I think it's lifting up,
one,

00:33:09.611 --> 00:33:13.239
promising practices
that we see in schools.

00:33:13.239 --> 00:33:15.617
And I think it even starts
with kind of the teaching

00:33:15.617 --> 00:33:17.118
and learning side of things.

00:33:17.118 --> 00:33:19.787
So as I have gotten
a better understanding

00:33:19.787 --> 00:33:21.456
of what we do here
at the agency

00:33:21.456 --> 00:33:24.125
as far as supporting
K-12 cybersecurity,

00:33:24.125 --> 00:33:25.627
and even higher ed
for that matter,

00:33:25.627 --> 00:33:28.171
I've been able to parse out that
we fall into two categories.

00:33:28.171 --> 00:33:30.173
One is the actual infrastructure
side of things

00:33:30.173 --> 00:33:33.259
where we're providing proactive
and reactive services

00:33:33.259 --> 00:33:36.054
through a whole host
of offices.

00:33:36.054 --> 00:33:37.722
And then there's the teaching
and learning side,

00:33:37.722 --> 00:33:39.390
where we have folks
in our career

00:33:39.390 --> 00:33:41.601
and technical
and adult education,

00:33:41.601 --> 00:33:43.519
as well as some of
our STEM offices

00:33:43.519 --> 00:33:45.438
or our folks that
are working on STEM,

00:33:45.438 --> 00:33:46.856
that are working
on the curriculum

00:33:46.856 --> 00:33:49.317
or the teaching and
learning side of all of this.

00:33:49.317 --> 00:33:51.778
And so I think this kind of
falls into that category

00:33:51.778 --> 00:33:53.946
of the teaching and learning
because we have to start having

00:33:53.946 --> 00:33:56.491
these conversations
with learners now.

00:33:56.491 --> 00:33:59.285
And I'm a former early childhood
and elementary teacher.

00:33:59.285 --> 00:34:01.162
I had these conversations
with kindergartners.

00:34:01.162 --> 00:34:03.623
Like this is not something
that needs to start later on

00:34:03.623 --> 00:34:06.292
in secondary or even
post-secondary for that matter.

00:34:06.292 --> 00:34:08.086
Because as you mentioned,
the digital footprint,

00:34:08.086 --> 00:34:10.421
whatever we want to call it,
the digital tattoo.

00:34:10.421 --> 00:34:12.590
I said it was permanent,
so it's sticking around.

00:34:12.590 --> 00:34:14.884
Kindergartners love
that of course.

00:34:14.884 --> 00:34:18.304
But it's just, it's having those
conversations that start now,

00:34:18.304 --> 00:34:21.933
that afford us kind of
those positive online habits.

00:34:21.933 --> 00:34:24.102
It's also moving away
from the idea

00:34:24.102 --> 00:34:27.814
of like digital citizenship
being the, don't do this,

00:34:27.814 --> 00:34:30.775
but it's reframing that
to be asset-based language

00:34:30.775 --> 00:34:32.652
and saying, here are the things
that you can do

00:34:32.652 --> 00:34:36.280
to be a healthy productive
contributive member

00:34:36.280 --> 00:34:39.951
of our digital environments
and digital ecosystems.

00:34:39.951 --> 00:34:42.412
And so it's again
starting with the learners,

00:34:42.412 --> 00:34:45.581
again going out to our families
and communities as well,

00:34:45.581 --> 00:34:47.458
and then pulling in
our educational leaders.

00:34:47.458 --> 00:34:48.751
Like, superintendents
need to know

00:34:48.751 --> 00:34:51.254
about this information
as well.

00:34:51.254 --> 00:34:55.091
I know that when Assistant
Secretary Roberto Rodriguez

00:34:55.091 --> 00:34:58.636
provided the opening
comments this morning

00:34:58.636 --> 00:35:01.597
he highlighted some of the work
that Doug has done.

00:35:01.597 --> 00:35:04.100
And it said, 22 percent
of administrators,

00:35:04.100 --> 00:35:06.018
their current level is high.

00:35:06.018 --> 00:35:08.938
Saying that cybersecurity
is like high interest,

00:35:08.938 --> 00:35:09.897
twenty two percent.

00:35:09.897 --> 00:35:11.816
Like,
why is that not higher yet?

00:35:11.816 --> 00:35:14.318
And so, I know Doug has also
helped me understand

00:35:14.318 --> 00:35:16.487
that cybersecurity is,

00:35:16.487 --> 00:35:19.699
should be considered the same
level as physical threats.

00:35:19.699 --> 00:35:22.577
And so we have to take
all of that into consideration.

00:35:22.577 --> 00:35:25.121
So our leaders have to come into
these conversations as well.

00:35:25.121 --> 00:35:29.083
So, we've got the whole breadth
of learners in the classrooms,

00:35:29.083 --> 00:35:31.460
starting those conversations
with the teachers,

00:35:31.460 --> 00:35:35.047
going up to our leaders,
making sure that they understand

00:35:35.047 --> 00:35:37.216
the infrastructure
and the importance of this,

00:35:37.216 --> 00:35:38.634
but then we have to go
to our state leaders

00:35:38.634 --> 00:35:40.136
who are helping us
with the funding

00:35:40.136 --> 00:35:42.096
and the additional
technical assistance.

00:35:42.096 --> 00:35:43.931
And then you've got folks
like Sean and myself

00:35:43.931 --> 00:35:46.767
at the federal level
that are like, hi, hello, hello.

00:35:46.767 --> 00:35:49.645
We will keep amplifying stories

00:35:49.645 --> 00:35:52.231
and telling as many things
as we can,

00:35:52.231 --> 00:35:54.442
but we need everyone's
support in this.

00:35:55.985 --> 00:35:57.695
>>I would almost add as well,

00:35:57.695 --> 00:35:59.780
just as a little bookmark
to what you said,

00:35:59.780 --> 00:36:02.617
excellent points by the way,

00:36:02.617 --> 00:36:08.039
that embedding this
in character development

00:36:08.039 --> 00:36:10.291
is so important.
Right?

00:36:10.291 --> 00:36:12.501
Letting them realize
that character development

00:36:12.501 --> 00:36:14.462
doesn't happen in a vacuum.

00:36:14.462 --> 00:36:16.297
It doesn't happen
in just a classroom

00:36:16.297 --> 00:36:18.633
or as you're
walking down the street.

00:36:18.633 --> 00:36:23.387
You're in an online world now
and it applies there as well.

00:36:23.387 --> 00:36:25.097
So I really like your points,

00:36:25.097 --> 00:36:28.017
especially that hence
why the emphasis now

00:36:28.017 --> 00:36:32.772
is not an acceptable use,
versus non-acceptable,

00:36:32.772 --> 00:36:34.106
the don'ts, the do's.

00:36:34.106 --> 00:36:35.733
It's more responsible use,

00:36:35.733 --> 00:36:38.235
where you now focus
on the student and hey,

00:36:38.235 --> 00:36:42.448
let me empower you to be able
to be a good digital citizen.

00:36:42.448 --> 00:36:46.369
And so that you'd be able to be
aware of not only security,

00:36:46.369 --> 00:36:50.790
but also just a good online,
developing a good,

00:36:50.790 --> 00:36:53.417
or being a part of
a good online community,

00:36:53.417 --> 00:36:54.627
and what does that mean.

00:36:55.378 --> 00:36:57.296
>>If I can I would jump in

00:36:57.296 --> 00:37:01.133
and just agreeing both
with Kristina and David here

00:37:01.133 --> 00:37:06.138
and maybe even offering
an additional twist to that.

00:37:06.138 --> 00:37:10.685
And that is, this is a really
challenging actually space

00:37:10.685 --> 00:37:14.313
to be educating people in
because it continues to evolve.

00:37:14.313 --> 00:37:17.274
Sort of like Rod spoke
about his early days in IT

00:37:17.274 --> 00:37:21.278
where everything was
in his control.

00:37:21.278 --> 00:37:23.406
And now like as Marlon
is suggesting,

00:37:23.406 --> 00:37:25.491
everything is kind of moving
to the cloud

00:37:25.491 --> 00:37:27.159
and we have lots of partners
and vendors.

00:37:27.159 --> 00:37:28.411
I mean it wouldn't be unusual

00:37:28.411 --> 00:37:30.121
for a regular
typical school district

00:37:30.121 --> 00:37:33.666
to have hundreds of partners
that they're working with that

00:37:33.666 --> 00:37:35.126
are involved in technology.

00:37:35.126 --> 00:37:36.961
And you may not,
you may be thinking,

00:37:36.961 --> 00:37:38.379
well, I don't know about that.

00:37:38.379 --> 00:37:41.632
Because they're not all, like,

00:37:41.632 --> 00:37:43.217
all of your vendors
and suppliers

00:37:43.217 --> 00:37:46.178
whether or not they are coming
in through the IT department,

00:37:46.178 --> 00:37:48.889
are now technology vendors
and running their systems,

00:37:48.889 --> 00:37:51.058
you know, relying on IT.

00:37:51.058 --> 00:37:52.935
So, that's complicated.

00:37:52.935 --> 00:37:56.272
But it's also the case
that the blurring

00:37:56.272 --> 00:38:01.777
between what kids in particular
but sometimes adults,

00:38:01.777 --> 00:38:04.613
particularly if you're talking
about like school board meetings

00:38:04.613 --> 00:38:10.911
and other public discussions
about how schools handle things.

00:38:10.911 --> 00:38:13.122
The blurring of what's
happening outside of school,

00:38:13.122 --> 00:38:15.624
off school networks,
on social media,

00:38:15.624 --> 00:38:17.960
and what's happening in school
and that impact. Right?

00:38:17.960 --> 00:38:20.880
So we can just look to I guess
it was a few weeks ago,

00:38:20.880 --> 00:38:27.219
there was a TikTok challenge
that was profoundly,

00:38:27.219 --> 00:38:29.471
had a profound impact
on schools.

00:38:29.471 --> 00:38:33.017
It didn't touch school
networks whatsoever.

00:38:33.017 --> 00:38:35.436
But it shut down, it literally
shut down schools

00:38:35.436 --> 00:38:38.272
over the threat
of physical violence.

00:38:38.272 --> 00:38:42.109
So it is a complicated,
I wish there were easy answers.

00:38:42.109 --> 00:38:44.445
But the fact of the matter
is that kids,

00:38:44.445 --> 00:38:48.115
the youngest kids now
are growing up with access

00:38:48.115 --> 00:38:51.952
to these devices,
you know, CAPA, whatever.

00:38:51.952 --> 00:38:54.872
They're using it.
Just a fact.

00:38:54.872 --> 00:38:57.166
And what they're
doing offline in spaces

00:38:57.166 --> 00:38:58.542
that are not controlled
by the school,

00:38:58.542 --> 00:39:00.002
are affecting
what's happening in school.

00:39:00.002 --> 00:39:03.214
It's a really
complicated situation.

00:39:03.214 --> 00:39:05.090
But it does underscore
this notion

00:39:05.090 --> 00:39:06.342
that Kristina
is talking about,

00:39:06.342 --> 00:39:10.512
we can't start too young
and we need to think broadly.

00:39:10.512 --> 00:39:12.890
I mean, parents need to know.

00:39:12.890 --> 00:39:15.309
Even frankly leadership
in K-12 needs to know.

00:39:15.309 --> 00:39:18.228
Because this is not an issue,
they're not IT experts.

00:39:18.228 --> 00:39:21.607
They don't, they shouldn't
have to be IT experts.

00:39:21.607 --> 00:39:24.193
But we shouldn't presume
that the adults understand

00:39:24.193 --> 00:39:26.278
this really any better
than the kids do too

00:39:26.278 --> 00:39:29.073
because honestly
I'm struggling to keep up

00:39:29.073 --> 00:39:30.950
with every new app
and tool and service

00:39:30.950 --> 00:39:32.284
and the way they're using it,

00:39:32.284 --> 00:39:35.162
much less everything that's
happening on the dark web.

00:39:35.162 --> 00:39:40.876
Which is a place that I only go
with kid gloves on

00:39:40.876 --> 00:39:42.294
and very occasionally.
Right?

00:39:42.294 --> 00:39:46.590
So, and that puts me in
a super small percent of folks.

00:39:49.802 --> 00:39:53.222
>>Great. That's great, right?
Because there's no assumptions.

00:39:53.222 --> 00:39:54.974
And I'll use this analogy.

00:39:54.974 --> 00:39:56.433
If someone told you,

00:39:56.433 --> 00:39:59.395
oh, I'm going to make
a baloney sandwich.

00:39:59.395 --> 00:40:01.271
You would think it had
two pieces of bread

00:40:01.271 --> 00:40:03.273
and a piece of baloney.

00:40:03.273 --> 00:40:07.695
Well and now it may be a baloney
and two pieces of lettuce.

00:40:07.695 --> 00:40:10.823
Or two pieces of lettuce
and a plant-based baloney.

00:40:10.823 --> 00:40:15.953
Right? There's no simple way
to even make a baloney sandwich.

00:40:15.953 --> 00:40:20.332
And now cybersecurity is even
more complex than that. Right?

00:40:20.332 --> 00:40:22.960
So, moving on
to the next question,

00:40:22.960 --> 00:40:26.296
I would say, how are everything
that we're talking about,

00:40:26.296 --> 00:40:29.675
these pointers, and Doug you
talked about violence

00:40:29.675 --> 00:40:32.302
and the TikTok challenge.

00:40:32.302 --> 00:40:35.889
How can organizations,
parents protect

00:40:35.889 --> 00:40:38.308
or put the practices in place

00:40:38.308 --> 00:40:43.814
to protect their students
against cyberbullying?

00:40:43.814 --> 00:40:45.899
>> You know, Marlon,
I don't know

00:40:45.899 --> 00:40:48.610
if I have much to add based
on what was already said.

00:40:48.610 --> 00:40:53.282
But those people that know
me would probably call me

00:40:53.282 --> 00:40:55.742
a broken record
about this particular issue,

00:40:55.742 --> 00:41:02.332
is that, you know,
protecting the cyber component

00:41:02.332 --> 00:41:05.210
of what we're doing
is so much more in my estimation

00:41:05.210 --> 00:41:10.507
about human awareness,
human behavior.

00:41:10.507 --> 00:41:16.221
Assuming we have the baseline
technical protections in place.

00:41:16.221 --> 00:41:20.809
The idea that as humans
interacting with technology

00:41:20.809 --> 00:41:25.314
and data
we're all security tools

00:41:25.314 --> 00:41:30.611
really that are there to
protect ourselves and our data.

00:41:30.611 --> 00:41:33.822
So I think it's important
that our users,

00:41:33.822 --> 00:41:36.116
that our staff
and student and parents,

00:41:36.116 --> 00:41:41.538
that they understand
their role in that.

00:41:41.538 --> 00:41:44.791
One of the things that I try
to do as much as I can

00:41:44.791 --> 00:41:49.379
is to tie what we're
doing here to real life.

00:41:49.379 --> 00:41:53.342
So that when we rolled out
multifactor authentication,

00:41:53.342 --> 00:41:56.220
and staff, oh, you know.

00:41:56.220 --> 00:41:59.139
But then by pointing out
to them,

00:41:59.139 --> 00:42:03.060
you know, your bank account,
your Target account, your -

00:42:03.060 --> 00:42:05.145
all those breaches that happened

00:42:05.145 --> 00:42:07.731
to probably many of them
in real life,

00:42:07.731 --> 00:42:09.566
to tie the importance of that

00:42:09.566 --> 00:42:12.945
to something
that's personal to them.

00:42:12.945 --> 00:42:17.115
I think that kind of helps
smooth the transition

00:42:17.115 --> 00:42:18.992
a little bit
to some of those

00:42:18.992 --> 00:42:24.414
maybe less popular protections
that we need to put in place.

00:42:24.414 --> 00:42:29.253
To just give them that feeling
that they do have some control,

00:42:29.253 --> 00:42:30.963
and that their behavior

00:42:30.963 --> 00:42:35.884
and what they do with that
is really important.

00:42:35.884 --> 00:42:39.096
And in the classroom
with students,

00:42:39.096 --> 00:42:44.101
where more and more teachers
are looking to,

00:42:44.101 --> 00:42:47.562
not that they're teaching
a lesson about data privacy

00:42:47.562 --> 00:42:49.231
or about security,

00:42:49.231 --> 00:42:53.110
but through a lot
of the state requirements

00:42:53.110 --> 00:42:55.737
that are in place now
for vetting applications

00:42:55.737 --> 00:42:57.823
and data privacy agreements.

00:42:57.823 --> 00:43:01.326
There's just a tremendously
elevated awareness

00:43:01.326 --> 00:43:04.746
and legal necessity
to do certain things.

00:43:04.746 --> 00:43:07.749
So that's starting to permeate
some of those conversations

00:43:07.749 --> 00:43:11.044
even in the classroom
so that as things are being done

00:43:11.044 --> 00:43:14.548
with students that
they're aware of it as well.

00:43:14.548 --> 00:43:16.508
I don't know if that answered
your particular question,

00:43:16.508 --> 00:43:17.801
Marlon,

00:43:17.801 --> 00:43:19.803
but there were some points
that I wanted to get out

00:43:19.803 --> 00:43:23.557
that were maybe a mishmash
of some other ones.

00:43:23.557 --> 00:43:26.643
>>I think there's
no wrong answers, Rod.

00:43:26.643 --> 00:43:30.564
No wrong answers.
This is all good information.

00:43:30.564 --> 00:43:33.984
Are there any ways
or best practices

00:43:33.984 --> 00:43:36.278
that you feel parents
or caregivers

00:43:36.278 --> 00:43:40.115
should look for in helping
protect their students

00:43:40.115 --> 00:43:41.199
from cyberbullying?

00:43:47.581 --> 00:43:48.582
Maybe Sean?

00:43:49.750 --> 00:43:50.625
>>Sorry about that.

00:43:50.625 --> 00:43:53.503
So, everyone has brought in

00:43:53.503 --> 00:43:56.590
a very great perspective
here on this.

00:43:56.590 --> 00:43:59.926
I think there's this team sport
mentality that has been echoed,

00:43:59.926 --> 00:44:01.261
without calling it
the team sport.

00:44:01.261 --> 00:44:03.096
And that sounds
a little cliché,

00:44:03.096 --> 00:44:06.141
but it takes a community
in cyber as we know.

00:44:06.141 --> 00:44:08.143
And that's state leaders,
superintendents,

00:44:08.143 --> 00:44:09.394
principals, teachers,

00:44:09.394 --> 00:44:12.314
all the way
to student and parent.

00:44:12.314 --> 00:44:13.690
I think we've touched on it,

00:44:13.690 --> 00:44:16.109
and not to kind of go
too far into it,

00:44:16.109 --> 00:44:18.236
but if you have a phone
you have apps,

00:44:18.236 --> 00:44:19.738
if you have apps
you have access,

00:44:19.738 --> 00:44:23.074
and there's data galore
on, your, you know.

00:44:23.074 --> 00:44:25.785
However old the individual is,

00:44:25.785 --> 00:44:28.872
there's just a lot
going on in one device now.

00:44:28.872 --> 00:44:31.791
Social media is something
that is prevalent,

00:44:31.791 --> 00:44:36.338
as Doug alluded to
and the others, Rod as well.

00:44:36.338 --> 00:44:39.090
There is this
interesting development

00:44:39.090 --> 00:44:43.595
too that Kristina brought up,
and I think going to the ethics.

00:44:43.595 --> 00:44:46.723
There's an ethics component
of this as a consumer,

00:44:46.723 --> 00:44:51.144
as a student, and having care,
but also presenting it

00:44:51.144 --> 00:44:56.149
in a way that is relatable
through K through 12,

00:44:56.149 --> 00:44:59.319
through a student lens,
is a real challenge.

00:44:59.319 --> 00:45:01.863
Still, you get
a group of us together

00:45:01.863 --> 00:45:04.324
that have been doing cyber
and IT for a decade

00:45:04.324 --> 00:45:06.034
and eyes can glaze
over pretty quick.

00:45:06.034 --> 00:45:09.120
So, how do you make it relevant
to the student population,

00:45:09.120 --> 00:45:11.414
toknow the do's and don'ts?

00:45:11.414 --> 00:45:13.875
There's a ton of
scary things out there,

00:45:13.875 --> 00:45:16.795
and it's not to create fear

00:45:16.795 --> 00:45:19.547
that you can't consume
and use apps safely,

00:45:19.547 --> 00:45:21.549
but knowing where those
parameters stretch

00:45:21.549 --> 00:45:24.469
in your day to day use
I think is really important.

00:45:24.469 --> 00:45:26.304
And I agree with
everyone's sentiments here.

00:45:26.304 --> 00:45:27.931
Like, we start at kindergarten

00:45:27.931 --> 00:45:31.434
and find a way to keep those
building blocks going forward.

00:45:31.434 --> 00:45:34.562
K through 12 is a better
starting point.

00:45:34.562 --> 00:45:36.314
And there might be
some light touch issues

00:45:36.314 --> 00:45:39.317
that we can get
starting there,

00:45:39.317 --> 00:45:41.319
and then keep it as,
you know, again,

00:45:41.319 --> 00:45:44.572
a daily kind of consciousness
around what it is

00:45:44.572 --> 00:45:50.453
to be using these devices
and these tools long term.

00:45:50.453 --> 00:45:52.914
As far as
the cyberbullying goes,

00:45:52.914 --> 00:45:56.042
I know that there are
a lot of resources out there.

00:45:56.042 --> 00:45:57.877
I know that
there's been a lot

00:45:57.877 --> 00:46:00.213
even from the mental
health community as well,

00:46:00.213 --> 00:46:03.967
who have put in research hours
out there

00:46:03.967 --> 00:46:08.471
for students as well
as parents and educators.

00:46:08.471 --> 00:46:11.599
And I think for me,

00:46:11.599 --> 00:46:15.145
whether students
are involved in gaming

00:46:15.145 --> 00:46:18.523
or using apps for gaming,
as well as,

00:46:18.523 --> 00:46:21.484
and not the educational gaming,
just to be clear,

00:46:21.484 --> 00:46:24.237
just for recreational,
the gaming thing.

00:46:24.237 --> 00:46:26.156
I think there is
a data consumption

00:46:26.156 --> 00:46:30.285
or even a screen time discussion
that's been going on.

00:46:30.285 --> 00:46:32.787
If you're constantly
staring at your laptop

00:46:32.787 --> 00:46:34.164
for a couple hours in a day,

00:46:34.164 --> 00:46:37.083
as we all are,
especially in remote times,

00:46:37.083 --> 00:46:38.585
and then you're going
into a space

00:46:38.585 --> 00:46:40.170
where you always have
a phone nearby

00:46:40.170 --> 00:46:41.713
and your children
have a phone nearby,

00:46:41.713 --> 00:46:43.923
and we're checking our email,

00:46:43.923 --> 00:46:46.009
we're checking our
social media accounts.

00:46:46.009 --> 00:46:48.595
I think there's almost
this health and wellness

00:46:48.595 --> 00:46:49.929
kind of mindset and mentality

00:46:49.929 --> 00:46:52.640
that some of those
in the mental health

00:46:52.640 --> 00:46:56.478
and behavioral science aspect
of things bring to light.

00:46:56.478 --> 00:46:59.939
There's new digital apps
even that have well-being apps

00:46:59.939 --> 00:47:03.485
that can help kind of monitor
how much usage is being done

00:47:03.485 --> 00:47:09.240
by you as a parent and/or you as
your student or your children.

00:47:09.240 --> 00:47:13.286
And I think that's
a good check on again,

00:47:13.286 --> 00:47:17.040
talking about ethics
might be a stretch,

00:47:17.040 --> 00:47:22.420
but how you are approaching your
day in life with technology.

00:47:22.420 --> 00:47:25.632
And it lends itself
too to having,

00:47:25.632 --> 00:47:27.509
getting into those
uncomfortable spots

00:47:27.509 --> 00:47:30.804
where you have to talk
about what are you posting?

00:47:30.804 --> 00:47:33.890
What does that mean
to have a post out there?

00:47:33.890 --> 00:47:35.642
What kind of pictures
you're putting out there

00:47:35.642 --> 00:47:38.978
for the world to see,
what privacy settings are.

00:47:38.978 --> 00:47:40.814
I mean you can
never be too young

00:47:40.814 --> 00:47:46.986
to have a privacy discussion
and what that means long term.

00:47:46.986 --> 00:47:48.571
And all of those
kind of dovetail

00:47:48.571 --> 00:47:51.824
into future iterations
of curriculum,

00:47:51.824 --> 00:47:54.661
future iterations
of educational approach.

00:47:54.661 --> 00:47:57.997
And let's not be absent
of the community impact

00:47:57.997 --> 00:47:59.666
and the community
aspect of that.

00:47:59.666 --> 00:48:03.253
Again, state leaders down
to the superintendents,

00:48:03.253 --> 00:48:05.505
down to the teachers,
down to the parents,

00:48:05.505 --> 00:48:06.798
can all be community minded

00:48:06.798 --> 00:48:09.342
and are for a lot
of different issues.

00:48:09.342 --> 00:48:12.679
The IT and the cyber community
and the infosec community

00:48:12.679 --> 00:48:14.347
are in every state.

00:48:14.347 --> 00:48:15.515
There's associations,

00:48:15.515 --> 00:48:17.976
there's organizations
that are volunteering.

00:48:17.976 --> 00:48:20.270
There's B sides.
There's other things like that.

00:48:20.270 --> 00:48:21.980
Reach out to your
community leaders.

00:48:21.980 --> 00:48:23.481
I mean, you can go
to Google and say,

00:48:23.481 --> 00:48:26.401
who are the community
leaders in cyber and IT,

00:48:26.401 --> 00:48:28.903
find volunteer ways
to bring those individuals

00:48:28.903 --> 00:48:30.738
and those experts
into your community.

00:48:30.738 --> 00:48:32.323
And have those discussions.

00:48:32.323 --> 00:48:33.866
Get uncomfortable
with some of the topics too,

00:48:33.866 --> 00:48:35.285
because there are some
uncomfortable ones

00:48:35.285 --> 00:48:37.954
that students need to hear about
just as much as parents do.

00:48:37.954 --> 00:48:40.039
So that sounds more like a rant,

00:48:40.039 --> 00:48:41.374
and I know I don't want
to take up

00:48:41.374 --> 00:48:43.751
all the mic time here
towards the end.

00:48:43.751 --> 00:48:47.213
But I'm throwing that out there
for the group as well.

00:48:47.213 --> 00:48:50.508
>>Sean, and just one point,

00:48:50.508 --> 00:48:51.968
and Doug probably
remembers this,

00:48:51.968 --> 00:48:56.014
Jared Fokens had a group
not too long ago, right?

00:48:56.014 --> 00:48:59.475
It was a Bring Your Hacker
to School program that he had.

00:48:59.475 --> 00:49:04.647
And he, I got the privilege
to be co-presenting with him

00:49:04.647 --> 00:49:07.817
to an ESL group
of students in Virginia.

00:49:07.817 --> 00:49:11.738
And it was fascinating.
They were fascinated about his,

00:49:11.738 --> 00:49:16.451
because he was the hacker,
I was just the interpreter,

00:49:16.451 --> 00:49:18.619
but it was just fascinated
for them.

00:49:18.619 --> 00:49:21.789
And it made a huge impact
for community's sake,

00:49:21.789 --> 00:49:24.334
for what hacking really meant,

00:49:24.334 --> 00:49:27.295
and you know,
the stereotypes and so forth.

00:49:27.295 --> 00:49:30.757
So, programs like that,
just to back up Sean's point,

00:49:30.757 --> 00:49:32.592
are really, really important.

00:49:32.592 --> 00:49:35.470
>>Yeah, if I can jump
in there next, David.

00:49:35.470 --> 00:49:40.641
I think I agree with everything
that folks have been saying.

00:49:40.641 --> 00:49:43.311
I think as a parent,
back to that parent perspective.

00:49:43.311 --> 00:49:46.397
I mean having that open
communication with your child

00:49:46.397 --> 00:49:50.151
is going to be critical to be
able to help them through this.

00:49:50.151 --> 00:49:54.030
And hopefully whether
a parent is able,

00:49:54.030 --> 00:49:57.158
those relationships exist
for a kid at home,

00:49:57.158 --> 00:49:58.826
hopefully there's
opportunities at school

00:49:58.826 --> 00:50:00.787
as well for students
to be able to come forward

00:50:00.787 --> 00:50:04.999
and to have cyber
incidents of concern,

00:50:04.999 --> 00:50:06.584
bullying or other
things they see,

00:50:06.584 --> 00:50:08.169
have an adult there
that they can talk to

00:50:08.169 --> 00:50:10.588
who will support them.
Right?

00:50:10.588 --> 00:50:11.798
Listen to them
and support them,

00:50:11.798 --> 00:50:14.592
whether that's their teacher
or a counselor.

00:50:14.592 --> 00:50:18.221
I know that counselors
are really scarce right now,

00:50:18.221 --> 00:50:20.640
but students need that
kind of support

00:50:20.640 --> 00:50:22.391
and they may or may not
be able to get

00:50:22.391 --> 00:50:24.477
that at home unfortunately.

00:50:24.477 --> 00:50:26.646
Ideally they can.

00:50:26.646 --> 00:50:29.190
I will say just
a couple of things.

00:50:29.190 --> 00:50:32.109
General advice that we give
to parents, frankly,

00:50:32.109 --> 00:50:36.489
is that unless you have some
compelling reason not to do it,

00:50:36.489 --> 00:50:38.324
to proactively take the step

00:50:38.324 --> 00:50:41.994
to lock your child's
credit records down

00:50:41.994 --> 00:50:43.663
until they are
an age of majority.

00:50:45.790 --> 00:50:48.626
Some of the dangers
that students do face online

00:50:48.626 --> 00:50:52.922
involve identity theft
from criminal organizations

00:50:52.922 --> 00:50:55.633
who actually find
children's identity information

00:50:55.633 --> 00:50:57.927
more valuable than
adults' information.

00:50:57.927 --> 00:51:00.471
That may seem counterintuitive
because of course as adults

00:51:00.471 --> 00:51:04.809
we have checking accounts
and credit cards and incomes,

00:51:04.809 --> 00:51:07.812
but kids' credit records
are unmonitored.

00:51:07.812 --> 00:51:09.146
They're a blank slate.

00:51:09.146 --> 00:51:10.815
And so criminals
can abuse them

00:51:10.815 --> 00:51:13.484
for a longer period of time
and as a result,

00:51:13.484 --> 00:51:15.069
they're actually
considered more valuable

00:51:15.069 --> 00:51:17.154
than adult
identity information.

00:51:17.154 --> 00:51:18.447
The other thing
that I would note is

00:51:18.447 --> 00:51:19.699
that if you have a student,

00:51:19.699 --> 00:51:24.287
a child who is very tech-savvy,
really into technology.

00:51:24.287 --> 00:51:26.289
I think it's important
to help them channel

00:51:26.289 --> 00:51:28.291
those energies
in a productive way.

00:51:28.291 --> 00:51:31.961
I think both Sean and David
have mentioned programs

00:51:31.961 --> 00:51:34.630
to get kids involved, right?

00:51:34.630 --> 00:51:38.384
Because I've seen
many cases where kids,

00:51:38.384 --> 00:51:40.636
middle school kids,
upper elementary,

00:51:40.636 --> 00:51:42.972
high school kids
who are tech-savvy,

00:51:42.972 --> 00:51:46.225
who get bored, who lack
that mentorship and direction

00:51:46.225 --> 00:51:50.187
who end up sort of falling on
the wrong side of the equation

00:51:50.187 --> 00:51:53.232
and ended up getting
themselves into trouble.

00:51:53.232 --> 00:51:55.901
In many cases if they had
the opportunity

00:51:55.901 --> 00:51:59.864
to engage in a program like what
David was talking about it

00:51:59.864 --> 00:52:02.825
would make all the difference
and open their eyes.

00:52:02.825 --> 00:52:04.785
There are a number of programs

00:52:04.785 --> 00:52:07.455
that are available
to schools right now,

00:52:07.455 --> 00:52:10.791
and groups that I know would
love to partner with schools

00:52:10.791 --> 00:52:14.628
to provide this kind of guidance
and mentorship and support.

00:52:14.628 --> 00:52:17.506
I know Cyber Patriots
is one such program.

00:52:17.506 --> 00:52:19.216
There are many
online competitions

00:52:19.216 --> 00:52:21.469
that are open to students

00:52:21.469 --> 00:52:23.220
and they can be made
available to students

00:52:23.220 --> 00:52:26.974
even if your school
does not offer

00:52:26.974 --> 00:52:28.976
like even
a computer science course.

00:52:28.976 --> 00:52:30.353
And I think a lot
of these groups

00:52:30.353 --> 00:52:34.648
would be more than delighted
to come in and work with schools

00:52:34.648 --> 00:52:35.983
and work with those students

00:52:35.983 --> 00:52:40.696
who have that intense interest
in technology, as many do.

00:52:42.239 --> 00:52:44.492
>>Yeah, that's great, Doug.

00:52:44.492 --> 00:52:49.288
And I would just say to close
this out, social awareness.

00:52:49.288 --> 00:52:52.792
When I grew up, I had
to actually meet someone,

00:52:52.792 --> 00:52:56.962
meet a young lady at a,
or a movie,

00:52:56.962 --> 00:53:00.049
and she would tell me,
you're ugly, I don't like you.

00:53:00.049 --> 00:53:03.052
Right?
Now you just get online,

00:53:03.052 --> 00:53:08.516
and kids are accepted by just
being on Instagram or TikTok

00:53:08.516 --> 00:53:12.812
and they're getting immediate
negative feedback instantly.

00:53:12.812 --> 00:53:19.318
You're not pretty, you're not
wanted, you're not smart. Right?

00:53:19.318 --> 00:53:22.947
Have that talk
with your child,

00:53:22.947 --> 00:53:27.326
and give them, always promote
positive energy into them

00:53:27.326 --> 00:53:29.703
because they live
in a world right now

00:53:29.703 --> 00:53:32.748
that is full
of social negativity.

00:53:32.748 --> 00:53:34.500
So I'll just stop
right with that.

00:53:34.500 --> 00:53:38.504
And we only have five minutes
so, the last question is,

00:53:38.504 --> 00:53:40.589
we talked about gamification

00:53:40.589 --> 00:53:44.718
and that came up
in a couple of responses.

00:53:44.718 --> 00:53:50.307
Is anyone using gamification
to help promote cyber training?

00:53:50.307 --> 00:53:51.517
And shout out to Ginny,

00:53:51.517 --> 00:53:54.603
I won't say your last name,
shout out to Gin L.

00:53:54.603 --> 00:53:58.440
She said, onboarding, make sure
you do cyber security training.

00:53:58.440 --> 00:54:01.652
I read that in the chat,
Gin L., we do read the chat.

00:54:01.652 --> 00:54:03.279
I know most people think
they type in that

00:54:03.279 --> 00:54:04.488
and we don't look at it.

00:54:04.488 --> 00:54:07.157
I'm looking at it,
so shout out to you.

00:54:07.157 --> 00:54:08.367
Anyone?

00:54:08.367 --> 00:54:11.370
>>I'll toss two
quick things out, Marlon.

00:54:11.370 --> 00:54:17.835
One thing is that email is one
of our biggest attack vectors

00:54:17.835 --> 00:54:23.173
whether it be ransomware
or just any of the bad stuff

00:54:23.173 --> 00:54:24.633
you can get through email.

00:54:24.633 --> 00:54:26.719
And like many institutions,

00:54:26.719 --> 00:54:31.473
we have used phishing awareness
and training software

00:54:31.473 --> 00:54:35.603
where we actually go through
campaigns every other week.

00:54:35.603 --> 00:54:38.939
And it kind of becomes
a competition of sorts.

00:54:38.939 --> 00:54:41.025
You know, someone will
walk down the hall and say,

00:54:41.025 --> 00:54:43.402
ah, Rod,
you tried to get me today.

00:54:43.402 --> 00:54:45.821
Other districts I've heard have,
went to the point

00:54:45.821 --> 00:54:49.325
where even departments have
contests against each other.

00:54:49.325 --> 00:54:52.494
And so maybe not
totally gamification,

00:54:52.494 --> 00:54:56.373
but there's ways
to use tools like that

00:54:56.373 --> 00:54:59.501
and kind of keep
the seriousness,

00:54:59.501 --> 00:55:03.797
but bring some levity to it and
kind of build that competitive.

00:55:03.797 --> 00:55:06.967
The other thing
I'll put in a plug for, CoSN,

00:55:06.967 --> 00:55:09.845
the group
that I'm involved with,

00:55:09.845 --> 00:55:12.973
and part of the cyber security
initiative there.

00:55:12.973 --> 00:55:14.475
We're, through a partnership,

00:55:14.475 --> 00:55:18.937
we're developing an instant
response tabletop game.

00:55:18.937 --> 00:55:21.231
It's going to be
an online game.

00:55:21.231 --> 00:55:24.318
But the idea is that
as institutions,

00:55:24.318 --> 00:55:26.236
it's so critical
that they develop

00:55:26.236 --> 00:55:28.238
an incident response plan.

00:55:28.238 --> 00:55:30.949
And one of the things
is testing that plan

00:55:30.949 --> 00:55:33.827
and walking through scenarios.

00:55:33.827 --> 00:55:37.122
So we're trying to build
this database of here

00:55:37.122 --> 00:55:40.834
are various incidents
and what could happen next.

00:55:40.834 --> 00:55:44.254
And if anyone on the meeting

00:55:44.254 --> 00:55:48.133
is going to the CoSN conference
in Nashville in April,

00:55:48.133 --> 00:55:50.928
we're hoping to debut
that game there.

00:55:50.928 --> 00:55:52.304
And we'll see how it goes.

00:55:52.304 --> 00:55:54.431
It may just end up
being a conversation

00:55:54.431 --> 00:55:57.935
about incident response,
or we may play the game.

00:55:57.935 --> 00:56:00.562
But if nothing else
it'll be a win-win

00:56:00.562 --> 00:56:03.315
because the more conversation
you can have

00:56:03.315 --> 00:56:08.904
about potential scenarios
and what actions to take,

00:56:08.904 --> 00:56:10.697
is a win-win.
So, thank you.

00:56:14.034 --> 00:56:16.537
>>I'll throw it out as well.

00:56:16.537 --> 00:56:20.207
Not exactly where all my
expertise is along the way,

00:56:20.207 --> 00:56:22.251
but gamification is
a really interesting concept.

00:56:22.251 --> 00:56:25.003
You're looking
for ways to motivate,

00:56:25.003 --> 00:56:28.465
ways to increase engagement,
and become more relevant

00:56:28.465 --> 00:56:32.386
with what's out there
from a consumer aspect

00:56:32.386 --> 00:56:34.346
of apps, technology, games.

00:56:34.346 --> 00:56:37.683
And we know that
there's e-sports is one,

00:56:37.683 --> 00:56:38.934
is becoming a thing.

00:56:38.934 --> 00:56:41.520
There's coaches
now at universities,

00:56:41.520 --> 00:56:43.730
at high schools
and your local areas

00:56:43.730 --> 00:56:46.775
and you get a paid-for team.

00:56:46.775 --> 00:56:48.569
So there's things
that we can point

00:56:48.569 --> 00:56:50.612
at that say
people are interested

00:56:50.612 --> 00:56:52.531
and they're going
in that direction.

00:56:52.531 --> 00:56:54.324
And I hate to say
something so obvious,

00:56:54.324 --> 00:56:56.160
but I know there's
a lot of research,

00:56:56.160 --> 00:56:59.246
and I think there is actual,
you know, at the universities

00:56:59.246 --> 00:57:02.749
and again maybe more through
the behavioral sciences

00:57:02.749 --> 00:57:04.668
of some of
our university channels,

00:57:04.668 --> 00:57:08.547
they're looking at the
modalities of gamification

00:57:08.547 --> 00:57:10.382
and what's working
and what's not.

00:57:10.382 --> 00:57:13.343
I think a big component of that
is some of these companies

00:57:13.343 --> 00:57:15.429
that are going out
with the gamification is,

00:57:15.429 --> 00:57:18.098
can they put content in that
the individual recipient

00:57:18.098 --> 00:57:20.976
can learn something from,
and it's digitized

00:57:20.976 --> 00:57:24.521
and it's different
than just the textbook approach.

00:57:24.521 --> 00:57:27.024
I'm not laden with all
the best practices

00:57:27.024 --> 00:57:28.650
by any stretch
of the imagination,

00:57:28.650 --> 00:57:30.861
but I know that there's
some services out there.

00:57:30.861 --> 00:57:33.155
I've come across
some gamification concepts

00:57:33.155 --> 00:57:34.948
around education.

00:57:34.948 --> 00:57:36.491
And I think
it's still pretty novel.

00:57:36.491 --> 00:57:39.328
I think we've got years
ahead of us with research

00:57:39.328 --> 00:57:42.664
that's going to point us
in the direction around that

00:57:42.664 --> 00:57:44.499
and it's an interesting space.

00:57:44.499 --> 00:57:45.167
I think it's going to be

00:57:45.167 --> 00:57:48.337
and is obviously a very new way
of doing things.

00:57:48.337 --> 00:57:51.632
And I think as long
as it's driving

00:57:51.632 --> 00:57:53.216
the right behavior, again.

00:57:53.216 --> 00:57:56.094
And as check marks
I'd be looking for

00:57:56.094 --> 00:57:57.721
does it increase engagement,

00:57:57.721 --> 00:58:00.933
and is attention
and focus going in there,

00:58:00.933 --> 00:58:05.312
and are students and/or parents
or whoever is consuming

00:58:05.312 --> 00:58:07.814
it actually getting something
from the content?

00:58:07.814 --> 00:58:09.483
I'll leave it at that
and maybe the group

00:58:09.483 --> 00:58:11.068
has something else
to chime in on,

00:58:11.068 --> 00:58:14.988
but my thoughts are on
the gamification right now.

00:58:14.988 --> 00:58:18.283
>>I want to just,
I know there's probably,

00:58:18.283 --> 00:58:21.453
I want to take,
you've got one minute,

00:58:21.453 --> 00:58:24.331
whoever wants to take it
between Kristina and Doug,

00:58:24.331 --> 00:58:26.833
which one do you want?
Which one wants it?

00:58:26.833 --> 00:58:28.835
Doug, you got thirty
five seconds, brother.

00:58:28.835 --> 00:58:30.003
>>Got it.

00:58:30.003 --> 00:58:32.923
So look, all I want
to emphasize here is,

00:58:32.923 --> 00:58:35.842
we know there is no shortage
of guidance and advice

00:58:35.842 --> 00:58:38.637
that are available
from cybersecurity experts.

00:58:38.637 --> 00:58:41.515
And I think the challenge
that we have in K-12

00:58:41.515 --> 00:58:45.435
is translating that information
in a way that is actionable

00:58:45.435 --> 00:58:49.022
and speaks to the K-12 audience,
whether that's students,

00:58:49.022 --> 00:58:51.525
teachers, administrators,
what have you.

00:58:51.525 --> 00:58:53.485
I mean that is why K-12
Six launched,

00:58:53.485 --> 00:58:58.031
to be that translation player
between that great information,

00:58:58.031 --> 00:59:01.576
delivered in a way and a context
that works for K-12.

00:59:01.576 --> 00:59:04.496
So I think gamification
is an example of that.

00:59:04.496 --> 00:59:06.623
I think we have, I think
it's a great example,

00:59:06.623 --> 00:59:07.833
it's very promising.

00:59:07.833 --> 00:59:10.127
I think we have a lot
of work to do though,

00:59:10.127 --> 00:59:12.504
to help the K-12 sector
take advantage

00:59:12.504 --> 00:59:15.173
of all of the expertise
that is available out there

00:59:15.173 --> 00:59:19.928
and it's not through really long
technical jargon laden reports.

00:59:19.928 --> 00:59:22.472
Right?
We just don't have the time.

00:59:22.472 --> 00:59:23.890
It needs to be delivered to us

00:59:23.890 --> 00:59:27.686
in a way that we can receive it
and act on it.

00:59:27.686 --> 00:59:28.979
>>Thank you.

00:59:28.979 --> 00:59:31.356
Kristina, I saw you,
escape room.

00:59:31.356 --> 00:59:33.817
Kristina has an escape room
from ED.

00:59:33.817 --> 00:59:35.569
So, as gamification.

00:59:35.569 --> 00:59:37.654
>>I mean, I should
talk to our own CIO

00:59:37.654 --> 00:59:38.947
to see if we can get it out.

00:59:38.947 --> 00:59:40.824
Because it's actually
really good.

00:59:40.824 --> 00:59:42.826
So, I'll follow up.

00:59:43.869 --> 00:59:47.831
>>Lindsay, it's back to you.
We start right at 12:30.

00:59:47.831 --> 00:59:49.458
>>I know, you guys
have been great.

00:59:49.458 --> 00:59:51.626
And Marlon, thank you so much

00:59:51.626 --> 00:59:53.545
and thanks to all
of our panelists

00:59:53.545 --> 00:59:57.007
for a really fantastic and
informative conversation today.

00:59:57.007 --> 00:59:58.592
We heard really great insights

00:59:58.592 --> 01:00:00.677
on everything
from protecting student data

01:00:00.677 --> 01:00:03.263
and understanding tools
available to combat risks,

01:00:03.263 --> 01:00:06.308
to taking a whole community
approach to cybersecurity.

01:00:06.308 --> 01:00:08.143
So again, I want to thank
all of our panelists

01:00:08.143 --> 01:00:10.645
for sharing their expertise
and guidance.

01:00:10.645 --> 01:00:12.606
And really a huge thank you
to all of our attendees

01:00:12.606 --> 01:00:15.150
for being with us today
and for all of your comments,

01:00:15.150 --> 01:00:17.819
the questions,
really appreciated.

01:00:17.819 --> 01:00:20.488
So with that I'm now going to
turn the floor over to Kristy

01:00:20.488 --> 01:00:23.783
who will introduce
the final workshop of the forum.

01:00:23.783 --> 01:00:25.202
Kristy, over to you.