WEBVTT 00:00:00.800 --> 00:00:01.800 >>Good morning, everyone, 00:00:01.800 --> 00:00:06.160 and welcome back to day two of our Digital Forum on Prevention 00:00:06.160 --> 00:00:07.800 looking at the digital ecosystems 00:00:07.800 --> 00:00:11.480 of student security, safety, and wellbeing presented together 00:00:11.480 --> 00:00:14.160 with the U.S. Department of Homeland Security Center 00:00:14.160 --> 00:00:17.840 for Prevention Programs and Partnerships, CP3, 00:00:17.840 --> 00:00:20.120 the Cybersecurity and Infrastructure Security 00:00:20.120 --> 00:00:23.240 Agency School Safety Taskforce, 00:00:23.240 --> 00:00:24.920 and with the Department of Education 00:00:24.920 --> 00:00:27.400 Office of Educational Technology. 00:00:27.400 --> 00:00:29.000 Yesterday we heard from the experts 00:00:29.000 --> 00:00:31.680 on online safety and digital literacy 00:00:31.680 --> 00:00:34.000 and hosted opening remarks from DHS' 00:00:34.000 --> 00:00:37.560 Under Secretary of Policy and CISA's 00:00:37.560 --> 00:00:41.560 Executive Assistant Director for Infrastructure Security. 00:00:41.560 --> 00:00:44.080 Today I am happy to introduce some video remarks 00:00:44.080 --> 00:00:47.080 from Mr. Roberto Rodriguez who is the Assistant Secretary 00:00:47.080 --> 00:00:50.200 for Planning, Evaluation, and Policy Development 00:00:50.200 --> 00:00:53.480 at the Department of Education to open our forum today. 00:00:53.480 --> 00:00:56.200 Ben, please play Mr. Rodriguez' remarks. 00:00:58.800 --> 00:01:00.040 >>Good morning. 00:01:00.040 --> 00:01:03.360 It's my pleasure to welcome you to day two of our forum. 00:01:03.360 --> 00:01:04.680 I'm Roberto Rodriguez, 00:01:04.680 --> 00:01:07.040 Assistant Secretary for Policy and Planning 00:01:07.040 --> 00:01:09.400 here at the Department of Education. 00:01:09.400 --> 00:01:11.560 We're so pleased to be working in collaboration 00:01:11.560 --> 00:01:13.800 with the Department of Homeland Security 00:01:13.800 --> 00:01:16.680 and the Center for Prevention Programs and Partnerships 00:01:16.680 --> 00:01:18.160 in co-hosting this forum. 00:01:18.800 --> 00:01:20.920 I want to also thank Cybersecurity 00:01:20.920 --> 00:01:22.760 and Infrastructure Security Agency 00:01:22.760 --> 00:01:25.280 for their partnership in this effort. 00:01:25.280 --> 00:01:27.960 Thanks to each of you for taking time out of your day 00:01:27.960 --> 00:01:30.840 to join and participate in today's forum. 00:01:30.840 --> 00:01:32.200 When we began planning, 00:01:32.200 --> 00:01:35.440 we sought to foster robust collaboration and discussion 00:01:35.440 --> 00:01:37.400 from diverse sectors, 00:01:37.400 --> 00:01:39.440 and you helped us achieve that goal, 00:01:39.440 --> 00:01:42.200 particularly during yesterday's online safety 00:01:42.200 --> 00:01:44.680 and digital learning panels. 00:01:44.680 --> 00:01:47.080 Today's programming will include additional content 00:01:47.080 --> 00:01:48.800 on our priorities and mission here 00:01:48.800 --> 00:01:50.680 at the Department of Education, 00:01:50.680 --> 00:01:53.840 including hearing from our Office of Educational Technology 00:01:53.840 --> 00:01:56.680 and from our outstanding Deputy Director of OET, 00:01:56.680 --> 00:01:58.760 Kristina Ishmael. 00:01:58.760 --> 00:02:00.040 We're thrilled about the efforts 00:02:00.040 --> 00:02:03.280 underway across the whole of government and across sectors 00:02:03.280 --> 00:02:07.200 to empower learners to navigate digital spaces. 00:02:07.200 --> 00:02:09.400 We have an opportunity and an obligation 00:02:09.400 --> 00:02:11.000 to support our young people 00:02:11.000 --> 00:02:12.840 in navigating those spaces 00:02:12.840 --> 00:02:15.600 in ways that advance their learning and success, 00:02:15.600 --> 00:02:17.800 in ways that can unleash new possibilities 00:02:17.800 --> 00:02:20.600 to prepare them for college and careers, 00:02:20.600 --> 00:02:24.120 and in ways that foster their health and well-being. 00:02:24.120 --> 00:02:28.040 Our education landscape has evolved by leaps and bounds. 00:02:28.040 --> 00:02:30.280 Technology has become a core component 00:02:30.280 --> 00:02:33.200 of nearly every process in education, 00:02:33.200 --> 00:02:35.400 and it opens the door to numerous opportunities 00:02:35.400 --> 00:02:38.440 for academic and whole child supports. 00:02:38.440 --> 00:02:42.560 With those opportunities comes a need and a responsibility 00:02:42.560 --> 00:02:44.280 to ensure our digital infrastructure 00:02:44.280 --> 00:02:46.160 promotes student safety, 00:02:46.160 --> 00:02:50.680 privacy, and security, as well as accessibility. 00:02:50.680 --> 00:02:52.640 The Department of Education has long supported 00:02:52.640 --> 00:02:55.640 the safe and effective use of technology. 00:02:55.640 --> 00:02:58.080 That commitment has led to resources 00:02:58.080 --> 00:03:00.400 such as the Readiness and Emergency Management 00:03:00.400 --> 00:03:01.920 for School Center, 00:03:01.920 --> 00:03:02.800 the National Center 00:03:02.800 --> 00:03:05.600 for Safe and Supportive Learning Environments, 00:03:05.600 --> 00:03:07.560 and StopBullying.gov, 00:03:07.560 --> 00:03:09.240 a collaboration across government 00:03:09.240 --> 00:03:12.640 to support the well-being of children and youth. 00:03:12.640 --> 00:03:14.800 We know more today than ever before 00:03:14.800 --> 00:03:17.400 about raising awareness and taking action 00:03:17.400 --> 00:03:21.280 to address the challenges and opportunities ahead. 00:03:21.280 --> 00:03:22.640 There's been a significant increase 00:03:22.640 --> 00:03:24.600 in cybersecurity attacks in our schools 00:03:24.600 --> 00:03:27.320 over the last several years. 00:03:27.320 --> 00:03:29.120 Sixty-seven percent of parents 00:03:29.120 --> 00:03:32.760 are uninformed about cybersecurity issues, 00:03:32.760 --> 00:03:35.320 and 22 percent of district administrators 00:03:35.320 --> 00:03:39.280 identify their current concern level as high. 00:03:39.280 --> 00:03:43.440 As we navigate the Covid-19 pandemic over the past two years 00:03:43.440 --> 00:03:46.040 and face an increase in the use of technology 00:03:46.040 --> 00:03:48.280 for teaching and engaging students, 00:03:48.280 --> 00:03:51.800 it's imperative that school systems and education providers 00:03:51.800 --> 00:03:54.760 deliver safe digital learning experiences. 00:03:54.760 --> 00:03:57.200 As a parent myself of two teenage students 00:03:57.200 --> 00:04:00.480 who are avid participants in our digital ecosystem, 00:04:00.480 --> 00:04:02.680 I can personally attest to the importance 00:04:02.680 --> 00:04:04.720 of improving digital literacy 00:04:04.720 --> 00:04:07.960 and establishing safe digital practices. 00:04:07.960 --> 00:04:09.840 We all have a role to play 00:04:09.840 --> 00:04:12.600 from state education leaders and legislators 00:04:12.600 --> 00:04:17.000 to teachers, students, parents, and caregivers. 00:04:17.000 --> 00:04:18.960 It's our shared responsibility 00:04:18.960 --> 00:04:21.160 to ensure that we're all made to feel comfortable 00:04:21.160 --> 00:04:23.800 in digital environments. 00:04:23.800 --> 00:04:25.640 The discussions that took place yesterday 00:04:25.640 --> 00:04:29.760 around threat assessments, creating positive online spaces, 00:04:29.760 --> 00:04:33.120 and building digital literacy to support civic discourse 00:04:33.120 --> 00:04:35.920 are all critical to this charge. 00:04:35.920 --> 00:04:37.640 To continue this momentum 00:04:37.640 --> 00:04:40.480 today is about cultivating a culture of resiliency 00:04:40.480 --> 00:04:42.280 within technology, 00:04:42.280 --> 00:04:45.960 to build safe digital ecosystems. 00:04:45.960 --> 00:04:48.200 We'll hear from experts across various fields 00:04:48.200 --> 00:04:49.960 who play an important role 00:04:49.960 --> 00:04:53.040 in building healthy digital ecosystems. 00:04:53.040 --> 00:04:57.600 We'll hear from students, policymakers, education leaders, 00:04:57.600 --> 00:05:00.440 and state and local agency leaders. 00:05:00.440 --> 00:05:02.440 We'll deepen our understanding together 00:05:02.440 --> 00:05:05.000 of what it takes to foster digital ecosystems 00:05:05.000 --> 00:05:07.600 that work for all learners and educators, 00:05:07.600 --> 00:05:09.200 all while maintaining safety. 00:05:10.520 --> 00:05:12.800 Thanks again for your dedication of time 00:05:12.800 --> 00:05:15.200 and ideas towards this charge. 00:05:15.200 --> 00:05:18.040 Together we can work to build the digital environments 00:05:18.040 --> 00:05:21.400 our students deserve to learn, grow, and thrive 00:05:21.400 --> 00:05:23.040 in a safe and supporting way. 00:05:40.200 --> 00:05:41.800 >>Thank you to the Department of Education 00:05:41.800 --> 00:05:44.600 and Assistant Secretary Rodriguez for those remarks. 00:05:44.600 --> 00:05:45.880 Without further ado, 00:05:45.880 --> 00:05:49.160 let's get started with our third panel of this forum. 00:05:49.160 --> 00:05:50.800 Invent2Prevent is a program 00:05:50.800 --> 00:05:54.200 implemented by the McCain Institute and EdVenture Partners 00:05:54.200 --> 00:05:56.000 and funded by CP3 00:05:56.000 --> 00:05:58.800 that challenges both university and high school students 00:05:58.800 --> 00:06:01.480 over the course of one or two semesters 00:06:01.480 --> 00:06:04.440 to develop their own dynamic products, tools, 00:06:04.440 --> 00:06:08.040 or initiatives to prevent targeted violence and terrorism. 00:06:08.040 --> 00:06:10.800 This panel featuring student presenters 00:06:10.800 --> 00:06:12.200 will look at some of those projects 00:06:12.200 --> 00:06:13.800 and why it is critical to involve 00:06:13.800 --> 00:06:16.680 and empower youth in prevention efforts. 00:06:16.680 --> 00:06:19.600 Moderating the session is Brette Steele, Senior Director, 00:06:19.600 --> 00:06:21.360 Preventing Targeted Violence 00:06:21.360 --> 00:06:22.440 at the McCain Institute 00:06:22.440 --> 00:06:26.200 for International Leadership, Team Invent2Prevent. 00:06:26.200 --> 00:06:28.080 Brette, the floor is yours. 00:06:32.600 --> 00:06:33.880 >>Thank you. 00:06:33.880 --> 00:06:39.840 I am so pleased to be here today and to moderate this panel. 00:06:39.840 --> 00:06:43.800 I'm trying to turn my video on, but it appears to be disabled. 00:06:43.800 --> 00:06:46.320 So without further ado, 00:06:46.320 --> 00:06:50.880 I will introduce our fantastic panelists. 00:06:50.880 --> 00:06:57.560 Today we are joined by Tony Sgro from EdVenture Partners, 00:06:57.560 --> 00:07:01.200 Jordan Galkowski who led two teams 00:07:01.200 --> 00:07:03.520 in this style of competition 00:07:03.520 --> 00:07:07.000 and that works for EdVenture Partners, 00:07:07.000 --> 00:07:08.400 Anna Fortier 00:07:10.680 --> 00:07:13.800 from Newburyport High School, 00:07:13.800 --> 00:07:17.000 Mr. Tom Abrams from that same high school, 00:07:17.000 --> 00:07:22.320 and Vik Joshi from Columbia University. 00:07:22.320 --> 00:07:26.080 We are so thrilled to have them here today, 00:07:26.080 --> 00:07:32.240 and without further ado, I will get to their questions. 00:07:32.240 --> 00:07:35.200 So, Tony, I want you to kick us off, 00:07:35.200 --> 00:07:39.720 and please tell us more about Invent2Prevent. 00:07:39.720 --> 00:07:41.200 >>Sure. Thanks, Brette. 00:07:41.200 --> 00:07:45.200 Well, Invent2Prevent is a high school and university initiative 00:07:46.840 --> 00:07:49.560 where students become a real-life marketing, 00:07:49.560 --> 00:07:52.080 social, and digital media agency 00:07:52.080 --> 00:07:55.800 while earning academic credit which is really important. 00:07:55.800 --> 00:07:58.800 Their effortsare focused on preventing all forms 00:07:58.800 --> 00:08:01.600 of targeted violence, hate, and terrorism on their campus 00:08:01.600 --> 00:08:03.000 and in their communities. 00:08:03.000 --> 00:08:05.600 What's interesting is the DNA of Invent2Prevent 00:08:05.600 --> 00:08:08.800 is empowering young people to be part of the solution 00:08:08.800 --> 00:08:12.240 by creating initiatives, products, and tools 00:08:12.240 --> 00:08:16.240 that they think are going to be the most effective 00:08:16.240 --> 00:08:20.200 in decreasing risk factors and increasing preventative factors. 00:08:20.200 --> 00:08:23.600 DHS believes youth have an important role to play 00:08:23.600 --> 00:08:26.600 in preventing targeted violence and hate. 00:08:26.600 --> 00:08:28.960 I've prepared two PowerPoint slides 00:08:28.960 --> 00:08:31.280 that will help bring Invent2Prevent to life 00:08:31.280 --> 00:08:33.920 as we begin our panel discussion. 00:08:33.920 --> 00:08:36.440 Ben, if you could please fire up the slides 00:08:36.440 --> 00:08:37.920 so I can go through these quickly, 00:08:37.920 --> 00:08:39.960 that would be appreciated. Thank you! 00:08:45.120 --> 00:08:47.080 Okay, so we have two different divisions. 00:08:47.080 --> 00:08:48.720 We have a collegiate and a high school 00:08:48.720 --> 00:08:52.000 since the launch of spring 2021. 00:08:52.000 --> 00:08:55.280 We've implemented 77 collegiate programs, 00:08:55.280 --> 00:08:58.560 and then this current year is our first time 00:08:58.560 --> 00:09:00.400 we've been working with high schools, 00:09:00.400 --> 00:09:01.680 and it's been fantastic. 00:09:01.680 --> 00:09:04.600 We have 25 high schools participating, 00:09:04.600 --> 00:09:08.760 so we have started to achieve some pretty decent scale 00:09:08.760 --> 00:09:13.200 with over 100 peer-to-peer Invent2Prevent programs, 00:09:13.200 --> 00:09:15.840 which is great. Next slide please. 00:09:15.840 --> 00:09:17.080 This one is important, 00:09:17.080 --> 00:09:18.400 and I just want to spend a minute 00:09:18.400 --> 00:09:20.560 so you understand what the program is. 00:09:20.560 --> 00:09:21.800 Once a school says, 00:09:21.800 --> 00:09:24.600 "We would love to participate in Invent2Prevent," 00:09:24.600 --> 00:09:27.160 we work with professors, teachers and advisors 00:09:27.160 --> 00:09:28.840 who work to guide the students. 00:09:28.840 --> 00:09:31.640 You see the blue circle, so students, 00:09:31.640 --> 00:09:34.760 anywhere from 8 to 20 students 00:09:34.760 --> 00:09:38.000 will participate as the Invent2Prevent team. 00:09:38.000 --> 00:09:40.600 We have resources that make the program 00:09:40.600 --> 00:09:42.400 very popular with administrators. 00:09:42.400 --> 00:09:44.480 We have an online project portal 00:09:44.480 --> 00:09:47.480 that has a tremendous amount of secondary resources. 00:09:47.480 --> 00:09:49.280 It has the project brief 00:09:49.280 --> 00:09:51.040 which is like the cookbook of the program. 00:09:51.040 --> 00:09:53.400 It explains what needs to be happening 00:09:53.400 --> 00:09:55.000 over the course of the term, 00:09:55.000 --> 00:09:58.080 plus we have hands-on management in a mentoring, 00:09:58.080 --> 00:10:00.440 guiding role from EdVenture Partners 00:10:00.440 --> 00:10:02.840 as well as McCain Institute staff. 00:10:02.840 --> 00:10:06.560 We break up the team into the social media agencies, 00:10:06.560 --> 00:10:08.840 so there's advertising, app development, 00:10:08.840 --> 00:10:10.800 graphic design, public relations, 00:10:10.800 --> 00:10:14.080 and social media strategy. It's the real deal. 00:10:14.080 --> 00:10:17.200 It is a real experiential-focused project. 00:10:17.200 --> 00:10:18.920 They come up with an idea 00:10:18.920 --> 00:10:22.680 that is tailored to their local community. 00:10:22.680 --> 00:10:24.200 It is not cookie cutter. 00:10:24.200 --> 00:10:26.680 And then best part is they make it happen. 00:10:26.680 --> 00:10:28.240 You see the red circle? 00:10:28.240 --> 00:10:30.600 They will implement three different typical 00:10:30.600 --> 00:10:33.960 and integrated tactics: an offline campaign, 00:10:33.960 --> 00:10:35.800 an online where they get to select 00:10:35.800 --> 00:10:39.160 the social media platforms and manage the messaging, 00:10:39.160 --> 00:10:40.600 and then, show me a young person 00:10:40.600 --> 00:10:43.200 who doesn't absolutely love videos, 00:10:43.200 --> 00:10:46.800 so we really encourage young people to create creative, 00:10:46.800 --> 00:10:51.480 impactful videos that educate and hopefully impact behaviors 00:10:51.480 --> 00:10:54.400 with the goal being students impacting students. 00:10:54.400 --> 00:10:58.960 It's credible, authentic messaging by young people, 00:10:58.960 --> 00:11:03.320 for young people, that ultimately are KPIs 00:11:03.320 --> 00:11:05.360 to reduce targeted violence and hate. 00:11:05.360 --> 00:11:07.840 So hopefully that sets the foundation, Brette, 00:11:07.840 --> 00:11:11.280 for the questions that you'll be posing to our students 00:11:11.280 --> 00:11:14.000 and our other panelists. 00:11:14.000 --> 00:11:15.280 >>Thank you for that, Tony. 00:11:15.280 --> 00:11:19.200 And just one more question for you. 00:11:19.200 --> 00:11:23.600 You mentioned we're now in both high schools and universities. 00:11:23.600 --> 00:11:25.440 How is the program different 00:11:25.440 --> 00:11:28.200 between high schools and universities? 00:11:28.200 --> 00:11:30.000 >>At the university level it happens 00:11:30.000 --> 00:11:31.600 over the course of 15 weeks, 00:11:31.600 --> 00:11:33.120 so it's a very tight semester. 00:11:33.120 --> 00:11:35.960 At the high school level it can be spread out 00:11:35.960 --> 00:11:39.840 with rolling starts over the course of two academic terms. 00:11:39.840 --> 00:11:44.480 Number two, we actually have an 11-unit curriculum plan 00:11:44.480 --> 00:11:47.520 available to high school teachers and students 00:11:47.520 --> 00:11:51.000 to use which does not exist at the college level. 00:11:51.000 --> 00:11:53.600 Another issue at the university level 00:11:53.600 --> 00:11:56.600 is that teams get a $2,000 budget, 00:11:56.600 --> 00:12:00.320 and on the strong recommendation of superintendents 00:12:00.320 --> 00:12:01.640 and principals they said, 00:12:01.640 --> 00:12:03.880 "Don't try to give high schools money. 00:12:03.880 --> 00:12:05.960 It's just a little too cumbersome." 00:12:05.960 --> 00:12:09.800 So that's really the essence, but otherwise the creativity 00:12:09.800 --> 00:12:13.240 and the campaigns are almost identical. 00:12:15.760 --> 00:12:17.640 >>All right, thank you for that, Tony. 00:12:17.640 --> 00:12:21.400 Now I want to get to our students and faculty 00:12:21.400 --> 00:12:23.760 who are participating in the program. 00:12:23.760 --> 00:12:25.960 And, Jordan, I'm going to go ahead and start with you 00:12:25.960 --> 00:12:28.560 because you have participated in this program 00:12:28.560 --> 00:12:31.480 in so many different capacities at this point. 00:12:31.480 --> 00:12:35.000 I want to start with your Fuse campaign, 00:12:35.000 --> 00:12:39.840 your latest campaign, that came in second place last semester 00:12:39.840 --> 00:12:41.840 if I remember correctly. 00:12:41.840 --> 00:12:45.560 Jordan, what was your Fuse campaign, 00:12:45.560 --> 00:12:49.720 and how did you decide what to focus on? 00:12:49.720 --> 00:12:51.000 >>Thank you, Brette. 00:12:51.000 --> 00:12:52.760 Our research essentially revealed 00:12:52.760 --> 00:12:55.960 that there were 14 active hate groups in Missouri, 00:12:55.960 --> 00:12:58.760 9 of which were white supremacist groups in our area. 00:12:58.760 --> 00:13:00.560 We began identifying characteristics 00:13:00.560 --> 00:13:02.000 of white supremacy extremists 00:13:02.000 --> 00:13:04.000 and risk factors for radicalization, 00:13:04.000 --> 00:13:06.600 and we found that the pandemic had increased race factors 00:13:06.600 --> 00:13:11.080 to violence such as isolation and fear in internet usage. 00:13:11.080 --> 00:13:12.520 The information in this campaign 00:13:12.520 --> 00:13:15.800 was related to the pandemic and presidential election in 2020 00:13:15.800 --> 00:13:17.560 which motivated an increase in violence 00:13:17.560 --> 00:13:20.400 against law enforcement and government symbols. 00:13:20.400 --> 00:13:22.600 We were able to essentially interview a student 00:13:22.600 --> 00:13:24.600 who was a former white supremacist as well, 00:13:24.600 --> 00:13:26.600 and through that interview we identified 00:13:26.600 --> 00:13:29.680 that an approach grounded in conversations 00:13:29.680 --> 00:13:33.400 and insight was necessary, hence why we created Fuse 00:13:33.400 --> 00:13:36.880 with a card game to spark connection through conversations 00:13:36.880 --> 00:13:39.160 and the Fuse podcast to educate our listeners 00:13:39.160 --> 00:13:41.480 and provide them with action steps to engage. 00:13:44.200 --> 00:13:46.600 >>All right, thank you for that, Jordan. 00:13:46.600 --> 00:13:52.800 I know you had a lot of early traction 00:13:52.800 --> 00:13:54.200 with that Fuse card game. 00:13:54.200 --> 00:13:57.640 Can you give some examples of how that game lives on 00:13:57.640 --> 00:14:00.200 beyond the semester? 00:14:00.200 --> 00:14:05.840 >>Yes, so Fuse was awarded a $645,000 grant from CP3. 00:14:05.840 --> 00:14:08.000 Fuse definitely has big plans for the future, 00:14:08.000 --> 00:14:09.960 so pertaining to our card game 00:14:09.960 --> 00:14:12.360 we are definitely pushing towards mass producing 00:14:12.360 --> 00:14:14.120 that card game and updating and promoting 00:14:14.120 --> 00:14:16.560 our podcasts and our toolkit 00:14:16.560 --> 00:14:19.280 and then, again, just producing more podcast episodes 00:14:19.280 --> 00:14:21.920 with Subject Matter Experts within the future. 00:14:23.520 --> 00:14:28.000 >>Jordan, you also participated in an earlier iteration 00:14:28.000 --> 00:14:30.680 of a program like Invent2Prevent 00:14:30.680 --> 00:14:33.000 where you focused instead 00:14:33.000 --> 00:14:36.280 on third, fourth, and fifth grade students 00:14:36.280 --> 00:14:40.280 and designed games and lesson plans for that. 00:14:40.280 --> 00:14:42.600 How did you choose that focus, 00:14:42.600 --> 00:14:47.280 and how did your tactics differ within a younger audience? 00:14:47.280 --> 00:14:49.680 >>For K.E.Y. we chose to focus on children 00:14:49.680 --> 00:14:52.240 in grades 3 through 5 because through our research 00:14:52.240 --> 00:14:55.640 we found that the brain starts to develop an understanding 00:14:55.640 --> 00:14:58.040 of social and emotional learning at this age. 00:14:58.040 --> 00:14:59.720 We wanted to impact these individuals 00:14:59.720 --> 00:15:02.680 at the earliest stages possible where we could make an impact 00:15:02.680 --> 00:15:06.040 and create the K.E.Y. Academy game online. 00:15:06.040 --> 00:15:09.040 With Fuse we focus on university and college-age students. 00:15:09.040 --> 00:15:11.880 These students are essentially adapted to their community 00:15:11.880 --> 00:15:14.640 and have a stronger idea of their beliefs and values, 00:15:14.640 --> 00:15:17.200 so we wanted to completely change the target audience here 00:15:17.200 --> 00:15:20.120 and focus on tough conversations that they most likely 00:15:20.120 --> 00:15:22.040 weren't able to have throughout their life. 00:15:24.840 --> 00:15:26.360 >>And for those who haven't seen 00:15:26.360 --> 00:15:27.720 the earlier K.E.Y. campaign, 00:15:27.720 --> 00:15:30.800 the cartoon cats are utterly adorable. 00:15:30.800 --> 00:15:32.520 >>[Laughter] 00:15:32.520 --> 00:15:37.520 >>So, Jordan, now you're in this new role 00:15:37.520 --> 00:15:41.960 where you've had your experience as an undergraduate 00:15:41.960 --> 00:15:46.200 going through this type of program twice before, 00:15:46.200 --> 00:15:49.160 and now you're actually managing 00:15:49.160 --> 00:15:51.000 and supporting the high school teams 00:15:51.000 --> 00:15:53.520 as they go through the program. 00:15:53.520 --> 00:15:55.840 What opportunities do you see 00:15:55.840 --> 00:15:58.440 as you adapt the program to high schools? 00:15:59.720 --> 00:16:02.040 >>The opportunities for students essentially 00:16:02.040 --> 00:16:03.880 is endless coming at a perspective 00:16:03.880 --> 00:16:07.800 where I've been through this now and am turning it into a career. 00:16:07.800 --> 00:16:10.400 I've seen students on podcast episodes 00:16:10.400 --> 00:16:13.200 signing book deals and endless scholarship opportunities 00:16:13.200 --> 00:16:15.200 we have especially for high school students 00:16:15.200 --> 00:16:17.000 which are a great opportunity for them. 00:16:26.840 --> 00:16:28.120 >>Thank you, Jordan. 00:16:28.120 --> 00:16:31.480 Sorry, I couldn't find my mute button for a moment. 00:16:31.480 --> 00:16:36.760 So, Anna, I want to turn to you now 00:16:36.760 --> 00:16:40.480 because you are participating in this program 00:16:40.480 --> 00:16:42.240 as a high school student. 00:16:42.240 --> 00:16:46.400 Your father has been a mentor to many teens in the past. 00:16:48.800 --> 00:16:51.200 Anna, what first came to your mind 00:16:51.200 --> 00:16:54.000 when you heard about the Invent2Prevent Program 00:16:54.000 --> 00:16:56.480 and the opportunity to participate in this program 00:16:56.480 --> 00:16:58.800 as a high school student? 00:16:58.800 --> 00:17:02.200 >> Yeah, I was initially really excited 00:17:02.200 --> 00:17:05.600 that Invent2Prevent was getting involved with high school 00:17:05.600 --> 00:17:07.720 and especially that Newburyport High School 00:17:07.720 --> 00:17:09.320 was going to have the opportunity 00:17:09.320 --> 00:17:11.880 to be a part of it from the beginning. 00:17:11.880 --> 00:17:14.000 I think that high school, like Jordan said, 00:17:14.000 --> 00:17:16.280 is sort of an area where students 00:17:16.280 --> 00:17:19.360 are more vulnerable and susceptible to risk factors, 00:17:19.360 --> 00:17:22.520 so working at this level I think was a great idea. 00:17:23.960 --> 00:17:26.080 >>All right, thank you for that. 00:17:26.080 --> 00:17:29.240 Anna, what examples of targeted violence 00:17:29.240 --> 00:17:32.000 and hate have you seen on your campus, 00:17:32.000 --> 00:17:38.160 and how do you decide how to focus your initiative, 00:17:38.160 --> 00:17:40.920 product, or tool that you're developing this year? 00:17:40.920 --> 00:17:43.720 >>Sure. So since Newburyport, 00:17:43.720 --> 00:17:45.520 and especially Newburyport High School, 00:17:45.520 --> 00:17:48.040 is such a small community, 00:17:48.040 --> 00:17:51.440 we are really susceptible to forming groups 00:17:51.440 --> 00:17:57.280 or small cliques where a lot of isolation 00:17:57.280 --> 00:17:59.240 and exclusion can take place, 00:17:59.240 --> 00:18:03.240 so we sort of focused our project around that. 00:18:03.240 --> 00:18:06.600 We also have recently faced issues 00:18:06.600 --> 00:18:10.400 with cyberbullying with an app called Yik Yak 00:18:10.400 --> 00:18:12.800 where students post anonymous messages 00:18:12.800 --> 00:18:15.320 about each other's physical appearance, 00:18:15.320 --> 00:18:18.800 sexuality, or other degrading comments, 00:18:18.800 --> 00:18:21.680 and then we also used a platform 00:18:21.680 --> 00:18:23.840 that allowed us to have an asset survey 00:18:23.840 --> 00:18:27.200 which is how we chose our specific course of action 00:18:27.200 --> 00:18:31.280 which showed us that about 48 percent of sixth 00:18:31.280 --> 00:18:33.800 through eighth graders have a negative sense of self, 00:18:33.800 --> 00:18:37.200 so our project is based around sort of improving 00:18:37.200 --> 00:18:38.440 that sense of self. 00:18:41.120 --> 00:18:43.640 >>Thank you for that, Anna. 00:18:43.640 --> 00:18:47.320 What's the most important lesson you've learned so far 00:18:47.320 --> 00:18:51.040 through participating in this program? 00:18:51.040 --> 00:18:54.400 >>So I've learned that it is really important 00:18:54.400 --> 00:18:56.600 that young people 00:18:56.600 --> 00:19:01.040 become involved in sort of this activity 00:19:01.040 --> 00:19:05.920 and that there's a positive side to all of this 00:19:05.920 --> 00:19:10.520 where if we get people involved when they're younger we can 00:19:10.520 --> 00:19:12.520 really create this great organization 00:19:12.520 --> 00:19:15.200 that we have been able to start in high school. 00:19:15.200 --> 00:19:17.480 I'm hopeful that we can keep this going, 00:19:17.480 --> 00:19:19.280 especially in our high school, 00:19:19.280 --> 00:19:24.040 and that it broadens horizons for other high schools as well. 00:19:24.040 --> 00:19:30.000 >>And, Anna, what advice can you give to teachers, 00:19:30.000 --> 00:19:33.560 to faculty, or to participants on this call? 00:19:33.560 --> 00:19:36.280 How do we get more high school students 00:19:36.280 --> 00:19:41.400 interested in preventing targeted violence and hate? 00:19:41.400 --> 00:19:45.280 >>Yeah, I think hearing students talk about it 00:19:45.280 --> 00:19:46.800 in addition to staff 00:19:46.800 --> 00:19:49.880 is really important for student participation. 00:19:49.880 --> 00:19:52.200 I mean, hearing a peer talk about a program 00:19:52.200 --> 00:19:57.000 that they're passionate about carries a lot more weight 00:19:57.000 --> 00:20:00.800 than hearing somebody else talk about it. 00:20:00.800 --> 00:20:03.560 And then also emphasis on the fact 00:20:03.560 --> 00:20:05.800 that this really is a real-world issue 00:20:05.800 --> 00:20:08.240 and that you have the opportunity to get involved 00:20:08.240 --> 00:20:11.480 with something that is a real-world issue 00:20:11.480 --> 00:20:12.920 as opposed to some other things 00:20:12.920 --> 00:20:15.720 that I know high school focuses on. 00:20:15.720 --> 00:20:17.520 It's such a unique experience 00:20:17.520 --> 00:20:21.760 that I can't speak more highly of. 00:20:21.760 --> 00:20:23.760 >>Thank you, Anna. 00:20:23.760 --> 00:20:26.800 Now, Mr. Abrams, I want to turn to you 00:20:26.800 --> 00:20:30.400 because you've had the pleasure of working with Anna 00:20:30.400 --> 00:20:35.640 and her colleagues as a high school faculty member. 00:20:35.640 --> 00:20:41.640 How do you see the role of K through 12 education 00:20:41.640 --> 00:20:43.640 in having some tough conversations 00:20:43.640 --> 00:20:45.280 about targeted violence and hate? 00:20:47.320 --> 00:20:49.600 >>Yes, it's great. Thanks, Anna. 00:20:49.600 --> 00:20:50.680 You were wonderful. 00:20:50.680 --> 00:20:52.520 You know, I always say 00:20:52.520 --> 00:20:56.200 that I was an English teacher for 20 years, 00:20:56.200 --> 00:20:59.400 and I've taught from the college level all the way down, 00:20:59.400 --> 00:21:00.680 and what would happen 00:21:00.680 --> 00:21:03.080 is we would always blame the earlier years 00:21:03.080 --> 00:21:05.160 for not teaching reading and writing. 00:21:05.160 --> 00:21:06.600 I see the same kind of effect here. 00:21:06.600 --> 00:21:09.720 The more we can get kids involved at younger ages 00:21:09.720 --> 00:21:12.000 the more we can effect positive change. 00:21:12.000 --> 00:21:13.600 That's really the goal of what we're trying to do. 00:21:13.600 --> 00:21:17.520 We're trying to build a community that's more accepting 00:21:17.520 --> 00:21:20.360 and bringing up people's sense of self-worth 00:21:20.360 --> 00:21:22.160 and affecting that positive change. 00:21:27.200 --> 00:21:29.600 >>Thank you for that. 00:21:29.600 --> 00:21:31.240 So what was your first reaction 00:21:31.240 --> 00:21:33.000 when you heard about this program? 00:21:33.000 --> 00:21:36.320 How does this program give you a vehicle to do just that? 00:21:37.680 --> 00:21:39.400 >>You know, it was super exciting 00:21:39.400 --> 00:21:41.400 to see this type of experiential learning. 00:21:41.400 --> 00:21:42.960 A lot of times, As Anna referred to, 00:21:42.960 --> 00:21:45.920 sometimes we learn stuff in high school and you say, 00:21:45.920 --> 00:21:47.680 "When am I ever going to use this?" 00:21:47.680 --> 00:21:52.600 With this program I say to the kids that we 00:21:52.600 --> 00:21:54.360 have to execute this. 00:21:54.360 --> 00:21:59.600 Everyone is going to get an A because we have to execute this. 00:21:59.600 --> 00:22:01.400 The grades that are attached to it, it's like, 00:22:01.400 --> 00:22:03.720 can Anna do a presentation like this? 00:22:03.720 --> 00:22:06.120 It's can we present these to the eighth graders 00:22:06.120 --> 00:22:07.760 and effect some sort of change? 00:22:07.760 --> 00:22:10.400 It's can we execute our plan properly? 00:22:10.400 --> 00:22:12.880 They sent out a beautiful email 00:22:12.880 --> 00:22:15.000 to our principal asking for a budget 00:22:15.000 --> 00:22:17.400 because Tony wouldn't give us one. 00:22:17.400 --> 00:22:19.280 [Laughter] I'm just teasing. 00:22:19.280 --> 00:22:22.000 So it's those real-world applications 00:22:22.000 --> 00:22:24.680 that are going to be meaningful for students 00:22:24.680 --> 00:22:26.000 beyond just sitting in the classroom 00:22:26.000 --> 00:22:28.760 maybe learning something that's not as meaningful. 00:22:31.600 --> 00:22:38.400 >>All right. We talked last week, 00:22:38.400 --> 00:22:40.400 but I wanted you to be able to share. 00:22:40.400 --> 00:22:43.480 You've used some of the Invent2Prevent curriculum. 00:22:43.480 --> 00:22:45.840 How did you find those lesson plans helpful, 00:22:45.840 --> 00:22:49.520 and what types of lesson plans do you find most helpful 00:22:49.520 --> 00:22:52.720 when trying to teach on this topic? 00:22:52.720 --> 00:22:54.040 >>Yeah, as I said last week, 00:22:54.040 --> 00:22:55.840 the lessons are absolutely beautiful. 00:22:55.840 --> 00:22:58.840 As any good teacher, they're very expansive. 00:22:58.840 --> 00:23:01.040 There's so much stuff that you can dig into, 00:23:01.040 --> 00:23:02.920 and it's really as a teacher picking and choosing 00:23:02.920 --> 00:23:04.560 what you want to use. 00:23:04.560 --> 00:23:06.280 So many of the students that I have in this class 00:23:06.280 --> 00:23:07.520 I had last year, 00:23:07.520 --> 00:23:09.800 and we focus a lot on social and emotional learning, 00:23:09.800 --> 00:23:11.600 so I felt like they were well grounded in there. 00:23:11.600 --> 00:23:14.440 We kind of skipped the first module, 00:23:14.440 --> 00:23:16.520 but then the second module was really about risk 00:23:16.520 --> 00:23:17.760 and protective factors 00:23:17.760 --> 00:23:20.000 and case studies which was really useful 00:23:20.000 --> 00:23:21.480 to give students that background knowledge 00:23:21.480 --> 00:23:25.000 that they would need to target what we were going after. 00:23:25.000 --> 00:23:28.560 The slide decks were beautiful, so we took what we needed. 00:23:28.560 --> 00:23:30.800 The case studies were great. 00:23:30.800 --> 00:23:32.760 Some of the articles that were linked 00:23:32.760 --> 00:23:34.920 just really gave the kids a robust understanding 00:23:34.920 --> 00:23:37.000 of what the situation is 00:23:37.000 --> 00:23:40.000 and how we can effect some change with that situation. 00:23:43.640 --> 00:23:45.600 >>Great. 00:23:45.600 --> 00:23:50.800 So, so far through this program, what's been the biggest reward 00:23:50.800 --> 00:23:53.720 that you've had working with students 00:23:53.720 --> 00:23:58.360 and developing their initiative, product, or tool? 00:23:58.360 --> 00:24:01.880 What's the biggest challenge you've faced? 00:24:01.880 --> 00:24:03.520 >> I mean, the biggest reward is right here 00:24:03.520 --> 00:24:06.640 seeing Anna presenting to hundreds of people 00:24:06.640 --> 00:24:08.040 and going out of her comfort zone 00:24:08.040 --> 00:24:10.680 and really knocking it out of the ballpark. 00:24:10.680 --> 00:24:13.600 You know, it's really about executing 00:24:13.600 --> 00:24:16.200 and working with three different teams. 00:24:16.200 --> 00:24:17.520 We have three different teams working. 00:24:17.520 --> 00:24:18.760 There's our social media team, 00:24:18.760 --> 00:24:20.760 then we have our kind of data analysts 00:24:20.760 --> 00:24:23.360 that follow up on how we're effecting change, 00:24:23.360 --> 00:24:27.000 and then we have our team that is kind of making the products. 00:24:27.000 --> 00:24:28.680 Seeing them all collaborate 00:24:28.680 --> 00:24:30.400 as we would in a business environment 00:24:30.400 --> 00:24:33.000 but in an educational setting is really great. 00:24:33.000 --> 00:24:38.000 It's really just seeing kids succeed by writing good emails 00:24:38.000 --> 00:24:40.560 and working collaboratively. 00:24:40.560 --> 00:24:42.720 We're so hopeful that the product that we put out is 00:24:42.720 --> 00:24:44.000 going to effect change 00:24:44.000 --> 00:24:47.200 with a very vulnerable population of our students, 00:24:47.200 --> 00:24:50.440 so we're super excited about that. 00:24:50.440 --> 00:24:52.560 The challenge is really about... 00:24:52.560 --> 00:24:54.600 well, I've never done this before. 00:24:54.600 --> 00:24:57.840 I've been teaching for 20 years, but this is not my forte. 00:24:57.840 --> 00:24:59.640 We had to execute some things 00:24:59.640 --> 00:25:02.240 behind the scenes institutionally. 00:25:02.240 --> 00:25:03.800 I don't teach in a classroom anymore, 00:25:03.800 --> 00:25:05.720 I'm a district level administrator, 00:25:05.720 --> 00:25:07.920 so I had to kind of squeeze into a spot 00:25:07.920 --> 00:25:09.960 where they have an advisory block. 00:25:09.960 --> 00:25:11.400 I had to have students who were willing 00:25:11.400 --> 00:25:13.160 to lose their advisory block 00:25:13.160 --> 00:25:15.960 which was a bit of a study meet with teachers 00:25:15.960 --> 00:25:17.440 to be willing to participate. 00:25:17.440 --> 00:25:19.520 So there were just some institutional things 00:25:19.520 --> 00:25:20.760 that we had to leap over, 00:25:20.760 --> 00:25:22.520 and really I think with the first year of the program 00:25:22.520 --> 00:25:24.960 they were not unusual things and won't be as we move forward. 00:25:28.200 --> 00:25:30.800 >>All right, thank you. 00:25:30.800 --> 00:25:34.000 And Vik, now I'm going to turn to you. 00:25:34.000 --> 00:25:37.160 You created your Voices project, 00:25:37.160 --> 00:25:40.400 which I believe is now Reimagine Resilience, 00:25:40.400 --> 00:25:46.880 as a doctorate level project in the Columbia Teachers College. 00:25:46.880 --> 00:25:51.680 Tell us about Voices and how you were able to get 00:25:51.680 --> 00:25:54.200 so much traction in a single semester. 00:25:55.440 --> 00:25:57.240 >>Yeah, absolutely. Thanks, Brette. 00:25:57.240 --> 00:25:59.400 Great to be with all of you today. 00:25:59.400 --> 00:26:02.440 So just building off of Tom's point actually, 00:26:02.440 --> 00:26:04.520 when we started thinking about Voices, 00:26:04.520 --> 00:26:06.600 now Reimagine Resilience, 00:26:06.600 --> 00:26:10.720 we were looking at the role of educators 00:26:10.720 --> 00:26:13.400 in preventing targeted violence and terrorism. 00:26:13.400 --> 00:26:16.600 We realized that the more educators that we spoke to 00:26:16.600 --> 00:26:20.480 they didn't think of their role as part of that initiative. 00:26:20.480 --> 00:26:22.840 They were like, "How are we part of this work? 00:26:22.840 --> 00:26:24.400 How can we contribute to this work 00:26:24.400 --> 00:26:27.000 through our classroom practices?" 00:26:27.000 --> 00:26:29.920 So we realized that and looked at the curriculums out there, 00:26:29.920 --> 00:26:34.000 and there was a lot of focus on sort of 00:26:34.000 --> 00:26:36.280 working on specific moments of bias 00:26:36.280 --> 00:26:38.360 or moments or instances of issues, 00:26:38.360 --> 00:26:40.600 but they weren't talking about bias 00:26:40.600 --> 00:26:43.080 as a process and having many steps. 00:26:43.080 --> 00:26:45.200 We hadn't thought about radicalization in the literature 00:26:45.200 --> 00:26:48.640 as having a long process, so we brought that feature in 00:26:48.640 --> 00:26:51.440 and packaged it for them through a curriculum 00:26:51.440 --> 00:26:53.680 where we focused on storytelling. 00:26:53.680 --> 00:26:56.600 We focused on stories as an important vehicle 00:26:56.600 --> 00:26:59.360 to understand how people built resilience, 00:26:59.360 --> 00:27:01.800 how people handled difficult situations, 00:27:01.800 --> 00:27:04.160 and how people responded to them with dialogue 00:27:04.160 --> 00:27:05.720 and empathy and care. 00:27:05.720 --> 00:27:09.520 So that's kind of how we built Voices, and as Jordan mentioned, 00:27:09.520 --> 00:27:14.800 we also received an innovation grant from CP3 for $750,000. 00:27:14.800 --> 00:27:23.400 So Reimagine Resilience is kind of an elaboration on that. 00:27:23.400 --> 00:27:25.320 One thing I want folks to know in the audience 00:27:25.320 --> 00:27:27.120 is that it's a compressed period, 00:27:27.120 --> 00:27:29.240 so you've really got to get moving on 00:27:29.240 --> 00:27:30.840 all your kind of parts. 00:27:30.840 --> 00:27:33.640 We were able to engage more than 300 educators 00:27:33.640 --> 00:27:38.080 in 21 states during the Invent2Prevent Program. 00:27:38.080 --> 00:27:39.480 I want that to be a guesstimate 00:27:39.480 --> 00:27:41.120 for folks listening. 00:27:41.120 --> 00:27:43.200 You know, if you think you can't achieve something, 00:27:43.200 --> 00:27:45.120 the word "invent" is really important. 00:27:45.120 --> 00:27:47.200 We created it in a few months, 00:27:47.200 --> 00:27:49.200 and we had it kind of grow all over the country. 00:27:49.200 --> 00:27:52.600 So that's kind of a snapshot of the work 00:27:52.600 --> 00:27:56.080 that we did at Teachers College. 00:27:56.080 --> 00:27:57.400 >>Thank you for that, Vik. 00:27:57.400 --> 00:28:03.680 How did you the support of your university behind you, 00:28:03.680 --> 00:28:07.800 especially in accrediting the course 00:28:07.800 --> 00:28:10.840 and getting their willingness to include it 00:28:10.840 --> 00:28:12.160 in the course catalog? 00:28:12.160 --> 00:28:15.360 You really got a lot of early traction 00:28:15.360 --> 00:28:17.720 and support from the university, 00:28:17.720 --> 00:28:18.800 so I was just wondering 00:28:18.800 --> 00:28:24.600 how you were able to line that up and leverage it. 00:28:24.600 --> 00:28:27.680 >>Yeah, that's a really good question, Brette. 00:28:27.680 --> 00:28:29.960 I would say that there were two pieces to that. 00:28:29.960 --> 00:28:31.760 One is the way that Invent2Prevent 00:28:31.760 --> 00:28:33.280 structures its programs. 00:28:33.280 --> 00:28:37.880 As Tony mentioned, the students are the core 00:28:37.880 --> 00:28:39.920 and the ones who are celebrated, 00:28:39.920 --> 00:28:43.280 but there is a focus on the institution expertise. 00:28:44.600 --> 00:28:47.520 Anna's father was my team mentor, Dave Fortier, 00:28:47.520 --> 00:28:52.600 and we worked together, and also the program kind of emphasizes 00:28:52.600 --> 00:28:55.320 that you can use your staff's expertise, 00:28:55.320 --> 00:28:59.800 so Amra Sabic-El-Rayess was our kind of professor mentor, 00:28:59.800 --> 00:29:01.440 and she is an expert in this field. 00:29:01.440 --> 00:29:03.800 So we leaned into her work, 00:29:03.800 --> 00:29:06.000 and we pitched it to the university 00:29:06.000 --> 00:29:08.520 saying that we were working on the Invent2Prevent Program 00:29:08.520 --> 00:29:10.600 and that this initiative that we were building 00:29:10.600 --> 00:29:13.200 through the program hasn't been seen before, 00:29:13.200 --> 00:29:16.040 so the university saw it as a huge plus. 00:29:16.040 --> 00:29:19.040 Our university students were engaging in this project 00:29:19.040 --> 00:29:22.400 and were producing something in which teachers were using, 00:29:22.400 --> 00:29:24.920 so they were actually more than happy to offer 00:29:24.920 --> 00:29:27.280 a certificate for all participants to the program. 00:29:27.280 --> 00:29:29.120 So I think to your question, 00:29:29.120 --> 00:29:32.200 I think it's how you pitch it to your university, 00:29:32.200 --> 00:29:34.400 and it's student led, right? 00:29:34.400 --> 00:29:35.880 That's adding the key point. 00:29:35.880 --> 00:29:38.040 When we presented it to the university 00:29:38.040 --> 00:29:39.920 the university administrators were like, 00:29:39.920 --> 00:29:41.320 "This is a student-led initiative 00:29:41.320 --> 00:29:43.360 which is gaining all this traction?" 00:29:43.360 --> 00:29:45.720 This is how we are using our classroom time. 00:29:45.720 --> 00:29:49.440 This is innovative. This is new. 00:29:49.440 --> 00:29:50.800 This is not just writing an essay. 00:29:50.800 --> 00:29:53.640 This is building a project which can have sustainable 00:29:53.640 --> 00:29:56.600 impacts beyond the walls of the classroom. 00:29:56.600 --> 00:29:58.640 So I think that's kind of how we pitched it, 00:29:58.640 --> 00:30:01.880 and the University of Columbia was really supportive of that. 00:30:01.880 --> 00:30:03.200 So that's kind of how we did it. 00:30:06.440 --> 00:30:10.400 >>All right. So this next question I've got for Vik, 00:30:10.400 --> 00:30:15.240 but I also want to open it to everyone. 00:30:15.240 --> 00:30:21.040 What environment does Invent2Prevent cultivate 00:30:21.040 --> 00:30:24.440 to really help you bring your projects to life? 00:30:24.440 --> 00:30:26.400 I'm going to turn to Vik first on that, 00:30:26.400 --> 00:30:32.120 but Jordan, Tom, or Anna, feel free to jump in after Vik. 00:30:32.120 --> 00:30:34.600 >>Yeah, I think with the environment 00:30:34.600 --> 00:30:38.800 that Invent2Prevent creates I can only speak to two aspects. 00:30:38.800 --> 00:30:42.840 One is that every team has an Invent2Prevent project mentor 00:30:42.840 --> 00:30:44.240 or project advisor. 00:30:44.240 --> 00:30:45.800 Mine was Olivia. 00:30:45.800 --> 00:30:49.800 She was a wonderful partner who really helped the team 00:30:49.800 --> 00:30:52.360 through each aspect of the project. 00:30:52.360 --> 00:30:55.200 So it's not that they just give you this kind of 00:30:55.200 --> 00:30:58.040 "Here is some space and time, and then you're on your own." 00:30:58.040 --> 00:30:59.680 There's consistent support, 00:30:59.680 --> 00:31:02.800 but I really like the freedom given to students too. 00:31:02.800 --> 00:31:04.880 You can build as much support as you want. 00:31:04.880 --> 00:31:06.520 So that's the first aspect. 00:31:06.520 --> 00:31:11.800 The second aspect is also access to literature and resources. 00:31:11.800 --> 00:31:14.360 The Invent2Prevent Project gives you the platform 00:31:14.360 --> 00:31:16.480 to make students feel more confident 00:31:16.480 --> 00:31:17.880 where they can reach out to experts 00:31:17.880 --> 00:31:19.720 for expert inside interviews. 00:31:19.720 --> 00:31:20.960 I remember reaching out to Brette 00:31:20.960 --> 00:31:23.880 actually for a discussion, and we talked a little bit 00:31:23.880 --> 00:31:27.080 about her previous experience and work, right? 00:31:27.080 --> 00:31:29.240 Before the Invent2Prevent Program 00:31:29.240 --> 00:31:30.480 I would say that none of us 00:31:30.480 --> 00:31:32.800 really thought that we would reach out to these experts 00:31:32.800 --> 00:31:34.720 and think about how we could kind of bring them 00:31:34.720 --> 00:31:36.640 together in one place, 00:31:36.640 --> 00:31:39.000 so I think Invent2Prevent really promotes 00:31:39.000 --> 00:31:41.400 this idea that you are students, you are intelligent, 00:31:41.400 --> 00:31:42.640 and you have this confidence, 00:31:42.640 --> 00:31:46.440 so go out and talk to people and bring them together 00:31:46.440 --> 00:31:48.720 to see how they can kind of contribute to your work. 00:31:48.720 --> 00:31:50.440 So I think that's the kind of environment 00:31:50.440 --> 00:31:54.320 that Invent2Prevent creates for its teams. 00:31:54.320 --> 00:31:57.040 >>Anyone else? Go ahead, Jordan. 00:31:57.040 --> 00:31:58.520 >>I would have to agree with Vik. 00:31:58.520 --> 00:31:59.840 I think that this program 00:31:59.840 --> 00:32:02.680 really focuses on community-based platforms. 00:32:02.680 --> 00:32:05.440 It gives the opportunity to students to focus on issues 00:32:05.440 --> 00:32:08.200 that are happening at hand within their community, 00:32:08.200 --> 00:32:10.000 and it allows them to create an impact 00:32:10.000 --> 00:32:12.840 that they haven't necessarily been able to create before 00:32:12.840 --> 00:32:14.800 or didn't think that they were able to create. 00:32:17.000 --> 00:32:18.680 >>Yeah, I just want to piggyback on that. 00:32:18.680 --> 00:32:20.080 You know, one of the most fascinating things 00:32:20.080 --> 00:32:24.200 was watching the team analyze this assets data. 00:32:24.200 --> 00:32:27.160 This was a huge survey given to us of 6th through 12th graders 00:32:27.160 --> 00:32:29.960 that digs into all kinds of risk factors. 00:32:29.960 --> 00:32:33.000 Just seeing this group really see what was out there 00:32:33.000 --> 00:32:35.680 and what was kind of underlying in the community, 00:32:35.680 --> 00:32:40.440 and then taking that and just fostering the collaboration 00:32:40.440 --> 00:32:43.320 and the problem solving to how they could change that, 00:32:43.320 --> 00:32:45.840 it was just a beautiful educational environment. 00:32:48.160 --> 00:32:50.160 >>Building upon the value 00:32:50.160 --> 00:32:52.440 that it provides as a prevention tool, 00:32:52.440 --> 00:32:55.600 when I speak to particularly the high school channels 00:32:55.600 --> 00:32:57.520 of superintendents and principals, 00:32:57.520 --> 00:33:00.200 they quickly recognize that project-based 00:33:00.200 --> 00:33:04.600 learning is instrumental and something that educators 00:33:04.600 --> 00:33:09.360 are looking for beyond just cognitive memorization. 00:33:09.360 --> 00:33:11.200 The way the program is designed 00:33:11.200 --> 00:33:14.160 students literally have to roll up their sleeves 00:33:14.160 --> 00:33:17.000 and engage with each other in a team environment, 00:33:17.000 --> 00:33:19.400 so they really learn about group dynamics. 00:33:19.400 --> 00:33:21.600 So it's doing something of substance 00:33:21.600 --> 00:33:23.360 where there's a beginning and an end 00:33:23.360 --> 00:33:25.360 and there's a deliverable. 00:33:25.360 --> 00:33:29.400 It's not your typical educational project 00:33:29.400 --> 00:33:31.600 because it's not hypothetical. 00:33:31.600 --> 00:33:36.160 This is real implementation, real execution, 00:33:36.160 --> 00:33:38.720 and then real metrics. Did it work? 00:33:38.720 --> 00:33:41.200 So from an educational perspective, 00:33:41.200 --> 00:33:43.800 educators like the fact that it really supports 00:33:43.800 --> 00:33:46.640 what's taught in the classroom with project-based learning, 00:33:46.640 --> 00:33:49.360 and, Tom, you used the word, "experiential." 00:33:49.360 --> 00:33:50.720 Absolutely on point. 00:33:52.880 --> 00:33:55.240 >>I have a question that I'm going to put to everyone, 00:33:55.240 --> 00:33:57.720 and then I'm going to turn to audience questions, 00:33:57.720 --> 00:34:04.000 so please continue populating questions in the chat. 00:34:04.000 --> 00:34:09.360 For all of you, how do you use technology 00:34:09.360 --> 00:34:14.520 in developing your products, tools, and initiatives? 00:34:18.800 --> 00:34:20.080 >>I can answer that. 00:34:20.080 --> 00:34:22.680 With the K.E.Y. Program we used technology 00:34:22.680 --> 00:34:25.720 in terms of creating a game for students 00:34:25.720 --> 00:34:29.200 in grades 3 through 5 to collaborate 00:34:29.200 --> 00:34:31.240 in terms of social and emotional learning. 00:34:31.240 --> 00:34:36.400 Then with the Fuse Program we used IT to create a toolkit 00:34:36.400 --> 00:34:39.240 to educate our target audience on the issues at hand. 00:34:43.720 --> 00:34:44.920 >>I can go next as well. 00:34:44.920 --> 00:34:49.080 For us we used basically Canvas 00:34:49.080 --> 00:34:51.080 which is a learning management system, 00:34:51.080 --> 00:34:55.560 so that's kind of how we hosted our curriculum and our courses, 00:34:55.560 --> 00:34:58.560 and then we used a variety of education technologies 00:34:58.560 --> 00:35:00.400 whether it was Mentimeter, Padlet, 00:35:00.400 --> 00:35:05.760 and Tablo to not only kind of enhance the curricula content, 00:35:05.760 --> 00:35:07.800 but it also offered us analytics 00:35:07.800 --> 00:35:11.240 so we could actually measure engagement and understand 00:35:11.240 --> 00:35:13.760 what kind of engagement that each was with each course 00:35:13.760 --> 00:35:18.560 and also how our participants' views changed across time. 00:35:18.560 --> 00:35:20.440 So those are the kinds of technologies we used. 00:35:22.040 --> 00:35:23.400 >>Go ahead, Annie. You're up. 00:35:25.840 --> 00:35:28.800 >>So for our group, most of the technology 00:35:28.800 --> 00:35:30.560 I think we've been using so far 00:35:30.560 --> 00:35:33.640 is we used a lot of the online surveys. 00:35:33.640 --> 00:35:36.360 Our assets survey was online, and we were able to organize 00:35:36.360 --> 00:35:39.960 a lot of the data that we received from that 00:35:39.960 --> 00:35:43.520 to give us a clearer image of what it all meant. 00:35:43.520 --> 00:35:46.920 And based on our project, we've really just been using 00:35:46.920 --> 00:35:52.800 social media so far for technology. 00:35:52.800 --> 00:35:57.600 One part of our project is actually based on Instagram. 00:35:57.600 --> 00:35:59.280 So, yeah, that's pretty much the extent 00:35:59.280 --> 00:36:01.040 of what we've been using on technology 00:36:01.040 --> 00:36:02.640 as far as I'm concerned. 00:36:05.160 --> 00:36:08.040 >>All right, so now I'm going to turn to questions 00:36:08.040 --> 00:36:12.760 that are coming in from audience members in the chat. 00:36:12.760 --> 00:36:18.360 The first question and one that is near and dear to my heart is, 00:36:18.360 --> 00:36:22.600 what are the metrics that you're using to measure 00:36:22.600 --> 00:36:27.760 the impact of these programs, 00:36:27.760 --> 00:36:29.880 and how are you tracking these metrics? 00:36:32.040 --> 00:36:34.600 Anyone can jump in. 00:36:34.600 --> 00:36:35.800 >>I don't mind jumping in first. 00:36:35.800 --> 00:36:37.120 >>Go for it. 00:36:37.120 --> 00:36:40.280 >>So we were going to use a pre and post survey, 00:36:40.280 --> 00:36:44.400 so ahead of our two ideas we were going to 00:36:44.400 --> 00:36:47.640 just use a survey to see students' levels 00:36:47.640 --> 00:36:50.920 of how they felt accepted in the community 00:36:50.920 --> 00:36:53.520 and how they felt like they were outliers, etc. 00:36:53.520 --> 00:36:56.520 and then hopefully measure some sort of progress 00:36:56.520 --> 00:36:59.440 after where they felt like they were more part of a community 00:36:59.440 --> 00:37:01.720 and they felt more welcome, etc. 00:37:03.920 --> 00:37:05.600 >>Along with the pre and post survey 00:37:05.600 --> 00:37:09.760 that Tom talked about and post campaign focus groups, 00:37:09.760 --> 00:37:12.760 we have really good social media metrics. 00:37:12.760 --> 00:37:15.640 It's really hard to determine the behavioral changes 00:37:15.640 --> 00:37:19.200 over the course of a 15-week or a one-year-long program. 00:37:19.200 --> 00:37:22.760 We were fortunate to be selected by Harvard University 00:37:22.760 --> 00:37:26.360 for a three-year longitudinal study on the program, 00:37:26.360 --> 00:37:29.120 and the results were very encouraging. 00:37:29.120 --> 00:37:32.760 The program demonstrated increases in tolerance 00:37:32.760 --> 00:37:35.200 within diverse populations. 00:37:35.200 --> 00:37:37.600 So remember, prevention is based upon the belief 00:37:37.600 --> 00:37:40.160 that something bad won't happen in the future. 00:37:40.160 --> 00:37:42.680 It's really tough to be predictive, 00:37:42.680 --> 00:37:48.120 but yet the program is proactive and involves young people 00:37:48.120 --> 00:37:51.560 to create the messaging that they think and not me, 00:37:51.560 --> 00:37:54.360 not you, and not most people in the audience. 00:37:54.360 --> 00:37:58.840 Peer communications is very, very credible and authentic. 00:38:00.800 --> 00:38:02.200 >>Vik or Jordan, 00:38:02.200 --> 00:38:05.680 do you want to speak to what metrics you use 00:38:05.680 --> 00:38:08.200 to measure the impact of your initiatives? 00:38:09.440 --> 00:38:12.160 >>Yeah, I will briefly share. 00:38:12.160 --> 00:38:15.240 As I mentioned, a lot of the education technologies 00:38:15.240 --> 00:38:19.080 we integrated into the curricula content would measure engagement 00:38:19.080 --> 00:38:22.000 and also the change of perception across time. 00:38:22.000 --> 00:38:23.600 We also had pre and post surveys. 00:38:23.600 --> 00:38:27.960 We did focus groups and interviews as well. 00:38:27.960 --> 00:38:32.720 In thinking about metrics that the audience can understand, 00:38:32.720 --> 00:38:36.120 both Jordan and I have obviously chosen to keep working on this, 00:38:36.120 --> 00:38:38.480 and one of the big components to move forward 00:38:38.480 --> 00:38:41.960 is actually to elaborate and extend the metrics plan. 00:38:41.960 --> 00:38:44.840 The reason that CP3 I think enjoyed our proposal 00:38:44.840 --> 00:38:46.920 is because we are now going to introduce modeling 00:38:46.920 --> 00:38:48.920 and different forms of regression analysis 00:38:48.920 --> 00:38:51.000 to make it more sophisticated. 00:38:51.000 --> 00:38:53.200 In the short amount of time since we began we now 00:38:53.200 --> 00:38:56.400 have more direct metrics, if that makes sense to folks. 00:38:58.480 --> 00:39:00.760 >>Similar to what Tom, Anna, Tony, 00:39:00.760 --> 00:39:03.720 and Vik just mentioned, on top of those metrics 00:39:03.720 --> 00:39:07.200 Fuse also focused on informing and empowering bystanders 00:39:07.200 --> 00:39:09.400 to identify signs of radicalization 00:39:09.400 --> 00:39:12.400 trough our podcast and then enhancing digital literacy 00:39:12.400 --> 00:39:14.520 to prevent the spread of misinformation 00:39:14.520 --> 00:39:16.240 through our toolkit that's available. 00:39:17.800 --> 00:39:21.440 >>And, Jordan, how do you measure those things? 00:39:21.440 --> 00:39:22.840 >>For our podcast we measured 00:39:22.840 --> 00:39:25.080 how many users were listening to our podcast, 00:39:25.080 --> 00:39:26.600 not only starting the podcast, 00:39:26.600 --> 00:39:29.800 but through the duration of the entire episode, 00:39:29.800 --> 00:39:30.960 and then for our toolkit 00:39:30.960 --> 00:39:33.440 we measured who was completing the toolkit. 00:39:33.440 --> 00:39:35.040 We had quizzes at each level, 00:39:35.040 --> 00:39:39.520 so essentially it would take you through sort of a curriculum 00:39:39.520 --> 00:39:42.560 in terms of learning the Subject Matter Material, 00:39:42.560 --> 00:39:44.280 listening to an episode of our podcast, 00:39:44.280 --> 00:39:45.760 and then taking the quiz at the end 00:39:45.760 --> 00:39:48.840 to ensure that you retained that information you learned. 00:39:50.040 --> 00:39:51.320 >>Tony and Tom, 00:39:51.320 --> 00:39:55.040 I'm going to direct this next question to you. 00:39:55.040 --> 00:39:59.680 How are we safeguarding students, particularly minors, 00:39:59.680 --> 00:40:03.160 who are participating in this program 00:40:03.160 --> 00:40:05.360 and promoting their work online? 00:40:06.680 --> 00:40:08.440 >>You know that's something that we've actually had 00:40:08.440 --> 00:40:10.920 some very intense discussions. 00:40:13.000 --> 00:40:17.080 The assets data that we use, that's all completely anonymous. 00:40:17.080 --> 00:40:19.320 We can't identify any of those students, 00:40:19.320 --> 00:40:22.200 so we've been really struggling with that. 00:40:22.200 --> 00:40:25.600 One of our ideas is to have students speak about times 00:40:25.600 --> 00:40:29.240 when they felt like they were not a part of a community 00:40:29.240 --> 00:40:35.800 and then use those small anecdotes to highlight 00:40:35.800 --> 00:40:40.480 when people felt uncomfortable or unwelcome. 00:40:40.480 --> 00:40:42.320 Those would also be anonymous, 00:40:42.320 --> 00:40:43.920 but another thing that we were struggling with 00:40:43.920 --> 00:40:46.000 is how to make those anonymous enough 00:40:46.000 --> 00:40:49.400 so a kid can't be identified on those. 00:40:49.400 --> 00:40:53.800 So part of it is to make sure that they can't be identified, 00:40:53.800 --> 00:40:56.560 and the other piece is that it's all anonymous 00:40:56.560 --> 00:40:59.320 on the assets survey. 00:40:59.320 --> 00:41:05.240 Our other thing to add to this is going to be an escape room, 00:41:05.240 --> 00:41:09.960 and in terms of that I don't see an inherent safeguards 00:41:09.960 --> 00:41:11.400 that will be necessary for that. 00:41:13.760 --> 00:41:16.000 >>One of the important elements of the program 00:41:16.000 --> 00:41:18.000 that we establish right from the beginning 00:41:18.000 --> 00:41:22.520 on the recommendation of school superintendents and principals 00:41:22.520 --> 00:41:26.440 is to have an opt-out opportunity for a parent 00:41:26.440 --> 00:41:30.880 to have their learner not participate in Invent2Prevent. 00:41:30.880 --> 00:41:34.560 Now we have 25 schools currently doing the program, 00:41:34.560 --> 00:41:36.600 and not a single parent has said, 00:41:36.600 --> 00:41:38.840 "I don't want my minor to participate." 00:41:38.840 --> 00:41:41.000 So that's a sign of success right there. 00:41:41.000 --> 00:41:42.680 Number two, 00:41:42.680 --> 00:41:46.400 Invent2Prevent is not a program where we put it in a box 00:41:46.400 --> 00:41:50.200 with a bow, give it to a teacher like Tom and say, "Good luck, 00:41:50.200 --> 00:41:53.200 and we'll talk to you at the end of the semester." 00:41:53.200 --> 00:41:55.960 We have full-time McCain Institute 00:41:55.960 --> 00:41:57.720 and EdVenture Partners staff 00:41:57.720 --> 00:41:59.120 who work with the students 00:41:59.120 --> 00:42:02.520 so if there's anything, any direction, 00:42:02.520 --> 00:42:05.880 that isn't appropriate, we catch it early on. 00:42:05.880 --> 00:42:07.600 Take a look at Tom, he's the teacher, 00:42:07.600 --> 00:42:10.400 and he sees what's happening on a day-to-day basis. 00:42:10.400 --> 00:42:15.040 So there are guardrails to what students are capable of doing, 00:42:15.040 --> 00:42:19.000 and we have not had any problems with people 00:42:19.000 --> 00:42:22.040 going in the wrong direction. It's always a possibility, 00:42:22.040 --> 00:42:26.040 but yet we do have pretty good elements 00:42:26.040 --> 00:42:28.040 in place to prevent that from happening. 00:42:30.200 --> 00:42:31.400 >>All right. 00:42:31.400 --> 00:42:36.160 So I've got a couple of questions in the chat 00:42:36.160 --> 00:42:39.040 that I'm going to run through really quickly, 00:42:39.040 --> 00:42:42.440 and, Tony, this is going to be a rapid fire round with you. 00:42:42.440 --> 00:42:45.640 Can schools outside of the United States 00:42:45.640 --> 00:42:47.400 participate in the program? 00:42:47.400 --> 00:42:49.480 >>The DHS Program, no, 00:42:49.480 --> 00:42:52.080 but we do this with the U.S. Department of State, 00:42:52.080 --> 00:42:55.000 so the answer is yes. 00:42:55.000 --> 00:42:58.200 >>So those who are interested in participating 00:42:58.200 --> 00:42:59.400 outside the United States 00:42:59.400 --> 00:43:03.160 can follow up with EdVenture Partners directly. 00:43:03.160 --> 00:43:10.160 Has the program been used to engage the LGBTQ community, 00:43:10.160 --> 00:43:12.240 as they see high levels of targeted violence? 00:43:12.240 --> 00:43:15.360 And, Tony, I can think of a couple of campaigns 00:43:15.360 --> 00:43:17.000 that have done this work in the past. 00:43:17.000 --> 00:43:20.440 Are there any examples that come quickly to your mind? 00:43:20.440 --> 00:43:25.720 >>I'm thinking of the teen that got first place 00:43:25.720 --> 00:43:28.640 in the McCain Institute, Protective Project. 00:43:28.640 --> 00:43:32.480 That was LGBTQ related. But to answer the question, yes. 00:43:32.480 --> 00:43:34.320 That's the beauty of this program. 00:43:34.320 --> 00:43:35.760 It is not prescriptive. 00:43:35.760 --> 00:43:38.840 We ask young students like Anna to say, 00:43:38.840 --> 00:43:41.600 "You tell us what the problem is in your community. 00:43:41.600 --> 00:43:44.160 Here are some resources. Good luck. 00:43:44.160 --> 00:43:46.840 We're there to support your campaign to address it." 00:43:46.840 --> 00:43:51.680 So, yes, that's obviously hugely important with young people. 00:43:51.680 --> 00:43:53.480 >>And that campaign Tony mentioned, 00:43:53.480 --> 00:43:57.200 it wasn't a prior iteration of this program, 00:43:57.200 --> 00:44:00.320 but it was produced in a similar program model. 00:44:00.320 --> 00:44:05.240 What the students developed there was lesson plans 00:44:05.240 --> 00:44:09.280 for resident assistants in college dorms 00:44:09.280 --> 00:44:16.400 to facilitate conversations about targeted violence 00:44:16.400 --> 00:44:20.040 towards LGBTQ+ communities. 00:44:22.800 --> 00:44:24.880 All right, we've got that one. 00:44:24.880 --> 00:44:28.440 Is the program free for high schools? 00:44:28.440 --> 00:44:30.840 >>Yes. And to let you know, 00:44:30.840 --> 00:44:33.920 during the competition it will be three teams 00:44:33.920 --> 00:44:36.720 comprised of five students and one faculty, 00:44:36.720 --> 00:44:40.240 and we assume since the competition will be hopefully 00:44:40.240 --> 00:44:43.840 in a relatively post-Covid environment in June 00:44:43.840 --> 00:44:47.320 they will be going to Washington, D.C. to present. 00:44:47.320 --> 00:44:50.600 There's $5,000, $3,000, and $1,000 00:44:50.600 --> 00:44:52.040 for the top three teams. 00:44:52.040 --> 00:44:55.280 What else is really exciting is that Homeland Security 00:44:55.280 --> 00:44:58.760 would like to see young people pursue careers in prevention 00:44:58.760 --> 00:45:01.960 and not necessarily law enforcement, 00:45:01.960 --> 00:45:04.920 so we actually have scholarship money available. 00:45:04.920 --> 00:45:06.600 It's competitive, and you have to apply for it, 00:45:06.600 --> 00:45:10.600 but seniors are encouraged to apply for $1,000 scholarships 00:45:10.600 --> 00:45:13.680 to pursue and learn about prevention careers, 00:45:13.680 --> 00:45:14.600 which is great. 00:45:16.560 --> 00:45:18.200 >>And those scholarships are open 00:45:18.200 --> 00:45:20.800 to university students as well. 00:45:20.800 --> 00:45:22.360 >>That's right. 00:45:22.360 --> 00:45:28.600 >>So I'm going to come back to that question 00:45:28.600 --> 00:45:33.520 just so we get some other voices besides Tony's in here. 00:45:33.520 --> 00:45:36.840 With all the pressure for state-mandated testing, 00:45:36.840 --> 00:45:38.360 how does the high school program 00:45:38.360 --> 00:45:40.640 create time to teach the program. 00:45:40.640 --> 00:45:42.600 Tom, you spoke to this a little bit earlier, 00:45:42.600 --> 00:45:45.640 but do you want to elaborate as to kind of 00:45:45.640 --> 00:45:49.160 how you had to think creatively to fit this program in? 00:45:49.160 --> 00:45:51.360 >>Yeah, we had to be very creative. 00:45:51.360 --> 00:45:53.520 You know, again, I think we got a little lucky 00:45:53.520 --> 00:45:56.240 because I went into a new position as an administrator, 00:45:56.240 --> 00:45:58.640 so I have time that I can allocate for that. 00:45:58.640 --> 00:46:01.000 Then we have what we call a clipper block 00:46:01.000 --> 00:46:03.560 which is an advisory block at the high school, 00:46:03.560 --> 00:46:05.080 and it's kind of a catch-all. 00:46:05.080 --> 00:46:06.720 Sometimes we have presentations, 00:46:06.720 --> 00:46:09.640 and students can meet with faculty to get extra help. 00:46:09.640 --> 00:46:11.120 The group of students that I have 00:46:11.120 --> 00:46:14.680 they've just kind of chosen to work with me during that block. 00:46:14.680 --> 00:46:15.920 I need to be very flexible 00:46:15.920 --> 00:46:19.960 because sometimes they have to meet with their teachers, etc. 00:46:19.960 --> 00:46:22.760 So it does have to take a little bit of imagination 00:46:22.760 --> 00:46:24.960 and a little bit of forward thinking. 00:46:24.960 --> 00:46:27.120 It can be run also as a club, 00:46:27.120 --> 00:46:31.960 so like an afterschool club would be also an option. 00:46:31.960 --> 00:46:33.600 So there are some options out there. 00:46:33.600 --> 00:46:36.360 And then in terms of aligning it to standards, 00:46:36.360 --> 00:46:37.760 I think that's when the teacher has to 00:46:37.760 --> 00:46:39.040 just know their standards. 00:46:39.040 --> 00:46:40.760 I was an English teacher, 00:46:40.760 --> 00:46:43.320 and I'm probably a pain in Anna's butt 00:46:43.320 --> 00:46:45.600 because I just keep trying to tie everything into literacy. 00:46:45.600 --> 00:46:47.040 I'm like, "So we've got to read this. 00:46:47.040 --> 00:46:50.880 I want you guys to write this and read this," 00:46:50.880 --> 00:46:53.120 and then it's a matter of me going back and kind of seeing 00:46:53.120 --> 00:46:55.600 how they align with the standards for the 12th grade 00:46:55.600 --> 00:46:57.880 which isn't too terribly difficult. 00:46:57.880 --> 00:46:59.360 And then in terms of the assessment, 00:46:59.360 --> 00:47:01.320 one of the things that I love about these projects 00:47:01.320 --> 00:47:05.960 is it's really a matter of when the rubber hits the road. 00:47:05.960 --> 00:47:09.440 We execute it, that's our final assessment, 00:47:09.440 --> 00:47:13.600 and then that's when we see how well students did. 00:47:13.600 --> 00:47:15.800 To be honest with you, it is a first-year program, 00:47:15.800 --> 00:47:17.200 so as we move forward 00:47:17.200 --> 00:47:19.440 if we continue this program perennially, 00:47:19.440 --> 00:47:23.200 which I hope, we'll build rubrics into it. 00:47:23.200 --> 00:47:26.440 It will get more rigorous in terms of the formative 00:47:26.440 --> 00:47:27.920 and the summative assessments. 00:47:27.920 --> 00:47:29.640 It's also very nice with Jordan 00:47:29.640 --> 00:47:32.040 because Jordan is always kind of checking with us, 00:47:32.040 --> 00:47:33.480 so some of our assessments 00:47:33.480 --> 00:47:35.560 there would be doing our project reports, 00:47:35.560 --> 00:47:38.760 our monthly overviews, etc. 00:47:38.760 --> 00:47:40.600 In the future maybe we can tie a rubric 00:47:40.600 --> 00:47:43.160 into completing those as we move forward. 00:47:44.600 --> 00:47:49.080 >>And, Jordan, I'm going to direct this next question to you 00:47:49.080 --> 00:47:53.720 because there's a question about target audiences 00:47:53.720 --> 00:47:56.800 and whether parents were ever considered 00:47:56.800 --> 00:47:58.000 potential target audiences. 00:47:58.000 --> 00:48:00.040 I know parents were a target audience 00:48:00.040 --> 00:48:01.640 for one of your campaigns, 00:48:01.640 --> 00:48:05.200 so can you speak to that and how you decided 00:48:05.200 --> 00:48:07.040 to make parents part of your target audience? 00:48:07.040 --> 00:48:09.280 And then, what are the other target audiences 00:48:09.280 --> 00:48:12.120 that students can choose to select? 00:48:13.600 --> 00:48:16.360 >>So with the K.E.Y. Program our primary target audience 00:48:16.360 --> 00:48:17.800 we focused, again, 00:48:17.800 --> 00:48:20.000 on was students grades 3 through 5, 00:48:20.000 --> 00:48:22.560 however a secondary target audience was parents, peers, 00:48:22.560 --> 00:48:27.880 and mentors who affected the education of these students. 00:48:27.880 --> 00:48:29.520 So that was really important to incorporate 00:48:29.520 --> 00:48:31.320 that within our campaign. 00:48:31.320 --> 00:48:33.720 There was a plethora of target audiences 00:48:33.720 --> 00:48:36.920 that we can choose from essentially with this program, 00:48:36.920 --> 00:48:38.120 but those were the main ones 00:48:38.120 --> 00:48:39.600 that we chose with the K.E.Y. Program. 00:48:41.680 --> 00:48:42.920 >>All right. 00:48:46.200 --> 00:48:55.520 Okay, so I am working through questions. 00:48:55.520 --> 00:48:57.800 Does a student need to be in this program 00:48:57.800 --> 00:48:59.600 to apply for a scholarship? 00:49:02.680 --> 00:49:05.800 >>Yes, they do. 00:49:05.800 --> 00:49:08.000 It's the only way that we can control it 00:49:08.000 --> 00:49:11.280 from a competitive environment and also take a look 00:49:11.280 --> 00:49:14.160 at what the students have actually done. 00:49:14.160 --> 00:49:16.600 It's great because they will after the course 00:49:16.600 --> 00:49:17.920 of going through this project 00:49:17.920 --> 00:49:19.920 really have a wonderful understanding 00:49:19.920 --> 00:49:23.960 of what prevention is and what prevention careers are. 00:49:23.960 --> 00:49:27.080 We want to reward those students 00:49:27.080 --> 00:49:29.920 that see this as a possible career path, 00:49:29.920 --> 00:49:32.680 and by going through the program that happens organically. 00:49:34.960 --> 00:49:37.040 >>And I will say, 00:49:37.040 --> 00:49:40.640 for students who haven't participated in the program yet, 00:49:40.640 --> 00:49:44.920 but want to create a team 00:49:44.920 --> 00:49:49.440 and compete in the program in this next semester, 00:49:49.440 --> 00:49:52.280 we can talk to them about scholarships now as well. 00:49:52.280 --> 00:49:54.840 So it's either current participation 00:49:54.840 --> 00:50:02.640 or willingness to field a team in a future semester. 00:50:02.640 --> 00:50:05.200 >>Brette, if I might add to the audience out there, 00:50:05.200 --> 00:50:06.440 it's really interesting. 00:50:06.440 --> 00:50:08.160 There are a number of ways that we've learned 00:50:08.160 --> 00:50:10.120 how we can access a high school. 00:50:10.120 --> 00:50:13.280 One of the most effective is when a young student 00:50:13.280 --> 00:50:15.600 actually hears about the program 00:50:15.600 --> 00:50:17.920 and then goes to the principal and says, 00:50:17.920 --> 00:50:20.120 "I would like to introduce to you an opportunity 00:50:20.120 --> 00:50:22.200 that I will take the leadership role 00:50:22.200 --> 00:50:24.600 in building the team at this school." 00:50:24.600 --> 00:50:27.440 So it's unlike the university model 00:50:27.440 --> 00:50:31.360 where the professor dictates if it's going to happen or not. 00:50:31.360 --> 00:50:34.640 There are many entry points that we have, 00:50:34.640 --> 00:50:38.560 and young people who want to participate have great influence 00:50:38.560 --> 00:50:41.080 with the school administration to participate 00:50:41.080 --> 00:50:45.240 to where it easily becomes a club format Invent2Prevent. 00:50:47.800 --> 00:50:49.200 >>All right. 00:50:49.200 --> 00:50:50.960 And, Jordan, 00:50:50.960 --> 00:50:58.280 I'm going to direct this next question to you and Tony. 00:50:58.280 --> 00:51:01.320 There's a question about roughly how many teams 00:51:01.320 --> 00:51:09.040 are choosing to focus on radicalization and extremism 00:51:09.040 --> 00:51:13.600 as compared with other forms of targeted violence? 00:51:16.760 --> 00:51:19.800 >>I would say most of the teams 00:51:19.800 --> 00:51:21.600 that I have currently at the high school level 00:51:21.600 --> 00:51:24.400 are focusing on other forms of targeted violence 00:51:24.400 --> 00:51:29.040 such as bullying, incidences of school shootings, 00:51:29.040 --> 00:51:30.280 and school safety measures 00:51:30.280 --> 00:51:33.720 in terms of how to protect students 00:51:33.720 --> 00:51:35.520 with community engagement 00:51:35.520 --> 00:51:37.600 and how to connect them with resources 00:51:37.600 --> 00:51:40.080 within their high school whether that's guidance counselors 00:51:40.080 --> 00:51:41.600 or just someone to talk to. 00:51:41.600 --> 00:51:42.880 I would say the majority of teams 00:51:42.880 --> 00:51:45.200 are focused on other forms of targeted violence. 00:51:46.400 --> 00:51:47.840 >>And, Tony, do you want to speak to that 00:51:47.840 --> 00:51:49.200 at the university level? 00:51:51.000 --> 00:51:53.760 >>I'd say about 60 to 70 percent. 00:51:53.760 --> 00:51:55.680 It's a pretty high percentage 00:51:55.680 --> 00:51:58.920 even though we keep the objectives broad 00:51:58.920 --> 00:52:01.480 to allow for various interpretations 00:52:01.480 --> 00:52:05.040 because the issues that happen in south Florida 00:52:05.040 --> 00:52:07.640 will be entirely different than what happens in rural Tennessee. 00:52:09.760 --> 00:52:11.960 One thing worth mentioning which is great 00:52:11.960 --> 00:52:14.800 is that we're trying to create a village of young people 00:52:14.800 --> 00:52:17.280 to get involved in the prevention space. 00:52:17.280 --> 00:52:19.560 Invent2Prevent has aligned itself 00:52:19.560 --> 00:52:21.640 with Make our Schools Safe 00:52:21.640 --> 00:52:24.600 which was formed by the parents of Alyssa Alhadeff 00:52:24.600 --> 00:52:28.120 who was killed in the Marjory Stoneman Douglas High School 00:52:28.120 --> 00:52:29.720 shooting in 2018, 00:52:29.720 --> 00:52:32.640 so we're looking to leverage our model 00:52:32.640 --> 00:52:35.040 with existing practitioners, 00:52:35.040 --> 00:52:37.640 and we're working with five of their schools. 00:52:37.640 --> 00:52:41.680 So organically it's a pilot. 00:52:41.680 --> 00:52:43.800 Remember, it's a pilot at the high school level, 00:52:43.800 --> 00:52:46.600 so we welcome other practitioners 00:52:46.600 --> 00:52:50.200 to join forces with this program 00:52:50.200 --> 00:52:53.240 because there's a lot of work to be done as we all know. 00:52:55.040 --> 00:53:05.000 >>And Tom and Vik, as you think about programming for educators, 00:53:05.000 --> 00:53:08.720 what advice can you give to educators 00:53:08.720 --> 00:53:14.240 who want to do more to address targeted violence, 00:53:14.240 --> 00:53:18.320 hate, and terrorism in educational settings? 00:53:22.600 --> 00:53:25.680 >>Yeah, I'm happy to speak to this. 00:53:25.680 --> 00:53:31.800 I'd say the first part was already partly addressed, 00:53:31.800 --> 00:53:34.840 but this doesn't have to be something separate from the work 00:53:34.840 --> 00:53:37.120 that educators are already doing. 00:53:37.120 --> 00:53:40.640 I think one thing is that it's your classroom practices, 00:53:40.640 --> 00:53:42.120 the lessons, and the kind of stories 00:53:42.120 --> 00:53:44.160 you're putting in front of your students. 00:53:44.160 --> 00:53:47.320 That's part of the work that you can already do. 00:53:47.320 --> 00:53:50.680 I think the second part for educators 00:53:50.680 --> 00:53:54.800 would be that a lot of educators came to us 00:53:54.800 --> 00:53:58.800 after our intervention with them through Invent2Prevent and said, 00:53:58.800 --> 00:54:01.800 "I now think about targeted violence in my role 00:54:01.800 --> 00:54:03.520 in a very different way." 00:54:03.520 --> 00:54:07.360 I think that awareness and recognition of educators 00:54:07.360 --> 00:54:11.280 in a prevention effort is a huge part of the reason 00:54:11.280 --> 00:54:15.280 that we need to do more work with educators. 00:54:15.280 --> 00:54:17.160 They recognize their role, 00:54:17.160 --> 00:54:18.800 and then they're able to lean into it. 00:54:18.800 --> 00:54:21.640 So that's it. It's awareness, and it's also just integration. 00:54:21.640 --> 00:54:23.560 It's not an addition, but an integration 00:54:23.560 --> 00:54:26.360 of what's already happening in schools. 00:54:26.360 --> 00:54:29.600 >>And as educators we're always trying to prevent stuff. 00:54:29.600 --> 00:54:31.360 We're always trying to prevent a kid from failing, 00:54:31.360 --> 00:54:32.600 and we're always trying to prevent a kid 00:54:32.600 --> 00:54:36.480 from falling through the cracks, 00:54:36.480 --> 00:54:38.680 so I think that you can see this on almost two levels. 00:54:38.680 --> 00:54:41.760 You can jump in with the program and really dig in, 00:54:41.760 --> 00:54:44.400 and I think we see this already at Newburyport High School. 00:54:44.400 --> 00:54:47.280 Other kids hear about it, and they want to get involved, 00:54:47.280 --> 00:54:49.560 and on the flipside teachers hear about what we're doing 00:54:49.560 --> 00:54:52.560 and talk about risk factors and protective factors, 00:54:52.560 --> 00:54:53.840 and then they incorporate 00:54:53.840 --> 00:54:55.840 a little more organically into the curriculum. 00:54:55.840 --> 00:54:58.680 You know, we do a lot of social and emotional stuff 00:54:58.680 --> 00:55:02.560 and building that in across different disciplines 00:55:02.560 --> 00:55:07.200 whether it's math or literacy or just a typical health class. 00:55:07.200 --> 00:55:09.040 So I think those would be the two kind of ways 00:55:09.040 --> 00:55:11.440 I would see educators using this. 00:55:11.440 --> 00:55:14.920 It is such an important issue. 00:55:14.920 --> 00:55:18.920 It all comes back to just making kids safer and happier, 00:55:18.920 --> 00:55:22.840 and from my perspective from 12 down, it's just helping kids. 00:55:25.200 --> 00:55:30.600 >>All right, next question. 00:55:30.600 --> 00:55:34.040 Jordan, I'll let you take this one since you addressed 00:55:34.040 --> 00:55:36.240 this somewhat directly with one of yours. 00:55:38.280 --> 00:55:41.480 What about teams that focus on antisemitism? 00:55:46.240 --> 00:55:48.160 >>Sorry, my audio cut out. 00:55:48.160 --> 00:55:50.080 Were there teams that focused on antisemitism? 00:55:50.080 --> 00:55:52.560 >>Absolutely, yes. 00:55:52.560 --> 00:55:55.080 >>Yes, there were a couple of teams who focused on that. 00:55:55.080 --> 00:55:57.400 At this point right now at the high school level 00:55:57.400 --> 00:56:00.160 the schools haven't decided to address that, 00:56:00.160 --> 00:56:02.000 however at the university level schools 00:56:02.000 --> 00:56:04.360 in the past have focused on antisemitism. 00:56:06.680 --> 00:56:08.240 >>And just a reminder for everyone, 00:56:08.240 --> 00:56:10.200 the students get to decide 00:56:10.200 --> 00:56:14.360 what focus is most relevant to their campus 00:56:14.360 --> 00:56:17.280 and their student body or their broader target audience, 00:56:17.280 --> 00:56:18.640 whatever that might be. 00:56:20.000 --> 00:56:21.320 ->>Right. ->>Go ahead, Tom. 00:56:21.320 --> 00:56:22.880 >>Anna can actually talk a little bit 00:56:22.880 --> 00:56:24.240 about the antisemitic piece. 00:56:24.240 --> 00:56:25.520 Anna, you want to talk about that 00:56:25.520 --> 00:56:29.120 because that's one of the pieces that we saw? 00:56:29.120 --> 00:56:32.760 >>Yeah. So while we were looking for our target audience 00:56:32.760 --> 00:56:35.200 we actually did look at antisemitism 00:56:35.200 --> 00:56:38.400 as a potential for our project. 00:56:38.400 --> 00:56:40.880 We just didn't end up choosing it 00:56:40.880 --> 00:56:43.360 to be our overall target audience. 00:56:43.360 --> 00:56:47.600 But we did look at it, and we definitely talked about 00:56:47.600 --> 00:56:49.800 how we might do a project around it. 00:56:49.800 --> 00:56:51.240 So, I mean, if this project 00:56:51.240 --> 00:56:54.320 or if this organization continues 00:56:54.320 --> 00:56:58.440 maybe that will be a future project for us. 00:56:58.440 --> 00:57:00.560 >>All right, so we've only got one minute left, 00:57:00.560 --> 00:57:03.600 but there's a lot of discussion about social and emotional 00:57:03.600 --> 00:57:05.520 learning in the chat. 00:57:05.520 --> 00:57:08.160 Tony, do you want to speak to this? 00:57:08.160 --> 00:57:10.640 I know Rachel provided a resource in the chat, 00:57:10.640 --> 00:57:16.160 but how have we aligned the curriculum 00:57:16.160 --> 00:57:21.760 against the social and emotional learning objectives? 00:57:21.760 --> 00:57:24.720 >>When we were doing focus grups with superintendents 00:57:24.720 --> 00:57:29.120 and principals last summer, they strongly encouraged us 00:57:29.120 --> 00:57:31.920 to develop optional curriculum 00:57:33.360 --> 00:57:36.280 that would take the learners and the teachers down two paths. 00:57:36.280 --> 00:57:37.960 One was social and emotional learning, 00:57:37.960 --> 00:57:42.160 and the other was information about targeted violence. 00:57:42.160 --> 00:57:47.640 We had fortunately two superb high school teachers, 00:57:47.640 --> 00:57:50.840 one who was a social worker who developed 00:57:50.840 --> 00:57:55.400 both the targeted violence curriculum which is six units, 00:57:55.400 --> 00:57:58.080 and then there's five units of social and emotional learning. 00:57:58.080 --> 00:58:05.120 So interestingly in talking to education professionals, 00:58:05.120 --> 00:58:08.640 some schools have been really inconsistent 00:58:08.640 --> 00:58:12.200 from a targeted violence and prevention perspective. 00:58:12.200 --> 00:58:15.160 Not many schools have a curriculum or program 00:58:15.160 --> 00:58:17.400 that is offered or given to their students. 00:58:17.400 --> 00:58:19.280 Many have social and emotional learning 00:58:19.280 --> 00:58:21.840 as you know,and what we have found 00:58:21.840 --> 00:58:25.440 as early as yesterday in talking to the Mansfield ISD in Texas 00:58:25.440 --> 00:58:29.240 is that the social and emotional learning experts 00:58:29.240 --> 00:58:31.760 for the district looked at our content and said, 00:58:31.760 --> 00:58:33.000 "This is great. 00:58:33.000 --> 00:58:36.520 It really complements what we're trying to get across." 00:58:36.520 --> 00:58:40.440 So Invent2Prevent is not operating in a vacuum 00:58:40.440 --> 00:58:41.640 or an island. 00:58:41.640 --> 00:58:46.320 We have been very mindful of reaching out to educators 00:58:46.320 --> 00:58:51.000 at all levels and getting input from students at the lower end 00:58:51.000 --> 00:58:52.800 to be able to build the pilot, 00:58:52.800 --> 00:58:55.200 and we know it's only going to get better. 00:58:55.200 --> 00:58:57.560 We're pretty thorough in trying to do an assessment 00:58:57.560 --> 00:59:00.360 of what's working. 00:59:00.360 --> 00:59:01.680 >>All right. 00:59:01.680 --> 00:59:06.360 And I believe that we are out of time, 00:59:06.360 --> 00:59:12.960 so, Tony, I'm going to let you have the last word here. 00:59:12.960 --> 00:59:15.800 How can students get involved in the program? 00:59:17.440 --> 00:59:20.480 And, Tony, please populate your email in the chat. 00:59:24.320 --> 00:59:26.200 Actually, I'll just answer that for Tony. 00:59:26.200 --> 00:59:29.200 If you want to get involved in the program reach out to Tony. 00:59:29.200 --> 00:59:32.160 He will populate his email in the chat. 00:59:32.160 --> 00:59:34.000 And then there was a question, 00:59:34.000 --> 00:59:37.520 are there teachers or moderators available 00:59:37.520 --> 00:59:41.200 that oversee the project to offer suggestions? 00:59:41.200 --> 00:59:43.720 We do have several educators on our team 00:59:43.720 --> 00:59:45.200 at the McCain Institute 00:59:45.200 --> 00:59:47.800 who provide office hours for the students. 00:59:49.480 --> 00:59:52.960 There are also EdVenture Partners staff 00:59:52.960 --> 00:59:57.280 that can meet with the teams as often as they need it, 00:59:57.280 --> 01:00:00.120 and the teams decide how often they would like to meet 01:00:00.120 --> 01:00:01.640 with the EdVenture Partners team 01:00:01.640 --> 01:00:04.160 to provide that support 01:00:04.160 --> 01:00:07.200 in addition to the faculty advisor support. 01:00:07.200 --> 01:00:12.600 So please contact Tony if you're interested in learning more, 01:00:12.600 --> 01:00:15.440 and, please, to everyone who joined us today, 01:00:15.440 --> 01:00:21.440 please join me in thanking this fantastic group of panelists. 01:00:21.440 --> 01:00:24.880 Tom, Anna, Jordan, Vik, and Tony, 01:00:24.880 --> 01:00:27.680 we really appreciate all of the insights you have shared. 01:00:29.280 --> 01:00:30.440 >>Thank you all. 01:00:33.800 --> 01:00:37.360 >>Thank you, Brette, Tony, and all the speakers on this panel, 01:00:37.360 --> 01:00:39.400 Mr. Abrams, Vik, Jordan, and Anna 01:00:39.400 --> 01:00:41.360 who are really the first student speakers ever 01:00:41.360 --> 01:00:42.120 at our Digital Forum. 01:00:42.120 --> 01:00:43.200 You did a really amazing job. 01:00:43.200 --> 01:00:46.600 And thank you to the whole Invent2Prevent Program. 01:00:46.600 --> 01:00:49.600 Like Brette said and Tony populated in that chat, 01:00:49.600 --> 01:00:52.840 if you're interested in the program for a school 01:00:52.840 --> 01:00:55.160 or as a school educator, send Tony an email, 01:00:55.160 --> 01:00:58.800 or you can also contact us at DigitalForum@hq.dhs.gov 01:00:58.800 --> 01:01:01.520 and we'll get you connected and get you more information.