WEBVTT

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>>Good morning, everyone,

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and welcome back to day two of
our Digital Forum on Prevention

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looking at
the digital ecosystems

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of student security, safety,
and wellbeing presented together

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with the U.S. Department
of Homeland Security Center

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for Prevention Programs
and Partnerships, CP3,

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the Cybersecurity
and Infrastructure Security

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Agency School Safety Taskforce,

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and with the Department
of Education

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Office of Educational
Technology.

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Yesterday we heard
from the experts

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on online safety
and digital literacy

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and hosted opening
remarks from DHS'

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Under Secretary of Policy
and CISA's

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Executive Assistant Director
for Infrastructure Security.

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Today I am happy to introduce
some video remarks

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from Mr. Roberto Rodriguez
who is the Assistant Secretary

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for Planning, Evaluation,
and Policy Development

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at the Department of Education
to open our forum today.

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Ben, please play
Mr. Rodriguez' remarks.

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>>Good morning.

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It's my pleasure to welcome you
to day two of our forum.

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I'm Roberto Rodriguez,

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Assistant Secretary
for Policy and Planning

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here at the
Department of Education.

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We're so pleased to be
working in collaboration

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with the Department
of Homeland Security

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and the Center for Prevention
Programs and Partnerships

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in co-hosting this forum.

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I want to also
thank Cybersecurity

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and Infrastructure
Security Agency

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for their partnership
in this effort.

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Thanks to each of you
for taking time out of your day

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to join and participate
in today's forum.

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When we began planning,

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we sought to foster robust
collaboration and discussion

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from diverse sectors,

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and you helped us
achieve that goal,

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particularly during
yesterday's online safety

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and digital learning panels.

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Today's programming
will include additional content

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on our priorities
and mission here

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at the Department of Education,

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including hearing from our
Office of Educational Technology

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and from our outstanding
Deputy Director of OET,

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Kristina Ishmael.

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We're thrilled about the efforts

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underway across the whole
of government and across sectors

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to empower learners
to navigate digital spaces.

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We have an opportunity
and an obligation

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to support
our young people

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in navigating those spaces

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in ways that advance
their learning and success,

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in ways that can unleash
new possibilities

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to prepare them
for college and careers,

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and in ways that foster
their health and well-being.

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Our education landscape
has evolved by leaps and bounds.

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Technology has become
a core component

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of nearly every process
in education,

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and it opens the door
to numerous opportunities

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for academic
and whole child supports.

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With those opportunities comes
a need and a responsibility

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to ensure
our digital infrastructure

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promotes student safety,

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privacy, and security,
as well as accessibility.

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The Department of Education
has long supported

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the safe and effective
use of technology.

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That commitment
has led to resources

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such as the Readiness
and Emergency Management

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for School Center,

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the National Center

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for Safe and Supportive
Learning Environments,

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and StopBullying.gov,

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a collaboration
across government

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to support the well-being
of children and youth.

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We know more today
than ever before

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about raising awareness
and taking action

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to address the challenges
and opportunities ahead.

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There's been a
significant increase

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in cybersecurity attacks
in our schools

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over the last several years.

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Sixty-seven percent of parents

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are uninformed
about cybersecurity issues,

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and 22 percent
of district administrators

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identify their current
concern level as high.

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As we navigate the Covid-19
pandemic over the past two years

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and face an increase
in the use of technology

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for teaching
and engaging students,

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it's imperative that school
systems and education providers

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deliver safe digital
learning experiences.

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As a parent myself of two
teenage students

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who are avid participants
in our digital ecosystem,

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I can personally attest
to the importance

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of improving digital literacy

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and establishing safe
digital practices.

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We all have a role to play

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from state education leaders
and legislators

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to teachers, students, parents,
and caregivers.

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It's our shared responsibility

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to ensure that we're all made
to feel comfortable

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in digital environments.

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The discussions
that took place yesterday

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around threat assessments,
creating positive online spaces,

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and building digital literacy
to support civic discourse

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are all critical to this charge.

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To continue this momentum

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today is about cultivating
a culture of resiliency

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within technology,

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to build safe
digital ecosystems.

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We'll hear from experts
across various fields

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who play an important role

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in building healthy
digital ecosystems.

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We'll hear from students,
policymakers, education leaders,

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and state
and local agency leaders.

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We'll deepen
our understanding together

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of what it takes
to foster digital ecosystems

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that work for all learners
and educators,

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all while maintaining safety.

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Thanks again for your
dedication of time

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and ideas towards this charge.

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Together we can work to build
the digital environments

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our students deserve
to learn, grow, and thrive

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in a safe and supporting way.

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>>Thank you to the
Department of Education

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and Assistant Secretary
Rodriguez for those remarks.

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Without further ado,

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let's get started with
our third panel of this forum.

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Invent2Prevent is a program

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implemented by the McCain
Institute and EdVenture Partners

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and funded by CP3

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that challenges both university
and high school students

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over the course
of one or two semesters

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to develop their own
dynamic products, tools,

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or initiatives to prevent
targeted violence and terrorism.

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This panel featuring
student presenters

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will look at some
of those projects

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and why it is critical
to involve

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and empower youth
in prevention efforts.

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Moderating the session is
Brette Steele, Senior Director,

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Preventing Targeted Violence

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at the McCain Institute

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for International Leadership,
Team Invent2Prevent.

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Brette, the floor is yours.

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>>Thank you.

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I am so pleased to be here today
and to moderate this panel.

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I'm trying to turn my video on,
but it appears to be disabled.

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So without further ado,

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I will introduce
our fantastic panelists.

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Today we are joined by Tony Sgro
from EdVenture Partners,

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Jordan Galkowski
who led two teams

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in this style of competition

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and that works
for EdVenture Partners,

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Anna Fortier

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from Newburyport High School,

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Mr. Tom Abrams
from that same high school,

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and Vik Joshi
from Columbia University.

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We are so thrilled
to have them here today,

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and without further ado,
I will get to their questions.

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So, Tony, I want you
to kick us off,

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and please tell us more
about Invent2Prevent.

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>>Sure. Thanks, Brette.

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Well, Invent2Prevent is a high
school and university initiative

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where students become
a real-life marketing,

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social,
and digital media agency

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while earning academic credit
which is really important.

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Their effortsare focused
on preventing all forms

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of targeted violence, hate,
and terrorism on their campus

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and in their communities.

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What's interesting is the DNA of
Invent2Prevent

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is empowering young people
to be part of the solution

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by creating initiatives,
products, and tools

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that they think are going to be
the most effective

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in decreasing risk factors and
increasing preventative factors.

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DHS believes youth have
an important role to play

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in preventing targeted
violence and hate.

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I've prepared
two PowerPoint slides

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that will help bring
Invent2Prevent to life

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as we begin our panel
discussion.

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Ben, if you could
please fire up the slides

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so I can go through
these quickly,

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that would be appreciated.
Thank you!

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Okay, so we have two
different divisions.

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We have a collegiate
and a high school

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since the launch
of spring 2021.

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We've implemented
77 collegiate programs,

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and then this current year
is our first time

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we've been working
with high schools,

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and it's been fantastic.

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We have 25 high schools
participating,

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so we have started to achieve
some pretty decent scale

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with over 100 peer-to-peer
Invent2Prevent programs,

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which is great.
Next slide please.

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This one is important,

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and I just want
to spend a minute

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so you understand
what the program is.

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Once a school says,

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"We would love to participate
in Invent2Prevent,"

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we work with professors,
teachers and advisors

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who work to guide
the students.

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You see the blue circle,
so students,

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anywhere from 8
to 20 students

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will participate
as the Invent2Prevent team.

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We have resources
that make the program

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very popular
with administrators.

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We have an online
project portal

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that has a tremendous amount
of secondary resources.

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It has the project brief

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which is like the cookbook
of the program.

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It explains what needs
to be happening

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over the course of the term,

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plus we have hands-on
management in a mentoring,

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guiding role
from EdVenture Partners

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as well as McCain
Institute staff.

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We break up the team
into the social media agencies,

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so there's advertising,
app development,

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graphic design,
public relations,

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and social media strategy.
It's the real deal.

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It is a real
experiential-focused project.

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They come up with an idea

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that is tailored
to their local community.

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It is not cookie cutter.

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And then best part
is they make it happen.

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You see the red circle?

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They will implement
three different typical

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and integrated tactics:
an offline campaign,

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an online where
they get to select

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the social media platforms
and manage the messaging,

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and then, show me
a young person

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who doesn't absolutely
love videos,

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so we really encourage
young people to create creative,

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impactful videos that educate
and hopefully impact behaviors

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with the goal being students
impacting students.

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It's credible, authentic
messaging by young people,

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for young people,
that ultimately are KPIs

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to reduce targeted
violence and hate.

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So hopefully that sets
the foundation, Brette,

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for the questions that
you'll be posing to our students

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and our other panelists.

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>>Thank you for that, Tony.

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And just one more question
for you.

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You mentioned we're now in both
high schools and universities.

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How is the program different

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between high schools
and universities?

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>>At the university level
it happens

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over the course of 15 weeks,

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so it's a very tight semester.

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At the high school level
it can be spread out

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with rolling starts over the
course of two academic terms.

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Number two, we actually have
an 11-unit curriculum plan

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available to high school
teachers and students

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to use which does not exist
at the college level.

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Another issue
at the university level

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is that teams
get a $2,000 budget,

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and on the strong recommendation
of superintendents

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and principals they said,

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"Don't try to give
high schools money.

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It's just a little
too cumbersome."

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So that's really the essence,
but otherwise the creativity

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and the campaigns
are almost identical.

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>>All right,
thank you for that, Tony.

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Now I want to get
to our students and faculty

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who are participating
in the program.

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And, Jordan, I'm going to go
ahead and start with you

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because you have participated
in this program

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in so many different capacities
at this point.

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I want to start
with your Fuse campaign,

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your latest campaign, that came
in second place last semester

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if I remember correctly.

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Jordan, what was
your Fuse campaign,

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and how did you decide
what to focus on?

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>>Thank you, Brette.

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Our research
essentially revealed

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that there were 14 active
hate groups in Missouri,

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9 of which were white
supremacist groups in our area.

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We began
identifying characteristics

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of white supremacy extremists

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and risk factors
for radicalization,

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and we found that the pandemic
had increased race factors

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to violence such as isolation
and fear in internet usage.

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The information
in this campaign

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was related to the pandemic and
presidential election in 2020

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which motivated
an increase in violence

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against law enforcement
and government symbols.

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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.