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discuss how to create a school environment that discourages bullying behavior. the annual summit is part of an effort by the federal government to create a national bullying prevention strategy. this panel is about 55 minutes. >> so, i'm going to go ahead and introduce rene and then mark will be back in a second. so, we had originally scheduled to have george sigay with us but unfortunately george had a death in the family and is unable to join us. dr. rene bradley will be stepping in for him. she's the director of research office division in the office of special education programs. on positive behavioral interventions and supports for the last 16 years and we're pleased to have her here with us

today, so if everyone can give her a nice big round of applause. >> good morning. sorry about the break. i know it's hard to sit, so don't feel like you can't get up and run. obviously mark did. i'm glad i went a little bit earlier. i'm glad to be here today. i already disappointed my friend katherine saying that george wasn't here and i know others of you are dispointed as well. i will do my best to represent the work of the pdis center. there's a whole group associated with this national center, the ta center that's been funded by the department for 16 years now. we're just getting ready to go into our 17th year and it's not only the folks that work directly with the center. it's the folks in over 20,000 schools across the country that have help implement this and worked in the trenches and really pushed us to expand our work not just within the department of education but also with justice and the mental

health folks. so, there's a lot of information. i'm sure these slides are available to folks at some point so i'm not going to spend -- i'm not going to go through them word by word but will highlight them as i go through. there's a lot of information as i said. and i won't have time to do all of it justice, so i encourage you to go to the pdis.org site. it has a wealth of information not only information on the knowledge base but also tools that you can use to look at fidelity and implementation and blueprints to help you start implementing the program as well. when we look at arranging structure -- sorry. went too fast. we're in a point now in time where the attention on social, emotional behavioral needs i

don't think has ever been greater. i've been with the department for 17 years now and i remember it coming up and bubbling up. right now it seems across agency that everyone is very concerned about addressing the social, emotional and behavioral needs of children. our collective history in this area is very strong. and there are lots of practices that we know work. our challenge now seems to be how do we organize these practices in some kind of structure that schools and communities and mental health providers can implement them. we all know that putting one more thing on a teacher's plate is almost impossible these days so how do we help them implement more effective practices in a more efficient way? my job today is to talk about positive behavior interventions and supports. talk a little bit about what it is and how it can serve as a foundation or a structure for helping schools to organize their practices in a better way.

pbis was a term that originally appeared in the ida statute. you also may hear refer to as school-wide pbis, multitiered behavior frameworks and what you call it really doesn't matter. it's that the core components that we've identified are implemented within the individual frameworks, so what are we talking about? we're talking about a framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve both academically and behavioral important outcomes for all students. sorry, this clicker has a mind of its own a little bit. when we're talking about what we want to do, we want to establish the capacity for improving classroom and school climate.

other objectives that dovetail nicely with the talks this morning on our work on bullying how we decrease active management and maximizing academic achievement to achieve the goals we want to achieve broadly looking at pulling all the different behavioral, social and emotional initiatives together. a lot of people ask what is a positive school climate, how can you see it when you go no a school, and the question is do you see it, do you feel it. deb said this morning, walk into a school and you can know by your first times in the school, is it a good place to be. is it a place you would want your children. when you walk into a school that has a positive school climate, what are the things we might see? we might see posters up identifying behavioral responses that are expected of children. we may not see a long line of children in the hallway waiting to see the assistant principal for various issues and problems. we may not hear stories of children that feel like they

can't participate, attend school. and we also may see students' peers telling their other peers what to expect and appropriate behavior is within the school environment. it's important to look at before we go into the pbis look at what we're talking about when we talk about effective organizations. it long proceeds our work. when we talk about an effective organization we're talking about a group of people whose collective behaviors are towards a certain outcome. and they have a common goal that's maintained by this outcome. and the things that are important to include in that would be is there a common language. when we say be responsible, does reason in the school, adults, children, do they know what that means, when they say be respectful of self and others, do they know what that means? so, establishing a common language. also establishing a common vision and values. our actions should be driven by

our vision and values. in order to do that within a schoolwide unit we need to make sure that most folks in that unit share the same vision and values. we heard earlier about folks having time to talk about it at the dinner table. we also have to give teachers and practitioners time to talk about it as part of their work. is there a common experience. are expectations clear. are consequences sent. so, the vision and all of this is directed by quality leadership. not just resting solely on the shoulders of principal or administrator but on a leadership team that's established to make sure all of these things function effectively. i want to talk just a little bit about the organization and move into some cycles that we see existing in school. you heard today deb talk about the -- it's about changing adult

behavior. michael yudin also said similar comments about changing adult behavior. let's just look at what kid behaviors might look like in a negative school climate. so we see such behaviors as noncompliance, noncooperation. we see violent and aggressive behaviors. we would certainly see bullying behaviors likely in this type of environment. what we are very good at identifying the themes that kids are doing what we're often not good at is identifying the things that adults are doing in that environment. what are the things that might be seen in the adult behaviors in this environment? you might see more reactive management. you might see more use of exclusionary practices, inefficient organization, poor leadership, ineffective strategies for delivery of instruction. what happens here is that you see this coercive cycle. one of these kind of lea to

the other and so you get more reactive and it's very difficult to break out of this cycle. arne duncan when he released the school discipline guidance earlier this year, one of the comments he made were it's not just about fixing the kids about changing the adult behavior. what do we do to both prevent the behavior from occurring in the first place and what do we do to respond to that behavior to ensure that it does not continue to occur. so, this coercive cycle is something we don't think a lot about. so, let's look at the flip side of that. a more positive reinforcement cycle. so, in a school that's engaging and implementing a more positive approach to social, emotional and behavioral sections of a child's development, we see more positive than negative comments. we see challenging academic

curriculum. we see kids engaged in the instruction. we see a safe learning environment and opportunities to learn. the work that we've been engaged with over the last 16 years is trying to address this coercive cycle. so how do we deliberately organize school environments to foster more positive and preventive approaches to social emotional behavioral needs of children? what do we do with adults -- this is what school does, so what do we see from the children in this type of environment? the social, emotional and behavioral skills that we all want to see from all of our children. we see more compliance and cooperation. we see more engagement and participation. we see a safe and clean environment, safe and supportive faculty, student interactions. so, what do we do as adults and what do we want to see? promoting a positive factors and decreasing the risk factors that exist. so, the focus has been for years

is looking at this cycle and how can we move it to a more positive approach. how do we as adults behave and organize the environment to promote more positive outcomes? this is an important consideration because when we're looking at everyone's engaged in change and reform now. everyone's trying to make every school a better place for all of our children. and what do we know about change? we know that change is really difficult, right? and it takes a lot of time and a lot of energy. so, it's important for us to look at is there any way that we can jump-start change? is there any way to make it a little faster or a little less intensive? one of the ideas that we're seeing in the schools that we're working with looking at school climate is one of the ways we can do this is to kind of lack at where this coercive cycle is and move this coercive cycle from a primarily negative-based

cycle to, what? a more positive-based cycle. not saying it's easy or the silver bullet but it's an observation we've been making in our schools. again, we're looking at how can we jump-start the implementation and change we want to see in schools to create climates that are conducive to supporting the behaviors we want to see in our children. so, what's it going to take to shift in this direction? if we were wanting to look at positive school climate, i enjoyed the remarks earlier and there were many of these that were touched on, so we need to be precise, explicit, efficient and we need to implement or sustain ability over the long haul so it's not something that we change every year that it's a three- to five-year commitment, it's a priority in the organization and it's something that the school and staff agrees to stick to. so, you see participatory leadership. you see that we're date based decision making, teaching behavior explicitly within

schools. this is not unlike what we've said we have to do for academics for many, many years. so, this is take. from response to intervention or a multitiered system of support. the same practices that we would expect for reading and math need to be part of how we implement social, emotional and behavioral practices within a school so we have a continuum of interventions, we have content and fluency from the staff and the school on behavioral, social, emotional and behavioral issues, we have team-based interventions, we universally screened and we support the supports that students need. when we look at pbis, this triangle is not unfamiliar i don't think to anyone in this room. this was the public health model that we originally started doing the work off of. unfortunately kids started labeling kids green, red and yellow. that was not the intent at all. over time we changed the triangle to a more blended model

to try to get rid of that emphasis. and it really is. it's a continuum that we want to emphasize, not the static tiers. and you see in this kind of the thinking behind the framework is we're going to do -- we're going to do something for everyone. so, social, emotional behavioral skills will be addressed in some way, shape or form in all schools. there will be some kids that need a little bit more support and there will be a few kids that need our most intensive best effort. so not only do the interventions move from a more universal to a more intensive support, it also the expertise in the school should move from a more uniers inial expertise for a more directive and specific support for students. the students that have the highest needs should get our best, not the opposite. it's also important to look within this triangle that not every kid fits everywhere. is not always in a most intensive need or not always in the universal. so this is a young man named

malcolm and if you were to plot malcolm's progress in his academic and social life in school, you can see here he does real well with peer interactions and home work and cooperative play. he's pretty good with attendance and his technology. his issues are with anger management and problem solving. so, when you're looking at this kid, you would set up the delivery of the resources interventions and supports for this kid based on these needs. so, we would spend the most time on what? anger management and problem solving skills. that same triangle can apply to a school. when we're looking at doing school reform and whole-school work, the support is determined by a student intensive we are, label or zip code or how they look. we heard someone bring this up this morning. same with schools. not all schools need the same

thing. so when we're working within a school, we would do the same thing with a school. how are they on their basic mental health service the, how do they do with attendance, how do they do with teacher retention. so, you kind of plot a school, what are their strengths and weaknesses and then that data helps you decide on how you're going to put your resources in place to address the support that a school would need and that's the thinking behind some of the department's work on differentiated ta that we want all schools to move in this direction but how we help get them there is dependent on what the school's needs and resources are. you'll also have a slide and this is an important thing to remember. we have typically -- not typically, but some of the criticism that has been said about the pbis model is that it's a recipe or that you have to do this, this, and this. and that's not truly accurate.

because what we've done is looked at the core or the critical components. how those are implemented is up to -- is flexible and can be customized by a school or a district. so, if you look it here, we've got primary prevention. you'd want behavior is a priority, social, emotional behavior. behavior is a priority. you'd want to have consistency in responding to behavior. you'd want to have some kind of schoolwide and classwide management system in place but there's no direction or have to about what you choose to do within your given school or district. what we've done is focused on the core components. i said it doesn't really matter what you call it it's that we're implementing these core components. so, if you look at the three tiers we've laid out here for primary, secondary and tertiary intervention you'll see pretty generic statements of what you should include and it's up to

the school-based team and based on their data to fill in those and customize that. dr. liu did a great job of talking about the three kind of components to move policy forward and practice forward that we know works. and this is kind of implementation structure that we've developed over time with the pbis center. you know, for a long time it was, oh, you need a great leadership team and they can do everything and then it was, like, oh, well, you need these coaches here and you need these other components and then schools and states would be doing a great job with that. and then guess what? there wasn't a lot of funding available or the politicals were not seeing the benefits of what was happening in individual school or district. so, we kind of laid out this concept of what are the implementation drivers. and what this slide does for you is it calls you just to consider all the different things that have to be put into place. both your top-down approach and your bottom-up and top-down

approach. and this leadership team is really important because they're kind of like the glue that holds everything together, so when you're thinking about implementation, this just gives you an idea about all the multiple components that are involved with that. another slide that we've recently developed gives you the concept of this just doesn't happen in one place at one level. so, what is the state's responsibility or the regional or responsibility. what are the district's responsibilities. what are the in-house school responsibilities. why is this important? because the whole thing we're trying to do is increase capacity. so, do you have capacity at the state level to address this? do you have capacity at the district level? does your school have capacity? so, it's fine to have external coaches in some part but then we also want to help districts and schools also develop their internal abilities to provide coaching and support to teachers as they implement.

so you see that. and i'm going to have two more slides. this is another graphic that we have found to be real useful in the work we've done, and if you look at the top two blue bubbles, that's more on the kind of readiness perspective, if you've studied the implementation science, research, karen blasse and dean fixon have worked on are people ready to change. setting up the teams and agreements that's part of your readiness ability to get ready to do a new change. and the bottom triangle looks at our implementation effort. what are we doing based on our data. how are we customizing the action plans three to five years. the implementations, what we really do and that feeds into what, evaluation, which feeds back into how we do it and there's a continuous improvement

cycle in our implementation. and the very last slide and comment has to do with learning over years and we've had these three circles, systems, data and practices for a long time. education's been great with the practices. where we've fallen down is organizing those into systems that support and maintain those practices. and basing the choice of our practices on data not the slickest binder or the greatest salesman, but the data on what we truly need. and then so for years we went on this. and then what we were noticing is that bias was really a factor that we needed to consider. and so we're making a concerted effort to look very deliberately at cultural factors that affect our decision and the implementation as we go through. so, it's how do we support culturally valid decision making. how do we support culturally relevant practices and how do we support culturally knowledgeable

staff behavior. so, the goal of the multitiered framework is for schools to have an organization structure that helps direct how adults behave in ways that support the social, emotional and behavioral needs of children so that they can feel secure and safe and fully engage in the learning and educational -- to achieve the learning and educational outcomes that we desire for all children, so i think i'm going to urn to it over to -- or sara's going to mark again and i'll turn it over to him to talk about a more specific effort in this area. >> thank you so much, rene. i have the pleasure of introducing dr. mark bracket senior research science at yale university. he's the lead developer of ruler

an evidence-based approach designed for students, school leaders, teachers staff and families. he also serves on a wide range of research advisory boards including castle and lady gaga's born this way foundation. he's also working with facebook on two projects including a large-scale investigation to help decrease bullying and a bullying support center for children, family and schools. please welcome mark. >> good morning, everyone. >> good morning. >> i think my job is to ask you how you're feeling. at least that's what i do every day. so, the title of my presentation is emotional intelligence our best hope for safe, caring and effective schools. what i'm hoping to do is take what our former presenter did and really show you what it looks like on the ground floor in a school, so i'll talk you

through a little bit of our practices but really t implementation piece. number of colleagues are here in the audience as well back at the center that i need to appreciate for their hard work. we have a vision at our center, as you can imagine our center is called the yale center for emotional intelligence so we believe that emotions matter. we believe they matter a great deal for lots of things as you can see here and most importantly for helping kids and adults live healthy lives for people to be effective in their work and their families and finally we do think that the world should be a more compassionate place where people get along better. what we do at our center is two things. we do research and we develop approaches to bring these ideas into educational systems. so, i'd like you to take a moment and make this a little bit personal. we've been talking a lot at you and i'm going to ask you to take this a little bit inward now. can i ask everyone to get comfortable in his or her seats? maybe sit up a little straighter.

if you want to close your eyes, you can do that. i'm sure the department of ed will appreciate that one. and take a nice long inhale, please. and exhale. sort of let your bodies get settled. and meese take a moment and think about perhaps one child that you know who may not be having the best year. perhaps a child in a school. perhaps your own child. perhaps someone else's child. and just grab that elementary, middle school or high school student and put them in your mind. just think about them. think about what it looks like when they wake up in the morning. how does it feel to wake up in a household, on their commute to school, when they get into school, think about this child as that child saying, wow, this is going to be an empowering and connected day and i feel valued and appreciated or, yet another

day. who is going to hurt me today? who is going to hurt me today when i go into my locker? feedback from teachers? hallways as we saw locker rooms, bathrooms, lunch sitting alone or with someone else. being talked to or not talked to. afternoon, after school, back at home. what is it like for this child in the evenings at home? how does this child feel when he or she puts their head on the pillow going to bed saying i can't wait to get up in the morning, i can't wait to go back to school or i don't want to be there. and with that child in mind i'd like you to think about five things. i'd like you to think about that child's attention, memory and learning for information. i can tell you first hand as a kid when i was a child at 13 years old i was bullied pretty horrifically in my middle school. and interestingly enough when i went back to visit my school 15

years later i remember nothing about my school. nothing. i remember two things i remember the locker where my hands were slammed. do i remember any content? no. do i remember any of the positive relationships i had? no. we now know from research is that emotions drive our intentional capacities and how our brains operate. without getting into the details what we know is the emotional climates of our schools the emotions that we feel internally impact our ability to learn. they also affect our decision making and judgment. think about that child's choices. is that child making healthy choices for him or herself? think about the child who is experiencing a lot of anger in school. are they making the best choices? are they having the best relationships? what is the trajectory or his or her mental health? and finally, is that child effective? is that child getting the grades that he or she deserves to get? likely not. so, we've developed a model at our center that we call ruler and it's a model based on the

theory of emotional intelligence that was developed by my mentors and emotional intelligence is a set of skills and i'm just going to talk you through this very briefly. the first is recognizing emotion. think about that skill in terms of bullying prevention. how many of you believe that many of the perpetrators of bullying are misperceiving other people's facial expressions and body language? i can tell you from my own experiences i remember vividly being in a classroom and someone punching me and you know i think back and this was shop. we had shop in my high school. i don't look like a guy who would, like, shop, do i? and i was desperate to get out of this class. i kept on looking over the clock, like, when is this going to be over and this kid came over and bang. bang. what are you looking at? he misperceived my facial expression of boredom for being one of anger towards him. the second skill is understanding of emotion. knowing the causes and the consequences of emotions.

why am i angry? for example, what's the difference between anger and disappointment? most people think, oh, it's easy, but when you really get to the heart of it, right, anger is about unfairness and unjustice and disappointment is about expectations not being met.emot. knowing the difference between feeling annoyed, angry, enraged, furious, knowing the difference between sad, disappointment, hopeless, despair and on the positive end between joy, elation and ecstasy. the fourth is expressing emotions. knowing how and when to express emotions in different context. there are rules in schools about emotions, aren't there? some rules have open rules, meaning that teachers are open to expressing positive emotions. other schools you walk into as we now know and you feel a little bit closed. i'll never forget a school in philadelphia i went to visit i walked into the school and the administrative assistant, wait over there!

i was, like, okay. welcome, thank you. and then the principal of the school walked out and he looks -- he heard the interaction, and he said, you know, mark, she really needs your skills. well, you know, you hired this person so, you know, the idea here, right, is that we need to be looking for people in our schools that have these skills, right? don't we want to hire teachers that possess these skills? talking about changing the adults so much. well, that's a lot of work. why don't we select people who have these skills and why not also make sure that these teachers are hearn ilearning th they're prepared to be teachers. wipe are we waiting so long? the final skill i think all of you will think is quite important is the regulation of emotion. how many of you believe just basically your own lives would be better if you had more skills to regulate emotions? yeah. and how many believe your lives would be better if everyone else who you lived with had more strategies to regulate? yeah, figured that. what do we know? we know a lot of things about

kids who have emotional intelligence and we've studied this in many studies as well as other universities have done this work. we know that kids who score higher on tests of emotional intelligence performance-based tests have less anxiety, less depression and they are less likely to use drugs and alcohol and less likely to be aggressive and bully others. we also know they have greater leadership skills and more attentive in school and they perform better academically. pretty good outcomes. we've also studied teachers. and guess what? teachers with greater emotional intelligence are more positive in schools. they get more support from their principals. they also are less stressed and burned out. and we moved beyond the study of the teacher and the student to the class program and now we're looking at literally the interactions between and among teachers and students in sclas rooms using tools called the class where we are coding these interactions and showing that the emotional climate of a classroom that ability to regard

a student's perspective, the ability to have sensitivity for a student's need and the ability to generate positive emotions in the classroom is related to these outcomes and i think all of you would say these are pretty important outcomes. and i ask you all a question now. how many of you believe that you've had a sophisticated emotion education? so no one's hand is raised for those of you watching on television. think about it. how much formal education have any of us received in this area? how many of you learned how to recognize emotions? how many of you had family members who said, honey, let's talk about some research-based strategies on how to manage your emotions? no one even knew -- my father positive reappraisal, i'll give you positive reappraisal. there was none of that going on in my life. so, let me just share with you what we do. and i have strong feelings about this work. obviously from my own personal experiences but also looking at what happens in schools and we've had the privilege in being

well over 1,000 schools now. as you can see here, you know, my thinking and our center's thinking we need to move beyond the list on the left and our previous presenters talked a little bit about that. you know, modern hot spots is okay, but what is that really going to do in the long term? enforcing consequences, counting on bystanders. you know, i think about myself as a kid. would i have had the courage at 13 being an introvert who was kind of a weak ling to really stand up for somebody? isn't that a lot to put on a kid? why are we expecting children to protect other children? that doesn't resonate well with me. i want to be protected as a kid. think about what we can move to, right? know that children have unique needs and we know that all players need skills and we've been talking a lot about that today. all adult the need training and obviously we want to shift that culture and climate. so, what does it really look like? well, we have some characteristics that you can just read here on this list that i think all of you would agree

that effective approaches have these characteristics, right? they're based in theory. we think theory is important because in terms of a child's emotional development, i want to know what's going on in that child's emotional development, what strategies can i teach them? can i teach a kid in kindergarten about alienation? probably not, but maybe loneliness and exclusion. what strategies can i teach a child to regulate his or her emotions? i want to provide the common language we've talked about and the list goes on. so, in our approach we have what we call anchor tools that we teach children and adults. and we have four primary tools and we call them the emotional intelligence charter. we have a mood meter that we use to teach self-awareness and build vocabulary for emotion and we have a tool we call the blue present to help build interperm

problem solving skills. let's take a look at that. firstly we want to make sure that you know in our way is everybody with a face. i mean, if you work in a school we train you. so, if you are at the front desk, we train you. if you work in the transportation department, we train you. if you work in the office, you get skills, too. actually, yesterday we had a guest speaker in our center talking about how important it was for her secretary to have these skills, like, she's reading the facial sprechingss expressions of all the visitors coming to meet with her. wait a minute, i don't think you have in the right quadrant of the mood meter to have a meeting with the principal right now. the charter is the first one. you can see the thilet is too many rules, not enough feelings. i hated rules as a kid. i broke every school there was. we need rules for physical safety. what do we do for emotional safety? what do we do to create a healthy, emotional climate in

schools? we start off with feelings and we ask people first how do you want to feel working in this school? what are the feelings that you want to have? and we use that as a driver for the behaviors. so, if you want to feel safe, what does that look like? if you want to feel empowered, what does it look like? if you want to feel supported, what does it look like? this a high school where they want to feel comfortable, supported and spirited. this is a fifth grade classroom we want to feel included and confident and respected and appreciated and energized and safe and supported. this is a school that speaks -- that works in spanish. we want to feel contento and respectito and love. th the second meter is the mood meter and it helps to build the

awareness that we all need. how many of you believe you have a sophisticated emotion vocabulary? how many of you know the difference between jealousy and envy? shame and guilt? it's complicated. we want to build those -- that granularity in our nation's children and adults, so what we do through the mood meter we teach facial expressions and body language and vocal tones and physiology and behavior. yellow is high energy pleasant emotions feeling happy and excited. the red is the anxiety and anger family and the blue is the sad families and the green are the calm, content tranquil feelings. there are 2,000 words in the english languagedictionary to describe our feelings, most of us four. we're in the yellow, great. in the green, fine. in the blue, tend not to use language. and the red, pissed! so you can see here there are lots of words to help us become

more granular in our self-understanding. we also want to teach strategies for how to manage emotions in each quadrant, don't we? what does it look like to get into the yellow? has anyone woken up as a teacher or known in a position where you are down and disappointed? how many of you woke up that way and you had to go into a room and be that inspiring teacher or leader? it's not easy. what are the strategies that we're doing to do that? we focus so much on anger reduction and stress management. what about the generation of positive emotions? what are we doing to teach adults and children to how to generate or initiate positive emotions in our schools? of course, we also want to make sure that everyone understands that emotions drive how we learn. and teach teachers how to differentiate emotions in their instruction. take a look at this, right? creative writing, yellow. you want to be in the yellow zone. that will help you generate ideas and it's clear from the research, yellow emotions generate inductive reasoning

ability. blue emotions, however, are great for deductive reasoning for building empathy and even editing a paper. you want to collaborate, you want to be in the green. you want to write the persuasive essay, i have an opportunity to tell you how i really feel about our nation's education system. i got to be careful, right? as you can see i'm at a place here where i feel strongly that we need to integrate emotions into our education system. i can say that in the yellow. we need to bring emotions! people are, like, what is this guy, this guy from connecticut, get him out of here, right? but if i say it in a red or i say it in a way that it's an alert, think about it, what are we doing to make sure that our nation's children are getting the skills they need to navigate their lives? think about it. a little bit of energy in there but it's not the pleasant energy it's sort of an alert energy. i'm holding back just so you know. here are some ways this is used in the classroom through

children in special education schools where they have deft speaking where they can pull their emotions and their faces into an electronic box that says, oh, you're feeling this way and let the class know. that's an ipad use. that's a smart board. that's a school leader. we even developed an app now where people can download and you can plot yourself and describe what you're feeling and then shift into different quadrants and choose research-based strategies to help you manage your emotions effectively. integrating technology where it's useful so you can record and see your report over time like i look it says i'm 51% blue which would mean that i'm clinically depressed. i'm not just show you know. when i show people this tool i tend to use the blue as an example but it would be nice for people to know what percentage of the time they're spending in each of these different places, wouldn't it? for kids to be aware of that and how that's shifting their thinking and judgment and decision making and relationships.

right into had education, right into the classroom. think of a character from a book from the "boy in the striped pajamas." how did he feel? what is the text-based evidence to help you under that child's emotional life and how it impacted his relationships? the third tool's called the meta moment. and the meta is the tool for budding self-regulation, there are six steps for the process and we argue if you take the six steps seriously it can literally change the way you see the world. first if something happens. how many of you have triggers? raise your hand. triggers. how many of you have friends that have triggers? how many of you work with people that have way too many triggers? yeah. we all have triggers. bullying is usually the result of somebody being triggered. it's a perception in the

environment, a shift in the environment that doesn't resonate with the person and they are going after. what we want to do is teach kids about those triggers. what are your triggers? be aware of those triggers. how is that trigger shifting your thinking. how is it shifting your physiology. are you feeling in your body when you are shifting into that unpleasant place. and importantly we have to teach people how to stop and breathe. how many of you breathe? raise your hand. how many of you intentionally breathe when you're feeling stressed. like, two people are raising their hands. we know that breathing is a tool. it helps us deactivate. it helps us to build the space that we can choose and use effective strategies. we have to teach kids that. i didn't know how to breathe as a kid. i know how to pant. running away being fearful. the fourth step is see your best self. think about that. what does it mean to have a best self? you know, this idea came about

as a collaboration with my colleague robin stern who is here today where we realized that the field of emotion regulation was missing something important. it was missing motivation. you have to want to regulate, don't you? and i was very fortunate in my career that i was named the feelings master by my student a few years ago and i started thinking about it, what is a feelings master, right? what are the attributes of someone who is a master of his or her feelings and how do i want to feel as a teacher, as a leader? i want to be compassionate. interestingly enough we got done training 100 school leaders yesterday and the number one best self-adjective that came out of this group was compassionate. they all want to be more compassionate. when you have the lens of compassion, guess what, you choose more effective strategies to manage your emotions, how could you not? it shifts your intentional capacities to being your best self.

there is a tool called the blueprint which helps kids understand it's not just about me. it's about us. it's about we. and i need to start looking at your emotions in your life and not just pay attention to mine and it helps us resolve conflicts more effectively. i want to share with you we've done a number of studies with this work and what we've shown in one year we can shift grades by about 11%. we also shift behavior in classrooms. as well as school problems and adaptive skills. the graphs are hard to see but you have this on your hard drive. and our work in new york city in some of the most challenging schools i was just blown away by these data from the new york city department of ed. after one year a 50% reduction in school suspensions. huge. think about what that looks like in a classroom or a school, the amount of release time that principal has when there's hess aggression and less suspensions.

and we've shown implementation matters. it matters a great deal. we have to train teachers to be high quality implementers of this work. when do you find the kids' emotional awareness goes up and the conflict resolution and social skills go up. finally we've shown doing this work longitudinally helps teachers become better teachers. shifting the emotional climate first and putting schools and classrooms where kids want to be literally helps teachers become better teachers. in summary, i think we all agree that children are wired for good. if we don't agree, there's research to support it. but if attachment -- only when at attachments at home and school are positive will they thrive. the second thing i want to say children's goodness and ability to reach their full potential is ours to nurture or ours to neglect and the third is i hope you see teaching emotional intelligence and social emotional learning more broadly has great benefits, right?

first we want to teach children and adults involved in lives so we can create that society that we all want where people are healthy, effective and compassionate. and i want to just make one final comment and this is call to action, right? we're here together to talk critically about children's development, about teacher preparation, about the nation that we want for our children to live. and i can't say with a stronger heart that it is our nation's responsibility to take seriously the education or i should say specifically the emotion education of its children. thank you very much. >> i'd like to thank mark and rene, again, for giving such

fantastic presentations. so now we'll have time to take two questions. and i see belinda is over there, so we'll go ahead and start with your question. >> hi. i have a question from -- that came in through social media through facebook and it's for our first speaker, i believe. are there examples of consequences teachers can put in place to hold children who bully accountab accountable? >> yes. there are examples. and i would encourage them to go to the pbis, www.pbis website as well for specific examples. the reason i'm hedging on this topic because i'm being aware of time and we were supposed to give very short answers and i'm not sure that i can give an appropriate short answer to that question, so, mark, if you want to try to give a short answer to that question. i would encourage them to go to the website. there are -- both of the

websites have strategies for practitioners in responding to different types of problem or challenging behavior including bullying, so that would be my guidance. and they can contact me directly at the department if they can't find what they're looking for. >> okay. can i? hi. question for rene. i've seen pbis be so transformative in schools. i work in new york city schools mostly but around the country. extremely transformative but the traps formation grants that just came out were perplexing what they did was equate with school climate improvement reform efforts. they are fundamentally different. they are really needed but fundamentally different. do you see any of those differences with school climate improvement in the goals of what pbis tries to do and school climate reform tries to do? >> i personally don't see a great difference between the

two. and i'm sorry if it appeared that way because i actually worked with safe and healthy students on the rfp for those grants and i'm sorry if it appeared that way because i actually worked with safe and healthy students on the rfp for those grants. and you know, katherine talked earlier about there's a lot of areas where we still need a good bit of research. >> yeah. >> and katherine bradshaw, you're on a panel later, too? right? i hope she'll talk then. she's one of the best researchers that's looked at the randomized controlled trials in the effects of pbis and the implementation of that framework. so i would point you to her research to look at and hopefully she'll talk about it some this afternoon. but what we're -- you know, everything's kind of you move over time and transform. and our initial work with the pbis center was to look at children with emotional disabilities, emotional and behavioral disabilities and how we can create environments that were more conducive to them being included in a regular

public school setting. and as we began that work, what became very obvious in looking at how the triangle's kind of set up as the basis for the framework, was that if a school was not addressing the social emotional, behavioral needs of all of the children, it was very difficult to ask schools to put energy and effort and time into addressing those that were most needy. and you'll see a good bit of research that looks at similar to what marc was saying, reductions in suspensions, reductions in office discipline referral, reductions in out of school time. and the great thing about seeing those reductions is that it gives teachers and administrators more time to do what they're supposed to be doing. you know, to address the structural needs, to add in the social emotional work that marc's talking about.

use some of the lessons learned from the pbis work, and we're still learning a lot, but to use some of those lessoned learned and move that into a basis for some of the school climate transformation grants. hopefully you see more of a connection than not. and the pbis center will be funded this year to help support the school climate transformation grants. so that will be doing more than just looking at it with a children with disabilities perspective and working with all of those grantees. >> if there aren't any other questions, i'm going to go ahead and turn it over to sharon burton for the next plenary session. so please, let's give another -- oh, there is another question? oh, could you -- >> thank you. this is a question for marc. what kind of provisions or strategies you have for the significant percentage of children and adolescents that

have difficulties in processing language and they cannot recognize social cues? i'm not talking about progressive developmental disorders, but i'm just talking about kids with language, receptive and expressive development delays. >> that's a great question. so firstly, our approach is primarily a tier one intervention approach. using the pbs rti framework. we are a universal approach. with that said we've had a lot of experience working with the new york city department of education specifically in district 75 reaching children who have those kinds of learning differences or needs. and what we found works the best is local adaptations.

that working with the technologies that a school has for those children is just the best way to go. so there were some examples of that up there where children had an oratory challenges with speaking. they couldn't share anything verbally. so they built a system where are they could take our mood meter, by example, and have kids move their facial expressions into the quadrants to communicate effectively. >> i had a question about -- in our district we're seeing an increase in the number of gangs or crews that are forming at younger ages. and i'm wondering whether either one of you has used your strategies in dealing particularly with that issue and and if you have suggestions for us. >> i get pushed into that one. we have worked in school districts where there have been significant, you know, high levels of violence and aggression. and again, this local adaptation piece is so critical, right? you have to understand the culture and the climate of that school. you have to understand the demographics, where are these kids coming from, what are their mind-sets around this work with that in mind, however, there are

things, for example, this best self piece that we talk about with one of our tools called the metamoment for self-regulation, some of these kids have never even thought about what that even means to them. so working with them on a very deep level to try to get that idea sort of ingrained in their lives by thinking about outside role models and others, having them start learning a little bit about short-term versus long-term strategies can go a long way. but there's no magic pill for those kinds of environments. they require pretty focused interventions. >> i would add to that the importance of, and some of the -- i know i went quickly through a lot of the visuals, but if you look back at the visuals and go to the website, the importance of setting a context that's conducive to the behaviors you want to see, so adults are reinforced, they're teaching those behaviors, they're reinforcing those behaviors. i was mostly with elementary aged children and i recently, a

couple years ago, wasn't recent but a couple years ago was in a high school in chicago when they're changing classes. and for me that's like the scariest part of school, when all these kids are in the hallways together. most of them are taller than i am in the first place. i don't know if it was staged. if it was staged it was brilliant. one of the kids got knocked up against a locker in the hallway. and another kid came up and said, man, we don't do that here. and that's the kind -- you know, when you're establishing a culture and a climate, you know, there's no one thing that's going to do everything. but when you have peers telling other peers what the expected behavior is. so it's almost like being -- displaying inappropriate behaviors becomes a not cool thing to be in some of these schools. not all of them. but that's just an example that

came to mind of supporting the contexts that you want to put into place. >> all right, thank you both very much. let's give them another big round of applause. [ applause ] our special convention continues. . this next panel looks at specific examples of successful anti-bullying programs in local schools including efforts to support gay, lesbian and transgender students. it's part of an effort to create a national anti-bullying strategy. this is about 40 minutes. >> since i'm between you and lunch, we're going to try to move as fast as we can, but wanting to make sure that you have as much information as possible. this is a very important session

where we're actually going to talk a little bit about some of the state education and local education perspectives. one from dr. bradshaw who has been working with maryland and with a lot of what they're doing in the same areas that you've heard about the social emotional learning and also a little bit of the multitier network, framework, rather. and also from -- all the way from los angeles, sarah train is here. and i'm just going to read briefly her bio. you did hear a little bit about dr. bradshaw earlier, who participated in an earlier plenary session. but i do want to introduce you also to sara train. and i'm not going to go over

everything in her bio, which you all will have. sara is the coordinator of the los angeles lgbt centers project spin, suicide prevention intervention now program. a coalition strengthening collaboration among many programs and services designed to support lgbtq youth throughout los angeles county. under her leadership the coalition has directly reached over a hundred student, parents and school staff and administrators with trainings on suicide prevention and crisis and care to create inclusive schools. she assists the school districts in los angeles county on building capacity to respond and implement inclusive policies in accordance with changing legislation. so we have some great speakers today. and again, we want to -- what we've asked them to address is some of the lessons learned for

implementing bullying prevention programs in districts and in the classroom and some of the promising things that they're seeing that youth are responding to. we feel that this perspective kind of goes along with our theme of implementation and being able to learn in what is actually going on in the field. so we'll have dr. bradshaw speak first and then followed by sara. thank you. [ applause ] >> well, it's exciting to be back up here. i'm going to kind of shift gears a little bit. because as a researcher and part of a partnership that is based in the state of maryland and is really focused on scaling up positive behavior support and multi-tier systems support and it's largely led by our partners at the maryland state department of education, andrea alexander and mike ford were the original

ones invited to serve on this panel. because it's an l.e.a. and s.e.a. panel. but unfortunately they had an obligation back at the state department so they were unable to attend today and asked me if i could come. the third leg of our triangle is shepard pratt health system which is a large mental health provider across the state of maryland. while they provide a range of support services, anything for the largest support services for kids with autism across the state and in treatment and out treatment, mental health services they have a strong commitment to prevention of behavioral and mental health problems and the partnership actually began in 1999 through shepard pratt, and the maryland state department of education. and johns hopkins, my colleague feel each and i joined around 2001. so we've been working in partnership to do research as well as scale up positive behavior support and use it generally as a framework and not necessarily as a program, really a framework for delivering other evidence-based models.

so we're building tremendous work that renee talked about from the national t.a. center which is led by george sigai and rob horner and tim lewis, so we always feel like we're standing on the shoulders of giants just peeking over the corner here trying to see what we can do next and how we can actually scale this work up. so much of this effort really comes out of a grant that we received that is focused on safe and supportive schools. and really the theme around climate. and i think the comment that came up about transformation grant and is pbis really the panacea for that, i don't think that that's necessarily what was the intent but it's certainly one tool that can be used and one tool that we've been using to try to address school climate. so you can think about it as a

potential tool or a framework. that's how we've been interpreting it and how we've been using it. i'm sure there are other ways we can think about that. but when the safe and supportive schools grant mechanism came down from the u.s. department of education providing an opportunity to do research about evidence-based practices, frankly, it wasn't a research grant but we kind of embedded that in it to promote school climate. our partnership came together and said, let's focus on this particular initiative. it was geared at high schools. so i want to zoom in on this particular project because it's something we're just wrapping it now. it's also a high school model where we embedded a randomized design to test the pbis framework in the setting. whereas our partnership had done two prior trials to support the elementary school level. one it just that tier one and the second trial it tier two plus tier one and we have published our findings based on. that. not going to talk about those today. but i'll be happy to share with

you if you have any questions. i want to share lessons learned from doing this work at the high school level. the high schools are a whole different ball of wax. you hear a lot about these systems and frameworks and you start thinking well, i can get an idea these incentives and these recondition process and these systems in elementary school, but what about high schools? we really found the school climate framework was one that helped us connect positive behavior support around different kinds of change that we wanted to effect in the schools to reduce bullying, and to reduce behavior problems, and substance abuse problems. so it's really just a framework to guide the kind of effort we're doing. we built a lot off of some of the literature around school climate. i fortunately work with the national education association and we have some of our partners here from the nea today.

they've been doing a lot of work around bullying prevention and school climate. they have one of their research briefs here and this is just kind of an excerpt of some of the research we know around what is school climate and how is it relevant. when you get to measurement of school climate, and this is actually a big piece of the safe and supportive schools grant mechanism, which is to develop a sustainable system for assessing school climate, not just to know where the hot spots are, but really to drive the decision making, and put that data back in the hands of the administers and teachers and staff to decide what kind of interventions that they wanted to use to improve the school climate. so we worked together with our state partners to develop a measure, and you know, through that process we were looking at several different existing measures, and some were very behaviorally focused. and some were just about perceptions. we had a public health framework, as well in ours. we wanted to cover the behavior. things like bullying and substance use problems as well as kids' perceptions of the environment. you might say aren't you kind of

flipping around? isn't climate supposed to impact those things? you can think if you have a lot of kids bullying each other in the school building, that's going to negatively impact the climate. this is the cycle of what are the outcomes and the actual process data. we want to unpack that a little bit more. and we built directly off of the u.s. department of education's model of school climate because when you're writing a grant it's kind of nice to use that group's framework. and so we also thought why don't we actually try to validate the model? we actually have a paper that's forthcoming in the journal of school health where we validated this model. so we collected data on over 25,000 high school students across multiple periods of time and then through confirmatory and exploratory factors and analytic approaches and addressing a variety of things about ethnicity and gender and grade level differences and we're actually able to provide

general support for this particular model with a couple of tweaks. you'll see we have a strong theme around connectedness in the middle. this really gets at the theme mark hit on about the relationship component. in fact, as we're unpacking our data, that's really where we're seeing most of the action. in terms of mechanism of change of kids feeling connected to others. especially our african-american students feeling cared for by adults. it's more important than just a global perception that the school environment is pretty positive. so that caring and connection dimension is really something that's coming out as a strong lesson for us about what we want to focus on. and certainly maps on to a lot of the research that we know ad health and bob plumb and michael resnik about the importance of the connections to other people. so maryland being one of the 11 states that was funded under this safe and supportive schools grant so that's why we call it md for maryland s-3 for the safe and supportive schools. that was the name of our project. and we are just now entering a most-cost extension of that project so this will be our fifth and final year of it. and we worked very closely to develop a statewide system for assessing school climate and looked at several different measures that were available and borrowed very heavily from

existing validated tools and really created this system and i get calls from school district saying can we use your system rather than us going knock, knock, knock, do you want to collect data for us? and so, in fact, we already have school districts that adopted this model, 117 schools that are going to be in one of our districts that are scaling up the school climate survey system. it is something to really be able to sustain the effort. because they see the value in just having the data to drive the -- drive the decision-making process. so we focused on high schools and we enrolled 58 high schools that we were going to work with over a period of four years. and we did use a random assignment. where we split the sample a little bit larger on the intervention side so we could look at some of our fidelity kinds of questions. it was true random assignment balanced on the 12 school districts. and they are geographically dispersed. they're all over the state. maryland is kind of a funny state where we reach all the way

up to near west virginia and pennsylvania. all the way down to the eastern shore, and so then we have more urban areas toward the middle of the state near baltimore. so we do really have a nice microcosm, i think, for the united states a little bit of diversity across the state. so we use the passive behavior support framework to really blend together the database decision making pieces, as well as to bring in other evidence-based practices. so in addition to doing the tiered framework, we wanted to plug in other evidence-based practices. but rather than tell schools you have to do this or that, we would give them a coach. what we called a school climate support coach. and so the coach worked with them around their data and actually provided training on a menu of different evidence-based practices that they could choose. so this is the list of the evidence based practices. so in our model we're not testing olweas, we're testing

check and connect, we're testing the process by which they select evidence-based practices and implement them. it was fun putting together this initial list of programs. we did it based on our partner feedback. everyone was hot for olweas, for example. the first year everybody signed up for olweas training. and then frankly, by the second year, we were down to just one school that was actually trying to implement the elements because of some aspects about the level of commitment that was needed. the elements most attractive to schools, i'm very interested in what schools choose, frankly the tier two supports around check and connect, and check in, check out, those were our most popular efforts. similarly whether we got to cbit, everybody is saying i want something at tier three. they sent folks to get trained and they were like whoa, i don't know that we can pull this off. i know this came out of ucla unified. but it's interesting when you put out this menu and they get all excited about things then you see what do they actually going to pick up and run with and what are they going to implement?

we had a lot of process data as well. again we're testing the positive behavior support framework for selecting and implementing other evidence-based interventions. we have fidelity measures across all these different programs. so these are just a snapshot of the fidelity tools we actually send in outside observers unaware of the schools intervention convention or what programs they've chosen from the menu to assess the fidelity of the different dimensions, including the positive behavior support framework, and the other evidence-based programs that they may have chosen. and then we are looking at observations. we actually got a supplemental grant from the william t. grant foundation to bring in observers. we thought we've got all the kids reporting climate. we actually are getting parents and teachers, too. but we said can you actually observe school climate? what if we sent outsiders in? what about the built environment of the schools? how much does that interface with the way kids are interacting with each other and connecting with each other? so we sent in observers that use different types of tools and i'll talk a little bit about those if there's time about the strategies that we're collecting the observational data to really supplement the data that's being collected by self-report.

the self-report data from the students is one of our chief outcomes of interest. so this is just giving you a little bit of an overview of how we collect this data on school climate. takes about 20 minutes for students to complete. we don't sample the whole school. although some schools do want to assess all their students. they feel strongly about that. it's nonidentifiable. so it's self-report and anonymous in that framework. it allows us to capture the data electronically through the online system. and most importantly it spits it right back out to administrators. so administrators can see their data in realtime and be able to sort it and create different types of charts. so we built in a lot of elements around youth involvement and youth voice. in fact, we had youth advisory committee that came up with our tag line that you'll see here. what kind of school do you want your school to be? i would love to say these are real children but they aren't. they're just too perfect and

beautiful. we wanted to put together a campaign that we rolled out across the schools and you can see it's really about getting youth voice and youth involvement. and so they were involved from the very beginning. and then we actually got real live children from the state of maryland and one of our schools to do a video that is a lead in to the survey system so that way it's kids talking to other kids and adults about why collecting this data is helpful and why it's important. and so that shows that youth voice and that youth connection. and we actually drafted a script for them and sent it over to them. they're like yeah, this isn't any good. and they went through and red marked it and came back and said oh, my gosh, this is so great. if we had just hired actors or something it wouldn't have gone so well.

we had kids in the project talking about the experiences and why it's important to have that data. so this is just a little bit of the data that we collected. and only to open your eyes to actually looking at some of these indicators and we used the three dimensions of school climate, safety engagement and environment. things that often jumped out at our school staff when we present data back to them, some get of the points that marc brought up about emotions. so nearly 22% of the students feeling sad. and most of our teachers are like i never thought about them feeling sad. i mean they're quiet, they're not acting up, they're not in trouble. i don't really think about them being sad. and so really helped them get in better touch with the emotional situation in the classrooms. so is one that came out. so the equity piece, only 61% of our students are feeling that issues of equity or appropriate within their school. and so this is clearly we have a pretty diverse sample. it's about half white and half other minority african-american being the largest minority within the state. but we can see even when we weighted the data to reflect sample diversity that just over 60% are feeling issues of equity are appropriately addressed within their school. then other issues about students needing support.

68% of students that are feeling they're able to get the kind of support they need within their school. so these are the kind of data that we try to provide back to the schools. a little bit of a wakeup call and help them understand and we also have student data paired with parent and teachers. so we can show the similarities and discrepancies across them. as i said all this data is reported back to the schools. we actually had another grant previous to this where we developed all these reporting tools and met with principles about what kind of data do you want. people can get overwhelmed with data. we created all the different templates for databased decision making and data support tools to help them use the data. and, in fact, have actually seen that even in our control schools that only got access to the survey, they're actually improving just by getting access to the data. but we are seeing greater gains

in our schools that got the interventions as well. this is a little bit of an overview of the observational data. we're using two main tools. one we referred to as the assist and has been previously used. we actually go into the classrooms. nobody goes into high school classrooms and provides teachers feedback about the use of praise or punitive statements or who they're providing praise and punitive statements to or much less what the students are doing. and so that data is very eye opening. we go into 25 randomly selected classrooms and provide that feedback to the schools. they're just amazed at how much information they're able to get from that feedback. then we have another measure that's referred to as the safety. this is a little bit more about the built environment. it comes out of a line of research around crime prevention through environmental design. and so we kind of have that theme about surveillance and adult supervision. but also look at the interactions between youth and adults and where are those safe areas and not so safe areas in

the school and provide this information back to the schools is another source of support. so here's just a snapshot. like we get so much data that we have to really drill down what do we give back to the schools? this is an example of some of the feedback we give to them based on the observational data. you can see this is from the past spring. we do it all on handhelds so we can get the data back pretty quickly. you can see just about 65% of the classrooms where the students engaged during instruction. that's pretty bad when we go into all of these thousands of classrooms across the state and only 65% of them have students that are rated as being engaged. you can see a little bit of information that we're able to provide to them around the observations. this is based on the first process. this is just based on the first year. we've just gone through the peer review process and have a paper coming out. we're actually finding even after just one year of implementation the program not even taking into consideration fidelity and who is implementing

what when we just look at the main effects, we're already seeing significant impacts, on student outcomes related to safety indicators. so, that's really very exciting. and we're hoping that those effects will continue to be sustained over the course. in terms of some of the lessons learned, just to wrap up here, the tier one, as i said, people are excited about picking all these other evidence based programs. the ruby red shiny one. really, it ended up being the first year they focused on the tier one. and that's where we're seeing these big impacts and just over one year of implementation. i don't want to blow off the three tiered framework and say you have to jump to tier two or three. you really got to have that foundation in order to bring in other things. that was very clear to us. so the climate and connecting up with the goals of the school, many of our schools said we don't have to worry about climate, we're so focused on

common core, educational outcome. we really needed them to understand how climate benefited that. the use of the data and communication this is where the youth voice really came in about how we're communicating data and how we're sharing that. and certainly the coaching piece, we were actually having a conversation with all the 11 grantees just a week ago here in d.c., and i brought up the kind of dirty little secret that not all coaches are created equally. and not all coaches are rock stars and not all coaches are able to affect change. and david oesher who i really admire quite a lot, he brought in the model of what is good enough coaching? we think about that good enough parent kind of model. and i thought it was good enough to kind of bring that in. what is that? you're never going to be able to hire all rock star coaches. but what is the level of change you're going to really need and what is the fit between the coach. you could even have a rock star coach but in a school that just has a different type of framework. so we talk about implementation support of oh, we have to have coaches, we have to have training. we really need to get into that black box of what is coaching? what is the good enough

coaching? is it durations, level of support, is it personalities? is it emotional intelligence? there are a variety of different factors that we think are so critical for that change process. so that's just a snapshot of some of our findings from the safe and supportive schools initiative. and gives you a little bit of a perspective from the field and what we're learning through this process. >> hello, good afternoon almost. i'm even closer between you and your break so i am really honored to be with you this morning and share a little bit about what i get to do in l.a. and my role in coordinate naturing project s.p.i.n. so i'm going to do that. but just know i won't be able to cover everything. let's meet afterwards. i can share in more depth kind of the mot models that we use and some of the ways that we're really trying to address this really important issue of working together to create safer schools. i want to say that i'm here representing a team of people behind me. so just envision that. that visual of all the people

standing behind me. i certainly want to spend some time thanking them for their work and their collaboration. project spin, spin standing for suicide prevention intervention now is a partnership between the l.a. lgbt center and los angeles unified school district along with l.a. county office of ed where we partner in a very intentional way to address environments that would lead any young person to experiencing negative mental health outcomes because of the school experience. and we think and we believe that schools are really a change agent. and so many of you in this room obviously believe that as well. but for us, seeing parents who have maybe young people coming out to them as lesbian, gay, bisexual or trans gender or gender queer, having a school that is informed, that is intentionally taking steps to creating a safer place for their

young person is really remarkable. that's what we try to do in partnership with l.a. unified. l.a. unified is the second largest school district in the nation. and has really been at the forefront in policies around lgbt inclusive experiences in schools. both in curriculum as well as all the way far back as recognizing them in their nondiscrimination policies, when no other school district was doing that. so they really have set the groundwork for that. that i want to highlight the work of dr. judy chiasson, holly diaz, tim cordish who works really closely with the cdc to continuing this work. even today. they sent me. they're still doing the work today. the l.a. lgbt center has been around for quite some time and the history of our partnership

is about three years ago when there was a need on a national level to really pay attention to what was happening in our schools and how people were feeling. much like today although the conversation shifted a little bit. we decided we needed to take a role to be more intentionally supportive in a partnership with our school. so that's where the project spin, the idea of project spin came together. and we pulled together all the different organizations, national and local, lgbt youth serving, specifically, and mental health specifically together to look at what could we do in our partnership if we were coordinated, if we had a vision that we shared? what could we do together and how could we do that over the next couple of years? so we called together a summit and we asked three questions in our summit. what are we doing well? what are some of the challenges and the gaps? and what can we do moving forward?

and based on those conversations, we really set a tone for where we wanted to take this partnership. and a lot of the different practices that we've already heard today, i'm not going to reiterate them, came from that discussion. the importance of really tying to the best practices and using programs that had been researched. making sure that we were engaging in a comprehensive way our entire school community. not just focusing on one piece of the puzzle but really addressing the whole school community. all of the themes have already been echoed this morning. it was really important to us to do so in a way that not just addressed it from a mental health perspective but did so in a way that shifted the narrative to celebrating the diversity of our community. and that included all of us. for so many of us when we hear about ways to support lgbt young people, it comes up in the discussion around mental health. really important.

but we also wanted to have the conversation around how we can celebrate the identity of our lgbt young people so that it's not a narrative of higher risk for bullying. but it is also a narrative of strength much it's a narrative where they get to see themselves resilient and thriving in a community. in suicide prevention connectedness is so important. it is as well in bullying prevention. and so our work was weaving together. we were doing so much siloed, but in a coordinated way. there was a lot more that we could accomplish. these are some of the core principles that came out of our work to the in that summit.

we've been focusing on the importance of comprehensive k-12 students, parents involving superintendents, involving administrators, involving teachers. everybody that's involved in the school really making them a key part of what the work that we're doing. also looking at the whole person. they're wellness, all of these things. again, coming up earlier this morning. and the third piece, collaborative. it was so important to us and really in a landmark way bringing together these players in a coordinated fashion. this is a very -- we've had lots of interesting data today. this is a snapshot of a little bit of research that was done in california. looking at high schools and what was it that impacts an environment at a high school specifically around lgbt young people? and we chose to highlight three

high schools, hostile high school, one that is typical and one that is very, very safe based on the research done and what we saw in this -- we heard it but this research really gave us the data around that is that there were a couple components that were really important. visible allies and learning about lgbt identities within curriculum. so that integrative curriculum piece was key. so we started to really focus our efforts a lot more intentionally in that way. integrated curriculum. in the last year, we have partnered with one archives which is one of the largest collections of lgbt libraries, as well as artifacts, and they're lucky for us also based out of los angeles. and we're looking at how we can respond to the fair education accurate act in california. fair, accurate, inclusive and respectful curriculum, to really integrate the contributions of lgbt people in history in a

seamless way so that it's not in a side bar. but that it is within the main text of what i'm learning. along with pacific islanders and people with disabilities. integrating that into our curriculum, we saw it can really shift how not only are lgbt young people feel but those, their classmates, right, those who are maybe struggling or those who have never had a positive context for talking about this before. whether you talk about family diversity and our family diverse advertise and making sure that teachers felt they had the equipment and tools necessary to do so. when you talk about family diversity. and making sure that teachers felt that they had the equipment and the tools necessary to do so.

the last thing that i want to talk about is something that i'm really excited and proud because it was one our newest initiatives. it is our out for safe schools. last year in partnership with l.a. usc we sat down and talked about the importance of out, visible allies on school campuses. there is a hesitance. not everybody feels safe being out. on their campus. even as an ally. and so for us it was a challenge. how can we create an awareness around this and do so in a way that impacts, ultimately, young people's lives.

and that's when we created the idea of an employee badge that says i'm out for safe schools. it has the word ally in seven different languages. and on the back it has a list of resources that any school member could use. we purchased 30,000 badges which was roughly one-third of all the staff in l.a. unified. and we passed them out. and we asked people to opt in to wear them. it went along with the tool kit and several other different supports to the school. obviously, along with us there. and we were blown away with the response. you will see, even today, around l.a. unified, not only their employee badge, but the badge that says that they are out for safe schools. and this was really a visible way for people in all schools to be able to identify where they could feel the safest. we've heard so many different testimonials from staff who never thought that they could come out on campus, seeing their staff, other staff, their coworkers wearing the badge, and

making an impact on them. and maybe one thing we haven't talked about yet this morning is how can adults respond to incidences of bullying when they themselves feel ill-equipped or ill-supported in that conversation? and we really found that this identifying our role as an ally, identifying our role as telling our story and being part of the community in a such a neutral yet visible way really allowed staff to feel as connected to their school and for students who scan us as adults every day to see if we believe in their potential. to be able to feel safer. just because we were wearing a badge. this year we're hoping to partner with many other school districts across the nation who kind of like the idea and certainly looking to see how we can create more creative ideas, right, create more creative

ideas of addressing this in a way that really catches the conversation right where it needs to be, engaging all of us. we certainly had some challenges, and we continue to learn from our experiences. many of them had been highlighted earlier today from what are best practices. and how we need to be addressing the best support systems for our schools. finally, i want to leave you with these kind of three thoughts as to what has been a successful partnership for us. we're so lucky to work with a school district and several districts within l.a. county that really value collaboration and partnership. but i can say personally i've learned three things. one, it's a trusting relationship. it's one where we all come to the table and listen to each

other. and that involves parents, students, community based organizations. it involves many people across the spectrum. that's really important for a successful collaboration. the second i think is research really using practices that have been studied that, have been proven. and doing so in a way that's thoughtful and not just trying something out because maybe it will work. but really being thoughtful of our practices and involving people who know what they're doing. and the third one which i think really speaks to all the people involved in project spin both at l.a. usd and our community partners is bold leadership. leadership that's not afraid to shifting a culture around all of these different topics that we've been talking about this morning. and thinking creatively around how we can do it together. i'll leave you with that. but i can talk to you much more about all of the different interventions. thank you for your attention. [ applause ] >> let's give our two presenters another round of applause. i think they really shared some interesting information. we have time for two questions because we know that your

stomach is growling if it's anything like mine. the mikes are on either side of the room. if you have a question, please approach the mike and if there is someone that you want to address it to specifically or to both panelists, please be clear on that, too. >> hi. good morning. afternoon. i'm gina from massachusetts. thank you so much. first of all, the points that you emphasized and this is more of a comment than a question, our previous speaker as well, the importance of the core instruction, the truly the universal teaching of the skills is so important. i think when we talk about pbis oftentimes we talk about tiered model of intervention. and when people hear that intervention word, i think our

minds go to the two and three tiers, and whereas it's that universal instruction, and core instruction that is so important. and i think you have both really talked to that today. i appreciate it. i do have a question for catherine. the schools that were involved in the pilot were they schools that had not previously implemented any of those core programs like botven or olweas? >> that's correct. they not implemented botven or olweas previously. because we had done some pbis training at the high school level, some of the schools had some prior level of exposure to positive behavior support. we assess that at baseline. and we controlled for that in the randomization. so we matched on that essentially whether we were doing the randomization. just because when there is a big scale up in the state, some of the schools might have gotten a principal from another school that got trained and we're

concerned when you get a model in the water. it just gets picked up. that's why we assessed any of the three tiers largely around the universal tier at baseline. we didn't have any of the schools with high scores at baseline. we were able to assess that and use that as part of the randomization. schools are doing a lot of different things. they may have been doing a little of this and that. so we very rarely get a set score which is a pbis score that comes in at a zero where they're doing nothing. most schools come in a 20 or 30 even at baseline. so we were able to control for that as part of the randomization. any of the other advanced tiers they didn't have access to those prior to the trial. >> similarly the survey data that was used, had schools also used other surveys in the past like the youth risk behavior survey?

and were they using those concurrently? >> maryland, it does participate in the yrbs. they don't get data back to a school level. there is no data provided back to the school level. it only goes up to the district level. and not all schools are part of the assessment for the yrbs. so it's not really a tool that is helpful at a building level other than to say this is what the kids in maryland look like or this is what the kids in this district look like. but it isn't provided that directly for voting level decision making. >> thank you. >> is there another question? >> one that came through facebook. what can parents do if they feel their school is not appropriately responding to their child being bullied? >> and lunch. no, just kidding. i can speak a little bit about what we do in regards to working with parents. it's not just a reactive relationship but that we're engaging them from day one around what are different ways for them to access support through the school, at the district and any other outside

organization that is a resource. so there are multiple people to speak to whom ever they may feel the safest with. i think it's really foreign have a very clear process so that parents know who they're going to need to talk to and what that process is going to include once they do make a uniform complaint or once they're able to kind of process, take it to the next step. i think it's really important to have that clear information and that it's something that involves parents' feedback so it's not just, you know, legal language that parents might have difficulty navigating. it's really easy and accessible. that is so important for us. and also we include parents in our teaching. if we do trainings, if we do professional development, we include parents in that process. not just talking about our interventions but talking about what do we do once we do get a complaint so that they can understand from the process of the school what happens. and then what other kind of intervention methods around that? that's my short answer.

>> do you want to respond? >> you did a great job. >> also, i just wanted to put a plug in for stopbullying.gov. there is clear information there for parents on how to deal with these kinds of issues that is outlined there. and i also it's very important to kind of get a sense of what the legislation in your state on how to deal with those issues as well. and that information is provided on that website. we're going to have a breakout later today to talk more about the website and some of the great information that is involved. i just wanted to say that. due to the time, we'll go ahead and leave it at that. i believe these ladies are going to be here throughout the day. so i feel free to come up to them or any of our speakers today if you have some follow up questions and let's give them another round of applause.

here's a look at our prime time schedule. starting at 8:00 p.m. eastern, live coverage of wisconsin governor's debate between scott walker and democratic challenger mary burr. that's an c-span. c-span 2, it's book tv looking at u.s. national security. and here on c-span 3, it's "american history tv" with ev t events on u.s. civil rights. last night c-span showed you the iowa senate debate between democratic congressman bruce braley and republican challenger joni ernst. it was the third and final meeting between the candidates. here's part of that debate now. >> i'm a bridge builder, not a bridge burner. i spent a lot of my time getting to know the people that i served with in congress. republicans, and democrats. i had them over for dinner so i get to know where they came from, i get to learn about their families, the work they did

before they came to congress. and that's why i've had so much success working with republicans to pass legislation that's been beneficial to iowans. when the iowa national guard came home from iraq, and was denied benefits for g.i. bill benefits, and hardship pay by the pentagon, i worked with republicans from minnesota to get their orders changed so they got paid the benefits they deserved. when i had a constituent named andrew conley who was denied a v.a. adaptability grant, i helped them to get that so he can stay in his home. then i had him come to washington and testify in front of the veterans affairs committee and introduced a bill so that other veterans would have those same benefits, because the program is going to expire. that's what iowans expect from their senator. somebody like senator grassley and senator harkin who can bring people together, not drive them

apart. >> miss ernst, let's turn to you. what unique thing is there about you? >> i would say that i am a public servant. again, i have served in my community. i've served my state, and i've served my nation in many different capacities. work with many volunteer organizations at the community level. and i still serve as a sunday school and confirmation teacher in the church that i grew up in. so i remain committed to my hometown, and my home communities. but i've also served my state and my nation and the army reserves and the army national guard. and i don't do these things for personal gain. i do them because i believe in serving the public. whether it's a time of flood in eastern or western iowa, whether it's during winter storms, making sure that iowans are safe is important. but i've always served overseas during a time of war in combat, in kuwait and iraq. i, i believe that that is important. but, sound bites do have consequences. and i believe that i have a pure

heart willing to serve iowans, where congressman braley behind closed doors has poked fun at our senior senator chuck grassley. i don't call that building bridges. i would say that's burning bridges, congressman. >> thank you. we're going to go ahead and move on. we have a couple of questions -- >> senator ernst knows i didn't poke fun at senator grassley. and she knows i talked to him that same day and apologized to him and apologized to iowa farmers because that's what people expect iowans to do. so if you're questioning my pure heart, senator, i can tell you that i've been an elder in my church, i've taught sunday school to adults and children, i've never seen a corporation sitting next to me in the church pew. and yet you believe that their interests outweigh those of women and iowa when it comes to contraception. >> oh, again, very misleading. i have said i will support a woman's right to contraception. but what you say behind those

closed doors really does matter to iowans. and maybe you did apologize to chuck grassley. but my father is a farmer, also, without a law degree, and i think he's done very well, and again, i contribute to my community, my state, and my nation. and i am ready to serve the people of iowa. >> well, and if you want to talk about what goes on behind closed doors, tell us about the meeting you had with the -- >> we're going to jump in now. >> recent polling has listed this race as a toss-up. see the entire iowa senate debate and many other debates any time online at c-span.org. c-span's student cam competition is underway. this nationwide competition for middle and high school students will award 150 prizes totaling $100,000. create a five to seven-minute documentary on the topic "the three branchs and you." videos need to include c-span programming and submitted by

january 20th, 2015. go to studentcam.org for more information. grab a camera and get started today. next a discussion from the national bullying prevention summit on teen dating. a justice department official told the audience that 1.5 million high school students experience physical abuse from a dating partner in a single year. the annual summit is part of an effort by the federal government to create a national bullying prevention strategy. this panel is about 45 minutes. >> as i mentioned in the last session my name is darlene johnson i'm associate director at the office on violence against women. officed within the u.s. department of justice. our office is mandated, we provide grant funding to state, local, tribal governments, institutions of higher education. am i covering everybody? hmm, nonprofits. i mean the list goes on and on.

and we're primarily focused on providing funds to address domestic violence, sexual assault, dating violence and stalking in communities. the reason why i'm here today is to talk about teen dating violence. teen dating violence, you know, just based on what i heard about bullying, there is some differences and there are some similarities. my overall goals for my short presentation is i'm going to define teen dating violence, i'm going to identify the prevalence of teen dating violence and talk a little bit about what we're learning -- what we've learned through our grant programs over the years, and to tell you about funding opportunities once again funding was mentioned earlier. teen dating violence. teen dating violence is defined

as physical, sexual and psychological, emotional violence within an intimate partner relationship. teen dating violence is a pattern of abuse, behaviors used to, i want to say exert power and control over a dating partner. it may occur between a current or former dating partner. i think that's the key. there are a number of types of abuse. there is physical abuse, everybody know about. there's emotional abuse. things like yelling, name calling, bullying. key here. embarrassing, keeping you away from your friends, things of that nature. sexual abuse is similar to -- similar to forcing you to do something sexual like, you know,

especially speaking from the you perspective, kissing, touching, things of that nature. we also have stalking which refers to a pattern of harassing or threatening tactics that is unwanted. that's what stalking is. it is causing someone to have fear. financial abuse, that's telling you you can't buy this, you can't buy that. especially from an adult perspective, you know, someone holding you hostage to be able to have somewhat of a financial freedom. digital dating abuse is the use of technology such as texting, social media networking, things of that nature. i want to talk a little bit about the prevalence. i guess when i first started working at ovw i didn't know how widespread, i guess, teen dating violence, or what's the true impact. nearly 1.5 million high school students nationwide experience physical abuse from a dating partner just in a single year. one in three adolescents in the

united states is a victim of sexual or verbal abuse. one in ten high school students have been purposely hit, slapped, or physically hurt by a boyfriend or girlfriend. approximately 70% of college students say they have been sexually coerced. girls and young women between the ages of 16 and 24 experience the highest rate of intimate partner, almost triple the national average. eight states currently do not have dating relationships in the definition of domestic violence and that is a problem because they don't recognize it. us on the federal level, we recognize dating violence along with sexual assault, domestic violence, and stalking as a crime. currently there is one juvenile domestic court in the country and i believe that's in new york. that's the only one that recognizes it. one the things that came up in the previous section -- session

in the importance of language when dealing with the youth and dealing with talking about teen dating violence and that is language. as you know, most of us who have teenagers, they speak their own language. a relationship. there are a number of identified youth-specific barriers. and this is when you're talking about, you know, healthy relationship, unhealthy relationships and dealing with or truly addressing teen dating violence. and that is for most youth, experiencing teen dating violence, this is their first i want to say intimate relationship or their first, you know, boyfriend or girlfriend. so the lack of relationship experience. the age also comes into play. you know, most services that are available are geared towards adult victims of domestic violence. so, you know, not every community, jurisdiction will have youth-specific services.

the lack of youth-specific resources, so if something were to happen, what's next? who are you referring them to? so it's almost like you have to find out who in your neighborhood is really focusing on addressing or helping youth who experience dating violence. transportation is an issue too. if you had an issue, where would you go? if you had an issue, where would you go to get help? if you do get help if you want to go to counseling and things of that nature, you need transportation to get there. so transportation is also a barrier for youth. the fear of isolation is also an issue. among peers. if you don't buy in to me, i'm the captain of the football team and if that dynamics of that power and control, you do what i say, you know, every step of the way, then if you don't buy into that role of the football player

and you, the average joe blow student that can cause some isolation among others in school. distrust of authorities like law enforcement or teachers. you are going to tell, you're going to "out" me if i say i'm experiencing teen dating violence. the environment also plays a key role, too. just imagine if you're experiencing teen dating violence and you're in class with your abuser, what type of dynamics does that cause? and the fear of being out. and this is really geared towards maybe underserved students or gay and lesbian. you know, i'm afraid they're going to reveal, you know, my personal business. the difference between teen dating violence and bullying. bullying is unwanted. you know that. aggressive behavior such as physical strength, access to embarrassing information, popularity among school-age

children, to control or harm. it's also a repetition type of i want to say behaviors. according to cdc, bullying includes attack or intimidation. it is also includes physical, verbal, imbalance of power. i think our friend here at the table at the last session -- and she does a lot of training on bullying and she always use this analogy when talking to students. and she said, you know, picture a bully. it's like a big round circle. the person is being bullied is like a small circle. you have that big circle and this small circle. so the playing field is not even. you know what i mean? that is almost like a senior bullying a freshman. that type of thing. or a boss to an employee. so the dynamics is not the same. bullying, like i said, is defined as abuse between two

people in an intimate relationship. i mean teen dating violence is defined as two people in an intimate relationship, involves things like sex and communication. and power and control, in defining what bullying is and power and control, there is somewhat a lot of similarities and there are differences. but i think if i had to hone in on a similarities, the power and control is the common theme between teen dating violence and bullying. one of the things i also want to share with you guys is at the department of justice, we have four youth focus programs. we have grants to assist children and youth exposed to violence. we have services to advocate for and respond to youth grant program. we got services, training, education and policies to reduce sexual assault, domestic

violence, dating violence and stalking and secondary schools, and we have our engaging men and youth program. fy-2012, the four programs i mentioned were merged into the consolidated youth program. and so among those grantees from the programs, we have learned a great deal about teen dating violence. i want to share with you some of the successes from the programs, what we've learned. one of the things they said and some of the successes is the creation of youth-specific services was key in the success of effective programming to address teen dating violence. they said new and revitalized community partners, folks that wouldn't normally work together are starting to work together. schools and communities, youth focus organizations are starting to really come together on this issue. youth engagement is, like, number one. they have to be at the table.

they have to take part in coming up with solutions to address teen dating violence. targeted underserved youth populations was also key. education of youth about healthy and unhealthy relationships. what is the difference between the two? school involvement was -- also rose to the top. and engaging men and boys in violence against women, work was also panned out to be promising practice. training as we mentioned before, best practices and models. i also want to share with you some of the challenges that we faced that some of our grantees have reported. continuous engagement in services is still a challenge to continue to do this work, to sustain this work. policy development, you know, trying to get that buy-in from leadership we mentioned before. mandatory reporting of laws and confidentiality rose to the top. outreach to specific population. the stigma of being a victim.

youth do not consider themselves as victim. they can't -- you know, if you mention the word victim or violence, they can't resonate to that. but if you put it in a context of what is healthy and what is unhealthy, they can relate to that. so you have to -- once again bringing it back to their term where they can understand. services for young boys and men who may be abusers. and i think we talked about that. that accountability piece. it may not look in our traditional -- me come from the department of justice, we take this prosecutorial stand, you know, lock them up. this is a criminal act. but when you deal with youth, you're trying to figure out innovative or creative ways to make them understand that this behavior is not acceptable. it's not right. the lack of awareness among service providers. people have varying degrees of their understanding of teen dating violence. sometimes people will dismiss it because you're talking about youth. they don't know what they're talking about. they're confused.

things of that nature. so, about funding opportunities. we -- normally our announcement comes out for funding opportunities anywhere between early fall to late winter. nonprofit organizations, school districts are eligible to apply for youth programs. if you want to find out more about our programs, you can go to our website. www.ovw.usdoj.gov. >> what was that again? >> www.ovw.usdoj.gov. and to the left there is grant programs and then you can view descriptions of all the programs. and we have i think for our youth programs that's about anywhere between a $10 million, $15 million program and we disperse funds each year. so, you know, check us out. all right.

thanks. [ applause ] >> if everyone can give another round of applause for darlene johnson. [ applause ] apologize for the technical difficulties and thank you for rolling with it and going ahead and starting. i appreciate it. i just want to make sure that i give her a proper introduction. darlene currently serves as the associate director in the office of violence against women. in this capacity, she supports the director and managing the community engagement division and implementing grant programs that respond to violence against

women. so thank you. now we're going to hear from elizabeth allen. dr. allen is professor of graduate studies and higher education at the university of maine and director of stop hazing consulting. dr. allen was principal investigator for the national study of student hazing and is currently directing the hazing prevention consortium. so let's give her a round of applause. [ applause ] >> thank you. can everyone hear me okay? great. it's great to be here. thanks so much for choosing to come to this session today. thank you also to sarah and her colleagues at the u.s. department of education and partnering agencies who worked hard to organize this wonderful summit. it's been a great day so far. wouldn't you agree? i appreciate you providing me the opportunity to be here. as you know, i'm here today to