Schools. Not all of them. But thats 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. Lets give them another big round of applause. [ applause ] be part of cspans campaign 2014 coverage. Follow us on twitter and like us on facebook. To get debate schedules, video clips of key moments, debate previews from our politics team. Cspan is bringing you over 100 senate, house and governor debates and you can instantly share your reactions to what the candidates are saying. The battle for control of congress. Stay in touch and engage by following us on twitter at cspan and liking us on facebook at facebook. Com cspan. Our special presentation of the National Bullying prevention summit continues. This next panel looks at specific examples of successful antibullying programs in local schools including efforts to support gay, lesbian and transgender students. This annual summit is part of an effort by the federal government to create a National Bullying prevention strategy. This is about 40 minutes. Since im between you and lunch, were 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 were 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 theyre doing in the same areas that youve 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 im 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 im not going to two over everything in her bio, which you all will have. Sarah 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 schools on building pass to respond and implement inclusive policies in accordance with changing legislation. So we have some great speakers today. And again, we want to what weve 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 theyre 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 well have dr. Bradshaw speak first and then followed by sara. Thank you. [ applause ] well, its exciting to be back up here. Im 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 multitier Systems Support and its largely led by our partners at the department of education, alexander and mike ford were first invited to be on this 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 shepherd prath system which is a 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 behab yourle a and Mental Health problems. The partnership actually began in 1989 through shepherd prath and the Maryland State Department of education and johns hopkins, my colleague and i joined around 2001. So weve 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 evidencebased models. So were 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 were 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 out of the shop that is focused on safe and Supportive Schools and the comment that came up about transformation grant and is pbis really the panacea for that, i dont think that thats necessarily what was the intent but its certainly one tool that can be used and one tool that weve been using to try to address School Climate. So you can think about it as a potential tool or a framework. Thats how weve been interpreting it and how weve been using it. Im 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 evidencebased practices, frankly, it wasnt a Research Grant but we kind of embedded that in it to promote School Climate. Our Partnership Came together and said, lets focus on this particular initiative. It was geared high schools. So i want to zoom in on this particular project because its something were just wrapping it now. Its also a High School Model where we embedded a randomizedp framework in the setting. Whereas our partnership had done two trial 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. Ill be happy to share if you have 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 the frame works and can you get the incentives and systems in Elementary Schools but what about high schools . We really found the School Climate framework is 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 its really just a framework to guide the kind of effort were doing. We built a lot of some of the literature around School Climate and i work with the National Education association and we have partners here from the nea today. Theyve been doing a lot of work around bullying prevention and School Climate. They have a Research Briefs here. This is an xeexcerpt of the research. Whether we get to measurement of School Climate, there is a big piece of the safe and supported schools is to develop a sustainable system for a a. Sesise for assessing the climate and to zrif the Decision Making and put that data back in the hands of the administrators and teachers and staff to decide what kind of interventions they want to use. So we worked together with our state partners to develop measure and through that process we were looking at several different existing measures and some were very behaviorally focused and some are just perceptions. We wanted to cover the behavior. Behavior and kids perceptions of the environment. You might say arent you flipping around . Isnt climate supposed to impact those things . You can think if you have a lot of kids bullying each other in the School Building that, is going to negatively impact the climate. This is the cycle and the per accept shoal process data. We want to unpack that a little bit more. And we built directly off of the u. S. Department of educations model of School Climate because whether youre writing a grant, nice to use that groups framework. And so we also thought why dont we actually try to validate the model . We have a paper that is 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 analytic approaches and addressing a variety of things about ethnicity and gender and grade level differences and were actually able to provide general support for this particular model with a couple of tweaks. Youll see we have a strong theme around connectedness in the middle. This really gets at the theme thats mark hit on about the relationship component. In fact, as were unpacking our data, thats where were seeing most of the action in terms of mechanism of change of kids feeling connected to others. Especially our africanamerican students feeling cared for by adults. Its more important than just a global perception that the School Environment is pretty positive. So that caring and connection dimension is really something thats 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 from health and Michael Resnick about the important 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 thats why we call it md for maryland s3 for the safe and Supportive Schools. That is the name of our project. And were just now entering a no cost extension of that project so this is 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 barrowed 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. They see the value in having the data to drive the Decision Making process. We enrolled 58 high schools and were going to work with over a period of four years. And we did use a random assignme assignment. We could look at our fidelity kinds of questions. It was true random assignment based on the 12 School Districts. And they are geographically dispersed. Theyre all over the state. Maryland is a funny state, we reach all the way up to near West Virginia and pennsylvania 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 framework to blenld together the data base Decision Making pieces as well as to bring in other evidencebased practices. So in addition to doing the tiered framework, we wanted to plug in other evidencebased practices. We would give the schools a coach. The coach worked with them around the data and provided training on a menu of different Evidence Based Practice thats they could choose. So this is the list of the Evidence Based Practices. Were not testing ovais, were checking test and connect. Were testing prot ses by which they select Evidence Base 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 ovais, for example. The first year everybody signed up for ovais training. 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 and 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 3. They sent folks to get trained and they were like whoa, i dont know that we can pull this off. I know this came out of ucla unified. But its 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 prove ses daof pro well. Were selecting and implementing other Evidence Based interventions. We have fidelity measures across the 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 chose from the menu to assess the fidelity the different dimensions including the positive behavior support framework and the other Evidence Based programs that they may have close en. 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 weve got all the kids reporting climate. We actually are getting parents and teachers, too. Can you actually observe School Climate . What if we send 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 an observers that use different types of tools and ill talk about those. Were collecting the data to supplement the data being collected by self report. The self report data from students is one of our chief outcome of interest. So this is just giving you a little bit of an overview of how we select the students. Some schools do want to assess all the students. They feel strongly about that. Its nonidentifiable. Its annan mus in that framework. It allows us to capture the data electronically through the on line system and most importantly, it spits it right back out to administrators. They can see the data in real time 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 youll see here. What kind of school do you want your school to be . I would love to say these are real children but they arent. Theyre just too perfect and beautiful. We wanted to put together a campaign that we rolled out across the schools and you can see its 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 its kids talking to other kids and adults about why collecting this data is helpful and why its 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. Theyre like yeah, this isnt any good. They marked it and came back. They said this is so great f we just hired actors or something, it wouldnt have gone well. We had kids in the project talking about the experiences and why its important to have that dat yachlt 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 jumped out to our school staff, some get the point that mark 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. Theyre quiet. Theyre not acting up. Theyre not in trouble. I dont 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. Its about half white and half other minority africanamerican 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 iss