Welcome everyone to our Ask The Preventionists, our first live event, super excited to be
doing this this afternoon and before we get started with a few introductions here, just
wanted to take a poll really quick to see who all is joining us today.
So, if you wouldn't mind, go ahead and just fill out that poll for us there to kind of
let us know who we have in the room with us today.
Awesome, it looks like we of course have lots of preventionists in the room, some educators,
a few advocates, some policy workers, and some other individuals.
Wonderful, thank you so much for sharing and so I will kind of get us started here with
just introductions quickly.
My name's Taylor Teichman, I'm the Online Resource Specialist here at the National Sexual
Violence Resource Center and I help to work on some of our research to practice work that
we have through the CDC.
So that is what brings us to our Ask The Preventionists live event today, and I'll hand it off to
my colleague, Sally, next to introduce herself.
Oh, Sally, I think you're muted.
Destie Hohman Sprague: Taylor, do you want Beth and I to jump in with intros while Sally
works on that?
Yeah, go right ahead, thank you.
Sure, thank you.
Thanks.
I'm Destie Hohman Sprague.
I'm the Associate Director of the Maine Coalition Against Sexual Assault.
And I'm Beth Hamilton, also the Associate Director here at the Connecticut Alliance
to End Sexual Violence.
Well, thank you.
And sorry about that, folks.
Is my audio on now?
Yes, it is.
I'm so sorry.
Yay!
I'm so happy to be with you all today.
My name is Sally Laskey, I'm the Evaluation Coordinator at the National Sexual Violence
Resource where my work focuses on trying to support the Rape Prevention Education recipients
around the country, and I am excited to learn more from Beth and Destie and folks that are
joining us via chat today, so thank you, thank you both for being here and Taylor, thank
you for organizing.
To help us learn a little bit more about all of you on the line.
I just wanna do a quick little poll here again before we jump into hearing from our presenters.
So we would like to know how many people live in a state or territory that currently has
requirements for sexual violence prevention programming being mandatory in your schools.
Thank you so much for those of you that are already responding.
It looks like we do have almost around 40% of folks saying that they know that there
are requirements.
And we'll go ahead, I know a few folks are still adding, we'll broadcast those results
for you, and thank you.
So we've got some folks that aren't sure, some that don't, and about 40% that do have
those requirements.
So thank you so much.
Yeah, and so to get started, Beth and Destie, I was wondering if both of you wouldn't mind
sharing today just kind of a brief overview of what each of your coalitions are currently
doing with your K-12 prevention policy and evaluation work?
Sure, you can go ahead and...
Sure, so, this is the funny part of doing this all remotely with other folks around
the country.
So we passed our K-12, our version of Erin's Law essentially in 2016.
It was implemented, so started being required by schools in October of 2016, and ours includes
both awareness and prevention education within schools and that has to happen for both staff
at the schools as well as for all the students at the schools.
We were lucky and that we sort of had a leadership role within the development of that so both
we got to change some of the messaging and some of the work that was done, so it was
much more focused on prevention and I think folks were originally anticipating happening.
We work really closely with our State Department of Education as well as the Department of
Children and Families, and we developed which I think you can click on right in one of your
web links there, a guidance document ultimately that breaks down different chunks by grades,
essentially into what are some of the guiding principles that we want folks to be able to
cover for both education and also for children to be able to understand within those age.
The tricky thing for us is that we were very successful in passing the legislation, but
there's not a lot of teeth or accountability to what happens after the passage of that
legislation.
So, what we're currently doing is in a process of pulling folks back around the table to
do some evaluation work, an event that will be in the form of a survey that will go out
to some of the same folks that we worked with earlier and some of the same principles that
we probably feel that we had an initial survey that we sent out in 2014 in anticipation of
doing some of this work.
So, I expect some of the same people both filling that out, but what we really wanna
get a grasp on is what are folks currently doing?
What percentage of schools, how many school essentially are actually doing the implementations
of the work 'cause we sort of have gotten some feedback that some schools are taking
it a little bit more seriously than others.
We also want to be able to find out what are some of the successes and challenges folks
have faced when doing the work, and then also it's really important to identify some champions
or some folks that we feel are really doing the work super well, so that they can be models
for other folks who are either not prioritizing it or finding some more challenges within
their districts to be able to implement it.
So that's what we're doing this fall that survey will happen.
And then about midway through the next academic year, our plan would be that there's a written
report that goes out, sort of like a report card which we've done, for example, in the
past campus legislation, and that's something that we can use then to get folks some more
buy-ins to address some of maybe the trends that are happening for schools who are not
implementing any of the education as a tool to really address to see what's going on two
years after its passage.
Alright, great, thanks, Beth.
I'll jump in then.
Is that...
Okay.
So we have really sort of a name too distinct kind of sets of prevention programming.
One is for K-12, all the way through K-12 that we implement with local Sexual Assault
Support Centers, our MECASA member centers.
But my focus here today is on just the prevention policy, we have...
The K-12 is our own work, but it's fairly robust, but we also passed our version in
Maine of Erin's law in 2015, so it's actually been quite a while and it's really specific
to just K-5 and specific to child sexual abuse prevention and awareness.
So we're really focusing on just kind of young kids, bodies, body empowerment, and that policy
has three different components.
It's required training on both some concepts related to healthy sexuality promotion for
school personnel but then also like ability to identify indicators and respond effectively.
That's for all personnel including cafeteria folks, everybody working within the school.
It also has a required training for all students or required education for all students and
that is focused on prevention concepts rather than how to tell when something is happening
after the fact.
And then there's also a required policy that schools have to have a policy that aligns
to a state-wide Department of Education model policy.
That was signed into law in 2015 or '16.
I'm mortified that I can't remember now.
I'm pretty sure it was '15 though, but we are actually only really fully implementing
it this fall.
We actually just launched the website publicly this week so hey, go over there.
It's really great.
But the intervening years have been about making sure that even though we're only focused
on the K-5 and a fairly kind of small bit of work in terms of the universe of prevention,
we wanted to make sure that we had all the pieces in place for schools to really be able
to implement it thoroughly.
I expect that like Beth in Connecticut will have lots of schools who give it lip service,
and then lots of schools who are really committed to it, but we've been building lots of pieces,
so that hopefully we can kind of spoon-feed to the extent if that's possible.
And so we have, in addition to creating guidelines for what the school personnel training should
look like, we kind of got modeled personnel training.
We have a whole resource guide for education for students that we've tried to make sure
aligned with what we know about what works with prevention practice.
So it's not kind of lesson plans in a box, but rather, when we do prevention with kids,
it needs to be multi-session.
It needs to be multiple conversations that needs to be embedded in the kind of flow of
their understanding, it also should include books and reading and etcetera.
And then we have the model policy as well, it's all housed in a website that includes
information for schools about implementation but also information about child sexual abuse
prevention for families.
That's outside the scope of the policy.
But we wanted to be able to bring that in so that we had a bit of a one-stop shop, so
that it all rules out this fall, and it will include regional trainings that we'll do in
partnership with the Department of Education about how to implement it, and then training
for teachers so they can become the experts within their own community training their
fellow staff and providing education or leading education efforts for kids in the classroom.
Well, we are getting Beth and Destie lots of interesting things coming in through Q&A.
We'll ask to follow up on some of those a little bit later.
But before we jump to some of those, I was wondering since you've given us kind of an
overview of your approach and what you're doing, could you talk a little more specifically
about what collaborative approaches really look like in the day-to-day work of developing
a state and community plan for implementing these policies but also doing that follow-up,
look at evaluating if they're meeting the intended outcomes?
Sure, I can start if that's okay.
Yeah, Beth, that's great.
Yeah, for us it's been a bit of a challenge.
I wish we had the stuff that Destie talks about every time we'd talk with all of you
are things that I would strive for, that I hope we have that ability at some point to
put as much guidance and as much of a package together for folks to just sort of take and
be able to use.
For us and at different times a challenge to get some of the buy-in from folks, and
a lot of what we did similar to what Destie was talking about is we have required comprehensive
sexual health education in the state, and so because that was long fought for and there
were group of folks that had already worked on that we were able not only to use some
of their guiding documents but to pull some of the folks who are responsible for the creation
of that and who helped to get the buy-in from some of the more challenging places, to be
a part of our cooperative group together and that was something that was hugely helpful,
not only to sort of hear some of their lessons learned, but a little bit more about how you
have to message certain things and pieces like that.
We also, we really looked at who was important to have around the table and continue to do
so and thinking that yes, we want administrators and systems level people to be involved because
ultimately that's who's gonna help us get approved to get all the work done but we have
lots of school social workers, healthcare workers, school nurses and those folks are
actually probably the most helpful to be honest with you in all of the folks we had around
the table because not only did they know the schools but when we have challenges getting
into the schools, those are the folks that are actually the people that we are gonna
directly reach out to to be able to help who's the right administrator.
Who is the more sympathetic to the work we're doing?
They really know both in their districts as well as in their individual schools who the
right people are.
So those are some of the most important people that we were able to pull together for some
of those groups.
We also, like I said, in doing that pre-survey, so we've started a couple of years prior to
really working on the legislation and it gave folks an introduction to us in some ways which
was nice.
I think that we encountered a lot of...
Both on the school side and from other places, a lot of resistance to the extent of being
something that should happen in schools, that sexual violence prevention should not be something
that schools are responsible for, it's a parent job.
We heard lots of those pieces.
So getting folks to understand who we are and what we did earlier than we even started
asking folks to support legislation or create guidance documents and we'll evaluate it.
It was something that was really helpful and we also in one of the pieces that we tried
really hard to have folks engaged that we were minimally successful in some ways was
youth themselves.
And that's another piece that I would hope that as other folks are doing this work, you're
really mindful about...
We do a lot of work for many communities, not just youth where we really are saying,
"We know what's best for them where we actually don't have them in the room telling us that
information," and that's something that we had a real challenge for in a lot of ways,
one, because we're set up as a non-profit, nine to five, Monday through Friday, when
they're in school.
And also, because there were a lot of extra hoops to jump through to get access to them,
and then to keep them committed to coming back to the process and to the table because
some of them were the best spoke persons that I could think of to have at those tables.
But that was some of the pre-planning and the collaboration we've done and then we've
had to do it all over again with the evaluation components with some of the same people trying
to get them back to the table, get folks re-invested in the work.
A lot of folks felt that once the legislation was passed and once we created that guidance
document, we should have been done and that we don't need to you know, why do we need
to evaluate it?
Why do we need to look at how we're doing?
And for us, doing the work, the realities we fully understand that the work is being
done different, even though there's some standards, it's not standardized and that lots of folks
just aren't doing the work.
So we're encountering some of the same resistance doing the evaluation.
But the nice thing is, we have so many relationships that we built along the way that we have been
able to pull back together.
Really good core group of folks.
Thank you so much for talking about the level of preparation that you need to do and that
it continues to be this on going, on growing more, and definitely for talking about putting
youth at the center of this work.
Destie, could you share a little bit with us about where you started, the kind of prep
work you did and who were key collaborators for you in this work?
Sure.
Well, and this is my turn to say, "Ooh, I wish we had some of that because what...
I think we have developed really exciting resources and some fairly comprehensive resources.
I think that they've also been really collaborative but not with the wide audience that that's
refers to.
And that's for a couple of different reasons.
But we have not necessarily identified Erin's law as a priority at our coalition for lots
of different reasons, including that Maine has a long tradition of being a local control
state, and so we do not have any mandatory curriculum for any topic at any age in Maine.
And so, that just felt...
We also additionally didn't have the resources within the sexual assault prevention and response
community to implement state-wide blanket programming.
And so when this policy was made itself known to us, we just had not built a team partnership.
Any of those things that you refer to about like what would we like this to look like?
We just sort of had it.
And so what we did spend the time on was, well, now that we have it, what do we want
it to look like?
And so that was a really deep partnership between MECASA and our main Department of
Education.
So we worked in lockstep with them, their health policy, and health promotion department,
which is one person, 'cause we are a very small state who really cares about this work.
We trusted her to...
Her and that department to talk about what was realistic with the schools, to talk about
what they could really implement to bring the voices of health educators, guidance,
counselors and school nurses into the process.
But we really did.
[chuckle] It was a bit of a party of two, and I think we might have done that differently
if we were starting from whole cloth and envisioning how this would really be a community project.
So we all work with the pieces that we're sort of given and so for us, we thought well,
we have no money, we have almost no time we'll be implementing this on top of what already
exists.
And so our collaboration was deep, but small and we worked really hard though, to make
sure that we were reaching out to local sexual assault educators who were already in schools
who were already doing related programming like Parents in the Know, if folks are familiar
with that parent education program out of Pennsylvania, I think really highly of it.
And so we tried to bring our local preventionist voices into the project, but for us, this
was really an add-on.
And so it's a long long time and I think the deep collaboration is probably what fell by
the wayside in that decision-making process.
I hope that what we have tried to prioritize is seeding an opportunity for local preventionists
to collaborate with their local schools and school systems.
And so if it doesn't exist at the state-wide level, it will at least have the pieces in
place so that local preventionists can engage with schools who really wanna have a deep
conversation about this to the extent that their capacity allows.
Great, we've got a question on the floor that I thought might be good to just insert right
here on your ideas about rape prevention in the sex education worlds working together
on policy and implementation, so folks would like to know how you think the work overlaps
and how it might be different, or if there are any implications in doing that collaborative
work.
So I can say, we definitely here in fact that we see that there's a significant overlap.
We feel like sexual violence prevention and discussions of sexual violence in general
have to be a part of healthy sexuality.
Both to give folks language to be able to talk about it but also because we want to
know, right, you can't determine what's bad without determining what's good.
And so we have really great relationships with folks like Planned Parenthood and with
other folks in and outside of schools, essentially that are doing healthy sexuality education,
and we've challenged them over the years...
Quite frank, I've been here for a number of years and it took probably five years, in
some ways for us to continuing having conversations with folks, where both of us see it as something
that we should be taking on an working collaboratively together, in order to maximize the audiences
and the folks that we're in front of.
Like I said, the other thing for us is that one of the really critical things that we
had is we had that healthy sexuality document...
That Connecticut had already done the work of going through the resistance, having to
be created and right within when you look at our guidance we put theirs each one of
the guiding principles for healthy sexuality education, the State right next to ours, because
that's how closely we feel like those two things align.
And also because it's a lot of the same educators doing both of the work, so it's health teachers
at school, social workers, having the conversations with kids in both topics, and so, the better
that we can equip folks and really help them to see the connections also the more meaningful
that education is gonna be.
I actually don't think I have anything to add to that because I would totally agree
that we count on our allies who also share our same philosophical approach, even if we're
not working as closely as we wish we were just because time doesn't always permit to
come up with ways to do shared or joint programming, but we count on them to also be out in the
community, sharing the philosophy and being partners and allies.
Sally would you mind repeating, I think we lost your audio.
I was just gonna say...
Turn it back over to you.
Oh yeah.
Okay.
Thank you.
Well, I think you both already touched on this a little bit, but maybe if there's a
piece that you want to share a little bit more about.
I thank you both so much for sharing today and being willing to talk about how your states
are doing this work.
I think it's always so helpful for others to just get to hear these stories, and see
how this work is being done in different states.
So I was just wondering if you wouldn't mind being able to maybe touch a little bit more
on what has been one challenge and one success that you all have been kind of living in as
of late, with all of the work that you both are doing in your state.
Sure.
Sorry I'm doing a lot of talking.
Destie please cut me off at any point that I am talking too much.
So for us, I think one of the large successes is that which is what we were just talking
about, we were able to align ourselves with work and with folks who have already done
some establishing work along the lines of the comprehensive sexual health education,
that gave us a really amazing starting place.
If there are places within other folk states where they have things like that, I would
suggest spending some time getting to know those pieces, those documents, getting to
know the individuals who help put them into place.
I would also say that one of our successes which we already touched on, is being able
to at different points, and not as meaningfully as I hope that we would in the future but
to engage youth voices and figure out what makes sense.
What kids think make sense for them.
And again, this was also thinking more high school age than elementary and middle school,
but I would hope in the future, we're able to engage across that spectrum different folks.
The biggest challenge for us was probably the fact that not every showed up and some
of the people who were critical in moving things forward, did not show up often.
So, we had different partners where even though they maybe were earmarked in the legislation
or folks that we felt were really critical to be at the table, we had some challenges
with getting folks to stay at the table or had the right people show up, so oftentimes
people would send a designee, who had no power or no ability to move something forward, but
that would be who was coming to the table.
So at different times, but with us, especially with creating that guidance document, we would
just be at a standstill while we waited for the various systems to "approve" or sort of
move through that process.
And so that was something that took a lot of patience, and just sort of diligence as
we moved through knowing that we'd get there eventually, but being somewhat frustrated
as we moved through the process.
I would say for us a couple of the key successes were using what already exists.
And so we also have "comprehensive sexuality education in Maine, but we have a comprehensive
health education standards, generally speaking and so we really wanted to make sure that
we referenced those that we brought things...
Brought issues back to those, and so I think looking to what already did exist and connecting
with it, as Beth said was a success, but then also for us was using the policy, which I
think the policy was great but it did lead to a challenge because we just weren't really
prepared in terms of capacity.
It was a success for us though to use that policy as a launching off point to bring tools
that we really wanted to have out in the community and make them available.
We wanted to have a one-stop shop for schools, for teachers, also for parents, for families,
for both prevention ideas but also knowing that a lot of folks need response information
right now and that we as preventionists have an opportunity to bring both of those to the
table in the same place, knowing that families are not dissecting levels of tertiary prevent
blah, blah, folks just out in our communities aren't thinking like that.
And so we wanted to be able to bring that whole range into one place even if it was
outside the auspices of the policy, and so I think that that was a success to use that
as a tool or a hook for us to bring this range of information.
The challenge was really around not having the dedicated capacity.
It took us easily two years longer than it might have otherwise.
And if there are any local Maine sexual assault providers on this, on this call, I'm sure
they're sitting around thinking, "Wow, it's been really awkward couple of years."
Well, we couldn't get our emails and phone calls answered, and that's been hard; hard
for folks.
I would also say that one last piece in terms of the evaluation component that a success
and a challenge is that we have looked at what is, we really have wanted to focus on
what's possible, what's achievable, what we know we can afford and control and so we will
not have an evaluation that will turn any of this into magical science evidence-based
programming that we'll be publishing.
What we will have are some process evaluations, both to teachers who are kind of trained as
the leaders and champions in their community and some more state-wide kind of school by
school process evaluation like, "Where are you on this?
Did you do the things?
What other tools do you need?"
But we hope that we will...
We have four or five different pieces that we hope will give us the information we need
to continue to improve our system.
But it's not a dream outcome evaluation approach...
Thank you so much for sharing both those successes and being vulnerable enough to share some
of those challenges that you all are having, because I think certainly the challenges are
challenges for a reason, and so often that's where a lot of our growth and our learning
comes from.
So I really appreciate you both being able to share those today and hopefully for our
viewers that that's really helpful information that they're able to take forward in the work
that they're doing and so I can kind of jump in with our last question, if that makes sense,
Sally.
So I was just wondering if you both wouldn't mind then sharing just what's one take away,
what is one lesson learned maybe from those challenges, maybe from those successes that
you all would like to share with the folks who are on the call with us today who maybe
are just starting to do some of this work or maybe halfway through doing some of this
work or wherever it is on their journey as I'm sure folks on the event today are probably
on a spectrum of different places, but what's one take away...
Sure.
So for us, I think part of it is thinking pass...
So it's really easy to get mired down in public policy work and to have that be the focus
of what you're doing, right?
The passing of the law.
For us I think that it would have been helpful to think more about the implementation along
the way.
So for us, we have a really wonderful law that includes lots of great things in there,
but there is no accountability in that process.
In other words, there's no report that schools are required to put into our general legislature.
There is no accountability if somebody were to just say, "Hey look we're a school, we're
not gonna do this."
And so we didn't think through what the implementation would look like.
So really, I would say take some time to think through what schools would have to do on a
state-wide level and across that K through...
At least for us K-12 spectrum, what they would have to do to implement it.
But then also, what does it mean if they're not, right?
So, what are the ways in which we could build in some...
Even if it's indirect accountability or some pieces along that way, what are the both intended
and unintended consequences of building those pieces?
And I would say take a look at that.
I wish we had done more of that.
Yeah, I guess my takeaway lesson learned or what I would offer to folks thinking about
doing this, is that I think it's really important to honor modest goals, and achievable goals,
and I am...
As a preventionist who has also spent a number of years as essentially a lobbyist or a policy
person, I think it's really okay to identify incremental goals, and so hold in your mind
what the dream is and in the meantime, just chip away at what's possible.
So it doesn't have to be, it doesn't have to be everything now.
I've been working on this policy or some element of this policy for about eight years in my
current role.
And if I stay, which I expect to, I imagine, I have a good six years of work ahead of me
before we are close to the dream.
And so if you don't have a million dollars, I'm guessing you don't, then pat yourself
on the back for having a vision and just doing the tiny, tiny pieces to get there.
And that might be a more modest policy, it might be a more modest training or education
but look at your strengths, look at where the barriers are going to be, and then just
throw all your effort at the small achievable and practical wins that will lead you down
your path toward a bigger and more of maybe exciting future later.
Thank you.
Yeah, and that's a great connection to something I wanna let folks know will be coming.
We're really grateful that Dorothy Espionage out of the University of Florida has offered
to do a follow-up blog for us about this complex...
How to evaluate a complex process like this.
So she's gonna be able to provide some tips, some things to consider and I know some folks
have posted in the Q&A asking if any of the evaluation tools and instruments that you
two are using will at some point be available for others to look at, adapt.
So you're welcome to share any thoughts you have about that now or we can also follow
up in our blog piece about if any evaluation instruments that seem to be working.
So, we're happy...
I can entirely say that myself, but I anticipate that we would be very happy to share.
We are working with that group.
So this fall, we would put out that survey, so I don't see any reason why we could not
share the survey questions that we used to ask schools how they're doing with the implementation.
And I think we would also be happy to share.
We don't have proprietary tools.
I would say that I think our approach...
I'm not positive how many of our tools could be picked up and used elsewhere because it's
a collection of like, "Oh our statewide honored this public opinion survey will gift us one
question.
Alright, so that's something.
[chuckle] That's one piece, and also we'll...
All of the educators that we train, we will ask a process, "Did you do step one, two,
three, four at the end of the school year?"
And so I guess I would say that that's both a...
It's more complicated than a shareable tool, but it's also a really good example of how
you cobble together something out of nothing.
Well, that connects to another question that's come up in a few different ways through the
Q&A and that's really wanting to know if you have any recommendations of specific training
and curricula, looking at factors for youth perpetration, but also about educator abuse
against youth and I know in your guidelines and your tools that are available in the weblink,
there are some things that are referenced there, but are there any kind of take-aways
that you like to share about a statewide mandate for the use of specific tools for this work
or approaches to do community-specific development of the training and educational curriculum
used in schools.
I don't know what I could point to be on.
There are some pieces like you said that are...
Yeah don't and don't forget...
This is a...
And some points of reference within that guidance document.
We're still as a state working to get within our youth data collection, so that they're...
I think they're bi-annual questions...
Like we have no questions about perpetration whatsoever that are asked to youth.
And our only sexual violence questions are linked to relationships.
So for us, we have a lot of work to do within our state to actually get some of that data
and my hope is that in the short term that we will see some of those questions getting
added and being able to pull out.
I don't have an answer in terms of teacher abuses beyond to say that you could probably
get some really good examples from the news and use those as points of reference or conversation
starters with the folks that you're working with.
But I think perpetration stuff is we have a harder time asking those questions, because
we don't always have solutions and it makes folks, especially within schools, in my experience,
what they tell me is that I have to do something about it, and that's much scarier, 'cause
once you identify a problem you have to identify a solution.
So I don't have a tonne unfortunately that I would necessarily be able to to direct folks
to...
I'm Sorry.
It is not your responsibility to have any answer...
I think we're working as a large global community for those answers.
So thanks for all they need.
And Destie what were you gonna say?
The only thing that I would add is that I do think that there're more and more are good
resources for say "hiring screening and training in coming school professionals, or professionals
who are working with youth and that sometimes we think of that kind of work as outside the
role of preventionists, but it doesn't have to be it's connected, it's related, it certainly
are the policy in Maine is silent on that, but that's a good example of one of the things
that we just went ahead and added in since we were making the website.
So we don't have tools of our own related to that, but we did make sure in our supporting
schools and systems section that we were kind of pointing to places where schools can increase
safety simply by ensuring that their practices around hiring and screening and orienting
staff are really tight.
Thank you, so much.
There have been a lot of resources shared in the Q&A as well.
There are some new programs being funded through the Vision of Hope Fund out of Pennsylvania,
folks have mentioned Sesame as resource for educator, sexual misconducts.
So thanks for folks that have...
And then just being mindful of our time, we have about three minutes left, so we wanna
just leave it open for potentially any other questions that come in in the next minute
or so.
And then if not...
Our time has quickly come to an end.
You know what, the only other thing I can...
I was thinking as I was prepping for us and I've been talking with you all is, it's been
interesting now as a parent.
So I worked on this legislation professionally.
I have two young daughters one of whom entered into public schools recently and so it's been
interesting even as a parent to be able to then go to the school administrators which
clearly I'm comfortable doing and challenging them and seeing how much they do and don't
know.
And I live in a pretty progressive I mean, town within Connecticut.
And so it's been fascinating to see the ways in which as a parent, how that plays out differently
and how much my assumption is how much education schools are giving to the students and how
much what that can look like and what it doesn't look like in terms of my expectations, and
how much they're meeting them.
So it's been interesting to take literally, take the legislation, take the guidance document
and to meet with my daughter's principal, and of the head of social work then and be
like, so did you know this is there...
What are you doing in that way?
And that's not something that I thought of a few years ago when I was doing this work.
But for those folks who are parents you have a really unique opportunity than more than
we have as professionals, excuse me going in there to be able to use these documents
and challenge folks and say, "Hey I'm a parent, I one of your stakeholders you get to answer
me in terms of what you're doing with these pieces so it's another...
It's been an interesting and another conversation to have in an entirely different lens than
I ever anticipated a few years ago.
I had my kids second grader read our implementation guide, and tell me all the places it went
wrong.
So don't hesitate to make your neighbors and co-workers and everybody help you.
Right.
Sally, you're mute again.
Sorry about that, I'm really grateful for you all and I see that folks are sharing their
thanks for offering your insight, your experience, especially some of these gems like you just
shared about all of the different ways that we can be working to create safety for the
folks in our community.
And I see that there is a resource coming out from Minnesota Coalition Against Sexual
Assault about how to message Comprehensive Sex Ed healthy relationship education to schools
and parents.
That's gonna be useful.
So, right on...
Thanks, Minnesota.
Well, thanks everyone for joining and Beth and Destie, thank you so much for being amazing
conversationalist, today and for sharing all of your experiences with us.
And everyone, we will make sure to get that blog post ready and available with additional
resources out to you all as soon as we can...
That'll be great.
So be on the look out for those and for our next Ask a Preventionist.
Bye bye until then.
Thanks for having us.
Thank you.
Which should be happening in September.
Thanks everyone.
Thank you all so much.
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