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ESON and MSN: March Meeting Recap

4/18/2024

Our network meeting in March 2024, focused on our middle schoolers (6th-8th graders) - particularly the older rising 7th and 8th graders that are often hardest to recruit and maintain in summer programs, yet are also critically important to have in programming. Our big question for the meeting was: What does it take to engage middle schoolers in the summer?

Because only so much can be covered in any 90 minute meeting, we focused on two elements: what trends we are seeing among the 6-8th grade post-COVID (in schools and programs), and what we are naming “the culture challenge”: how do you create a pathway so that 5th graders want to stay enrolled and eventually become the 8th graders in your program?

Check out the slide deck from the meeting here: What Does It Take to Engage Middle Schoolers in Summer?

We did a number of ‘chat waterfalls’ during this meeting, where we asked the 30+ participants a question, had them type their answer in the chat but not press send until everyone did it together - thus creating a ‘waterfall’ of responses all at the same time. It was a great way to see all the input and perspectives and expertise from across the network. The first of those was just about what trends we are seeing in middle schoolers:

What are we seeing? (Chat waterfall responses)

Six graders are engaged, but 7th and 8th graders are a little bit distracted.
Behavioral changes based on what’s cool (i.e. showing up late, being on phone)
A lot of self-confidence in middle school girls!! Also phones… :/
A lot of energy; need to shorten duration of certain activities; joy, device distraction
More engagement in younger ages (5-6) than older (7-8)
Older middle school kids more likely to play sports at school but less likely to go to after school programming outside the building
Struggling to connect with adults, esp teachers
Students committing to a program and then not showing up
Differences within grades
High energy students & disengagement with curriculum
Saying they want to participate but not showing up or following through on that commitment
Initially very hesitant to put themselves out there and shy (our programs involve kids from lots of different schools meeting in person for the first time), but over the course of our 1-2 weeks together, they really come out of their shells.
In upper schools, school based clubs are having a positive impact on school culture and teacher/student relationships.
Young people are spending more time interacting away from screens.
Trying to adjust to structure and change
Wandering, drama, groups, structure, sleepy, bathroom breaks (a lot) bathroom art
Last summer, our program for middle schoolers (which is free) had a lot of students who registered but who did not end up attending - for this summer we are thinking about ways to reduce this and incentivize attendance
Six graders are engaged, but 7th and 8th graders are a little bit distracted.
Seeing students socializing better with other students but not necessarily adults
Youth to adults relationships.
It's hard to find out what will engage middle schoolers, both to get to them to the library and get them engaged in a structured activity.
More engagement with girls than boys

Then, we asked folks to share their own questions about the situation:

What questions do we have about what is going on? (Chat waterfall responses)

How do we get them engaged so they are consistent and reliable?
What is really going on? What are families seeing on their end and are they doing anything about it? If so, what? Are we sending similar messages to children, and is that helpful or countering?
Where is the fun in school buildings? Why can’t we get afterschool staff in school spaces
Are we seeing new things or is it a return to normal? How are things presenting differently?
Why do my middle schoolers hate their teachers and school administration?
Which middle schoolers are not in programs? Why? has the new enrollment process with deadlines left the most vulnerable behind?
How do we motivate students to think outside the box? How to keep them away from phones and social media?
What options are best for rising 8th graders in summertime? They often feel ‘too old’ for camps/centers
Do the 7th and 8th graders are allowed to work during the summer?
How can we increase efficiency of engagement without overworking ourselves / going over our resource capacity?
What is relationship building with teachers looking like at upper schools?
Is the assumption that these kids are "digital natives" who have virtual school experience preventing schools from teaching them about computer usage? It's harder to teach kids things like coding when they are used to only apps/ipads/chromebooks…..
Is it possible to have OST staff facilitate training for teachers based on youth to adult relationship building?

These responses set the table for a really rich discussion about what we’d like to see in middle school programming. We heard from Melinda Rosado, who has deep history with the Middle School Network and our schools - she was a former youth worker and program director at Gately Youth Center, worked in student support at Putnam Ave Upper School and is currently working across all four Upper Schools as a Safety Specialist for the Safety Dept of Cambridge Public Schools. As someone who spends time in each of the school buildings, and someone who knows both the OST and the school perspective well, she had a lot to say on this topic (which is why we brought her here - her expertise and advice about young people has always been spot on).

Some of Melinda’s insights on middle schoolers right now:

They are just being middle schoolers - doing many of the same things they always have, testing boundaries, trying on different identities and being themselves!

Melinda’s 3Ps and a V from Gately Middle School Programming when she was a program director

We spent the rest of the meeting talking about where we would like to be with our middle school programs - thinking and sharing “what it looks like when it works” - and we got some great examples from folks in the meeting. Some highlights:

What does it look like when it works?:

Offer incentives for older students, like 8th graders, who guide the younger ones. This way, younger students can see what they can achieve if they stay in the program. (It's like showing them a sneak peek of what's ahead!) They may think, “Wow, I want to be like them when I’m in 8th grade.” Also, by finding out what 8th graders like and adding it to your program, you make it more fun for them so they don't get bored.
Set expectations as a whole community: everyone is there for one another. Asking “what does it look like to be a champion” or “to give to the community.” Give youth a chance to reflect on their actions. Take suggestions from younger kids so they see they are heard and programming is made for them. Allow them to share their ideas (i.e schedule adjustments, not just workshop ideas!). Set the tone from the beginning that we SEE you. Build solid relationships.
Have high schoolers be in a teaching role for middle schoolers is huge! Students really like having a peer in a leadership position. (Plus, paying junior mentors is a big incentives).
Allow group interactions that don’t involve programming. Allow them space to be kids and just hang out!

As always, here were the community announcements:
Emily Meyer (CPL): The Cambridge Public Library has a few fun and exciting events coming up! On March 14th, there is a Nintendo Switch program for ages 7-9. On March 28th, there will be a shadow puppet story telling event. For the April 8th solar eclipse, the library is giving away free glasses to watch the eclipse and is hosting eclipse-related activities. To view a list of upcoming events and programs, click here.
Emily Shield (Women’s Commission): Hosting Consent Camp this summer! During this summer program campers will learn about consent education and activism. Campers will be mentored by high school peer leaders. By the end of camp, they will receive a certificate in Peer Education. To register, 7th-9th graders: click here, 4th-6th graders: click here.

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2024 Rollin’ & Summer Resources

4/8/2024

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More than 650 Cambridge parents and caregivers attended the third Annual Rollin’ & Summer Resources event, where they learned about how to sign up their children for summer programs. The event took place on Saturday, March 2, 2024, at the Cambridge Street Upper School/King Open Community Complex. More than 50 summer camp and other service providers attended. Families enjoyed plenty of pizza, samosas, wraps, snacks, drinks, popcorn and snow-cones! Children roller skated, made art projects, tried parkour, played life-sized board games, built basketball skills, and more.

Families throughout the city accessed school bus transportation to and from the event. They received support to explore program options from: Summer program staff, members of the Cambridge Public Schools (CPS) Family Engagement Team, Cambridge Agenda for Children Out of School Time staff, and CPS parents and caregivers from The Village. Multilingual Family Liaisons and Community Engagement Team Outreach Workers provided translation and interpretation for families -- including many migrant families who have recently arrived to our city and district.

Providers shared that they enrolled more than one hundred new families into their summer programs. Many more providers continue registering and/or making decisions based on what they learned at the event.

Who attended the 2024 Rollin’ & Summer Resources Event?

47% of families' children have never participated in Cambridge summer programs before.
54% of families' children are not currently participating in afterschool programs.
Families represented 23 native languages.

This event was made possible by support from CPS and the Department of Human Services Programs (DHSP) and the Cambridge Out-of-School Time Community.

Together we can make sure that young people connect to high quality summer program experiences!

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ESON and MSN: March Meeting Recap

2024 Rollin’ & Summer Resources

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