1. 1 Learning Environments For Middle School Youth Jennifer A. Skuza, PhD Timothy D. Sheldon, PhD

2. Workshop Objectives Discover the unique role programs can play in the lives of middle school youth and new strategies to reach young teens Construct learning environments that suit middle school youth … especially those who are uninvolved Demonstrate program tools and strategies that could be replicated 2

3. 3 “No, no puke!”

4. 4 What Youth Are Doing

5. 5 Early Onset Involvement

6. 6 Why Middle School Youth Don’t Try Structured Activities “No, I am not good at that…”

7. 7 Satisfaction With Time Use I am fine.

8. 8 What Uninvolved Youth Want

9. 9 What Parents Want

10. 10 So what should a middle school learning environment look like

11. 11 Less Structure, More Connection

12. 12 Organic and Free-Spirited

13. Minnesota CYFAR Project 13 Organic Middle School Youth Program Model

14. 14 Program Sites St. Paul Willmar Winona

15. 15 Long-term Results set long-term personal education goals exhibit mastery in a topic area of their choice, and parents/guardians engage with their children on setting and obtaining common education goals.

16. Learning Phases 16 Get into learningSpecialize learningSustain learning

17. 17 Scope and Sequence Year 1 2008 Year 2 2009 Year 3 2010 Year 4 2011 Year 5 2012 Group 1 Get into learning Specialize learning Sustain learning Group 2 Get into learning Specialize learning Sustain learning Group 3 Get into learning Specialize learning Sustain learning

18. 18 Flow

19. 19

20. 20

21. 21

22. 22 Youth Leadership

23. 23 Challenging Content

24. 24

25. 25 Internships

26. 26 Evaluation Relate evaluation to logic model and desired long term results Share successes and challenges so far Offer some tools and strategies

27. Desired Long Term Results 1.Youth will set long-term personal education goals in the context of careers and higher education. 2.Youth will exhibit mastery in a topic area of their own choosing. 3.Parents/guardians will be engaged with their children on setting and obtaining common education goals. 27

28. Evaluation and the Logic Model Positive Programming Skill Building and Mastery Educational and Career Pursuits 28 When middle school youth participate in programs that are: Less structured and more connected Organic and free-spirited Content-rich and challenging Promote youth as leaders Age-appropriate We believe youth will: Become more engaged in their own education Experience success through mastery of a topic Set long term education and career goals

29. Formative Evaluation Summative Positive Programming Skill Building and Mastery Educational and Career Pursuits Stages of Evaluation 29

30. Evaluation Questions 30 Are attendance objectives being met? Are technology objectives being et? How do students feel about the program? How attached are students to the program? Did participants identify their preferred learning styles? Has parent capacity been enhanced though parent sessions? Do students connect participation to school or other success? Have they identified a long-term education/career goal? To what extent do participants feel self-empowerment? Have participants presented their portfolio publically? Have they received recognition for their public presentation? Did parents receive the support they deem most important? Are participants developing plans and goals for future success? How do leaders view the program?

31. Formative Evaluation Elements of the Organic Model 31 Evaluation DomainsMethods Program fidelityProgram records (attendance, technology, learning inv.) Student attachmentOn-line surveys, Group discussions, Journals/blogs Student attitudesOn-line surveys, Group discussions, Journals/blogs Student leadershipOn-line surveys, Group discussions, Journals/blogs Student demographic dataOn-line surveys Parent needs and capacityNeeds assessment and session evaluations Education portfolioPortfolio assessment rubric, observation Public presentationObservation

32. What is working and why? High levels of youth satisfaction Youth setting long range education and career goals Increasing participation of girls Effective and expanding use of technology Recognizing essential elements for program success (partners, instructors) Support from the top 32

33. What are the challenges and why? Parent component Participant retention (cohort) Access to technology (in some sites) Internet considerations (linking sites, firewalls, misuse) 33

34. Program Development Tools Article: What’s Up? What young teens and parents want from youth programs Guide to the Use of Evaluation Instruments Data collection forms Pre-, post-, youth surveys administered online or paper. Youth Presentation Assessment Rubric Parent needs assessment – English and Spanish Parent Survey Group Discussions with Youth Group Response Forms CYFAR orientation session Impact Report 34

35. 35 Challenge ourselves to rethink the way we frame and develop programs designed for middle school aged youth.

36. Contact information Jennifer A. Skuza, PhD Extension Professor and Director University of Minnesota Extension Urban Youth Development Office University of Minnesota 1420 Eckles Avenue 495 Coffey Hall St. Paul, MN 55108 612.624.7798 (t) 612.624.7793 (f) skuza@umn.edu Timothy D. Sheldon, PhD Research Associate Center for Applied Research and Educational Improvement (CAREI) University of Minnesota 1954 Buford Avenue Suite 425 Saint Paul, MN 55108 612-626-7237 (t) 612-625-3086 (f) sheld005@umn.edu 36