We discussed strategies they already using during their sessions, such as allowing kids to use the private chat function, starting sessions by connecting over interests. They also track which kids talk and target kids who haven't participated as much by private messaging them. They have not yet tried breakout rooms because there's usually not enough time and there are often tech issues. The grantee is considering testing breakout groups for their road test. The grantee is already doing a lot of CQI type work without realizing.

We did introductions and talked about their programming, specifically how they've been doing it during virtual settings. We discussed challenges which include their sites being so different, asynchronous work and knowing what students are learning, connecting with youth, low energy, recruiting for virtual program. We suggested that they do empathy interviews.

We discussed the program that LSS would like to do the road test at. We talked about the engagement they already track. We primarily discussed root cause of the main challenge of low classroom energy in virtual programming. Root causes include tech barriers, no privacy at home, decreased face to face interactions, distractions at home, not caring about consequences, poor timing, and zoom fatigue. Next steps include LSS starting to go through the template. 

We discussed their recent updates in the CQI process as well as for their programs generally. They agreed to continue pursuing the youth ambassador strategy and to have a student in the cohort act in this role. They will pilot this strategy starting now through the end of June. The facilitators will first identify the students based on their engagement and choose 1-3 ambassadors. They will use Step 3 of the template to guide questions around measurement and data collection.

During the call, we discussed the importance of selecting a point person to coordinate/lead the CQI efforts. We also went through section Step 2 (Strategy development) of the template and discussed strategies for improvement. The suggested next steps were to go through Step 3 (Testing) of the template. 

• Two new team members were added . It looks like someone on the team already forwarded the invites to them. I sent them the CQI template and guide to get them up to speed
• They are interested in trying the peer teaching method I mentioned in my last email and they already have something in place similar to it which should help. Right now, they’re thinking of ways to incentivize the students besides gift cards.

The grantee had a parent and youth focus group to gather their thoughts on virtual learning. Change Happens shared some of their key takeaways, some of which related to students comfortability in speaking up in class, as well as tech issues. Potential strategies we discussed were trying to make students more comfortable in sharing, trying to balance student engagement where in students who talk a lot take a step back and students who are quiet take a step up. As a next step, Azaliah sent some research about how adolescents engage with their peers.

We primarily discussed root causes of the low student engagement. This included distractions at home, screen fatigue, incentives not motivating students, lack of support from schools and teachers, students' non-concern of consequences, and the longevity of the entire curriculum. We also briefly discussed strategies - needing to keep it fun and entertaining, doodling, social media strategies, partnering better with teachers and schools.  

Discussed challenges, which was primarily low student engagement where they don't turn on videos or answer questions, as well as a buy-in issue of students buying into the curriculum. We looked at section C of the template, and discussed how they measure engagement to track improvement, how facilitators try to engage students. The suggested next steps were to define the problem statement. 

MM presented information on steps 4 and 5 of the CQI cycle; SIL presented on their road test; and we had a small group discussion on challenges and successes related to engaging in CQI.