OST LI Training 2024-25

You are invited to join a math movement! Please come to the Collective Action Group, facilitated by Melinda Barbosa and Maisha Moses. Let's tap into the power and knowledge of OST! This group will explore themes from that emerged from the sixty three Counted Out film screening exit tickets, including:

• Project-based learning and applied mathematics
• Math’s relevance and integration into existing programs
• More screenings for community and youth workers and youth
• Conversations about who is good at math and why math is for everyone

If you're interested in joining the Collective Action Group we'd love to see you!

The STEAM Initative hosted a screening of Counted Out in February. Attendees from over 25 different organizations, and the post-screening discussions were full of energy and excitement. It’s clear that you’re all passionate about math and ready to drive change—this wouldn’t be possible without you!
If you are interested in staying connected, please fill out the form linked below:
Math Literacy is A Civil Right: Collective Action Interest Form

Must register for all 3 sessions (5/8, 5/15, & 5/22)
Do you dream of an equitable, joy filled Cambridge Out of School Time (OST) system? One where the voices and needs of youth, families, and youth workers are valued and supported? Maybe you have ideas of how to get there – or you want to learn more about the ideas that others have, and partner with them.
If that sounds like you, come join The Equitable Futures Lab! It’s a mix of a training, a collaborative cohort experience, and community organizing. It’s part of an effort to expand equitable, high-quality OST opportunities for all children in Cambridge. And it’s a great place to put your knowledge and ideas into action. 
We’re looking to gather a diverse cohort with participants from a wide range of programs, roles, and identities. (Multiple participants from a site are also welcome!) We’re looking for people ready to do work outside of the space – and who are excited to think critically about their own roles and identities in the process of making change.

Must register for all 3 sessions (5/8, 5/15, & 5/22)
Do you dream of an equitable, joy filled Cambridge Out of School Time (OST) system? One where the voices and needs of youth, families, and youth workers are valued and supported? Maybe you have ideas of how to get there – or you want to learn more about the ideas that others have, and partner with them.
If that sounds like you, come join The Equitable Futures Lab! It’s a mix of a training, a collaborative cohort experience, and community organizing. It’s part of an effort to expand equitable, high-quality OST opportunities for all children in Cambridge. And it’s a great place to put your knowledge and ideas into action. 
We’re looking to gather a diverse cohort with participants from a wide range of programs, roles, and identities. (Multiple participants from a site are also welcome!) We’re looking for people ready to do work outside of the space – and who are excited to think critically about their own roles and identities in the process of making change.

Must register for all 3 sessions (5/8, 5/15, & 5/22)
Do you dream of an equitable, joy filled Cambridge Out of School Time (OST) system? One where the voices and needs of youth, families, and youth workers are valued and supported? Maybe you have ideas of how to get there – or you want to learn more about the ideas that others have, and partner with them.
If that sounds like you, come join The Equitable Futures Lab! It’s a mix of a training, a collaborative cohort experience, and community organizing. It’s part of an effort to expand equitable, high-quality OST opportunities for all children in Cambridge. And it’s a great place to put your knowledge and ideas into action. 
We’re looking to gather a diverse cohort with participants from a wide range of programs, roles, and identities. (Multiple participants from a site are also welcome!) We’re looking for people ready to do work outside of the space – and who are excited to think critically about their own roles and identities in the process of making change.