HomeMy WebLinkAboutCity Council Packet 06-18-1997 SpecialPROPOSED JOINT MEETING AGENDA
PLYMOUTH CITY COUNCIL
ROBBINSDALE SCHOOL BOARD
WEDNESDAY, JUNE 189 1997
5:30 P.M.
PUBLIC SAFETY BUILDING TRAINING ROOM
1. Introductions
2. Brief review of current joint projects: Ice Arena, Gyms, Stadium.
3. Discussion of possible Activity Center.
4. Discussion of a possible Field House project.
5. Educating children about local government/asset building
6. Other items from Council or Board members
7. Adjourn
4 - WAYS THE CITY CAN BUIL, 1 ASSETS IN YOUTH
ASSET TYPE* ASSET NAME / DEFINITION" IDEAS FOR CITY GOVERNMENT
Reprinted with permission from the Search Institute
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EMPOWERMENT
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Family support - Create personnel policies that are tamny
Family life provides high levels of love and support friendly."
Positive family communication - When children call the office, make it a
Parents and child communicate positively; child is priority that employees receive the call.
willing to seek parents advice and counsel.
Other adult relationships - Publicly recognize students for a variety o
Child receives support from three or more accomplishments (i.e. volunteering).
non -parent adults.
Present awards at caun Ings.
Caring neighborhood - Strengthen neighborhood watch and other
Child experiences caring neighbors. neighborhood programs.
Caring school climate - Encourage City employees to mentor
School provides a caring, encouraging environment. during the work day at a local school.
Parent involvement in schooling - Allow employees to volunteer time at
Parents are actively involved in helping child schools.
succeed in school.
Community values youth -
Child perceives that community adults value youth
Youth given useful roles -
Youth are given useful roles in community life.
Community service -
Child gives one hour or more per week to serving
in one's community.
Safety -
Child feels safe in home, school and neighborhood
11 Family boundaries -
Family has clear rules and consequences; and
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monitors whereabouts.
12 School boundaries -
School provides clear rules and consequences.
BOUNDARIES 13 Neighborhood boundaries -
AND Neighbors would report undesirable behavior to family.
EXPECTATIONS
14 Adult role models -
Parent(s) and other adults model prosocial behavior.
15 Positive peer influence -
Child's best friends model responsible behavior.
Host family ano youin ceieoratuons or
programs that include residents as well as
e and -their childFeR -
Hire students when appropriate (i.e. election
judges) and show interest in their
development. Hire students to create and
up a e web and cable -pages. ---
Create community task force groups that
involve decision-making by youth.
Promote neighborhood block clubs,
DARE, Safety Camp, and other fire and
police programs.
curfew laws.
Work with th hd cttoprparentingtipsnewsletter.
e=sorong neighborhood bonds.
Provide activities that include getting to
know neighbors.
Enforce laws prohibiting the sale of
tobacco,3nd.aiguor-to U deragepeTsot
romote youth volunteer activities within
the city. Encourage youth participation or
16 High expectations - — Regularly recog_n.ize__thn;ae_.students who
Both parents and teachers press child to achieve. excel-irr'Various areas.
Creative activities -
Involved three or more hours per week in lessons
or practice in music, theater, or other arts.
Youth programs -
Involved three or more hours per week in sports,
clubs, or organizations at school and/or in community
organizations.
Religious community -
Involved one or more hours per week.
Time at home -
Out with friends "with nothing special to do," two or
fewer niqhts per week.
Utilize local talent (youth orchestra, jazz
and other youth bands, theater) at City
functions.
Inform em Qyees--of-tie--t6"cal youth clubs
in the area that accept charitable donations
and partake in fund7xaisers Budget top
youth asset development.--
Post church activities that involve yo
on government cable channel and other.)
bulletin boards._
bm it.ahe number of-flloffmeetings
employees need to attend. Reinforce the
importance of spending time at home,
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Creative activities -
Involved three or more hours per week in lessons
or practice in music, theater, or other arts.
Youth programs -
Involved three or more hours per week in sports,
clubs, or organizations at school and/or in community
organizations.
Religious community -
Involved one or more hours per week.
Time at home -
Out with friends "with nothing special to do," two or
fewer niqhts per week.
Utilize local talent (youth orchestra, jazz
and other youth bands, theater) at City
functions.
Inform em Qyees--of-tie--t6"cal youth clubs
in the area that accept charitable donations
and partake in fund7xaisers Budget top
youth asset development.--
Post church activities that involve yo
on government cable channel and other.)
bulletin boards._
bm it.ahe number of-flloffmeetings
employees need to attend. Reinforce the
importance of spending time at home,
ASSET TYPE* ASSET NAME / DEFINITION* IDEAS FOR CITY GOVERNMENT
21 Achievement motivation - Volunteer mentoring or tutoring time.
Child is motivated to do well in school.
22 School performance - Help develop curriculum on local
Child has a B average or better. ---
23 Homework - Provide City facilities for students to do
EDUCATIONAL Child reports one or more hours of homework per day. homework. Have tutors and mentors
COMMITMENT av . le.
24 Bonding to school - Recognize entire schools or classrooms.
Child cares about her/his school. "Reward" students for good attendance.
25 Reading for pleasure - Emp nce o rea in
Child reads for pleasure three or more hours per week providing volunteers to read to children. Have
students receive a letter from the mayor
cognizing them for reading. /
26 Caring -
Child places high value on helping other people
27 Equality and social justice -
Child places high value on promoting equality and
reducing hunger and poverty.
projects and encourage employees and
their children to help.
Work in cooperation with the school district
or scouts on a food drive or addressing
environmental concerns. Encourage
students to be on the Human Rights
Commission.
28 Integrity- Model the virtue of standing up for
VALUES
Child acts on conviction, stands up for her or his beliefs. convictions. Support youth when they act
with integrity.
29 Honesty - Support Teen Court programs
Child "tells the truth even when it is not easy."
30 Responsibility -
Child accepts and takes personal responsibility
OCIAL
31 Restraint -
Child believes it is important not to be sexually active
or to use alcohol or other drugs.
32 Planning and decision-making -
Child has skill to plan ahead and make choices.
33 Interpersonal competence -
Child has empathy, sensitivity, and friendship skills.
34 Cultural competence -
Child has knowledge of and comfort with people
of different racial backgrounds.
35 Resistance skills -
Child can resist negative peer pressure.
36 Peaceful conflict resolution -
Child seeks to resolve conflict non-violently.
Organize a restorative justice program
where youth have to take the responsibility
for actions.
Have the mayor speak at DARE
graduations. Send letters to graduates
restating the message of making healthy
choices.
Compliment youth when they portray good
decisions (whether one is the employer or
customer). Reserve room on the
government cable channel for a calendar of
youth activities.
Greet youth in the neighborhood and find
time to talk to them.
Get to know the family next door. Provide
programs that integrate youth and seniors.
Explain cultural values in City newsletters
and brochures. Celebrate diversity with a
heritage f ' a... —
ctively promote DARE and GREAT
gang resistance rograms.
O er me cation services to neighborhoods
in need. Expand community policing
activities.
37 Personal control - Recognize and acknowledge when
Child feels she/he has control over "things that happen employees and residents demonstrate
to me." good judgment.
38 Self-esteem - Involve youth in planning annual City events.
POSITIVE Child reports high self-esteem. Celebrate the accomplishment afterwards.
IDENTITY 39 Sense of purpose - Involve youth in volunteer opportunities.
Child reports "my life has a purpose." Recognize skills and accomplishments.
40 Positive view of personal future - Make a public statement to the community
Child is optimistic about his/her personal future. regarding the City's commitment to the well-
being of youth. Provide a document of ways
the City will work toward this commitment.
Robbinsdale Armstrong High School
Gymnasium Addition
Ground Breaking Ceremony
Students at Robbinsdale Armstrong
High School and residents of the city of
Plymouth will have new gym space just
in time for next year's basketball season.
The school board approved an agree-
ment with the city of Plymouth to
construct a 12,000 -square -foot gymna-
sium facility at RAHS. The addition will
be built near the existing gym on the east
side of the high school. Construction is
scheduled to begin the day after gradua-
tion with a completion date in November.
The city will contribute $1.3 million
toward the $1.49 million construction.
The district will pay about $190,000 for
costs relating to health, safety and
handicapped accessibility issues that are
part of the district's 10 -year facilities
repair plan. Following construction,
Robbinsdale Area Schools will own and
operate the gyms and will be responsible
for the annual operating costs of the
facility.
June 10, 1997
Both the school district and the city will
benefit from the new gym facility. The
district will have additional space to
accommodate physical education classes
and the athletic program. The city will
use the space at night and on weekends
for recreation activities.
ROD DIIlMlLE
area schools
This project is another example of the
wonderful cooperation that Robbinsdale
Area Schools has with the cities in our
district," said Superintendent Thomas
Bollin. '"This is a very efficient use of tax
dollars and will provide benefits to our
children and the residents of Plymouth."
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