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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 y F N W N FA L ot i W X W SUPPORT EMPOWERMENT 2 3 4 5 6 7 8 9 10 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 ME 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, 17 18 ME 19 20 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." 0- r