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Correspondence SectionA D MINIS TR/I TI VE SECTION March 8, 1996 The Chanhassen Centennial Committee P.O. Box 194 Chanhassen, Minnesota 55317 *Celebrating 100 Years* Dear Chanhassen Friend, The planning for the big July 4th Centennial Parade is in high gear, and we were sure you'd want to be alerted in time to make plans. Clearly, the Centennial Parade presents a real opportunity, not only to be a part of an important celebration and have some fun, but also to confirm everyone's good feeling about what you and your business contribute to the vitality of our community. For instance, you could: - have a float or walking group of some kind of historical theme, - demonstrate some special talent that you or your people may have, - drive any antique auto or tractor or other classic conveyance, - perhaps drive your horse and buggy .... With the historical theme, there are many possibilities to be a little creative. The cemennial celebration officially kicks off'on the actual founding day, on May 5th, with a groundbreaking ceremony at the future location of the old Chanhassen train depot-you may have heard that the historic depot will be moved nearer the center of town-and culminates with festivities on July 4th. In addition to the parade there are plans for: a Centennial Village with residents demonstrating classic lost crafts from 100 years ago and old fashioned games and entertainment for children. - tours of historic buildings. - painting the town red by inviting homes and businesses to plant the official Centennial Red Geranium in abundance. There will also be a unique opportunity for individuals and businesses to purchase bricks with their names on them, to be laid in the plaza at the new depot site. The money will help with both celebration costs and the cost of moving/renovating the depot. Of course, we'll be selling centennial buttons too! It will be outstanding, with the Centennial Parade as the centerpiece of it all, the event that pulls the entire community together. As you can understand, we need to hear from you about the parade soon. You don't have to have all of your plans in place, but we need to hear that you will be involved. We also need more volunteers for a variety of tasks. So any way in which you or your people could contribute will be important. Please call the coordinators listed at the bottom of this letter. The Centennial Planning Committee meets every Tuesday at 7:00 p.m. at the Recreation Center at Bluff' Creek, and drop-ins are always welcome. We know that there is a warm community spirit here in Chanhassen. This is an opportunity to give visibility to your business and, at the same time, help us celebrate that spirit. We'll be in touch with you soon. Sincerely, Mayor Parade and Volunteer Response Coordinators: Pam Smith or Sb. irlee Aus - 474-3200 Parade Chairman Su~c~n Markert 474-5099 OF 690 COULTER DRIVE · P.O. BOX 147 · CHANHASSEN, MINNESOTA 55317 (612) 937-1900 · FAX (612) 937-5739 MEMORANDUM TO: FROM: Cathy Gallagher, Principal, Bluff Creek Elementary School Don Ashworth, City Manager Charles Folch, City Engineer Mark Littfin, Fire Marshal Todd Hoffman, Park & Recreation Director DATE: March 14, 1996 SUB J: Parking at Bluff Creek Elementary SChool/Chanhassen Recreation Center Thanks to all of you we are quickly moving forward in mitigating the parking issues at the Bluff Creek Elementary School/Chanhassen Recreation Center. Your responsiveness is greatly appreciated. To confirm a variety of discussions which have taken place over the past week, I offer the following information: The "main" hallway (between the two parking lots) will be fully accessible on weekends and from 6:30 p.m. to 10:00 p.m. on weekdays. Signage communicating this accommodation will be administered by Todd Hoffman and approved by Cathy Gallagher prior to installation. This "open hall" policy will allow full access to both parking lots regardless of a person's destinatioh'Within the building. City faCility'sui/~rvisoi-s 'will freely participate in the "policing" of this corridor during open hours. Additional security cameras and monitors will be pursued by Todd Hoffman, Don Ashworth, City Manager and Charles Folch, City Engineer have agreed to sign the north side of Coulter Boulevard "No Parking, Monday - Friday from 12:00 a.m. to 5:00 p.m." This designation will ensure the safest environment possible in front of the school during the school day. Mark Littfin has agreed to allow the south side of the bus loop to receive this limited parking designation as well. Approval of the additional bus loop signage is also required from Cathy Gallagher prior to installation. Charles Folch Bluff Creek Elementary/Recreation Center Parking March 14, 1996 Page 2 will administer ordering and installation of the signs. The Park & Recreation budget will incur the cost. The city is prepared to enter into an agreement with the district to enlarge both the school and city parking lots. This project would be considered at 50%/50% cost split. The ideal time to complete this work would be the summer of 1996. This schedule would allow construction to occur while school is on summer break. Cathy Gallagher is investigating the district's position regarding the expansion of parking areas. Again, thank you for all your support in working to mitigate the parking "crunch." I am very pleased with our progress. C: Dave Clough, Superintendent of Schools Jerry Ruegemer, Recreation Supervisor Recreation Center Facility Supervisors CITY OF 690 COULTER DRIVE · P.O. BOX 147 · CHANHASSEN, MINNESOTA 55317 (612) 937-1900 · FAX (612) 937-5739 MEMORANDUM TO: FROM: DATE: SUB J: Planning Commission Todd Hoffman, Park & Recreation Director March 14, 1996 Land Acquisition Funding Sources The following overview identifies the most widelY' recognized financial tools available for land acquisition within the city. Park Dedication Ordinance: The city can, at its discretion, acquire either land or cash in an amount equal to the value of said land from every subdivision approved by the city. Property zoned residential is subject to a dedication of one acre of land for every 75 persons introduced to the community (3 persons/single family home or 1 person/bedroom for multi- family). Property zoned commercial/industrial is subject to a dedication of up to 10% of developable land. Cash equivalent park fees in lieu of land dedication are established annually by city council resolution. Accounts for approximately 30% of current holdings. Purchase by Refe?~ndu'm: past parldand referendums have resulted in the acquis!½ion of the first and largest lan~ '~i~lings at Lake Ann Park and the purchase of the Bandim~i2¢: Community Parkland. · ~' Accounts for approximately 20% of current holdings. Acquisitions Within Tax Increment Financidg Districts: Parkland holding within the Chanhassen Business Center and at the Chanhassen Recreation Center have been financed with tax increment proceeds. Accounts for approximately 10% of current holdings. Planning Commission March 14, 1996 Page 2 Grants: Grants, predominantly LAWCON and LCMR, were instrumental in securing South Lotus Lake Park, North Lotus Lake parkland, and portions of Lake Ann Park. This pipeline of funds, after flowing freely in the late 70's and 80's, has dried up to a trickle. Accounts for approximately 10% of current holdings. Donations: Herman Field Neighborhood Park and the O'Shaughnessy open space property have been received through tax deductible donations. Accounts for approximately 10% of current holdings. Cash Purchase with Park & Trail Acquisition and Development Funds (410): Cash acquired from park and trail fees are deposited into this capital project fund. Recent acquisitions financed by Fund 410 include the Forest Meadow (JMS Homes) parkland on Galpin Boulevard and The Oaks at Minnewashta parkland at the intersection of Minnewashta Parkway and Kings Road. Total properties acquired through these cash sale was approximately 12 acres costing $30,000 per acre. Accounts for 20% of current holdings. General Fund: A sacred cow which the commission attempts to tap into every year. To date, they have been unsuccessful in securing general funds for land acquisition projects. Accounts for 0% of current holdings. SLL TRANSITION UPDATE FEBRUARY 15, 1996 Submitted by Kitty Sitter, Coordinator Carver County SLL Site In December 1995 the Minnesota Board on Aging directed the Metropolitan Area Agency on Aging to assume the direct operation of the program. The MAAA was the only Minnesota Area Agency on Aging not directly operating Senior Linkage Line. The official timeline for transition of the program from management by Senior Resources to the Metro Area Agency on Aging will take place on April 1, 1996. Our service, previously labeled as Information and Referral, will now be renamed as Information and Assistance, which better describes what is done at Senior Linkage Line. How this transition affects- Senior Resources: The SLL program staff(Julie, Sheryle) have been invited to move with the program to the MAAA. We have not been informed yet if they will move, or what other staffchanges might occur. A SLL Advisory Board to MAAA may be reinstated, on which these staff members and some local site coordinators may sit. United Way: The SLL Metro I&R staff(Gina, Carol) will be moved to the MAAA on April 1. The local sites will still receive access to the United Way computer resource file. Additional interaction with the United Way is unclear, at this time. The MAAA is interested in upgrading the local computers to support the future FirstCallNet system, scheduled for fall use. Those plans will be based on the cost at each local site of upgrading equipment and the availability of funds. Local Network Sites: Currently, all the existing SLL local sites will remain operating as they are now. There are no paid staff changes, and the training and use of volunteers remains the same. Any expansion of additional local sites will be evaluated; there may be some new East metro sites or non-English speaking sites developed. Funding and In-Kind Partners: It is hoped that current partners will continue their support. The MAAA will assist with the securing of operational funds and services. Amendments to current contracts will be sent out to local sites in early March. Promotion: The MAAA is determining the amount of brochures and other promotional pieces that are at each local site. Future marketing efforts will exhibit a consistency throughout the state; the metro brochure is being examined as the model for those efforts. This is the information I know at this time. Inevitably, as with any change of management, we should anticipate changes with the system operation. What those changes will be is unclear and will be determined most likely through an evaluation process after the April 1 transition. However, I have no reason to believe that the current overall operation at this local site will look any different than it does now. I will continue to keep you informed. ,.,.a- ar .K.:Uuuse431an .aDDIOr V( ., new 'w~g no~e. at~.~e.. ~'~~~"~fi:~ : ~v'~l,,"+~a~'~.~--;L~; , ~$~n s~t' ~'hO'~'~;~'e~d''on~ .... :" ~ : .... ' ~' ' .-~'~-*' ''-'. . . . .............. . · . Y. , ~ ~eto~'we~ cool ~///~ / of building that"t~pe,.of · ~ff ///~' , men~l pr~ed~es'~'. ~,~',~:~./.. ~' ~ '" . , ,, . ' ~,. ',.~, ,..~.;'~/.. ~' pl~ presented by Chatthassen Estates .and' kurroUndlng areas, Representative Ralph Jo~p(left)'0f Carver:. County and ChanhassenMayor A1 Kiinglehutz met with Chanhassen'. Estates Resident ¥1vian Bea~grand and examined ~heneed for. Semaphores 'at ~tJi~ tlon of Highway 5 and the entrance to Chanh_nssen Estates recently~ Jopp issued a ietter~ to Minnesota Highway Depart* ment Commissioner. l~y Lappe~ard calling fo~"SPeedY on~e request. Representative'Jopp also e~ the~'tu- terse~tion of HighwaYs 5 and 101~ and expressed concern for the hea~y traffic pr6blems there~'tn his letter to the~..Hi~way Com_mlssieuer, Jopp observed that nothing could take greater priority, than the~safety of human Hves, and that Inde~l the dangers here are apparnet. Jopp also.reminded Lappegaard that the City's request for eentrols at the junction of Highways 5 and 41 was long overdue for a rel~ly. Jopp pledged to follow' through with the Highway Department and other agencies of the State Government if necessary;'to see that action is taken soon~ which had previously ,been approved by the Park .Recreation _ Commission. About t500 has been budgeted by the Chanlumsen Athletic Association to ass~st'-,tn~con~. struction'c'osts d ihe'w~g - h~use. Minutes Roots and Wings February 13, 1996 5:00 pm Early Childhood Center in Jonathan RECEIVEI FEB ~ CITY OF Those present included: Kathie Lenzen, Pam Slack, Jim Jackson, Alex Young, Jeanne Straus, Suzann Peterson, Kitty Westin, Nancy Kracke. We took a look at some of the summary comments regarding "asset building" made by those who attended a Spaghetti Dinner hosted by the Youth Commission in October 1995. One of the comments was to "recognize positive behavior in society." There doesn't seem to be enough said about the positives. The media always seems to play up the negative. We agreed that the 175 students nominated for the Outstanding Youth Awards do not receive adequate recognition in the local newspaper. Perhaps we could take out an ad and recognize them. Newspapers seem to provide coverage of individual and team sports, but little coverage of academic and/or personal/family accomplishments. We would also like to see more coverage of vo tech and other secondary students' accomplishments. Currently there are some programs which recognize "random acts of kindness". They include programs at Chaska Elementary and Chanhassen Elementary. Another idea is to have Coop students serve as mentors to elementary students. Could involve sports and academic areas. Suggest more community speakers during Options Block at the high school. Provide more examples of role models. Perhaps our group should help promote more community awareness of positive role modeling through · Programs such as "Youth Caught Being Good" · Encourage participation even at the high school level. Selection of individuals recognized through a lottery system. Community could nominate. Principai and a committee from the schooi could coordinate it. · Promote the April 13 Conference. · Weekly section in local newspapers promoting positive role modeling. We discussed the "resiliency" of youth. One author suggests that there are three main areas of resiliency. · Loving and caring person in one's life. · High expectations · Have opportunity to participate Those help an individual to believe in themselves. We discussed the philosophy that if we go about the business of "building assets" we assume that something needs fixing. Do youth need fixing or are they already whole? We discussed the different viewpoints about "building assets" which led us back to review our mission statement. Possible mission statements. · Educate, identify, nurture the strengeth of youth and family in the community. · Recognize, educate, nurture the strength of youth through community wide partnerships. · Create a community of adults who make opportunities to nurture and value youth. At our next meeting, we plan to 1) review the mission statement. 2) discuss whether or not the April 13 conference for families should be the vehicle in which we announce our mission statement and begin the "media blitz". 3) discuss how we can get students involved. We need to get their ideas. Next meeting is scheduled for Tuesday, March 19 at 7:00 pm at the Early Childhood Center. (After checking with the co-curricular office this morning - 2/28- there are no co-curricular events besides practices scheduled for March 19.) This next meeting is ve~ important. We strongly encourage all members to attend if possible. Please RSVP to Jeanne Straus at.368-3686, TIME Chaska Youth ASsoCiation Newsletter City of Chaska- A Quality Small Town MARCH 1996 VOLUME X HOCKEY MEETING The City of Chaska hosted an ice arena meeting on February 7 which was attended by over 80 ice enthusiasts. The intent of the meeting was to give everyone the opportunity to ask questions of City and CCHA representatives and to discuss summer ice Budgets and ice time charts were reviewed. A task force was discussed in relation to reviewing what may be required for a second sheet of ice. SPORTS 4 THE RIGHT REASON Playbooks and pledge cards have been ordered for all Chaska Youth Athletic Associations. They relate to being a good sport and indicate the role of players, coaches, and parents. Associations will be encouraged to distribute them to all their players to reinforce the true purpose of youth sports. HISTORY According to the Chaska Park, Recreation and Art Department Russ Spoener was one of the first presidents of the Chaska Youth Baseball Association in 1975. and 1976. Gene Beulke was the presiding officer in 1977 with Mike Oran presently in the leadership role for this summer, 1996. Anyone that has more information pertaining to the start of youth baseball in Chaska is encouraged to call 448-3176 xl. The most recently formed athletic group is the Chaska Figure Skating Club which is in its second year of serving youth under Barbara Swanson. MOST CHALLENGING Perhaps the most challenging responsibility of any Chaska Youth Athletic Association is the responsibility to deal with the small number of problem parents and coaches. Although certainly the exception they do exist and certainly impact the publics perception of youth programs. We all have strengths and weaknesses. VVith the growth of programs there are now more individuals from which to choose for coaching duties. A simple interest in coaching does not qualify an individual to work, play, and teach our children. Participation in city sponsored coaching certification programs, although helpful, often times does not change the personality and temperament of some people. Association members who are in charge of selecting coaches should have frank discussions relating to the appropriateness of assigning the youth of our community to individuals who have strengths in areas other than coaching. Checking with other association board members or City of Chaska staff can often times head off repeat bad coaching selections. FACILITIES With the opening of the new Chaska High School there will be additional public facilities available to the taxpayers of School District #112. Outdoor facilities include baseball, softball, soccer, football, tennis, and track. The new gymnasium should provide much needed additional space for after school It is anticipated that the school will continue to require the usage of City of Chaska facilities including the Community Center and ballfields for school day and co-curriculum after school activities. PRIORITIES School District #112 is in the process of determining scheduling priorities and establishing fees for the publics use of school facilities for building monitors, equipment usage, and scheduling processing charge. Chaska Athletic Associations that have not been contacted for input can call 368-3687. Chaska Park, Recreation and Art Department 1661 Park Ridge Drive Chaska, MN 55318 BULK RATE U.S. POSTAGE PAID Permit No, 7 Chaska, MN 55318 TODD HOFFMAN 690 COULTER DRIVE CHANHASSEN, MN. 55317 February 29, 1996 Don Ashworth City of Chanhassen 690 Coulter Drive Chanhassen, MN 55317 Minnetonka Public Schools Learning Today for Success Tomorrow The recap of the costs to the City of Chanhassen for our cooperative summer recreation program for summer 1995 is as follows: ITEM INCOME EXPENSES NET Administrative $1200.00 1200.00 BEACH LESSONS $ 3042.00 $2217.75 $ 824.25 LIFEGUARDS $0.00 $19,936.99 ($19,936.99) TOTAL ($ 20,312.64) Explanation of Services -Swim Lesson income/expense are based on actual income/expense per site. -Lifeguard expenses including supervisor and guard salaries and miscellaneous expenses are based on man-hours per beach. The total cost to the City of Chanhassen is $20,312.64. Please make the check payable to Minnetonka Community EdUcation & Services and mail to MCES Youth Programs, 4584 Vine Hill Road, Excelsior, MN 55331. Thank you for your cooperation. If you wish a more detailed program report, please let me know. Sincerely, Dan Kuzlik MCES Director Betty Jenkins Youth Programs Coordinator Minnetonka Community Education and Services Youth Programs 4584 Vine Hill Road, Excelsior, MN 55331 MAR 0 4 1996 CITY, OF (612) 470-2859 FAX (612) 470-3799 recycled paper Your Neighborhood Builder 935 E. Wayzata Blvd. Wayzata Minnesota 55391 612,473.1231 March 9, 1996 Mr. Todd Hoffman Chanhassen Parks Director 690 Coulter Drive Chanhassen, MN 55317 Re: Park Dedication for Fawn Hill (Rogers-Dolejsi Property) Dear Todd: Thank you for your March 6, 1996, letter. While you are correct in pointing out that there are costs associated with meting out over time the land required for this project's Park Dedication, we do not consider these costs significant when compared to the effect of the negative cash flow Lundgren Bros. would experience fi.om the alternative. We would have to pay prematurely for the excess land conveyed to the City, and receive no revenue from it. Very truly yours, LUNDGREN BROS. CONSTRUCTION, INC. Michael A. Pflaum RECE V_g MAR 1 2 1996 CiTY OF CHANHi;,SSEN Successful Strategies for Youth Involvement: Recreation and Community Collaborati.~~~ A conference to explore and examine concepts of recreation programming for youth Monday, ~arch 4, at The ~inncapolis American Academy for Sponsored by: ~inneapolis Park and Recreation Board and Ninnesota Recreation and Park Association Park and Recreation Administration 9:30 a.m. 9:45 a.m. 10:45 a.m. Successful Strategies [or Youth Involvement: Recreation and Community Collaboration Registration Rolls and beverages in the Fountain Court Welcome and Introductions David Fisher, Minneapolis Park and Recreation Board Toni d. Green, The Minneapolis Institute of Arts Keynote Address: Healthy Communities, Healthy Youth -- An Asset Building Approach Dale Blyth, Ph.D., Search Institute A Continuum of Care: Minneapolis Park and Recreation Board Programs for Youth Heidi Pahlberg Pope and Belinda Davis, Minneapolis Park and Recreation Board I1:00 a.m. 12 noon 1:15 p.m. Teaching the Arts and Tour of The Minneapolis Institute of Arts Susan Jacobsen and Laura Pereira, The Minneapolis Institute of Arts Lunch. Speakers: ion Gurban, Minnesota Recreation and Park Association; Susan Jacobsen and Laura Peirera, The Minneapolis Institute of Arts There's Nothing To It But To Do It! Can We Afford Not To?! Robin Hickman, KTCA-KTCI, Twin Cities Public Television 3 p.m. 3:1S p.m. Together We Weave Dreams: Empowering Teens through the Arts Patricia Brenneman, Old Arizona Studio/Arizona Bridge Project Break Youth for a Change Richard Mammen, Change Inc. Closing Mary Merrill Anderson, Minneapolis Park and Recreation Board ary errill Anderson is Assistant Superintendent for Recreation of the Minneapolis Park and Recreation Board and President of the Minnesota Recreation and Park Association. She is responsible for the overall administration and management of the Recreation Division within the Minneapolis Park and Recreation Board. She has been with the Minneapolis Park and Recreation Board for over 25 years and held the positions of Recreation Center Director, Training Coordinator, and Program Manager for Recreation Centers before she was appointed to her current position. She has been instrumental in the creation and development Of several youth initiatives including RecPlus, Teen Teamworks, Urban P.L.A.C.E. "Rangers", Youthline, Y-MAP, Girls' Program, and the City Children's Nutcracker Project. Mary received her bachelor's degree from the University of Minnesota. Dale Blyth, Ph.D. i~ Director, Research and Evaluation Division of Search Institute. He is the director and principal investigator on various research projects undertaken by the Institute. He has previously served as senior scientist and the director of the Center for Adolescent Health Analysis in the Department of Adolescent Health of the American Medical Association. He has also been the director and research scientist of the Schools and Adolescent Research Program at the Boys Town Center for the Study of Youth Development and has been on the faculty of Cornell University and Ohio State University. The Center for Early Adolescence has recognized him as an outstanding researcher in early adolescence. Dr. Blyth has published extensively; Healthy Communities, Healthy Youth (Search Institute, 1993)is his most recent work. Dr. Blyth received his Ph.D. in sociology from the University of Minnesota. Search Institute is a non-profit organization dedicated to promoting the well-being of children and adolescents through scientific research, evaluation, consultation, and the development of practical resources. Search Institute translates research findings into useful programs, services and resources. Products include a quarterly newsletter (Source), research reports, books, videos, curricula, study guides, and workbooks. In addition, Search Institute provides consulting, technical assistance, and training in systems change and visionary planning for community coalitions and organizations dedicated to children and youth. PatTicia Brenneman, Project Coordinator of the Arizona Bridge Project, has worked with teens and youth since 1979 including five years as a therapist at Storefront/Youth Action. Her academic background includes a B.A. in Spanish and an M.A. in Counseling Psychology. She strongly believes in the healing/spiritual dimension of the arts and creative expression. The Arizona Bridge Project is designed to make a positive impact on the lives of at-risk girls by successfully combining three crucial components: mentoring, the arts and gender-specific programming for young women. The program includes free after school classes in the arts; a mentorship program; and internship placements in the arts. Belinda Davis has been Citywide Program Coordinator for the Youth in Minneapolis After-school Program (Y-MAP) since 1992. She has used her twenty years of experience in human services and business to help connect youth and families to needed resources. Belinda has a bachelor's degree in sociology and values her cross-disciplinary emphasis in African-American studies. Y-HAP is a citywide collaboration of parks, schools, libraries, churches and other youth-serving agencies. Currently Y-MAP provides after school activities for over 4,000 6th, 7th and 8th grade students who reside within the city limits of Minneapolis. Y-MAP is administered by the Minneapolis Park and Recreation Board. It has been recognized as a national model for positive after school recreational programming. David l:isher has been Superintendent of the Minneapolis Park and Recreation Board since 1981. He oversees the Finance, Operations, Planning and Recreation Divisions and their 500 full time and 1,400 seasonal employees. Mr. Fisher is a strong advocate of community participation, neighborhood involvement and development of partnerships. During his administration, there has been strong development of special youth programming such as Aec Plus, Teen Teamworks, Youthline and Y-HAP. Under his leadership, the Hinneapolis park system has grown substantially with land acquisition, development and redevelopment totaling over $140,000,000, including the Central River Acquisition and Development and the Hinneapolis Sculpture Garden (in partnership with the Walker Art Center). The park system received national recognition when it received the prestigious National Gold Medal Award for Excellence in the Field of Park and Recreation Hanagement from the National Recreation and Park Association in 1989. In 1995 the Grand Rounds Parkway System/Great River Road was designated as a National Scenic Byway, the only urban area ever awarded this federal and state designation. Under Hr. Fisher's guidance, the park system is also part of the Clean Water Partnership, a multijurisdictional, multimillion dollar project to deal with water quality on the Chain of Lakes focusing on non-point source pollution. The Hinneapolis Park and Recreation Board was founded in 1883. This semi-autonomous body is responsible for maintaining and developing the Hinneapolis park system. The Board manages the city's 170 park properties including playgrounds, parkways, triangles, 46 centers, 6 municipal golf courses, 200 tennis courts, gardens, picnic areas and a 55-mile parkway system which includes roads, lighting and landscaping. The goal of the Minneapolis Park and Recreation Board is to provide park facilities and a comprehensive set of recreation programs and services which meet the needs of all Hinneapolis citizens. Building a sense of community where the dignity and self-worth of every individual is respected is of paramount importance. Toni d. is Director of Marketing and Communications for The Minneapolis Institute of Arts. She directs the museum's Department of Marketing and Communications which encompasses community relations, advertising and promotion, media relations, visitor and member services, and marketing. She came to the museum in 1994 from the United Negro College Fund where she sened as Hinneapolis Area Director. Jon &urban is currently Executive Director of the Minnesota Park and Recreation Association. He has worked in the field of parks and recreation in the United States and Canada for over 20 years. He has been Director of Parks and Recreation for Apple Valley, MN and Estes Park, CO. and successfully engineered the passage of seven referendums, translating into more than $50,000,000 of local civic improvements. The Minnesota Park and Recreation Association is a statewide organization of park and recreation professionals and agencies dedicated to improving the quality of life for all Minnesotans through the provision of quality parks and recreation services. Robin Uickman is Director of Community Affairs Production at KTCA-KTCI, Twin Cities Public Television. She draws upon her formidable experience with youth, family and community programs to create innovative television and outreach efforts that address urban issues of the 1990's. One of her current projects is Don't Believe the Hype, an Emmy and Corporation for Public Broadcasting award-winning television series with a primary focus on urban youth culture. In addition to production administration, Robin works with development of community partnerships and community training opportunities. She is involved in many I(TCA and national activities including Act Against Violence~innesota Partnership; the National Campaign to Reduce Youth Violence; Hoop Dreams National Outreach Project; Alternative to Violence Coalition; and the Corporation for Public Broadcasting's Diversity Jump Start Program. Robin received her B.A. in Communication Arts from Howard University. SUlall Jacob~l~n is Supervisor Public Programs at The Minneapolis Institute of Arts. She began her career at The Minneapolis Institute of Arts as an intern and has spent the past twenty years developing programs for public audiences. Formerly Coordinator of the Young People's Program, she now heads the museum's Department of Public Programs which presents lectures, classes, films and special events. Ongoing programs address all ages from youth to adult through the Young People's Program of classes and workshops; Adult Art History Classes and Seminars; Family Film Theater and Matinee Film Series; Art in the Park (in collaboration with the Minneapolis Park and Recreation Board); and the museum's newest program, monthly Family Day events. She and her staff also develop programs for the many special exhibitions the museum offers each year. The Minneapolis Institute of Arts is dedicated to national leadership in bringing art and people together to discover, enjoy and understand the world's diverse artistic heritage. Established as the Minneapolis Society of Fine Arts in 1883, the Minneapolis Institute of Arts opened the doors of its current building which was designed by the firm of McKim, Mead and White in 1915. In 1974, Japanese architect Kenzo Tange was commissioned to design needed additions to the original neoclassical structure. The museum is currently being renovated, the collections reinstalled and state of the art technology introduced. The museum's collection includes outstanding works in seven curatorial areas: African, Oceanic and New World Cultures; Asian Art; Decorative Arts, Architecture and Sculpture; Paintings; Photography; Prints and Drawings; and Textiles. With 85,000 objects spanning 4,000 The Minneapolis Institute of Arts is the most comprehensive fine arts museum in the Upper Midwest; its collection ranks among the nation's best. Richard t4ammen i, a co-founder and principal of Change Inc., a community development corporation. A recovering bureaucrat, he served as the executive director of the Minneapolis Youth Coordinating Board from 1986- 1993. Earlier professional achievements include founding and directing Katahdin, Minnesota's first day treatment program for serious juvenile offenders; creating and following Youth Futures, a youth business incubator; and directing the YMCA Urban Detached Worker Program. Change Inc. is a nonprofit development agency focusing on urban communities and the issues of racism and poverty. Capabilities include program design and implementation, strategic planning, relationship building, transitional management, financial development, program evaluation, community research and general soothsaying. Laura Pereira is the Curriculum Materials Specialist at The Minneapolis Institute of Arts. She has a B.A. in Art History from Lawrence University in Appleton, WI and completed the post-baccalaureate teacher licensure program in Art Education at the University of Minnesota. Before joining the staff of the museum, she was an elementary art teacher. The Curriculum Materials Department at the Minneapolis Institute of Arts circulates over 150 slide sets, videos and reproductions that bring the rich variety of art to the classroom. Ail materials are broadly based in the humanities and relevant to many areas of study, from social studies and language arts to math and science. The Institute's Art Adventure Program trains school volunteers to provide an integrated, school- wide art appreciation program for elementary students. tt¢idi Pahlberg Pope has been Program Manager, Special Youth Initiatives, for the Minneapolis Park and Recreation Board since 1991. She has fifteen years of experience developing and implementing recreation, leadership, social skill development and counseling programs for youth. Heidi has a master's degree in management and administration and a bachelor's degree in human services. Special Youth Initiatives of the Minneapolis Park and Recreation Board include programs developed to respond to many of the unique needs of the youth population aged II through 21. Youthline, Y-NAP, Girls' Program, Phat Summer and T.R.Y. (Tattoo Removal for Youth) are programs under Heidi's direction. Ideas for Building External Assets in Youth week. Sl~,.~or f~ml~y ni,¢l.~ a. p~rt ~Juh I'den~ wh~m ,hey when t~y r~¢d advice. forrab cl~or unsafe in S.pron ~b~l effo,,,* :o mi. ;. Imeract ~th }~mh ~o they omce durln& the ~c~l ~.r. Copyright 0 1994 by Search Inslitulc, 700 $. Third St,~ Suite 210, Minneapolis. MN 55415. All rights reserved. To ordcr a copy of Hie Tro.blegJourncy, call 1-800-RgR-7~2K Ideas for Building Internal Assets in Youth ~ i.t-c thc Res~:cTecn rep.s. ?'/se Trou~leg{Jaurn~ was released, many pcople have askcd f.r s~cific Moas of how they can hclp to ~rild assets in y.uth. 'l*hc~ a~ts arc ~l~'~il~e ! ~ m plan ahead. · I law family me~6ngs to ulk about fum~e plant, discuss iwie. s~ti~ and Im-lud~ col]ese and car.r I~ludc ~ke projects and reflection as an mlcSral part of all yo~ds prog~mmm . aSnned by becaus~ of whzt ~hey b~l~. · Let )~mnl; people makc s iai pmjectt. in~v~e rcsearchh~g ~alh)nal Copyri hi O 1994 by Search Institute. 700 ~. Third SI.. Suite 210, Minneapolis, MN 55415. AIl dghls reserved. To order · copy of The Troubled Journey, call 1-800-888-7828. GIVING KIDS WHAT THEY NEED TO SUCCEED WhY do some kids deal with lite and growing up with ease, while others struggle.'? Why do some kids avoid dangerous activities, while others get involved in all kinds of risky behavior? What happens to help oneyoung person beat the odds, while another seems trapped? Many factors influence why some young people have many successes in life, and why others have a harder time However, research by Search Institute has identified specific, practical things that can have a tremendous and lasting positive impact on youth. Rather than focusing on problems, this research concentrates on ~developmental assets'--the positive things dike parent support and commitment to education) that help young people thrive. The assets are 30 building blocks that young people need to help them make wise decisions and choose positive lifestyles. The more of these assets they experience, the better. Sixteen of the assets are external. They am the supports, boundaries, and structure that surround youth. The other 14 assets are internal commitments, attitudes, valtles, and skills that support youth from within. Together they form a foundation for healthy development. U'se this checklist to evaluate which assets young people have. Checkmark each statement that you feel is t rue about your chikl ora young person you know 2. 3. 4. 5. 6. 8. 9. 10. 11. 12. 13. 14. Youth receives high levels of love and support from family members. Youth sees parent(s) as an accessible resource for advice and support. Youth has frequent, indepth conversations with parent(s). Youth has access to non-parent adults for advice and support. Youth has frequent, in-depth conversatioi~s with non-parent adults. Youth feels parent(s) tmlp t~er or him succeed in 1S. Youth spends one hour or more each week in clubs or organizations outside of school. __ 16. Youth spends one hour or more each week attending church or synagogue programs or services. 17 Youth is motivated to do well in school. __ 18. Youth aspires to pursue post-high school education (trade school~ cotIege), 19. Youth's school performance is above average. 20. Youth does $ixhours or more of homework each week, 21 Youth places a high personal value on helping other people, .. 22. Youth ts interested in helping reduce world hunger. 2t Youth cares about other people's feelings. 24. Youth values postponing sexual intercourse. school. 25. Youth has the ability to stand up for what he or she School provides a caring, encotwagit~g envlro~ment, believes in. Parent(s) set standards for appropriate Co~duct. 26. Youth is good at making decisions. Parent(s) discipline youth when he or she violates a __ 27 Youth is good at making friends. rule. Parent(s) monitor where youth is goingand with whom he or she will be. Youth goes out for 'fun and recreation' three or fewer nights each week. Youth's best friends model responsible behavior. Youth spends three hours or more each week in music training or practice. Youth spends one hour or more each week in school sports, clubs, or organizations. Search benefiting children an/J.¥outh N STIT U T E 28. Youth is good at planning ahead 29. Youth has a high self-esteem. 30. Youth is optimistic about her or his personal future Scoring: Give the young person one point for each 'true.' Total up the number of points. The average sixth to 12th grader in the United States reports about 16 assets· Now ask that young person how he or she would answer. Major support for Search Institute's work on asset building is underwritten by Lutheran Btvtherhood which provides financial services, community service opportunities and philan thropic outreach in communities natiomuide. THE POWER OF ASSETS Research has found that these 30 assets powerfully protect young people lrom a wide ranoe of risky behaviors. And, the more assets a young person has, the better. Because as the nmnber of assets a youth has increases, tile number of risky behaviors decreases. In addition, tile positive things we want youth to do increase. The same patterns hold true in all sizes of communities, across racial and ethnic lines, and among females and males. Category Definition ALCOHOL TOBACCO ILLICIT DRUGS SEXUAL ACTIVITY DEPRESSION/SUICIDE ANTI-SOCIAL BEHAVIOR AND VIOLENCE SCHOOL PROBLEMS VEHICLE RECKLESSNESS Six or more uses in past month or got dl'tlnk once or more in past two weeks Smokes one or more cigarettes every day or uses smokeless tobacco regularly Six or more uses in the past year Sexual intercourse, two or more times in lifetime Frequently depressed and/or has attempted suicide Two or more acts in the past year Skipped school two or more days in the past month, and/or wants to drop out Drinks and drives, rides with drinking driver, or non-use of seat belts 0-10 11-20 21-25 26-30 Assets Assets Assets Assets 44 23 9 3 35 16 4 1 22 9 2 1 51 34 17 7 42 24 I1 5 Sl 28 13 6 30 12 4 1 78 57 35 19 THE CHALLENGE T he challenge is that almost all young people have too few oi the 30 assets. Although they should have at least 26, most have only about 16--a start, but not enough. Here's a picture of what we found: 14% 62% 20% Search institute suggests a goal that all young people should experience at least 26 ef the 30 assets. Yet only 4 percent of youth reach this goal. 4% 0-10 Assets 11-20 Assets 21-25 Assets 26-30 Assets Percent of public school students, grades 6-12 EVERYONE'S AN ASSET BUILDER The exciting thing about assets is that everyone--parents, cjrandparents, teachers, coaches, friend~, youth workers, employer~, youth, and others--can build them. The wh01e community can play a role in raising confident, caring young people who will be the leaders of tomorrow! Here are some ideas for what you can do: · Get to know the names o! teenagers in your neighborhood. · Hug a child or teenager. · Greet young people with a smile when you pass them on the street. · Volunteer to be a big brother or sister to a young person through a reentering program in your community. · Donate children's and teen's books to a local shelter that serves families and children. · Invite your child or the child el a friend to spend an afternoon with you.  · Offer to give a parent you know a break by spending an hour or two with her or his child. If you are a younq person: Find one special adult, other that your parent(s), to spend time with regularly. It you are an employer: Hire a teenager to work in your office two afternoons a week. Offer plenty of training, support, and encouragement. Call a young person you know, just to say 'hi.' Be a youth advocate, l~now the issues that affect young people and speak out on their behalf. ftemember what it was like to be young. It you are a parent: Ask your child to help you with a project. Explain what you are doing, why, and how. Go to a performance or sporting event el a child or teenager you know. Get involved with a youth program in a congregation or community center. Hire young people--rather than professionals--to mow your lawn, shovel snow, or rake leaves. Go [or a walk with a kid. Befriend a young person who seems lonely or bored. Six Principles of Asset Building I. All young people need assets--While it is crucial to pay special attention to those youth who have the least [economically or emotionally), nearly all children and adolescents need more assets than they have. 2, Everyone can build assets--Asset development requires consistent messages across a community. All adults, youth, and children playa role. 3. It's an ongoing process--Asset development starts when a child is born and continues through high school and beyond. 4. Relationships are key--A central key to asset development is strong relationships between adults and young people, young people and their peers, and teenagers and children. 5. Consistent messages--Asset building requires consistent, positive messages about what is important. 6. Redundancy--Kids need to hearthe same positive messages and fed support over and over again, from many different people. Adapted from Peter L B enson, I/niti~q Corem,n/ties [or Youth (Minneapolis, MN:Search Institute, 1995). ASSETiBUILDING RESOURCES FROM SEARCH INSTITUTE ReSources for Understandin§ AsSets The Troubled joUrney A Portrait o! 6th-12th Grade Youth This in-depth, groundbreaking study provides the original research fi'amework roi- all asset-promoting approach. Using Healthy com~tunities, Healthy Youth How Communities Contribute to Positive Youth Development This report examines differences among communities surveys ofahnost 4Z000 sixth to 12th graders, it proposes a in levels of youth at-risk involvement, In addition to vision fol' positive youth development, defines the · ':':'.exploring important community strengths, it developmental assets, and shows how they guide youthin ".:...'highl!ghts the impact of community health on making wise cl~oices and avoiding risky behaviors. ($ib'.00) ... "' vuln~rhblq youth, and proposes strategies for ......... :. strengthening communities. ($I0.00) Ideas for Buildino Assets 'Everyone's an Asset BUilder!~ Booklet Series This series of 16-page booklets addresses each se~0rs r01e:'ih · "..pa[enti~ with a Purpose:A Positive Approach for Raising creating healthy c0mnmnities fory0uth. Titles ii'elude:' ' Coqfiden~ Caring Youth · UnitinoCommunitiesforYouth:AVisionforBuildingAssets'in .............. .Re~ev~!n~.Hope:StrengtheningCommunity-Based Youth ".;.. ), .;"~..i.. :..:..;::';/i. : ' Organizatdons'Roles in Helping Youth Thrive Finding a Focus: Rethinking the Public Sector's Role in Bul.!ding:'.?. ~' Tapping~ithe Potential: Discovering Congregations'Role in Assets in Youth . :~:. ::: Building:Assets in Youth · Learning and Living: lntegratingAsset Building intb a School's' ~ '(S~!.95 each, 517.95 complete set; quantity discounts Mission :.::...":- ..... ~-'": :~ ~i~ailable) i 240 Ideas for Building ~ssets in Youth""".....i'il.'ii'"' ..... What Kid~i'~6'ed::to Succeed This colorful poster offers practical ideas of how parer~'t~, Proven,..~c~ W~s to educators, communi~ youth workers, religiouS:~0uth ~? '~. This eas~-r~d book gives more than 500 ideas for workers, and others can build specific assets in.YOuth. ? ;~ .. %" '.~::.building~etg in youth. It includes strategies for ($6.95; quantity discoun~ available) ; ;~ :" ::~'?":~:'~ .:..'? familiesf~'~0Qls, communities, and congregations. A L......~:~,....:....: ~ :,:?.'::.:;~-~pecia.l..~d is the 'Tips for Teens: Build Your Own Building ~sets in Youth ..:'.".':2::~ ......... ? :: AgS'eC sections which you can share with teenagers ~e Power ol PosiUve Voum Development~::~:: ....... ':"::'":.~:..:,'.::y'::.:~' (~d 9~ ..... .:" .:: :"~.. ~-":.. This 12-minute video introduces assetbuilding as::~"positiv~:""? approach to working with youth. It ih~l'hdes guid~ ~°¢'~adi~g ~:' ~o~kln~ T6~ether lot Youth discussions with parents, youth, educators, civic g~oups):::. ~. ;~ ~ .? A..~:~e~ ~de lor In~du~ and Groups community organizations and cong~afions. ($2~.95) 'V ~.;:. :~' .;: Thig~Ogkboo~ gU}des you in finding ways to turn your '::",.,~:)( ~.~ ~":::"'-.....: ..... ~on~'hs abo~y0hth into positive action and change Building ~se~ Together .:)? ...... :~. L. '":~ ba~'~n..th~'"concept of developmental asse~. It 1Ol Group ~c~es for Helping YOu~ Succe~ fO es on ~d n ~f m n nd o amon .... ' '' ' ~:~ ': .... · ............ ~'::.. '...~ ........ ' e t' y' g eeds a c ncerns' g ~ms ~OOK gwe~ creative, easy-to-use ~c~yl~es to introduce ........ ""...~::~6hth, shaping a vision for their community, and taking developmental asse~ to youth. It includes.....~. :::.:~70 interactive differ e n..~:.'ie¢~l~':'~ ~'~ion. ..... ( $10 .00 ) group activities and 31 photocopiable w0r~heets for sixth- to " ~; .... 12th-grade youth that help youth understand and build their These and other resources and se~ices on asset own asse~. ($18.95) building are available from: Search Institute, 700 South Third Street, Suite 210 · CLIP AND MML · Minneapolis, MN 55415,1-800-888-7828 or (612) 376-8955. Please complete this coupon and mail it to Search lns~mte, 700 South Third S~eet, Suite 210, Minneapolis, MN 55415, to receive fl'ee asset-building resources. E] SOURCE newsletter Name: El Resources for BuildingAssets in Youth Bibliography City: ~ Search Institute catalog of resources Phone. Address: State:. ZiP- For October Search Background and l knowl dgm nt · This study--which was conducted on behalf of the Youth Coordinating Board ~.' and the Mayor of Minneapolis, Sharon Sayles Belton---er~mines youth develop- ment opportunities for young people ages seven to 14 in Minneapolis. It was conducted in three phases between 1994 and 1995. Study Highlights authors: Rebecca' N. Saito and Eugene C. Roehlkepartain Search Institute Project Team: Peter L. Benson, Ph.D., Tom Berkas, Ph.D., Dale A. Blyth, Ph.D., Marilyn Erickson, Jennifer Griffin-Wiesner, Richard J. Gordon, Don LeTourneau, Melanie Majors, Turi McKinley, Gala Oliver, Rebecca N. Saito, Anu R. Sharma, Ph.D., L.E, Debbie Wynn, and Gayle Zoffer. Graphic Designe~. Wendy J. Johnson, Points Of View, Inc Photographs: Courtesy of Loring Nicollet Bethlehem Community Centers; Minneapolis YMCA; and YWCA of St. Paul. Special thanks to the staff and members of the Youth Coordinating Board, par- ticularly Colleen Moriarty. And, most importantly, we thank the 1,500 young people, parents, and program providers who participated in this study for shar- ing their perspectives and insights in this community-wide effort to increase the well-being of all Minneapolis youth. Places to C row: youth Development Opportunitiex for Seven to 14 year Olds in Minneapolix Copyright © 1995 by Search Institute All rights reserved. No part of this publication may be reproduced in any manner whatsoever, mechanical or electronic, without prior permission from the publisher except in brief quotations or summaries in articles or reviews, or as individual charts or graphs for educational use. For additional permission, write to Permissions at Search Institute. 10 9 8 7 6 5 4 3 2 1 Search Practical research benefiting children and youth I N STITUTE 700 South Third Street, Suite 210 Minneapolis, MN 55415 (612) 376-8955 1-800-888-7828 ISBN: 1-57482-335-3 Printed in the United States of America Missed Late childhood and early adoleg,cence are exciting and challenging times for young people and their families. During these years--from about age seven to age 14--young people begin moving beyond their families and immediate neighbor- hoods into an ever-expanding world of friends, opportunities, and other influences. For many young people, these years provide the opportunity to lay a positive foundation for their future as they develop values, commitments, and competencies that help them thrive. For others, these years bring increasing risks that threaten their long-term well-being and, increasingly, even their lives. More and more parents, youth workers, educators, and community leaders are asking what can be done to assure that more young people successfully negotiate the transition from childhood to adult- hood. For many, a key resource for addressing this need is the vast array of community-based youth development pro- grams that are--or could be--available to support, guide, and challenge these young people. Perhaps the most comprehensive national exploration of the potential of these activities and organizations was com- pleted by the Carnegie Council on Adolescent Development in 1992. Titled A Matter of Time: Risk and Opportunity in the Nonschool Hours, the report highlight- ed the potential of community-based pro- grams for young adolescents. The report put the challenge this way: "}bung adolescents can.., be left adrift or they can be involved in com- munit#-based programs that are fun and that help them achieve the devel- opmental tasks of youth. Vastly under- studied and largely ignored in public polic# debates, these programs and organizations deserve societ!/'s atten- tion and critical appraisal.' Figure l--How Minneapoli~ youth Spend Their Time This chart shows the percentages of Minneapolis youth in g,fades 3, 5, 7, and 8 who say they do each activity "sometimes'~, or "most of the time; after school. 87% 85 o 8o% Hang out al n Iliend's home Hang oul iff the neighborhood, a moll, or a pork 6o home and slay Ihere, wifh ndulJs around 6o home and slay Ihere, wilhout nduils around Work for money (e.g. baby-sill 6o Io a relulive's home Ploy on a sporfs lento or sporfs club Volunteer 6o lo lessons (music, theater, afl) 6o lo a youth program at a congfegut[ofl of other religious place Slay al school lot an oiler-school progrnm Go fo n youffl progrum of Boys and 6iris Club, YKCA, YWCA, community cartier 6o lo n youth progrum nl a park 6o Ia n scouls, Comp Fire, or 4-H pr°grum 60 fo a yeufh progrum of fl library or museum 6o fo day core/child core page I About This Study old youth in Minneapolis involV~ three phases, which were completed · Phase I--Planning and Information- Gathering:. Involved interviews with 60 program providers and key informants to determine the types of programs available for youth in Minneapolis. Interviews were conducted with repre- sentatives from community-based youth-serving organizations; national voluntary youth organizations (e.g. YI~CA, YWCA, Boys and Girls Clubs, 4,-H]; the public sector (Parks and Recreation Board, libra~, schools, com- munity education}; cultural heritage and ethnic programs; arts programs; religious youth programs; and local, regional, and national sports clubs. In addition, interviews were conducted with 90 youth by other trained youth. · Phase 2--Program Providers' Perspectives--This phase focused on a written survey of 187 program providers in Minneal~, lis to assess per- ceived barriers and recommendations from program providers,. ~ . · Phase 3--1nformation-~ athering. from Youth and Parents-~Surveys of. third-, fifth-, seventh:, and ~ighth-grade students and a survey of add focus groups with parents of third; and seventh-grade youth in tl~esprh of 1995 explored patterns of p:trticipa- tion, interests, ba?rters, dations from their 600 YOuth surveys and 60'I. parent .. surveys were completed. RftY-one ~ar: ents participated in focus grou: A detailed report on this nudy Ptac. ~o ~row ~ Minneapolis faces the same challenge faced by cities across the United States. From the time the final bell rings at the end of the school day, typically at 1:30 p.m.. until parents and other caregivers return home from work, many of Minneapolis' _ young people are on their own. When asked how they spend their time after sch~l. Minneapolis youth are most likely to say they "hang out at a friend's house" or "hang out in the neighborhood, a mall, or park" (Figure 1). Fifty-one percent of all youth say they don't participate in any type of youth gram in a typical week (Figure 2) despite the many available programs. In addi- tion, 41 percent of the youth report no involvement in formal youth programs dur- ing the summer. Young people become less and less likely to report being involved in these programs (except sports) as they grow older. For example, while 35 percent of third graders report involvement in a youth development program in a park on weekdays, only 18 percent of eighth graders do. In addition, young people typically do not spend as much time as they would like with their parents and other caring adults. .. Why aren't young people involved in more growth-enhancing opportunities both formal programs and informal, positive relationships? What opportunities are available? What keeps them from participating? What 'can be done to increase involvement? And what can be done to maintain involvement among older youth? These questions lie behind this report and the'study it grows out of. At the request of Mayor Sharon Sayles Belton and the YOuth Coordinating Board, Search Institute studied the available youth development opportunities in Minneapolis, whether and how seven to 14 year olds participate in the programs, and what can be done to increase involvement in quality programs. This profile of the opportunities and gaps in local programming and a positive, caring community for youth is unique in the nation. By responding to this report with creativity, vision, and commitment, city leaders, program providers, parents, and others can lead Minneapolis to become a national example of a city dedicated to providing positive opportunities to ensure success for all of the city's young people. ~ Prosrams l~Peekly Here are the percentages of young people who report that they are not involved in any youth programs in a typical week. ASIAN ~ENICAN AJ4ERICAH IHDIAH AFRICAN AIdERICAN WHITE ~ 64% ~ 53% 48% BI/J~ULTIRACiAL ~ 33% HISPAHIC ~ 49% NON HISPAHIC - -- 51% TOTAL Cbaracte i tict Minneapolit youth Before exploring the programming needs and interests of young people and their parents, it is important to know something about the young people and par- ents in Minneapolis. Many characteristics--income level, ethnicity, and mobility-- all have an important impact on youth's ability to participate in programs and the types of programs that interest them. At the time of the 1990 census, there were 29,839 youth ages seven to 14 in Minneapolis. Of these, 57 percent were white; 25 percent were African American; 8 percent were Asian American; 6 percent were American Indian; and 4 percent were Hispanic. (This study represents roughly this same population, though it includes slightly higher percentages of Asian Americans and Hispanics, and fewer whites.) To determine family income, we used responses from parents. About 44 percent of the total sample reported an annual family incomes below $20,000. People of color were much more likely to report income below $20,000 than whites (22 per- cent). About three-fourths (76 percent) of American Indian parents report incomes below $20,000, as do 66 percent of AfriCan American parents, 65 percent of Hispanic American parents, 64 percent of Asian American parents, and 60 percent of bi- or multi-racial parents. Also important to consider is mobility. Young people who move frequently are likely to have more trouble connecting to youth development programs. Yet those same programs may be important sources of stability and relationship-building. Overall, 56 percent of young people report not moving in the past year. floweret, about one-fourth (27 percent) of youth have moved twice or more. Furthermore, there were clear differences in mobility by ethnicity: Fifty-six percent of American Indian and 43 percent of African American youth have moved twice or more in the past year, compared to 8 percent of white youth (Figure 3). Figure ~young Peogle¥ Mobilit~z~ b~ Ethni¢itp This chart shows the percentages of young people who have moved two or more tin~es in the past year. ~ERICAN INDIAN AI~HICAH AMERICAN BI/14ULTIRACIAL HlSPAHIC ASIAN AJ~ERICAN WHITE TOTAL 56% 43% 38% 38% 31% 8% 27% ! ! ! ! ~ Placer to Grow Programs page 4 coming Soon leNOVember 1~5, Search In~tute ~11 lease an in-depth study of developmental asse~s among Hinneapolis youth, which was conduaed in the Hinneapolis Public Schools. This study includes an expanded set of 40 developmental assets. Together with this study of youth development opportunities, a com- prehensive picture is presented of the needs of Hinneapolis youth. In a time of national concern about a wide array of youth problems from lence to teen pregnancy to drug use to crime it may seem that there are pressing issues in which to invest time, energy, and resources than youth merit. However, it is increasingly clear that the problems will only increase unk. ss we as a city and nation take seriously positive youth development. Ongoing research by Search Institute underscores the importance of focusi~g on positive youth development. Surveys of more than 250,000 sixth through l:~th graders across the country finds that a set of 30 "developmental assets" positiv~ things in young people's lives powerfully protect them from negative and risky behaviors. These assets include things such as support and love from many clear boundaries and expectations, opportunities to spend time in positive youth development activities (such as arts, music, sports, recreation, clubs, camping, and religious youth programs), a commitment to education, positive values, and skills and competencies they need to be successful. The more of these assets young people have, the more likely they are to thrive. Unfortunately, out of the 30 assets measured, the average young person has only about 16. In short, we have failed to provide young people with the foundation th~,v need for success in life. Youth development progr, ams in community centers, Y's, congregations, parks. and other settings have tremendous potential for providing children and youth with experiences and opportunities needed to nurture these assets. Not only do these pre'grams provide opportunities for constructive use of time. but they also nurture ,many of the other assets that are important for healthy opment. Furthermore, involvement in these kinds of programs enhances the lcar~v ing of young peopl~e. For example, one researcher found that youth who are involved in extra-curricular activities are more likely to go to college. In talking ab~out the value of after-school programs another researcher has gested that these programs promote "the other three R's": resourcefulness, responsi- bility, and re, liability.* Perhaps most important, however, these programs provide opportunit, i~s for young people to interact with caring adults and to form positive relationships with their peers. The'evidence continues to mount for recognizing youth development opportu- nities as essential for young people's healthy development--not as nice additions if extra'resources or time are available. The challenge is to discover ways to involve all youth meaningfully in quality programs and to provide those programs with the support they need to be effective. * J.M. Bergstrom, School's Out:Resources for Your Child's Time (Berkeley, CA: Ten Speed Press, 199~! Pla es to C row in Minneapolis 11 across Minneapolis are programs designed to enhance young people's devel- opment. More than 350 programs were identified through this study, and there are likely many others. (For example, we know that many more congregations offer youth programs than are indicated in these numbers.) These programs take many shapes, including libraries and museums; religious youth programs; parks; schools; community-based programs; and city-wide pro~ grams. (City-wide programs are those that have one central location but serve youth throughout the city.) Figure 4 shows the number of programs identified in each type. Figure 4 · - Number of youth Development Programs in Minneapolis, by Type City-wide programs ~ 83% Schools 80% Porks ~11 69% Community youth progrflms ~ 63% Religious youth programs ~ 38% Libraries and museums BIB 10% Types of Youth. Development Opportunities T hoem are at least three general types f opportunities that are important resources for youth development and asset building. They are: . L Formal youth programs--Structured, organized, and supervised programs [for example, sports leagues, mentoring programs, and congrega- tional youth prog~ms}. 2. Informal places--Semi-structured or unstructured, bu.t somewhat super- vised, places where young people can go and sponta?eously choose from a ,.. variety of a%ivmes (for example, an open gym). ,, 3. Nonformal,opportunmes--Act~vmes in which young people participate that may/~nhance their growth but are not ~rganized or supervised (for exampl?, pick-up basketball, impromptu discussions, or time spent with informal adult mentors). / / / ; ~ Plat;ee to Grow page 5 page 6 lre There Enough Programs/ On average across the city, there is one program for every 87 youth. These pro- grams are distributed throughout the city, though not evenly. Interestingly, income does not seem to be a major factor in whether a neighborhood has more or fewer programs: · Central (which has the third highest mean income of all the planning dis- tricts) has one program for every seven youth--an extremely low ratio. · Calhoun Isles (which has the highest mean income) has one program for every 50 youth. · Phillips, the district with the lowest mean income, has a program for every 77 youth--a higher ratio than the city-wide average. · The district with the highest ratio is Camden, which has one program for every 169 youth. It ranks seven out of 11 in median income. Thus, while there are many programs available, there are not enough to meet the needs of all youth, particularly given the small group settings that are a strength of many youth development programs. Furthermore, one young person may need to be involved in several programs that meet different needs and interests. In addition, youth and families generally see a need for more programming. About half of the parents and youth surveyed (45 percent of parents and 57 percent of youth) believe there are not enough programs available during the school year. They tend to be more satisfied with the availability of summer programs. Parents in families with the lowest incomes (under $10,000) are least likely to be satisfied with program availability (Figure 5). Only 39 percent of these parents believe there are enough programs during the school year. About half of these par- ents (48 percent) say there are enough summer programs. Figure 5--Parents' Sa£is~at, tion wi~b Program Availability Here are the percentages of parents who say there are not enough programs available during the school year and in the summer, based on reported family income. Il During the school yenr [ ~ in the summer ~ 45% TOTAL 55% Less lhfln $10,000 $10,000 - $19,999 $20,000 - $29,999 $30,000 -$49,999 $50,000 or more ~ 39% ~ 46% 59% ~ 40% ~ "50% 47% · 57% 6o% What oung People Want Jdging from responses in this study, young people seem to want more of just about verything! More than 50 percent of the youth said they would be interested in more of 11 different activities out of 14 possibilities (Figure 6). Many young people express significant interest in spending more time with their parents/guardians and other caring adults. In all, 65 percent of youth say they would like to spend more time with "an adult I can trust and who respects me." Almost the same number (59 percent) say they would like to spend more time with their parents/guardians. The desire to be with parents/guardians and other caring adults is particularly strong among the youngest youth (third grade). Eighty-three percent of third graders want to spend more time with their parents, and 80 percent want to spend more time with a caring adult. These percentages fall to 38 percent and 44 percent respectively by eighth grade. \X~ile the interest in spending more time with adults may be a surprise to some, it u~dcrscores two realities that many young people face. First, our age-segregated society provides few opportunities for youth to build significant relationships with adults. Second, many parents do not have (or take) enough time to be with their children. In addition to interest in building relationships with adults, young people express ~'nthusiasm about activities that would enhance their peer relationships. Young people give strong support for more informal programs or places where their time, is not overly structured, where they can stop by, hang out, and be more spontaneous in choosing what they do. In focus groups, young people made it clear that their time is so struc- tured during the school day that what they really want is a safe place just to "chill" and rdax with peers, where there are things to do if they want, and where they can come and g,) as they please. As one young person put it: I wan! a place where you feel comfortable, a place that's familiar, a place where you ~zou. the people there, a place where you can come and go, and not have to stay thc whole time and do only what the staff tells you to do. \\'t~ile young people are most interested in informal activities, many are interested ~ .,tructured activities as well. These include taking lessons, playing sports, dances, ~,,~lvlcd programs, and youth service projects. t Pla~es to C~row page 7 poi e job for money Me Bee time in o gm or recre~on nentor Do recrnefionel oclivJlies Sar lun Go lo o male place wilh Iriends and lust hang ou~ Toke lessor~ in something rd like Io do belier Be with on adull who I h'usl ned who respecls me Piny on a spods 1eom or league Spend more time with my perm(s) or guordiu(s) Go Io dances Be in e group where youth get ~o be leaders Be in a group that helps olhor people or volunleer in the communily Leto more of shJd! something ~ 86% 72% 64% 59% 57% ~ 56% ~ 49~ ~e on elder leenager or ndull menla ~ 47~ Do in o group where I con talk with others ~ 37% W things ~ m~or lo me Perhaps the strongest, clearest message frt~m th,. ~', groups was that young people want programs ~pccific-dlv I', ~ their different age groups. They believe many ro~" n - P ~ , lS :,ti',,, too wide of an age range so 12 and 13 year olds arc in thc x~: programs with 9 and 10 year olds. These programs arc pore, ~., .: as programs for "little kids." In addition, they said that, because they often cart. I',,r younger siblings, organizations should have separatt, pr, for younger children where they could take their y~ung,.r lings, then participate in a program for their own age gr, %,. A special word needs be said about the top ntcrt, st. "T,, a job for money." Aside from the questions raised abt~ut cl~dj~, and teenagers of these ages wanting jobs (legally. they cann, work at age 18), there are also serious concerns about th,. of work for young people during the school year. Research ~s quite clear about the negative effects of working more than 15 or 20 hours per week during the school year on sch~ol ~v, and healthy development· Therefore, this interest in working needs to be responded to with care. A clear understanding of the reasons for wanting a would help clarify viable options that meet the need with~td undermining academic progress and healthy development. In addition, this interest in work may be interpreted as a sign young people do want to do constructive things with their tim,.. In the survey, parents were asked to indicate whether they think youth need opportunities to participate in 14 different types of programs. About three out of four parents say they want more of each of the following: youth employment programs percent), programs that teach social skills (74 percent), and hobby clubs (72 percent l. Other top interests include commUnity service programs (71 percent), programs teach- ing values (70 percent), academic tutoring or support programs (69 percent), and pr~- grams dealing with self-esteem (68 percent). Parents also talked about the need for community involvement and volunteers in programs, as well as programs for youth with their parents. One parent made this c~m- ment in a focus group: ·.. more things for Parents and children to do together. Like ceramics classes. painting, even baseball and softball. Get the mothers and fathers exercising. T/ds will take away the need for finding child care because they'll all be together. How oUtb Want Program Information Middle school youth were asked if they wanted more information about available programs;ABout half do, with girls being more interested in more information than boys (58 pe'rcent and 42 percent, respectively). How would they like to get that information? When asked about several options, the first ch6ice was a 24-hour youth activities hotline (58 percent said it would be useful). ', Next ~ere a printed directory (37 percent), an activities fair (33 percent), and a computer ,, , terminal in a school or library (21 percent). Parents are more likely to find any informa- ", tion source helpful. However, they say a printed directory would be most helpful (84 per- ', cent), compared to a telephone activities hotline (67 percent), an activities fair (49 per- Pla~*~ ~o ~ro~ cent), and computer access (34 percent). to Participation aiS study's findings present a dichotomy. On the one hand, only about half of II Minneapolis seven to 14 year olds are involved in youth development pro~ grt, ms. Yet most young peopie also report interest in a variety of activities. This con- trast reminds us that there is not a direct link between interests and involvement. Furthermore, it suggests that there are important barriers that keep young people from getting involved. \Ve asked middle school youth why they don't participate in more youth devel- ~Im~cnt programs (Figure 7). The most common barriers cited are a lack of interest in a~'~filable activities, transportation problems, and a lack of knowledge about what is avaik~ble. Several quotes from the focus groups echo the survey responses: · "Some things I don't like, like sports stuff because I'm not good at it." · ".-tin 't nobody takin'a bus across town every day just to get to a program." · '7 hcu,e enough time but my parents don't. I need them to take me there." h~ addition, the study finds important differences among young people with dif- ~,'r~'r~t ct}mic heritages. Youth of color are more likely to report discomfort with pro- ~:m~ staff as a barrier than were white or Hispanic youth. Fear of safety in getting '.,, :,nd fi-om an activity is cited by more Asian American youth than others. Pztrcnts generally see similar barriers, though the order is different. Parents are ~:~,,rc likely to view transportation and costs as greater barriers than are youth. }'r,,~r:m] costs and transportation are more frequently cited as barriers for families '... :th I~,x¥cr incomes. Families with higher incomes are more likely to mention lack ..: ~r tcrcqt and time as barriers. l:~t~.a'icws with key informants also give insights into cultural and ethnic '..;',,'ts ,,I program involvement. For example, some Hmong families try to avoid · .:. ,r~g their children--particularly daughters--move outside the protective walls of "., ~',,mmtmity. In a more general sense, communities of color often have traditions ~'.! '..d~,.s :~Nmt sending their children to "programs led by strangers" (i.e. people .... '..:~t }-:n~,w) ~r people who are not from their ethnic background. !'~:~h,'rm~rc. many parents in the city do not have a tradition of involvement ~::~.~1 pr,,grams. This lack of previous experience with formal youth programs .':l~bit their understanding of the value of participation while also reducing the "' ".! t}~;~ they will volunteer in these programs. ! ; ~[' Planet to Grow page 9 Figure 7--Barriert to Program Participation: Perceptionx o~- youth and Parent~ Here are percentages of middle school youth who say each factor has kept them "from going to a club or youth program" and the percentages of parents who say each factor has "kept your child from joining or going to a club, organization, team. or positive activity for youth." (Wording reflects youth responses; parallel questi~ns were asked to parents regarding their child's participation.) Hothing interests me' -- ~'"' 42% Trnnsportution problems 42% ' ~~ 51% ,4o% Oidn't know nbout whut progrnms exisl'-~- ~'~-",-~'~,~-'--'~:~?---~ 53% Program costs '~~~;~.~.~:.': ~,~ :i 58% 28% Hnve to wolch younger siblings ~ 8~ Parents did nut sign me up Too busy with chores fit home Wnsn't comfortnble with people lending it Lock o1 solely gefling Io ond Irom the oclivily Fear ol sutefy ut the nctivily Hol enough lime 23% ~ 14% ~ MIDDLESCHOOLYOUTH ~ 22% n~a PARENTS ~ 19% ~ 19% "-'" ~ -'~'~38% ~ 18% ...... .~:...,¢-_~ 38~ ..... : 36% Call c ion T~sste need for youth development opportunities is clear and the interest is rong. These programs can have a lasting impact on young people's well- being, yet too few of Minneapolis' youth participate in these structured activities. ?lany significant barriers have to be overcome to increase involvement. At the same time, the vast majority of young people ~nd their parents want more opportunities f,~r both formal and informal involvement., To mobilize this interest to address the need, it is time for the leaders, program pro!'ider$, parents, and other citizens of Minneapolis to commit to a plan to involve, b.q the gear 2000, 80 percent of seven to 14 year olds in positive youth development r~pportunities throughout the calendar year (Figure 8). Such a commitment will require not only an increased coordination and com- mitment among youth development programs in ail sectors, but it will require a full array of people, places, and institutions providing ah environment that assures suc- cess. Here are some of the implications of this vision ~or all sectors of the city. · .Xlake it a priority to identify quality programs that fit your child's interests and needs, then register your child and encourage ongoing participation. · :\s much as possible, provide volunteer leadership in youth development pro- grams. If your child doesn't want you involved in her or his proilram, offer your services to another worthwhile program or age group. young People · Express your needs and interests to people who provide activities ~n ypur neigh- borhood, school, or congregation. Work with them to find ways to mei~t your needs. · If you participate in programs already, advocate for changes that would make the program address the needs and interests of more young people. Help develop strategies for reaching out to other youth. Based on the findings of this study;, the research team suggests the following goals. By the year 2000... · Eighty percent of all seven to 14 year olds will be involved in at least one quality youth development program during both the sch,~ol year and the summer. ; · lqinneapolis youtli program providers of all types will .be part of a coordinat- ed nem'or~ ' ' that;,prowdes a full contin- uum of youth development opportuni- ties that are e.a'sily accessed and appeal to all types q[ youth. · All parents,~uard~ans, and extended family members will have heard about the impotence of youth programs and will know/how to support their youth in accessing such opportunities. · Twenty,1oercent of youth ages 10 to 18 will be/involved in community leader- sh~p ,capa~ues or assisting with youth prog, fams for younger ages. · Thr~-fourths of adults in higher edu- caqon, business, and corporate commu- n!t)es will be actively supporting pro- g/ams for these young people through isponsorship, resources, volunteer /'involvement, and family-friendly poll- / des; and/or through sustained, Ix>si- /[ tire, informal relationships with youth. Ptace~ to l~row page · Seek involvement and advice from all sectors, youth, and parents in developing o?- improving programs. Be particularly intentional about reaching out to members of disenfranchised groups who have lower participation rates. · Design a long-term recruitment and training strategy for volunteers and staff of color. · Develop a community service initiative that gives all young people opportunities to contribute and become active members in community life. · Consider creating teen centers and entrepreneurial opportunities that are devel- oped and operated primarily by youth for youth. page 12 Figure ~--Program Providers' l~.ommendations I'd like lo see belier coordination al youl.h,' developmenl programming (e.g. develop common slrutegies Io meet,,youlh and progrnm needs). The mayor's office could play an important role in I~romoting the visibility nnd importnnce of youlh participation in y~lulh development programs. The city should provide special fonds Io, or develop specilic slrategies wilh, programs in order !o increase participulion by families wilh lower incomes. I much higher percentage of 8mnenpelis ~even- Io 14-yeor-old youth need lo be involved in some sort of ~ulh development program. There should be more support undlresources for collaboration among youlh developmenl program providers. ', I think 8~nneapohs needs to qul more energy and money ', inlo program,s for seven Io 14 year olds. ', Youlh in Ihis ci~/would ie better served ii program ,, providers compeled I~ess and collaborated more. The city should provide speciol funds Io, or deve~p specific strofegies wilh, programs Ill order lo increase parlic~alion by families of color. , Youlh development programs should pul top , priority o reaching vulnerable youth. ,, We col)Id use help with recruiting ,, voluhteers nnd/or stuff of color. ', We couli use help wilh recruitmeol ', , al youlh and marketing. The city should j)!ay a major role In facilitating lransportntion ,!or youth and y~uth developmenl programs. I w~sh I haft more :opportunities lo lulk lo and leam,,hom other prqrom providers in my field. We could, use help wiih recruitment of volunleers. I user-iriendly holline or dfllfl~se al all ypulh developmenl programs in the cily of Hinneupelis for ~orenfs, y~ulh, and program providers would increase pnrti~cipalion In youth, programs. I prefer Io see coordination of youl~develo~enl programs al the local neighborhood lel~el railer than the cily-wide level. We could~se h!lp wilh recruilmenl of sloff. We c[uldiuse help wilh slaff Iraining. -----'--~r ...... -.----~'---~~-], 90% 80% . . ~89% ., 89% ~_ . __..~_. 88% 87% 82% 82% 8o% ~ 77% ~ 74% 74% 74% 67% 63% 53% 51% · Consciously seek to align and generate resources to ensure coordinated and effi- cient support for all strategies to reach the goals. · Conduct an intensive public awareness campaign on the value and impact of par- ticipation in youth development programs. · Re-examine the city's role in reducing barriers to participation, especially pro- gram costs, transportation problems, and lack of awareness of available programs. · Facilitate coordination of programs in all sectors by maintaining a database of programs, creating an information hotline, convening stakeholders, and other strategies. Businesses and Corporations · Provide financial support to programs that effectively provide youth development opportunities to young people in the community. · Encourage employees and constituents to volunteer in youth programs in their neighborhood or congregation. Facilitate their involvement through flex time or release time policies for volunteering. Other Citizens · Volunteer as a leader or support person for a youth development program (sports, after-school program, congregation) in your community; if necessary, work with your employer to get flex time to make involvement possible. · Take time to get to know young people whose lives you touch. Find informal ways to enhance their growth through expressions of care, interest, and guidance. · Advocate for putting a top priority on funding and other resources for youth development programs in the city and neighborhood. A detailed report of findings from this study is available from Search Institute for $14.95 (plus shipping and handling). Other materials are also available on effective pro- grams for young adolescents. Cai((612) 37&8755 or 1-800-888-7828 for information. Search Institute is a Minneapolis-based, indepe.ndent, nonprofit organization dedicated to promoting the well-being and positive development Of Children and youth by conducting scientific studies and translating the findings into practical programs, materials, and services for youth-serving profession- als, educators, parents, community leaders, and policy makers. /or more information and a free catalog, call {612) 376-8955 or 1-800-888-7828. t ~, Pluce~ to C~row pago 1 ~ The Chanhassen Park & Recreation Department presents the... 13TH ANNUAL EASTER EGG CANDY HUNT AND COLORING CONTEST Saturday, April 6, 9:00 a.m. Chanhassen Elementary School Playground winner Completed coloring entries may be dropped offat Chanhassen City Hall before Saturday, April 6, or bring it along to the Easter Egg Candy Hunt on Saturday, April 6 beginning at.8:30 a.m: Pictures may not be turned into any of the area schOols. different TM are as Decorate your real hard-boiled egg and drop it off at the Chanhassen Park & Recreation office anytime between 8:00 a.m.-4:30 p;m. from April 1-5. No eggs will be accepted on Saturday, April 6. Age Categories: K-lst grades 2nd-3rd grades 4th-5th grades : candy.: The person finding the Golden E pLEASE BRING YOUR OWN BAGS FOR Children will be deli entertaining performance; craig dazzle the audience With his s~ectacular magic shoW. The show will begin at 9:00 a.m. sharp! Come on and join the fun! Special Thanks to our Sponsors! GOLD Corporate Byerly's; Instant Web Companies; Pillsbury Bakeries & Food Service Business Automated Building Components- Miliwork Division; Chanhassen Ameri- can Legion Post #580; The Chanhassen Bank; Chanhassen Lions Club; Festival Foods; McDonald's; Lyman Lumber Company Individual Accelerated Consulting Services, Inc.; Betty Boop Embroidery; Chanhassen Child Develop- ment Center; Chanhassen Electrology Clinic; Debra Kind Design; Hair for Guys & Dolls SILVER Corporate Lundgren Bros.; Rosemount, Inc. Business Lotus Lawn & Garden; Merlin's Ace Hard- ware; Richfield Bank & Trust Co. Individual Leslie Kruckenberg Jensen-Re/Max Action West Corporate NordicTrack; Target BRONZE Corporate Business Acroloop Motion Control Systems, Inc.; Ameri- cana Community Bank; Century Bank-Chan- hassen; Chanhassen Medical Center; Compo- nent Engineering Co.; DayCo Concrete Com- pany; J & R Radiator; Michael J. Leonard, DDS; Pro Staff Personnel Services; Ridgeview Business Health Services; Ridgeview Research Center; Ridgeview Sports & Health Medicine; Riviera Lounge & Restaurant; Roberts Auto- matic Products; Scott & Associates; Travel Agents International Individual Jane Quilling-Edina Realty }Ye appreciate your support! CONTRIBUTING Individual Walter Thompson & Company Business Aagard West; Anh Le Oriental Cuisine; Berne Scale; Brown's Amoco; Brown's Tire & Auto; Carlson Travel Network-Chanhassen Travel; Chanhassen Bait & Tackle; Chanhassen Chamber of Commerce; Chanhassen Jaycees; Chanhassen Rotary Club; Chanhassen Secretarial Service; Chanhassen Snowmobile Club; Empak; Golf America-Chanhassen; Hour Glass Cleaners; Merit Heating; Minnesota Landscape Arboretum; Prairie Cycle & Ski; Southwest Metro Transit If you would like to become a sponsor of Chanhassen's Special Events, call 937-1900 ext. 126. 3-5-96 (First) Phone Number: (Last) COLORING CONTEST Children four years old through the 5th grade are invited to color the picture of the bunny on the opposite side of this flyer. Pictures will be judged on originality and neatness. Artists may use crayons, pencils, ink, markers, glitter, etc. Prizes will be awarded to the winner in each age category. Completed coloring entries may be dropped off" at Chanhassen City Hall before Saturday, April 6 or bring it along to the Easter Egg Candy Hunt on Saturday, April 6 beginning at 8:30 a.m. Pictures may not be mined in to any of the area schools. The Easter Egg Candy Hunt is sponsored by Local Businesses Grade' Chanhassen Park & Recreation presents... Introduction to Fly Fishing This course will cover a wide range of topics with the goal of teaching the hows and whys of fly fishing. No prior experience is required--just a desire to learn. Classes meet on Wednesdays from 7 - 9 p.m. March 20 April 10 April 17 April 24 Chanhassen Recreation Center Conference Room Bluff Creek Elementary School Gym Bluff Creek Elementary School Gym Bluff Creek Elementary School Gym Ages 18 & up $35 Min/Max: 6/15 Return form with payment to City of Chanhassen, 690 Coulter Drive, Chanhassen, MN 55317 Contact Jerry Ruegemer at 937-1900 ext. 126 for more information. Code No. 2012.301 Name: Registration Form-Fly Fishing $35 Address: Home Phone: Work Phone: I, the undersigned individual, do hereby agree to participate in the above mentioned activity and I further agree to indemnify and hold harmless from and against any and all liability for injury which may be suffered by the aforementioned individual(s) arising out of, or in any way with, his/her participation in this activity. Signature: Date: II l Chanhassen Park & Recreation presents... EASTER BASKET DELIVERIES Children between the ages of 2 and Kindergarten can look forward to a personal visit from the Easter Bunny complete with a basket of goodies. Deliveries will be made on Wednesday, April 3, both in the morning (9:00-11:30 a.m.) and afternoon (1:00- 3:30 p.m.). Please be home during the time slot you select as only one attempt will be made to deliver the basket. Fill out the information below and return it to the City of Chanhassen, 690 Coulter Drive, Chanhassen, MN 5S317. Registrations will be accepted through 4:30 p.m. on Friday, March 29 or until the maximum numbers have been reached. Must be a Chanhassen resident. For more information, contact Jerry Ruegemer at 937-1900 ext. 126. ~ ~ ~ Maximum: 50 registrations in each time slot ~ Head of Household: Address: Home Phone: Work Phone: Directions to your home from nearest MAJOR roadway:. Describe your home (color; one/two story; noticeable car, tree, mailbox):. Participant's Name Age Birthdate Indicate AM or PM Time Slot Fee ~020.$0~ AM 1020.~0~ I'M $7.50 1020.301 AM 1020.302 PM $7.50 IO20.3ol AM 1020.302 PM $7.50 I, the undersigned parent or guardian, do hereby agree to allow the individual(s) named herein to participate in the above mentioned activit~ ' and I further agree to indemnify and hold harmless from and against any, and all liability for injury which may be suffered by the aforementioned individual(s) arising out of, or in any way with, his/her participation in this activity. Parent's Signature: Date: Chanhassen Park & Recreation presents... Adult Golf Seminar Come join this fun and educational golf program. Strengthen your golf game by learning etiquette, terms, rules, golf clubs, technology, golf swing and more! Wednesdays, March 20, 27, April 3, 10, 17 Chanhassen Recreation Center 2310 Coulter Boulevard 7-8p.m. $25 MiniMax: 8/25 i~J~ ~. Call Jerry Ruegemer at 937-~900 ext. 126 for more information. $25 Registration Form Adult Golf Seminar Code No. 2011.301 Name: Address: Home Phone: Work Phone: I, the undersigned individual, do hereby agree to participate in the above mentioned activity and I further agree to Indemnify and hold harmless from and against any and all liability for Injury which may be suffered by the aforemen- tioned individual(s) arising out of, or in any way with, his/her participation in this activity. Return completed form with payment to: City of Chanhassen, 690 Coulter Drive, Chanhassen, MN 55317. Signature: Date: I II Chanhassen Park & Recreation presents... Tae Kwon Do This Korean martial art teaches self-confidence, self-control, discipline and respect for others. Tae Kwon Do provides excellent cardiovascular exercise to improve endurance, flexibility and coordination. Wear loose fitting clothing (no jeans) to class. Classes meet weekly on Mondays and Wednesdays at the Chanhassen Recreation Center, 2310 Coulter Boulevard. Instructed by nationally certified, 3rd degree black belt Jeff Engel. Registration: Return form with payment to: Chanhassen Park & Recreation Dept., 690 Coulter Drive, Chanhassen, MN 55317; or Chanhassen Recreation Center, 2310 Coulter Blvd., Chanhassen, MN 55317 Minimum/Maximum: 6/'12 Ages: 7and up Session h Mondays & Wednesdays,March 4 - 27 5:30 - 6:30 p.m. $24 For more information, call Jerry Ruegemer at 937-'1900 ext. 126. Head of Household Name(s): Address: Registration Form Home Phone: Alternative Phone: ParticiPant's Name Sex Birthdate Program Name Code No. Fee Tae Kwon Do '! 022.301 Tae Kwon Do '1022.301 I, the undersigned parent, guardian or participant, do hereby agree to allow the Individual(s) named herein to participate In the above mentioned activity and I further agree to Indemnify and hold harmless from and against any and all liability for Injury which may be suffered by the aforemenUoned individual(s) arising out of, or in any way with, his/her partJclpaUon in this activity. Parent, Guardian or Participant Signature: Date: