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HomeMy WebLinkAbout1999-01-12 Park Board Packet�91rIA, o e 0 0 City of Edina EDINA PARK BOARD TUESDAY, JANUARY 12, 1999 7:30 P.M. CITY COUNCIL CHAMBERS AGENDA * 1. Approval of Tuesday, December 8, 1998, Park Board Minutes. 2. Asset Building - Youth Growth and Development. 3. Edina Park and Recreation Department Capital Improvement Plan. 4. Other. * 5. Adj ournment. * These are agenda items that require or request Park Board action. City Hall (612) 927-8861 4801 WEST 50TH STREET FAX (612) 927-7645 EDINA, MINNESOTA 55424-1394 TDD (612) 927-5461 Memo To: Edina Park Board. From: John Keprios, Director Edina Park and Recreation Department Date: January 6, 1999 Re: JANUARY 12, 1999, PARK BOARD MEETING STAFF REPORT. Enclosed you should find the following items: 1. Tuesday, January 12, 1999, Park Board Agenda. 2. Tuesday, December 8, 1998, Park Board Minutes. 3. Action Plan for Youth Asset Building Model. 4. 40 Developmental Assets. 5. Search Institute Information Packet and General Information Manual. 6. Edina Park and Recreation Department Capital Improvement Plan. STAFF REPORT The following is the monthly staff report concerning each item on the agenda with the exception of Approval of the Minutes and Other. "Other" is listed on the agenda in case last minute items come up between now and the Park Board meeting, plus, cover any other concerns of Park Board members and/or attendees. ASSET BUILDING - YOUTH DEVELOPMENT Doug Johnson, Director of Community Education Services and Facilities, and Christine Weymouth, Assistant Superintendent For Secondary Education, will be in attendance to brief the Park Board on a collaborative effort to enhance positive growth and development of Edina's youth. The Edina Park and Recreation Department plays an integral role in the growth and development of Edina's youth. Doug and Christine will outline how the City of Edina can participate in this movement to establish more assets in the lives our youth population. This collaborative study attempts to identify measurable assets and deficits in the lives of our youth populations, which in turn will help guide a vision and direction to create more youth's assets while reducing deficits. The enclosed hand-outs help explain the approach to this project. No formal action from the Park Board action is requested on this matter at this time. -2- EDINA PARK AND RECREATION DEPARTMENT CAPITAL IMPROVEMENT PLAN The enclosed copy of the Edina Park and Recreation Department capital improvement plan outlines and attempts to prioritize park development plans for the next five years, as well as, long-range park improvement projects. The dollars figures attached to these park improvement projects are simply staffs best estimates without input from professionals in their respective areas of expertise. I ask that Park Board members please review this rough draft and especially the proposed priorities by for the next five years. With the Park Board's input, staff will finalize the document to be included in the Comprehensive Plan as mandated by the Met Council. Your input would be greatly appreciated. No formal action from the Park Board is requested on this matter. OTHER 1. A meeting with all youth athletic association presidents has been scheduled for Wednesday, January 27, 1999, 7:00 p.m. at Arneson Acres Park Terrace Room. Budget surplus, fund-raisers and priority use of facilities are just a few of the issues to be discussed. 2. I will give the Park Board a verbal update of the results of the Wooddale Park comfort station issue that was presented to the City Council on Monday, January 4, 1999. The issue remains somewhat unresolved. 3. We say farewell and thank you for a job well done to four of our Park Board members whose terms expire February 1, 1999. Our four retiring Park Board members are Dave Crowther (since 2-1-93), Beth Hall (since 2-1-90), Andrew Montgomery (since 2-1-84) and Jean Rydell (since 2-1-84). Their replacements should be appointed by the City Council in time for their attendance at the February Park Board meeting. According to City Ordinance, if appointments are not made by the February meeting, retiring Park Board members are requested to continue to serve until their replacements have been appointed. EDINA PARK BOARD 7:30 P.M. CITY COUNCIL CHAMBERS DECEMBER 8, 1998 MEMBERS PRESENT: Jean Rydell, Becky Bennett, Andrew Montgomery, Beth Hall, Andy Herring, Tom White, Dave Fredlund, Bill Jenkins, John Dovolis, Dave Crowther MEMBERS ABSENT: Phyllis Kohler STAFF PRESENT: John Keprios, Janet Canton OTHERS PRESENT: Eric Flowers, Marjorie Ruedy, Jane & Charles Paulus, Kathryn & Keith Peterson, Sara Peterson, David & Pam O'Halloran, Barbara Mahler, Gordon Asselstine, Peggy Jennings, Marcia Rehnberg, Caryl Sharp, Ron Sharp, Dave & Alyce Lees, William Loomis I. APPROVAL OF THE NOVEMBER 10, 1998 PARK BOARD MINUTES Jean Rydell MOVED TO APPROVE THE NOVEMBER 10, 1998 PARK BOARD MINUTES. John Dovolis SECONDED THE MOTION. MINUTES APPROVED. II. WOODDALE PARK COMFORT STATION Mr. Keprios gave a presentation on the Wooddale Park Comfort Station which explained everything that has taken place to date. Mr. Crowther informed the residents that the Park Board has received a copy of every letter that has been written regarding the Wooddale Park Comfort Station. A resident handed out to the Park Board 17 additional letters opposing the building of a comfort station at Wooddale Park. She indicated that she feels it's ridiculous to even think about putting a permanent structure at the park. The resident stated that her main concern with the park is the playground equipment because there are some broken items and it is very dangerous. She then handed out pictures showing what the playground equipment looks like. The resident indicated that she feels the $75,000 could possibly be used to update the playground equipment and make it safe for the children. She noted that she realizes Wooddale Park's playground equipment is not scheduled to redone until 2001 but feels it should be done sooner than that. She then added that there is a permanent restroom facility right across the street at Utley Park. Gordon Asselstine, resident, indicated that he attended the previous meeting and commented that there were a few people who were in favor of building a permanent structure. He indicated that some neighbors brought up things they were fearful of that might happen. Mr. Asselstine asked what negative experiences has Edina had at the other various facilities. He also noted that $25,000 has already been spent and therefore it's really only another $50,000 that is being looked at. Mr. Asselstine also pointed out that people are concerned about safety and noted that the facility would only be open during certain hours. Mr. Keprios responded that at a previous meeting Gerry Drevlow, an Edina Police Officer, attended and he was asked the question is there an abundance of violent crime or is there any serious violent crime that has occurred in the shelter buildings. He stated that the answer is no, however, that does not mean that they haven't had vandalism. He feels, however, that is not a good reason to not build a structure because vandalism will always occur. Jane Paulus, resident, indicated that in the presentation by staff the reference was made several times that when the referendum first went out this was identified to the residents of Edina and they should have been aware of it. However, she noted that she thinks when most people were voting in favor of the referendum it was the overall package of the referendum and people weren't breaking it down per item and what it meant to their park. Secondly, she commented that apathy grows because people feel this is a well run community and she knows a number people didn't attend the meeting this evening because they feel the city will do what it wants to do. Ms. Paulus stated that she doesn't always know that the number of people that are physically at a meeting make something right or wrong because it usually comes down to a judgment decision by the people who are either appointed or elected to these committees and City Council that becomes important. She stated that she thinks that what we do need to look at is whether we are going to save $50,000 or $75,000 because we are looking at maybe four months out of the year, 8 hours a day. When we look at that and we look at the whole budget designated to a park that size that's a huge percentage. Ms. Paulus noted that she walks through that park three times a day and the maintenance at Wooddale Park is almost zero right now. She indicated that some neighbors went in and cut down brushes and they left them in piles and the piles were there about a month and a half. Therefore, she can't say there are public employees who are constantly there maintaining the park. Ms. Paulus stated that her question is what it's going to be like if we put a permanent facility there and if that's going to be further maintained. She indicated that the cost is so great in what you are asking the families to give up for that particular park and if every facility in Edina has double facilities to it then one would question whether the government was maintaining itself in a fiscally responsible manner in the community. That is what we really have to look at is that there is already a facility there. Ms. Paulus commented that we need to go back to what is the purpose of Wooddale Park and she thinks that right now the city is pushing that purpose too far 2 because it doesn't have the square footage to compete against what the other parks have. Therefore, by not putting a public facility there we are going to allow Wooddale to go back to what she believes it was intended for. She stated she would really encourage that it be more than just indefinitely to avoid the burden of attending one meeting after another. The policy makers should come up with a more lasting solution and try to work with the community. Mr. Crowther asked the residents what their feeling is on having a semi-permanent structure to enclose the satellite like that one that was shown in the presentation rather than just have it sit out in the open. A resident commented that she feels having a structure such as that with a little landscaping around it would be perfectly acceptable. She pointed out that she likes the idea staff has to de-emphasize the use of the park because she agrees the park was not built to accommodate all the scheduled events that occur because it really is not that big. Mr. White stated that he attended the neighborhood meeting and he agrees with staff to de-emphasize the use of the park with scheduled activities because it is such a small park. Secondly, the comment was made that the neighborhood would rather see new playground equipment than build a bathroom and he noted that he doesn't necessarily think it's a trade-off. Mr. White indicated, however, if the current playground equipment is not safe than it should be taken care of as soon as possible and try to move that date up sooner than 2001. Mr. White indicated that the neighbors felt crime is an issue in which he responded he doesn't necessarily see any difference between a permanent shelter building and a satellite. In fact, the shelter building would be locked in the evenings and a satellite is always open. Therefore, maybe a permanent shelter is safer than a satellite. Mr. White commented that he does have a problem with people from the neighborhood saying we don't want people coming to Wooddale Park who live outside of the neighborhood. He stated that may be what the park was originally designed for but at this point in time people outside of the neighborhood are advised to use all of the parks. Mr. Keprios pointed out that they can try to look at some creative ways to keep the satellite from being vandalized. Mr. Herring asked about scheduling games at other locations and questioned if the situation at Wooddale Park is really unique compared to the other parks where games are scheduled. Mr. Keprios responded that in his opinion Wooddale Park is unique as far as a safety issue. It's a convenient place to schedule games because of the parking, but we have learned through experience that the park in reality is not big enough to handle that many people. It is not a safe scenario to have children crossing 50th Street. Ms. Bennett asked if a satellite is put in where would it physically be located. Mr. Keprios replied that he would like to work with the neighbors to figure out where the best location would be for it. Mr. Dovolis MOVED TO RECOMMEND TO CITY COUNCIL STAFF'S RECOMMENDATION TO PUT THE CONSTRUCTION OF THE PERMANENT COMFORT STATION ON HOLD INDEFINITELY AND RELY ON THE USE OF A SATELLITE DURING THE SUMMER MONTHS AND HAVE MR. KEPRIOS WORK WITH NEIGHBORHOOD TO SETTLE ON SOME SORT OF A PERMANENT THREE SIDED STRUCTURE IF THAT'S WHAT THE NEIGHBORHOOD WANTS. SECONDLY, PLACE SIGNS INFORMING PARK USERS THAT UTLEY IS AVAILABLE WITH PERMANENT RESTROOMS. LASTLY, WORK TOWARDS ELIMINATING SCHEDULED GAMES WHERE POSSIBLE AT WOODDALE PARK. Jean Rydell SECONDED THE MOTION MOTION CARRIED UNANIMOUSLY. III. YOUTH ATHLETIC ASSOCIATION BUDGETS Ms. Bennett indicated that at the Park Board meeting two months ago the topic came up regarding the funds that some of the associations have sitting in CD's, savings and checking accounts. She stated that she is not here to point fingers at anyone for doing anything inappropriate, she just has some questions and concerns. She asked how the association's fees fall in line with what they are being charged, what they get for that money and is there any excess money from those fees that are going into some sort of savings account or CD. She asked if those moneys are then being used to make capital expenditures back to the city as gifts such as what the Basketball Association did. Ms. Bennett commented that her concern is for the families who pay those fees for their children to participate in the sports, are they being overcharged. Also, where is the money coming from for these big capital expenditures and gifts to the city. If it is money raised from fees and is it really the association's function as non-profit associations to be doing that. Mr. Keprios indicated that each association is run a little bit differently. He then gave an example of the Baseball Association. He noted that baseball raises quite a bit of money by operating the concessions stand at Courtney Fields in Braemar Park. With their profits, the EBA makes capital improvements to Braemar Park. He stated that they try not to overcharge for their program. Mr. Keprios then explained that the Basketball Association currently does not have a vehicle to raise money to make capital improvements to improve their program and therefore, they do it through program fees. Mr. Keprios explained that all of the athletic associations are independently incorporated with the State of Minnesota and they must file a tax return every year with the IRS if their income is at a certain level. When the IRS looks at these non-profit incorporated groups' returns and believe that the organization has a little too much cash on hand, they are 0 going to start asking them questions. What their bottom line shows is what their profit and loss statements and expense report show is that those funds are going to improve their sport and as far as the state and IRS are concerned that's okay. However, is that philosophically okay with the city is a question for the Park Board and City Council. Mr. Keprios pointed out as an example that for 1999 the Park Department has no capital plan, there is not enough money because of levy limits and if history repeats itself there will not be enough funding to keep up with the capital improvements that each sport would like to see. Therefore, these associations have recognized that if they want these improvements they are going to have to raise it on their own. Mr. Keprios noted that staff will soon be presenting the Park Board with a proposed five year capital plan, which right now identifies approximately 15 million dollars worth of improvements. Aside from the larger items such as the senior center and gymnasiums staff is suggesting that there are approximately $500,000 worth of capital improvements needed for 1999, knowing full well that there is no money. He commented that staff is looking at a long range plan that includes trying to find creative ways to come up with funding. Mr. Crowther asked Ms. Bennett if her main concern is that people are not being told what all of their money is going towards that they are being charged as opposed to the philosophical issue of an association paying to improve the fields. Ms. Bennett replied that she feels people need to know if a certain percentage of the fees they are paying are going towards improving the sport when their child is no longer even playing that sport. Mr. Crowther pointed out that all of the athletic associations are independently incorporated and are not part of the city. The City grants them use of their facilities but they don't own or operate them. Mr. Herring added that the City provides them preferred use of the facility. Ms. Dovolis pointed out that the number of kids who participate in each sport fluctuates from year to year and therefore it's hard to know how many kids will be participating each year. Ms. Bennett indicated that she has had families tell her that their kids cannot participate in hockey, for example, because they cannot afford it, it costs too much. Mr. Crowther pointed out that all of the associations offer scholarships so there is a mechanism offered for everyone to be able to participate. Ms. Bennett asked Mr. Keprios if he feels all the fees across the board are in line with what is being charged for each child to play that season. Mr. Keprios responded that it depends on how you view the whole picture of funding and the philosophy of those who play pay. For example, the golfer in all essence pays for his or her own capital improvements at the golf course every time they play a round also the hockey player does every time they rent an hour of ice. Mr. Keprios commented that all of the enterprise facilities follow that philosophy. He then pointed out that basketball does not pay for 5 their gym time and the only vehicle for them to improve their capital plan is through their registrations. The golfers do it through their fees and charges. Mr. Keprios indicated that we could approach this in a different way if we feel that we want to raise capital funding on our own and not leave that up to the responsibility of the associations who don't have a vehicle to raise funds. He explained that we could start charging them for the use of facilities and collect it as part of the capital plan. Mr. Keprios stated that he intends to get all of the athletic association presidents together for a group meeting and this is one issue that he does plan to bring up. Also, he will ask the associations if they are being up front and honest with their participants that a portion of their registration fee goes to capital improvements down the road. Mr. Keprios indicated that maybe they should separate that out and give them an option and throw that out for at least discussion if there is some concern. Mr. Montgomery indicated that a lot of the associations have contributed back to the city but others have not. He noted for example EGAA has not contributed and they have $53,000 in the bank. Mr. Keprios responded that philosophically he has always questioned whether EGAA should be taking registration dollars and giving it away in scholarships for former participants to go to college. Apparently there is a vehicle for them to do that through the IRS and it is legitimate. Philosophically, however, he has a problem with that. Mr. Keprios indicated that a rule of thumb we have learned that non- profit organizations should always maintain approximately 15% of their annual operating budget in reserve. Mr. Dovolis commented that Mr. Keprios brought up a good point in that all of the associations presidents get together and discuss these issues. Ms. Bennett noted that she thinks it's wonderful that the associations give back to the city, she just questions does everyone know what their money is being used for and feels that all of the associations should be on the same page. Mr. Crowther indicated that he agrees there should be a commonality for what every association does from an operating standpoint. Mr. Crowther asked that this issue be looked at again in the future for the Park Board to discuss after the associations presidents have had their meeting. IV. OTHER A. Off -Leash Area -Mr. Montgomery asked whatever happened with the off -leash issue at Todd Park. He noted that he heard someone was supposed to contact him and he has heard nothing. Mr. Keprios indicated that he will follow-up with that. V. ADJOURNMENT John Dovolis MOVED TO ADJOURN THE MEETING AT 8:40 P.M. Bill Jenkins SECONDED THE MOTION. MEETING ADJOURNED. on 0 Z HEALTHY YOUTH 40 Developmental Assets Search Institute has identified the following building blocks of healthy development that help young people grow up healthy, caring, and responsible. TYPE ASSET NAME AND DEFINITION 1. Family support -Family life provides high levels of love and support. 2. Positive family communication -Young person and her or his parent(s) communicate positively, and young person is willing to seek parent(s) advice and counsel. SUPPORT 3. Other adult relationships -Young person receives support from three or more non -parent adults. 4. Caring neighborhood -Young person experiences caring neighbors. 5. Caring school climate --School provides a caring, encouraging environment. 6. Parent involvement in schooling-Parent(s) are actively involved in helping young person succeed in school. 7. Community values youth -Young person perceives that adults in the community value youth. 8. Youth as resources -Young people are given useful roles in the community. EMPOWERMENT 9. Service to others -Young person serves in the community one hour or more per week. _ 10. Safety -Young person feels safe at home, school, and in the neighborhood. 11. Family boundaries -Family has clear rules and consequences, and monitors the young person's whereabouts. 12. School boundaries --School provides clear rules and consequences. BOUNDARIES & 13. Neighborhood boundaries -Neighbors take responsibility for monitoring young people's behavior. EXPECTATIONS 14. Adult role models -Parents) and other adults model positive, responsible behavior. 15. Positive peer influence Young person's best friends model responsible behavior. 16. High expectations -Both parent(s) and teachers encourage the young person to do well. 17. Creative activities -Young person spends three or more hours per week in lessons or practice in music, the- ater, or other arts. CONSTRUCTIVE 18. Youth programs -Young person spends three or more hours per week in sports, clubs, or organizations at USE OF TIME school and/or in community organizations. 19. Religious community -Young person spends one or more hours per week in activities in a religious institution. 20. Time at home -Young person is out with friends "with nothing special to do," two or fewer nights per week. 21. Achievement motivation -Young person is motivated to do well in school. COMMITMENT 22• School engagement -Young person is actively engaged in learning. TO LEARNING 23. ` Homework -Young person reports doing at least one hour of homework every school day. 24. Bonding to school -Young person cares about her or his school. 25. Reading for pleasure -Young person reads for pleasure three or more hours per week. 26. Caring -Young person places high value on helping other people. 27. Equality and social justice -Young person places high value on promoting equality and reducing hunger POSITIVE and poverty' 28• Integrity -Young person acts on convictions and stands up for her or his beliefs. VALUES 29. Honesty Young person "tells the truth even when it is not easy." - 30. Responsibility -Young person accepts and takes personal responsibility. 31. Restraint -Young person believes it is important not to be sexually active or to use alcohol or other drugs. 32. Planning and decision -making -Young person knows how to plan ahead and make choices. 33. Interpersonal competence -Young person has empathy, sensitivity, and friendship skills. SOCIAL 34, Cultural competence -Young person has knowledge of and comfort with people of different COMPETENCIES culturaUracial/ethnic backgrounds. 35. Resistance skills -Young person can resist negative peer pressure and dangerous situations. 36. Peaceful conflict resolution -Young person seeks to resolve conflict non-violently. 37. Personal power -Young person feels he or she has control over "things that happen to me." POSITIVE 38. Self -esteem -Young person reports having a high self-esteem. IDENTITY 39. Sense of purpose -Young person reports that "my life has a purpose." 40. Positive view of personal future -Young person is optimistic about her or his personal future. Search Proalcal research Permission to reproduce this chart is granted for educational, non-commercial purposes only. benefiting children Copyright 0 1996 by Search Institute, 700 S. Third Street, Suite 210, Minneapolis, MN 55415. For information on asset building and Search Institute's national Heahh.y Communities • Healdhy Youth a>d �r I Ohl i N s T i T u r e initiative, call 1-800-888-7828. Or visit our web site at http://www.searcii-institu(e.org v Q d J 96 r.r U 4 Q I G � L � 1 I � � I I O I ! , I tF z � I j •i /1 C � n I � ' a� c .N n» o v O o v1�. C em c ' a3 en 0— ZIA � ? O E' V 3 3 ami �Ca spa -!tee !ms FROM EDINH PUBLIC SCHOOLS TO 9� Z -.4 ma A Z: a _ � Q 9o26a90 Ra iTRLRo , 'G I q 2 a f 0 I\ //5 - 9o26a90 Ra iTRLRo 0 0 I. GENERAL INFORMATION This manual gives you a complete view of the procedures involved in administering the survey Search Institute Profiles of Student Life: Attitudes and Behaviors. The quality of the results depends on the quality of the administration. Therefore, the information that follows is a valuable foundation for a careful and successful study. Not all of the information in this manual may be relevant to your particular study. The manual intends to guide your efforts and answer questions as you proceed. SEARCH INSTITUTE Search Institute is a nonprofit organization founded in 1958. Its mission is to generate knowledge and promote its application to advance the well-being of adolescents and children. It does so through scientific research, evaluation, consultation and training, and the development of practical resources for families and others who work with youth. Search Institute is supported by grants and contracts from foundations, federal and state government agencies, and corporations and by contributions from the public. Much of Search Institute's work involves in-depth research that explores the issues and needs of youth and families and the effectiveness of programs that address those needs. A major focus of Search Institute's current efforts is identifying the developmental assets—or building blocks—essential for the positive development of our youth. The survey Search Institute Profiles of Student Life: Attitudes and Behaviors measures 40 such developmental assets and has been the catalyst for a growing number of communities seeking to improve the lives of their families and youth. THE ATTITUDES AND Search Institute Profiles of Student Life: Attitudes and BEHAVIORS SURVEY Behaviors was developed in 1989, with major revisions made in 1996. It is a 156 -item survey that measures eight principal asset domains: support, empowerment, boundaries and expectations, constructive use of time, commitment to learning, positive values, social competencies, and positive identity. In addition to measuring developmental assets, the survey also measures eight thriving indicators (succeeds in school, helps others, values diversity, maintains good health, exhibits leadership, resists danger, delays gratification, overcomes adversity), five developmental deficits (alone at home, TV overexposure, physical abuse, victim of violence, drinking parties), and 24 risk-taking behaviors (such as chemical use, sexual involvement, antisocial behavior). 0 Search Institute Profiles of Student Life Administration Manual Page I The Attitudes and Behaviors report provides schools and communities with detailed information about the level of assets among their youth, as well as the relationship of assets to risk behaviors and to positive (thriving) behaviors. Individual community studies continue to show that as the number of assets increases, involvement in risk behavior decreases and involvement in thriving behavior increases. SURVEY PURPOSE There are several reasons why a school or community may decide to administer the Attitudes and Behaviors survey, such as: • To gather systematic data on its youth; • To measure risk behaviors; • To identify key strengths and values; • To discover the factors that help promote positive youth development among your youth; • To assist state and local educators in monitoring indicators related to student well-being; • To set priorities and strategies for programs and services; • To provide a common framework for cross -sector mobilization; and • To provide data to program funders such as Safe and Drug Free Schools. GRADE LEVELS The survey is designed for students in grades 6 through 12. Any combination of these grades may be surveyed. Depending upon the size of the student population, the number of students surveyed at each grade level may vary. It is important that you consult with Search Institute about sample size and sampling procedures. (See also "Selecting Participants," page 7.) Note: Although grade 5 is listed on the survey for those occasions when a 5th -grade student is in a combined class with 6th -graders, the survey is not intended to be used with students in 5th grade. Search Institute has not conducted any field tests to determine the survey's age -appropriateness for this grade level. In addition, the Attitudes and Behaviors report includes data for grades 6 through 12 only. TIME REQUIRED School and Community Preparation. The length of time needed for the entire survey process will vary by community. In those communities or schools where there is wide agreement about the importance of this survey, the timeline may be as short as three months from start to finish. In other communities, more time may be needed for forming a task force, identifying core concerns among many sectors (such as schools, business, parents, and faith institutions), determining the goals of the study, and choosing the best method for achieving those goals. Z Page 2 Search Institute Profiles of Student Life Administration Manual Consult with Search Institute. The first step in getting your survey process underway is to consult with Search Institute regarding sampling, timing of the survey administration, and cost. Order surveys. Search Institute will ship the surveys and other administration materials via UPS within two weeks of receiving your written order. For a list of other materials you will need, see page 11. Survey Administration. The survey takes approximately 50 minutes for students to complete. Although students in upper grade levels may finish in less time, Search Institute strongly recommends that an entire class period be allowed for survey administration. (If a typical class period is less than 40 minutes, please consult with Search Institute.) Students with learning disabilities or for whom English is a second language may require additional time or special administration procedures. (See page 8 for more information.) Report. Completed surveys are returned to Search Institute, where they are scanned, and the appropriate reports are generated. Reports are mailed approximately 8 to 10 weeks from the time Search Institute receives your completed surveys. 0 Search Institute Profiles of Student Life Admrnistration Manual Page 3 III. PREPARATION FOR SURVEY ADMINISTRATION The following steps are critical for conducting a quality study using the Attitudes and Behaviors survey. SURVEY COORDINATOR The survey coordinator is Search Institute's contact person in the school or community conducting the survey. The coordinator's role includes the following tasks: • Select the student participants; • Secure parental consent (if required); • Schedule survey administration date; • Notify survey administrators of date and procedures; • Collect completed surveys and ship to Search Institute; • Distribute copies of the report to the appropriate person(s). The survey coordinator may be someone from a school (such as a principal, counselor, teacher, or other school staff), from an organization sponsoring the study (such as 4-H Extension or Department of Human Services), or a community volunteer. Appendix A contains a Checklist for Survey Coordinators. Use of the checklist is optional but may help the coordinator track the many details associated with a study of this kind. SELECTING PARTICIPANTS Search Institute recommends one of the following methods be used for selecting participants: • Survey all students in grades 6 through 12; • Survey all students in selected grades (e:g., 6, 8, 10, 12); • Draw a random sample of students using an enrollment roster; or • Draw a random sample of classrooms. If all students are to be surveyed, you may select a certain class period (e.g., 2nd hour) at which time all students are given the survey regardless of the subject area they are generally taught during that period. Another method is to select a subject that all students in particular grade levels must take and administer the survey during that particular subject, regardless of class period. Choose the method that allows for as close to 100 percent of the students being surveyed as possible. Avoid class periods during which students are more apt to be absent, such as first period or at the end of the day (when some students are dismissed for jobs or off -campus classes). For larger school systems, a random sample may be used. In the random sample process, the most critical task of the coordinator is to ensure that the students selected to participate are representative of all students in the grade levels involved. The worth of the study hinges on this process, so great care needs to be taken. Search institute Profiles of Student Life Administration Manual Page 7 There are two basic approaches to random sampling: (1) Sampling Students. In this method, you randomly select as many names as you need for the study from the roster of all students at a designated grade level. Search Institute can help you determine the number of students to survey and the method for selecting students. Using this method means that the selected students will need to be released from their regular class activity and gathered in one location for the survey administration. (2) Sampling by Classroom. To determine the number of classrooms needed, first consult with Search Institute regarding an adequate sample size. If, for example, it is determined that 250 8th -grade students should be surveyed, determine the number of classrooms this number represents. If there are approximately 25 students per classroom, you will need about 10 classrooms of 8th -grade students. Select a class subject that all 8th -grade students must take, regardless of achievement level (e.g., English, Social Studies). To randomly select these ten classes, assign numbers to all of the classes in that subject area, write each number on a separate piece of paper, mix up the numbers, and select ten numbers. It is very important to select classes randomly and equally important not to select a subject designed for specific achievement levels. Search Institute will work with you to design a sampling frame for your study. This is particularly important when, in large studies, individual school reports may be requested in addition to an overall aggregate report. ADMINISTERING TO Special administration procedures may be necessary in some STUDENTS WITH cases, such as students with learning or physical disabilities SPECIAL NEEDS or for whom English is a second language. Because of the sensitive nature of the Attitudes and Behaviors survey and the potential self-report of illegal behavior, the primary concern in survey administration must be to maintain the anonymity of each student's responses. In some cases, a disability (such as blindness) may prevent a student from participating, since it would not be possible for her or his responses to be anonymous with a paper -pencil survey format and since other formats (such as computer or Braille versions) are not available. In other cases, special arrangements may be made to facilitate participation. Some examples follow. For students with learning disabilities (LD), the survey administrator may read the survey aloud to a group of students or to an individual. To protect the students' answers from being seen, a screen may be used to separate the survey administrator from the students. It is important that students with learning disabilities take the survey in a room with minimal distractions. In addition to reading the survey aloud, the survey administrator may define words or concepts not understood by the student(s). Page 8 Search Institute Profiles of Student Life Administration Manual It may be that the students will need assistance only through the first few questions, until they are comfortable with the survey format. In this case, the survey administrator may read aloud the first few questions and response options, and after that, be available to answer questions of individual students. For larger groups of students with special needs, perhaps more than one person could be available in the room to respond to individual student questions. Students for whom English is a second language (ESL) may require a survey administrator who can verbally translate the instructions as well as the questions and response options. Similar methods may be used here as with students with learning disabilities in terms of maintaining anonymity. The primary objective is to protect the anonymity of the students' responses. In cases where a significant portion of the student population is of one specific language and/or ethnic group (other than English-speaking), it is important to include members from the ethnic group in the initial planning phases and decision-making processes for the survey. It is also beneficial to have the survey administrator for the ESL students be of the same race/ethnicity as the majority of those students. In all cases, consult with your school district's ESL or LD program coordinator. PARENT AND STUDENT The type of consent required for a study depends on the CONSENT relevant federal, state, and local regulations. In general, there are three methods for informing parents about the survey. • A general written announcement is provided, such as in a school newsletter. • Passive consent is requested when parents are asked to fill out a form or call the school if they do not want their child to participate in the study. Consent is assumed if no such request is made. • Positive (or active) consent is requested when parents are informed that they must return a signed permission slip for their child to participate in the study. Consent cannot be assumed if no form is returned. Regardless of the method used, Search Institute recommends that parents be informed about the survey. Information that is shared with parents should include: • Why the survey is being done; • How and when it will be administered; • In what format the findings are reported (i.e., in aggregate form only, not by individual students); • Whether (or how) the findings will be shared with the community at large; i Search Institute Profiles of Student Life Administration Manual Page 9 • That a student's grades will not be affected by her or his participation or nonparticipation; and • How nonparticipating students will be handled (e.g., removed from the classroom to a study hall). Search Institute also recommends that a copy of the survey be made available at each participating school for parents to review. When positive consent is used, additional pre -survey lead time is needed for receiving signed consent forms. Initial response rates tend to be low, so follow-up procedures are generally needed. The quality of the data is dependent on a high response rate. Students also have the right to refuse participation. Encourage participation by noting the importance of the study, how the information will be used, and methods for ensuring anonymity. Do not mandate participation. (See Administration Instructions, Appendix B.) The survey coordinator should provide survey administrators with the names of students for whom parental consent has not been received. Special arrangements may be made to remove students to another setting or nonparticipating students may be instructed to study at their desks. Sample positive and passive consent letters for parents (which are intended to be adapted to fit your study) are found in Appendix C. A one-page fact sheet (Appendix D) about Search Institute and the survey may be duplicated and sent to parents. For more information regarding federal legislation on parental consent, see Appendix E. CHOOSING THE Several factors will influence when the survey administration SURVEY DATE should take place, including the length of time required for approval by key decision makers, amount of time needed for parental consent (if necessary), and the school calendar. Choose a time: • When it is most convenient for teachers to have the survey done in their classes; • When the greatest percentage of students will be in school (not on a field trip nor involved in a special program); • That is not immediately following summer vacation or a major holiday period. Let all people potentially affected know the date as soon as possible. If several schools are involved in a study, coordinate times so that administration dates are within the same general time period (within the same week, if possible). G Page 10 Search Institute Profiles of Student Life Administration Manual SURVEY ADMINISTRATORS For each classroom chosen for the study, the survey coordinator designates a survey administrator. The survey administrator can be the survey coordinator, a school staff person (e.g., counselor, principal, classroom teacher), a volunteer, or some other person with experience in the classroom. If at all possible, the survey coordinator should provide an opportunity for survey administrators to get together and discuss both the administration procedures and the survey. If a meeting of this type is not possible, a copy of the survey and administration instructions should be distributed to survey administrators in advance of the survey date. An important element in the success of the survey process is helping survey administrators understand the importance of the study itself, as well as the importance of following the survey administration procedure. If the survey administrator is someone other than the classroom teacher, the coordinator may determine whether the teacher should also stay in the classroom. MATERIALS NEEDED For each survey session/classroom, the survey coordinator provides to the survey administrator the following materials: • Survey forms (1 per student); • Pencils (#2 or softer; 1 per student); • A large envelope (1 per classroom); and • Administration instructions (1 per classroom, Appendix B). In order to protect the anonymity of students, all survey forms are placed in the envelope at the end of the survey administration session. The envelope is sealed in front of the students and ultimately returned to Search Institute for processing. If it is helpful to your check-in process, the survey coordinator may request that each survey administrator write the following information on the envelope: • School name (if more than one is participating in the study); • Survey administrator's name; • Date; • Subject and class period; and • Grade level(s) in classroom. This is particularly helpful if more than one school is participating in the study. If more than one school participates and individual school reports are to be prepared, each envelope must be clearly marked with the school name. Search Institute Profiles of Student Life Administration Manual Page I ® IV. MAILING THE COMPLETED SURVEYS The final task is to collect all the envelopes from the survey administrators and ship them to Search Institute. SHIPPING INSTRUCTIONS After all survey envelopes have been returned to the survey coordinator, he or she then needs to complete the two-sided Survey Administration Form. (Use the one enclosed in your original shipment from Search Institute or copy the form found in Appendix F.) • Processing of your report will be delayed if the Survey Administration Form(s) is not included with your shipment. • If individual school reports are to be generated, surveys must be separated by school and a Survey Administration Form completed for each. Place survey envelopes in one or more boxes and ship to Search Institute using a carrier that allows you to track your packages should they be lost in transit (e.g., UPS, certified mail, the carrier used by your school district). Ship to Search Institute at the following address: Search Institute Attn: Survey Services 700 S. Third Street, Suite 210 Minneapolis, MN 55415 Your report(s) will be mailed to the survey coordinator approximately 8 to 10 weeks after completed surveys are received at Search Institute. Page 12 Search Institute Profiles of Student Life Administration Manual Fact Sheet for Parents Regarding Search Institute Profiles of Student Life: Attitudes and Behaviors 8 Search Institute Search Institute, Minneapolis, Minnesota, was founded in 1958. It is a nonprofit research and evaluation organization that promotes the well-being and positive development of children and youth. It does so by conducting scientific research and interpreting the findings. The findings are used to develop programs, resources, and services for families, schools, religious organizations, and communities. Profiles of Student Life: Attitudes and Behaviors The Attitudes and Behaviors survey provides schools and communities with a portrait of the attitudes, behaviors, and needs of its youth. The survey has been administered by over 1,300 public and private schools and to over 400,000 students in urban, suburban, and rural settings. The survey contains 156 questions on such topics as school climate, parent and school boundaries and expectations, and structured time use, as well as various risk behaviors such as chemical use and antisocial behavior. Common Concerns Some of the questions parents may ask are these: By taking the survey, will my child be encouraged to try some of the risk behaviors it addresses? There is no evidence to indicate that asking questions about risk behaviors encourages young people to become involved in those behaviors. Also, there are many federal regulations f4 specifically addressing the protection of people involved in research of all types, including survey research conducted in public school settings. Protection of parent and student rights is very important to Search Institute and we comply with all appropriate federal regulations. We also take great care to provide information about applicable federal regulations to any organization using our survey service. How do you know whether students are answering truthfully? Search Institute uses computer-based methods for looking at each survey to determine whether students are answering truthfully. For example, the computer looks for inconsistencies in the way students respond to similar questions. The computer program also looks for unrealistically high - substance use and for too many unanswered items. Surveys with these kinds of problems are not used in the report findings. The percentage of surveys removed from individual school or community studies has remained quite consistent over time. When too many surveys are being eliminated, the resulting data may not be of good quality; and Search Institute may make the decision that a report cannot be generated. Will anyone know how my child answers the questions? Anonymity is a very important issue for surveys like this. In its 40 years of work in this area, Search Institute has created careful procedures to ensure that no student's results can be traced back to an individual student. Students do not put their names on the surveys and there are no hidden identification marks on the surveys. Thus, the surveys are completed anonymously. As students complete their surveys, they place them in one envelope that is sealed at the end of the class period. The survey coordinator collects the envelopes from each class and ships the Search Institute for analysis. All findings are reported in aggregate form only by combining student responses by grade and b gender. No individual student responses are reported. Search Institute Profiles of Student Life: Attitudes and Behaviors Prepared by: Search Institute Thresher Square West 700 South Third Street, Suite 210 Minneapolis, MN 55415 800-888-7828 Rev. 9/98 Search Institute Profiles of Student Life: Attitudes and Behaviors General Information Search Institute Profiles of Student Life: Attitudes and Behaviors is a survey service that gives communities a portrait of the developmental assets, deficits, risk behaviors, and thriving indicators of their 6th- to 12th -grade students. The survey has become a catalyst for many communities joining in Search Institute's Healthy Communities • Healthy Youth initiative. This national effort seeks to motivate and equip individuals, organizations, and their leaders to join together in nurturing caring and responsible children and adolescents. The survey provides baseline data for developing asset -building strategies and creating positive new visions for the youth in your community. This survey service includes the following: • Consultation on sample size and steps in survey administration • A detailed administration manual • Surveys • Scanning of completed surveys • Data analysis An 80 -page report with graphics and explanatory text, and a nine -page Executive Summary • Resources to help communities in their mobilization efforts Your report will include the following: Part I: Introduction Part I includes narrative descriptions about the developmental asset framework, how your study was conducted, and how to use your report. Part II. Portrait of Developmental Assets Part II details the levels of external assets, internal assets, and deficits as reported by your students. Data are presented by total sample, gender, and grade. Part III: Portrait of Risk -Taking Behaviors and Thriving Indicators Part III details the levels of 24 risk behaviors, ten high-risk behavior patterns, and eight thriving indicators as reported by your youth. Data are presented by total sample, gender, and grade. Part IV: The Power of Developmental Assets Part IV details the levels of risk behaviors, high-risk behavior patterns, and thriving indicators by four asset levels: 0-10, 11-20, 21-30, and 31-40. Part V.• From Awareness to Action Part V includes narrative descriptions of the challenge facing communities in their efforts toward positive youth development, the importance of promoting developmental assets, and steps for taking action. Appendices • A list of all survey items with response option percentages • Item mapping to assets, deficits, risk-taking behaviors, high-risk behavior patterns, and thriving indicators • A bibliography of the theory and research undergirding Search Institute's framework of developmental assets • Search Institute asset -promoting print and video resources Following are some of the most frequently asked questions about this survey service. What is the cost of the survey service? SURVEYS* REPORTS 100-5,000 surveys $2.00 each 5,025 to 20,000 surveys $1.75 each Over 20,000 surveys $1.65 each Initial aggregate report $700 Each sub -report $500 *Surveys come shrink-wrapped in packets of 25 and must be ordered in multiples of 25, with a minimum order of 4 packets (100 surveys) required. Unopened, reusable packets may be returned for credit. Costs include telephone consultation on sampling issues and survey administration procedures, surveys, administration manual, survey scanning, data analysis, an 80 -page report, and supporting print resources. Organizations will be invoiced at two points during the survey process. An invoice for the surveys themselves will follow their delivery. A second invoice for report processing will follow the completion of the report(s). Surveys and report processing must be purchased together. Surveys are not sold separately. How many students should be surveyed? Surveys may be administered to students in grades 6 through 12. For smaller schools or school districts, you will want to survey all students in each participating grade. For studies involving large school districts, counties, or states, contact Search Institute for assistance on drawing an appropriate, representative sample. Search Institute recommends using one of the following methods for selecting participants: • Survey all students in grades 6 through 12 • Survey all students in selected grades (e.g., 6, 8, 10, 12) • Draw a random sample of classrooms • Draw a random sample of students using an enrollment roster Which method is most suitable for your community will depend on a number of factors such as the size of your student population, the number of school buildings involved, the type of report(s) needed, and which method will provide the easiest administration procedures. Search Institute requires a minimum order of 100 surveys. However, to maintain student confidentiality, there must be a minimum of 30 students per grade and gender in order for 2 Search Institute to report data by these subgroups. When sample sizes are small, grade data will be combined to achieve the 30 student minimum. Data will not be reported for either gender if the minimum of 30 students is not attained for one or both genders. Because of the minimum requirements for reporting data, final sample sizes of fewer than 100 students means there will probably be missing data throughout the report. Search Institute recommends that the full report be purchased when the final sample size is greater than 100 students. For subgroups of 50-100 students, an Executive Summary may be purchased for $100.00. No report will be prepared on samples of fewer than 50 students. Please note that the number of surveys returned to Search Institute will probably not be the number used in your final report, as surveys are removed from the data set for various reasons such as inconsistent responding and missing data on 40 or more items. (See also How do you know students are answering truthfully? below.) How much time is needed for the survey process? Implementation: The length of time needed for the entire survey process will vary by community. In those communities or schools where there is general consensus about the use of this survey, the timeline may be as short as three months from start to finish. In other communities, more time may be needed for forming a task force, identifying core concerns among many sectors (such as schools, business, parents, and faith institutions), determining the goals of the study, and choosing the best method for achieving those goals. • Ordering materials: Search Institute will send the surveys and administration materials within two weeks of receiving your written order. Survey administration: The survey contains 156 questions and takes approximately 50 minutes to administer. Students in the upper grade levels may complete the survey in less time; however, we strongly recommend that one full classroom period be allowed for survey administration. Search Institute also recommends that when more than one school building is involved in a study, data should be collected within a two-week time period. Report: Completed surveys are returned to Search Institute where they are scanned and the appropriate reports generated. Reports are mailed approximately 8-10 weeks from the time Search Institute receives your completed surveys. Who administers the survey? The school or sponsoring agency is responsible for administering the survey. Most often this is done by classroom teachers or school counselors. You may use volunteers or other school personnel, but they should be comfortable in a classroom setting and able to maintain a serious atmosphere during survey administration. Is parental consent required to administer the survey? Whether or not consent is required for your study depends upon relevant federal, state, or local regulations. There are three basic methods for informing parents about the survey: • General parent notification, such as an article placed in a school newsletter. Search Institute recommends that such notifications inform parents of their right to remove their child from the study. • Passive consent, in which a letter is sent to the parents, and parents must fill out a form or call the school if they do not want their child to participate in the study. Consent is assumed if no such request is made. • Positive consent, in which parents must return a signed permission slip for their child to participate in the study. Consent cannot be assumed if no form is returned. For more information about parent consent regulations, contact Search Institute or your local school district's legal counsel. Where did the developmental asset framework come from? The developmental asset framework grew out of Search Institute's research over the past decade. The framework was expanded from 30 to 40 developmental based on analysis of data gathered on 254,000 students, additional synthesis of child and adolescent research, and consultations with researchers and practitioners. The theoretical underpinnings of the developmental asset framework reside in the research pertaining to risk and resiliency, prevention, and health promotion. Have the survey items been tested for reliability and validity? Reliability refers to the degree to which a procedure measures something without error. In other words, it is the degree to which something is measured consistently. Validity is the degree to which a procedure measures what it is intending to measure. Many of the measures used on this survey have an extensive history through Search Institute's work. Other items have been developed in other methodological studies. For example, many of the measures of alcohol and other drug use are from the study entitled Monitoring the Future (conducted by the Survey Research Center, Institute for Social Research, The University of Michigan, Ann Arbor, Michigan). Some items are developed through a process of pilot testing, pre -testing, and question revision. As with most studies dealing with anonymous self-reported data, there is no direct, objective validation of the measures used. However, a considerable amount of evidence strongly indicates that self-report questions produce largely valid data. Perhaps the prime evidence is in the consistency of patterns within the data and the consistency of findings across a number of years. How do you know students are answering truthfully? Over our nearly 40 years of doing survey work, we have built into our computer programs ways of pulling out surveys that seem invalid. For example, eliminated are surveys with 40 or more unanswered questions, surveys that give very disparate information on two similar items, surveys that have excessively unrealistic responses to key items, and surveys with inconsistencies within time frames. Sometimes an item is included as a lie indicator. The percentage of students' surveys that are eliminated from data analysis consistently holds at about 5 percent. In addition, we have seen that if survey administration is carried out with utmost attention paid to student confidentiality and anonymity, and if the study is presented as a serious endeavor, students tend to respond with seriousness and forthrightness. 4 Why do you ask questions about sensitive issues such as sexual intercourse and substance use, especially of students as young as 6th grade? Like many risky behaviors, involvement in too -early sexual activity or use of alcohol or other drugs occurs at young ages. For example, according to national data, ten percent of middle school students have had sexual intercourse. Although some adults may be concerned that youth not already engaging in such behaviors will get the idea to do so by reading these questions, no research studies have shown this to be the case. In addition, Search Institute includes these items to demonstrate to communities that the asset -building approach is one important strategy for the prevention of many high-risk behaviors, including too -early sexual activity and substance use. The power of the assets has been consistent across all the communities that have used the survey—the more assets a young person has, the less likely he or she is to be involved in these risk behaviors. Can we use the survey as a pre post measure of change or for program evaluation? The Search Institute Profiles of Student Life: Attitudes and Behaviors survey was designed to provide aggregate -level data for individual communities. It was not designed as an individual assessment instrument nor as a program evaluation tool. Factors that affect the use of the survey for these purposes include: (1) Students complete the survey anonymously, making pre -post measurement or program evaluation difficult as student populations will probably change between the two (or more) survey administrations due to absenteeism, school drop -outs, or mobility of students. (2) For simplicity of communication with communities, assets are measured dichotomously (that is, students either "have" or "do not have" the asset). It is possible for changes to occur in the assets between the two (or more) survey administrations, but not at a level that will affect the percentage of youth reporting a particular asset. (3) When measuring the effectiveness of specific programs, program -specific questions should be asked --questions that are probably not included on this survey instrument. Although it is possible for the survey to be used for other than its intended purpose, such survey methods require stricter survey administration procedures, the loss of anonymity of student responses, and increased cost. Requests of this nature will be considered on a case-by-case basis by the Data Services Area at Search Institute. If findings from the survey are consistent across communities, why should a community survey its own youth? Although it is true that trends and patterns in assets are consistent across communities, the details of each community are unique. For example, Search Institute consistently finds that, on average, youth have fewer than half of the 40 assets. Individual community data differ, however, on the degree to which each asset is being experienced by youth. Knowing which individual assets are being experienced and which are not can help focus a community's efforts around asset building and positive youth development. It is important to note, however, that use of the survey is not a prerequisite to starting a Healthy Communities • Healthy Youth initiative in your community. In some communities, the survey is not administered until well after an initiative has begun. Some communities choose not to administer the survey at all. Are there national data available on the 40 assets? Search Institute has an aggregate data set representing 99,462 public school students in grades 6 through 12. These students are from roughly 213 towns and cities in 25 states. This data set is used by Search Institute for its many publications. Some caution should be used in comparing your community's data to this aggregate data set as the data set is not based on a nationally representative sample. These data were gathered through independent community studies across the school year 1996-97. While a community may use these data as a barometer of how similar or different its youth are compared to the youth represented in this larger sample, Search Institute strongly recommends that each community set its own goals based on where it wants its young people to be rather than where the young people in this data set are. Who owns the information contained in the report? The information presented in the final report is the property of the school or organization for which the report is written. Dissemination of report findings is therefore at the discretion of that school or organization. Search Institute treats the data as confidential. Search Institute does reserve the right to combine data across communities and to report data in this aggregate form without naming communities or attaching data to specific communities. If there is resistance in our community about doing the survey, how can we enlist the support of sectors such as school boards, businesses, and parents? The best approach in presenting the Search Institute Profiles of Student Life: Attitudes and Behaviors survey is to become knowledgeable about the asset framework and the way in which it can help focus a community's efforts around positive youth development. Search Institute has a number of resources pertaining to Healthy Communities • Healthy Youth initiatives including training, speakers, consulting services, and numerous print and video resources. For more information or for a free resource catalogue, please contact Search Institute at 800-888-7828. 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