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10/16/2002 - Report F Item No. Monthly Report For Council Newsletter dated OCTOBER 2002 (Month/Year) for MAYOR'S YOUTH FORUM (Name of board, committee, task force, group, etc.) 1. Meetings were held on(list dates during month) October 16, 2002 2. Current activities (summarize): Skateboard Park Update: A finance/fundraising kickoff meeting will be held November 13 from 7-9 p.m. at the water building. A community meeting to discuss the Fowler site as a location will be held at Fowler on November 20 from 7-9 p.m. 3. Status of long-term projects: A meeting was held on October 31 in Hillsboro on the "Take the Time" assets survey. The middle school after-school program is going well. 4. Number of volunteer hours contributed this month(noted number of volunteers and total hours). 7x .5 = 3.5 5. Attachments (include notifications, sign-in sheets, minutes, reports,press releases, proposals, etc.) - List: October 16 minutes with attachments 6. Any items to be scheduled for on the Council tentative agenda(list item and date): None 7. Status of members—are there any members scheduled to have their terms expire in the next four months? Are any members indicating that they plan to retire, move or resign soon? Please give details. N/A Tigard Youth Forum Meeting Minutes October 16, 2002 7:30 a.m. Tigard City Hall In Attendance: Mayor Jim Griffith, Ron Goodpaster, Ken Scheckla,Susan Stark Haydon, Martha Flotten, Mark Mahon, Alexander Mahon,Pam Brown, Rich, Bill Monahan Mayor Griffith opened the meeting at 7:39 a.m. Skateboard Park Update Bill Monahan updated the committee on the status of the skateboard park. Bill and Dan Plaza met with Rich Carlson on October 11 to discuss the potential use of the Fowler Middle School site. Rich had been advised by School Superintendent Steve Lowder that the school district board needs to explore whether the site is needed for future development prior to responding as to whether the site can be used for a skateboard park. The board is expected to meet shortly and give direction. Bill also reported that Rich Carlson is seeking additional volunteers,both youth and adult, wishing to assist with the skateboard park. Information will be displayed at the Tigard High School during parent/teachers conferences this week. In addition,Susan Stark Haydon suggested that a similar display can be placed at the middle schools. An effort will be made to set up displays at all three schools. Ron Goodpaster reported that the police department is continuing to search for incident reports for the Fowler site in the vicinity of the proposed skateboard park. He reported that it has been difficult to find data in the data bank to support claims heard earlier of criminal activity at this site. Lunch Buddy Program Update Susan Stark Haydon reported on a meeting which she had with Wendy Ballard Turner of the program, as well as others. She noted that Liz Newton has an idea that we may be able to get an Americorp grant for the next school year.Susan Koepping is putting together a fact sheet on the monthly program. The sub-group will be meeting again in the near future. Susan Stark Haydon is the contact for anyone who wishes to get involved with the program. She can be reached at 503-431-4000. Mark Mahon suggested that the businesses located at the Lincoln Center could be a natural source of volunteers for the lunch buddy program as the Center is located so close to the Metzger School. He suggested that a leaflet be distributed at the Lincoln Center to generate volunteers. Tigard Youth Forum Meeting Minutes October 16,2002 Page 2 Middle School After-School Program Update Susan Stark Haydon reported that the program is off and going well. She reported that the program is gearing up for the second part of the year. Fowler Middle School has many kids participating. Susan will check on the status of funding. A new grant exceeding$40,000 is available this year,more than was available last year,so it appears that funding is not a problem, including for snacks. Pam Brown reiterated that a funding from contributions was needed. She and Ed Wegner were ready to start seeking contributions. Assets Survey Results Distribution Update Susan Stark Haydon distributed information which would go to the Tualatin schools. The information was given to the school staff on Monday,then it will be distributed to others. The Assets Training has been rescheduled with the Search Institute for Thursday,October 31.Teachers from every school will attend. Susan suggested that participation by a member of the forum and the city would be beneficial. Martha Flotten of the library will attend. Mayor Griffith suggested that it is important to include in the discussion how parents can play a major role. The meeting scheduled for the training by the Search Institute will be in Hillsboro. Participation by members of the committee is encouraged. The location in Hillsboro is at the Walnut Street Center,1400 SW Walnut,Hillsboro,Oregon. Other Issues Brought Forward by the Participants • Liz Newton filed a grant with the National League of Cities for technical assistance to set up a youth council. • Mayor Griffith suggested that some concept ideas be brought to the forum for ideas on roles for the youth in our community. He is seeking input on what our model would be, that is,should we set up a youth council? The meeting concluded at 8:15 a.m. (Attached is a copy of the meeting notice for the "Take The Time' discussion of Thursday, October 31, 2002, in Hillsboro. Also attached is a handout provided by the Commission on Children and Families as well as the city of Tualatin and Tigard-Tualatin School District entitled"Take the Time." alts X=LRY0UT412002VMEETING 1416 MINUTES.DOC Take the Time Washington County Commission on Children and Families Take the time for a child in your life—be the difference Follow-up training from last year's Search Institute Survey "Building Developmental Assets in School Communities" Thursday, October 31, 2002 8:30-3:OOpm Location TBA Guest Presenter: Clay H. Roberts Senior Consultant, Search Institute About the workshop: This popular workshop will describe the connections between the developmental assets and student achievement, show how to build assets for each and every student and teach educators how to initiate, increase, and strengthen the supports for children that already exist in your school. As a result of participating in this training participants will: • Become familiar with the connections between the asset framework and academic success • Commit to forming and maintaining relationships with students • Commit to personally becoming an asset builder for the youth in their school and life • Begin creating a plan for operationalizing the asset framework in their school communities Who should attend. Teams of people from any part of a school community: school administrators, teachers, counselors,.school board members, students, youth development professionals, staff and school-supportive community leaders. Why we are offering this now. Last school year, three school districts in Washington County conducted a survey on the needs, attitudes and behaviors of our 7th, Stn, and 11th grade students. The survey data is now available and will be used at the workshop to help us focus on specific ways to increase the level of support our children need to thrive and succeed. Cost. There is no charge to attend. Washington County will pay substitute costs for 15 Tigard-Tualatin teachers. There are 30 slots in all reserved for Tigard-Tualatin so an additional 15 people (parents or staff members who do not require subs) could attend. Email sstarkhaydon with names of participants. ............... _4 z -�w-K: —---------- ........ .. -- —------------- ............ R-N ..... ..... ....... .. TAKE THETIME . ......... ........ ............. ....................... ....... .... ...Z' e 0 or.. BE THE DIFFERENCE nt-dW -------------- ------ e xecu N.- .......... . ........ . . ................. . ........ ........ .. ..... Ua - ------------ ............ .N .. Many of the essential#OWW��ung d er .... ....... to thrive are missingftW TOM Am: a �'_q usion _q6Mat's. of our survey of over 1�"sf*p*�%th -Ti d I .......... ....................... e gar a ------------------- ............ e presence o th- f4 District. The surrey: .:-M_ ea*surd4_ .. ........ .......... K,- ... ............. ........... ..........1.-..._-.-.-d1 blocks that all:Aeffildre'n- need t_d­.-gr&Wqp ---------- ......... ----------- ................ ... ....... .............. ....... Assets include- 1h:e 4W, C'W ##qf*�Apottlft' C.4.......... I ....... .... ........................... . ................ people such as-ld've, dqkW'_._ ----------- .......................... ... ............. ................. h st people's inner Xi ..s -VEY- W. ..... ..... .. 5. ......... .... . .......... ---­---------------------- nec. anew survey results:sh --.C-. X -------------------- --- .................... - ---------- .. . . .. .. of their lives .............. --------- .......... On average, �0 ............. ..................�W�_....._ . . . . ...... .... ...... only 21 of the- problems. 0 ............ respected nati" M. assets in order - - ------ ..... ............. ..... of supporlt are .......................�­ Pg- ............. school,abusi dw INN UK -0, N. The more to the pro to ask o people su must do m -------------------- ---- This report proPW SAJ . _­_'.'­­W.I.. existingfor out. E"O f ...... achb people have e survey included 0 .............. . ....... U&g' V grades in the TTi RE......... conducted in tha'fill.- f, ih ---_----------- ------ --- ... .. on Children and F li -4- responsible for -- -------- future of every ............ ------------------ These findings to take action. community-wide ............. Children and F .......... thousands of PC U f-a-i-4K ................. ... ....... need in orderto more about h6W,.. ua I tit . 6 and Families tb h W a .or c,-. ---- ----------- .......... ........ C'101V Cb .. ........ ---------- .......... ..................... ---------- - --------- COMMISSio" M child .......... ........... ............- 9712 DEPARTMENT OF HEA MS 5 H V:�: -K.......... -wg4 Wa5-ft"R., C'0-Agg"q-6--j""'-"--h, .0r.us 1h KEGO p.503.846-2979 U-503 Ing on x6mas ia ` '"N everY YoungPerson's Success AMINO Essert-- SetS �1 C.._. AIR e::'r .... ..... External Assets ' S = ...... ..... :=:.v-;ems:Lin..v:+=..-.:i,'-L1'-:ii:•.-.'-S;c-u% := } Support Commitment to Learning Young people need support in every part of their lives Young people need to act on the belief that learning is important 1. Family Support_Young people have a family that loves and 21.Achievement Motivation.Young people try to do their supports them. best in school_ 2. Positive Family Communication.Young people talk things over 22.School Engagement.Young people are enthusiastic about with their parents and are willing to get and give advice. learning and come to school prepared. 3. Other Adult Relationships.Young people have at least three 23.Homework_Young people spend at least one hour per day other adults in their lives giving them support in addition to completing homework_ their parent(s). 24.Bonding to School.Young people care about their school_ 4. Caring Neighborhood_Young people have the care and support 25.Reading for Pleasure.Young people enjoy reading on their of people who live nearby. own for at least three hours per week_ 5. Caring School Climate.People at school care about each other and help each other succeed_ Positive Values 6. Parent Involvement in Schooling_Parents involve themselves at Young people need to be self-directed by strong moral values home and at school in helping their children succeed. 26.Caring_Young people feel that it is important to help others and make the world a better place. Empowerment 27.Equality and Social Justice_Young people believe in fairness Young people need their community to believe they are important and equality and are committed to social justice_ 7. Community Values Youth.Young people know they are valued by the adults in their community. 28.integrity.Young people do what they believe is right. 8. Youth as Resources_Young people serve useful roles in their 29.Honesty_Young people tell the truth-even when it is not easy. school,family and community. 30.Responsibility.Young people are responsible for doing the right 9. Service to Others.Young people volunteer one hour or more per thing and owning up to their mistakes. week to help others. 31.Restraint.Young people believe it is important for teenagers to 10.Safety.Young people feel safe in their home,school abstain from sex and from using alcohol or other drugs. and neighborhood. Social Competencies Rules and Expectations Young people need lots of everyday social skills Young people need rules for success and help in following them 32.Planning and Decision-Making. Young people are good at 11. Family Rules.Families set clear rules and consequences, planning ahead and thinking about consequences before they act. and know where their children are and what they do_ 33.Interpersonal Competence.Young people are good at making 12.School Rules.Schools set clear rules and provide and being friends. consequences for breaking them_ 34.Cultural Competence.Young people know and respect people 13.Neighborhood Rules.Neighbors share with parents the of different racial and cultural backgrounds. responsibility for monitoring young people's behavior_ 35.Resistance Skills.Young people can effectively say no to the 14.Adult Role Models_Parents and other adults set good examples things that might harm them_ for young people. 36.Peaceful Conflict Resolution.Young people can resolve 15. Positive Peer Influence.Young people have friends who set conflicts without violence. good examples. Positive Identity 16.High Expectations.Parents and teachers push young people to Young people need to feel their strength and purpose guiding reach their full potential. them to the future Constructive Use of Time 37.Personal Power.Young people believe they have control over Young people need to invest their time in activities that the direction of their lives_ help them grow 38.Self-Esteem.Young people feel good about who they are. 17.Creative Activities_Young people are involved in music,theater 39.Sense of Purpose_Young people believe their lives have or other arts at least three hours per week. a purpose. 18_Youth Programs_Young people are involved in sports,clubs or 40.Positive View of Personal Future.Young people are hopeful organizations at least three hours per week. and confident about their future_ 19.Religious Community.Young people are involved in spiritual growth. 20.Time at Home_Young people have a balance of time at home with their family,structured activities,and hanging out with their friends_ <`<s = Youth Lack S.a ort They Need From Adults Youngole neS a eta people Yom. eart of their< A.lives,but most ali, yeil irietre s from adults. Ever �erson; oust parents and teachers, + can make a difference. ft every school surveyed young Adult role models people need more assets than they have. The average Community (Asset#14) number of assets youth have are only 21 of the 40 values youth assets. Studies show those students who have between (Asset#7) 30 and 40 assets are more likely to thrive.Five of the P e assets most missing for Tigard-Tualatin School District + youth bring us to a sobering conclusion_young people } Positive family lack adult suppport. Three out of four youth sense they + commmunications are not valued by their community. Fewer than one in Parent involvement (Asset#2) three say the adults in their lives set a good example by in education helping others or refraining from dangerous behaviors. (Asset#6) Just over one-third of students polled say that their Caring school climate (Asset#5) parents are involved in their education. The message is clear:every adult needs to take the time to provide the support and guidance that children and youth lack. Young People Have Many 11---- ner Strengths: AM K#zD it"< e; i black of adul ort,there is ► ► re n >h "'. g Pe a strong } � fo 'datin of internal assets—those values,beliefs, ills goals that can serve as a compass to guide Positive View Integrity young people's decisions and actions. Young people's of Future Asset#28 (Asset#40) ( ) inner strengths are among their greatest assets.4Two- s thirds have a strong sense of integrity and honesty. ► Most surveyed youth are optimistic about their future. These hopes and convictions contradict the popular Honesty belief that young people simply don't care. (Asset#29) Responsibility (Asset#30) tack of Assets_Make Youth Vulnerable The more assets a dt � lij� Mthey are to Abuse alcohol Abuse alcohol engage in risky' ha I in the Tigard-Tuala Scho 'Di ct have less than 20 assets, ; t which can have serif rs ' nsequences for our youth and + our community. This survey measured youth involvement in 24 high-risk activities,including alcohol and other drug Youth with 10 or fewer assets Youth with more than 30 assets abuse, skipping school,crime,violence,and becoming sexually active at an early age. Throughout the district, Commit or threaten violence young people who have fewer assets(10 or less)are nine Commit or threaten violence times more involved in these high-risk activities than + youth who have more than 30 assets. 4 Youth with 10 or fewer assets Youth with more than 30 assets The illustrations show the percentage of students who have each asset. The asset number refers to the asset's definition in the list on nape 2. ( ioices Matter Adult support is Vital i yth.tasoung peop( re they(earn to be more respnstblor lrttg< i'eirsvu :ehoices.A.Iow youth spend Youth programs after school their time,andrvhoy £nd it with,directly influences their safety Positive peer influence (Asset#18) and success. The majority of youth surveyed value their friendships (Asset#15) with peers. Spending time with friends who are a positive influence is an important factor in youth success and resisting risky behaviors. 4 ° i Nearly half of Tigard-Tualatin School District youth volunteer at least one hour per week in their community,and fifty-nine percent choose to spend their time in after-school activities that support their growth,such s t Reading for pleasure as sports or youth clubs and programs. Fewer district youth have Service to others (Asset#25) creative outlets,with only one in four finding time to read for pleasure; (Asset#9) fewer still are involved in music and the arts on a regular basis. This Creative activities may show a lack of interest,or it may reflect the fact that school and (Asset#17) community choices are limited for our aspiring young artists. Families Matter_i } A4 Parents set the& :` ori r the hif��rt's success b ° offeringsuppo d''� "d _. e.1 .perceft.-A, ' youth survey- say Nive love and support from ; their parents, ut twenne percent do not receive Family support enough support. Although many young people have (Asset#1) Family rules caring families,only one-third say they experience (Asset#11) positive family communications,such as talking to their parents about the serious issues they face. Only a third say their parents are significantly involved in their Family communication e ° education by attending school meetings,helping with (Asset#2) homework,and talking about school. Half of our youth Parent support Adults model report that their parents do not provide enough structure, education positive behavior by setting clear rules and providing consequences for (Asset#6) (Asset#14) breaking them. hoots Matter h o - s influen• oung people. I8 d facade -evement, ° s oo are a place where youth develop social Motivated to do well : ° slcil ,cultivate positive values,and build self- (Asset#21) Connected to school confidence. Most students viewed school as At least 1 hr.homework (Asset#24) important. Seventy-one percent are motivated to do on school nights their best. Two-thirds complete one or more hours 0teachers (Asset#23) of homework on school days. But less than half of students surveyed are held to high expectations bys and parents. The other fifty percent are Accepts schools rules s ° : : frequently bored and often come to school without (Asset#12) _ $ ' their books or homework. For most students, Caring climate school could be a more caring place. Only one High expectations (Asset#5) Ready for class student in three feels that the people at school— (Asset#16) (Asset#22) both students and adults—care about each other. The illustrations show the percentaee of students who have each asset_ The asset number refers to the asset's definition in the list on nave 2_ The Cora" n r ty Matter§0 a ria •. �_ � �, - �:;::,.:. _� ung oo mp� -[ itgyvr: ir counity values them. : adults_ tsis of school and home also touch the lives Community values youth of chifdrer Neighbors,coaches,and extended family (Asset#7) Neighborhood rules Youth as a resource members and friends send messages that make youth (Asset#13) (Asset#8) either feel valued or unwanted. Three out of four youth say that adults don't value them or listen to what they say. s t t a Only a third say they are included in the decision-making ° $ process about their school or neighborhood. Thirty-nine percent say their neighbors care about them,and only half Safety Caring neighborhood Other adult relationships of our young people say they know at least three other (Asset#10) (Asset#4) (Asset#3) adults besides their parents who give them support. Profile of Youth's Assets Asset# Asset Label Tigard-Tualatin Washington County Other Differences Between Youth Surveyed Youth Surveyed Communities* TESD& County - - 2 Positive Family Communication 39% n,... .v37.,v.:. / 3: 0% +20/" ^.r7,x s - as>�� --..,.,�:^- ,.._:...------' -,... -<.z...::..r.,:,:.:,.::^.::^..w:::::,.:.:^-::a.::�.¢:,..,<.:::..,.<.,^:.:,...:::^.::^,::•,.,:,^?:.,,^..:_^.:^.,::::.:r^.,..�,,,-:.t;.::.,:.�:.^:;?t?>x:.:;.x,r,;:.ry;:.::<;_,>�>,.,�n<;:a:�„r;.:.:, g Neighborhood 42/0 39/0 40% + 4 Cann Nei borhood ° 3% ..:.<v.^:vbvx.:::.,.<-,:::.+:.^..9:^:.L-:,.v:::::::...... ..,..,:. ...:......_:......t,..............n....+r.:....i+..N...,..:.::,.:.:^•:.,U...,-..v:.i',::::�.:>:1->:4>i:-:.W..�..v::..:.:v:f.-.;'?:-{nv:::^ji}ii`jyr:Y.•>-x:.,.:-.>;::h:ih:CYri;trr.:,::r.Y.x F-�YrirS� 6 Parent Involvement in Schooling 400/9 35% 34% +5% - -- �:.:r-„,.,,---,._....,,..,.:».c:r, _:»-.: mA..:.,>u,:.<a:.v�:ca.,,.,clr�:.24. ^., „x> ,^„a,:>1:�n<.` ':;:;w,.::.:;-�.'va'�C:,r^:..a:,,,�'J;;��..��•”-3� '.:3'v�au,�cafi.�.':::>H':& 8 Youth as Resources34% 8% 2% ..�,:r+..:....,,... ,t::>�.r.•::;r' :>r-,�,...H.,.:r:rr.::tx:.r.,,:r::t:.:t?.- 10 Safety 53% 52% :. ^51% ......,..._r...r......r,.,:,„.+1% 12.� School Limits �;^t_:.N:.• '. .>w..;:,.Y.r..,;3��^.,.:_:=�.:r /o �._�t:�•r-;;,w..,�:�:, a:�.�:><k:a�.t 60% 55% 53 +5/o .3. g� £trio >rY'->,: - •.+.�gG ..�...:................,.r..,.a...:..:..:.:..:..�::..:..-:.::.^:.„..._.,?:.,,..,..-;--�--,-:..--.... ',_.-.-:-..,-_:-..-,....:.,....:..,+....r-,:rt.<n.+_;,>?.,dr,r..•;r:.;trt-a'>>a}.x,:.:.x::.::»:.^;:a.�:,-:.-'..rz1,a':;.?r.;:+::.,..y::.:,..:::::-:=,:v:.�.' .�s<Gs a 14 Adult Role Models 33% 32% 30/ +1%16 High Expectations 54% 49%..... ...... +5% 18 - �rr.,,,..aH.---:..^�'.:-rya,.,: 18 Youth Programs 59% 59% 58% ..rw 4 - +.,.^.:.... ,...._.,^....;•�..� ..-f.�r.,,,�.-...,x..r,.+ .....,.:.:::._..,..-::.-:._::,_,..:-^.:;:_:r:,r.;:;._:�, . .....-- ::..,.... .^r.�.-3.:.. ,-.x�:. '�- <_t33}1s:-' ,�':,.'.. : 20 Tune at Home 59% 59% ^ - 52% - - . -� rr 3-S: -h♦"" :,,h=... `tib?w+":.wm+: . v :.• aia}a:;day.::,:N ..ra./: ._>-v:.aix. .. :i : :rv<x.,,:::-•aa>:tra':-:.!•>.:>:::::tri:::::v.:.p: - - >'F.6'F -i'v•�"•.it;.y 1�s”�7Q�.k,:::.::p:e.::.:�:--:::�_�-::._:eL.::.::a:oo-;?R:is.z :. :.>•ar..:y,:..r c-3nx.. rr-v... ..+....r-r.>i:.. ........ .. ... . ... ..:.,.......,......,_.........:....t...:... .t. @. ,..:.............. ..;.>.-:._..--1.-.: -''fi:a:-:: _ _ ':=,A,.n't .a:e,., .,:na.-r:.rou:.�',��,s..;.,..w...:..,..,.r.,...,.. ... ....:_.,:.,...:...::.�::.: , .::.::.+..:::::^....:,..:.,.:.�.+:... :,a:-.....,...+..rr•�:+'i:>'+y ;::t+r'.-v-- .�.�+�9-l..K'y:rx:, -v. -.+�?�: .t»a:-..:^:.::... + ., S", , , ,••-'.."�':.4^......::::Y>3C--:!.;cta.v_.� 5.:;;;�«,.• •LKi;3'`. �.ikM,`:22 School School Engagement63% 1% 1% 64% . ._...Q :ar+.... .v �<S!�to-r�:.:._+..Na,::,,::::,:.................'--'. ..........:._...-'----....,.+:t::.w...��>r .....z.,...... +-: .�al<or?. �:L'C_;- i;:r:z;,: -;�R'•:•.,frr-a. •„;ota: ..rf,....0..:,,a?"?�h.,+ta+N.. ,.: ..,:............::�,...:.......__...............+........ ....._. .........:::fi,.:.;._t-.,.x'�`. ...,..:fr-.�r r-.:i2 :�A:=:'�:: .a,a+.:-. .J"t�^s 'v`✓... .t=+ v ,t 24 Bonding to School64% 3%0 67% .::. .:jj��........33 :}.�• ,. ....s::._:::...a....»..�....................................., ..: ,.... :.. ....7. ._ ......>s. .,�w. -�6-'.> S +'.-6'ca'ui'a'`:�:n:. ../.J,v.........,,., ..'�.l.YY?f. .ijjyyj�t. _�t.�y}�.�p..... ............ .......................:......<... .. .+.+....::fi. ,..ty,.:...... .:_.:.+{�-:ea'.':-�= �r.;r 26 - Caring 54% 2% 52% -50°/ 28 Integrity 71% 71% 68% .,..- :.::..::.:.,.:.:. ...,:,.,?,:...,::^.,..:,::,.::::.::aaa,:;.ix:..:.,--._:-:.:.._:^aar .---•-<-:.::^.-+�:_^-' - - r::.�,,:t.:,. ::__ �� .. ..--- -,'...,.----.+..'- . . . ..---_:... ..:.r::::::.:.<:.::::.::.,...: :,rapt;.::�:;.;:;�.;_•��:; _, -...-: -.:::. .......,,.:---.._;..<.._.::.-....-.r.,..+.,..,.:._.a.»,.o.._..:oar.. '.,:'^-n'.:^ -c:t�•r3>}<»n>?,..+�_a..;:5%' -;f--,=a;�.-f.. - 30 Responsibility 64% 63% 63% +1% - .. ...r.,..vu�x fi__..>,..r......_...:�,r,._,.>_ ... ... . .--'.. .... ........_......- -...._.... .. ......>..,.._,.......,......,.qtr_::a..,... .err:Y<.: - "��, 32 Planning and Decision-Making 33% 32% 300/9 +50 `-n., - 34 Cultural Competence 51% 51% r.. .:42 ;.x2<;--:xt,::y.:..:::::. ....' ---'=-- •- ----.:,.:.�::. ,:.^.:. _---......... ---;,.arra-?. - - 36 Peaceful Conflict Resolution 56% 57% 45% 38 /° Self-Esteem 52% 49% 52% o 40 Positive View of Personal Future 74% 73% 74% +100 *Data are from 1999-2000 school year surveys of 217,277 students grades 6-12 in public and private US-schools. The illustrations show the nercentave of students who have each asset. The asset number refers to the asset's definition in the list on nave 2- s s � Wt What Families Can Do Sometimes it's hard for parents to find ways for the whole family to spend time together. Tualatin parents, Marissa and Mike Houlberg have found a fun and rewarding way to do just that.Each month their kids check out the city's volunteer newsletter and sign up the family for a project, or to work at the library. "What's the purpose of hiring a sitter when the kids can get involved and have a real role in their community,too?" says Marissa. What Faith Communities Can Do Inspiration to take action can be right in your back yard. Church leaders from Tualatin United Methodist Church formed a partnership with the Tualatin library and YMCA to provide a summer reading and activity program for children and youth of the apartment complex next door. Craft tables and comfy reading spaces filled the church play area, creating an inviting space for kids and family members to enjoy. Pastor Wes Taylor wants families to know that his church is watching out for the"neighbor kids,"too. What Seniors Can Do Simply listening to young people can contribute a great deal to their development. Retired resident,Marilyn Read,knows what that means as a SMART(Start Making A Reader Today)volunteer at Tualatin Elementary School where she listens to kids read during their lunch hour. More than reading happens during these visits, as kids share their ideas and dreams. Marilyn shows kids that adults care about them in the community. What Schools Can Do Older student volunteers in middle and high schools in the Tigard-Tualatin School District partner up with incoming students in the fall and remain their buddies throughout the year to help them get accustomed to school life and feel connected. This idea has really worked because young people share the responsibility with teachers and staff to create a welcoming school climate. What Organizations Can Do In Sherwood, city officials chose to"hire"the high school home economics class instead of a professional catering service for a community meeting. Students learned valuable skills about coordinating and carrying out an event, and the community saw youth contributing in a positive way. And the food was pretty good, too! rW ,4"#XV, Z4&5 a . t'a��.Qea.(( : SS�3 Washington County Commission on Children and Families, 503-846-2979 Vickie Foiles, Principal, Fowler Middle School, 503-431-5000 Ernie Brown, Principal, Hazelbrook Middle School, 503-431-5100 Pat Sharp, Principal, Twality Middle School, 503-431-5200 Mark Kubiaczyk, Principal, Tigard High School 503-431-5400 Jeff Smith, Principal, Tualatin High School, 503-431-5600 Lou Ogden, Mayor, City of Tualatin, 503-692-2000