Jay Inslee: Washington's 1st Congressional District
Issues
Families
After-School Activities Report
Introduction
Having three boys of our own has taught Trudi and I that parents today need help providing safe, supervised activities for children between the hours when school lets out and when parents return home from work. Not surprisingly, after-school hours present the most risk to our children. Crime against children, teenage pregnancy, and juvenile drug use most often occur between the hours of 2pm and 8pm. After-school activities are vitally important to our families. Kids need activities that will involve them in the community, and help keep them out of trouble. Safe and supervised after-school activities for youth will benefit the entire community.
On Saturday, June 12 and Sunday, June 13, I held a series of forums on after-school activities in the First Congressional District. The forums were held at Evergreen Hospital and Medical Center in Kirkland, Alderwood Boys and Girls Club in Lynnwood, and Ridgetop Junior High in Silverdale. I wanted to hear parents, educators, community-based organizations, church groups and most importantly, our young people address the following questions about after-school activities:
- What is working in our communities?
- What are the barriers to further success and how do we overcome them?
- As communities, how can we work together to make sure our children are taken care of during "the danger hours" for youth?
While participants expressed many concerns, it was very clear in all three of my forums that participants felt most strongly about these issues: transportation, multiple use of school facilities, and communication. Each community offered their comments on a wide range of strategies that are working, barriers that are unique to neighborhoods, and innovative ideas on how we can work together.
This report is a summary of discussions at my forums, which you will hopefully find interesting and helpful. I believe that safe, constructive after-school activities for our kids are crucial to ensuring that all children have opportunities to grow and develop throughout the year. As I consider opportunities to facilitate youth activities in Congress, I will continue to engage members of the community in sharing ideas and opportunities for success. You will find contact information for myself and my staff in this report, and I encourage you to contact me with your comments and advice. I look forward to our continuing partnership.
What is working in our communities?
Clearly, there are many organizations and projects in our communities to support youth which provide a framework on which to build. Organizations common to all three areas include the YMCA and YWCA, the Boys and Girls Clubs, school districts, cities and counties (especially parks and recreation programs), the Boy Scouts and Girl Scouts, Health and Safety Networks, Young Life and other faith-based programs for youth, churches and a variety of regional community- based organizations (CBOs). The lists are by no means complete; programs offered were as varied as the communities represented. The information I have gathered should be viewed as a snapshot, rather than a comprehensive survey.
One common priority that surfaced in the Kirkland Forum is that the local area engages diverse groups of youth in a variety of ways. Youth organizations noted at the forum include the Redmond Youth Partnership, Teen Northshore, Seattle MOST Initiative, the Kirkland Youth Council, and the Schools Out Consortium. Other youth opportunities referred to at the forum are organized sports programs, art and drama programs, teen work programs, mentoring programs for junior high aged youth, Lunch Buddies, and school district/CBO partnerships. Local communities have worked hard to empower and involve youth. Adults are willing to work with youth and youth groups throughout the long-term, and there is a high level of youth and adult cooperation; for example, a significant number of youth gave up a Saturday morning to work as facilitators in the smaller group discussions at the Kirkland event. The students' efforts and expertise contributed greatly to the success of the forum. The Kirkland Teen Center project is another excellent example of youth empowerment, as well as of youth and adults working together to achieve a common goal.
At the Lynnwood Forum, held at the Alderwood Boys and Girls Club, participants clearly catalogued organizations that are presently involved with and working for youth. Groups include The Neutral Zone, Community Transit, AmeriCorps and Teen Hope. Schools, City Parks and Recreation, and CBOs are working very hard to encourage partnerships and creative thinking to benefit youth; for example, Edmonds-Woodway High School (Edmonds School District) purchases bus passes from Community Transit in order to provide students with transportation to after-school activities without violating regulations that preclude competition with existing school bus routes. A series of local youth summits were held, and as a result, groups were formed to address issues prioritized at the summits. Club Kellogg (Shoreline School District) was also named as a successful example of creative thinking to benefit local youth. This partnership between the YMCA, the school district, private sector volunteers, and the cities of Shoreline and Lake Forest Park provides after-school programs such as tutoring, homework help, and field trips for a nominal trimester fee. Club Kellogg also has a financial assistance component to ensure that all students can participate.
At the Silverdale Forum, Olympic High School students assisted me during a forum in which residents of cities and of Kitsap County spoke of a unique set of circumstances caused by the rural nature of the area. Ridgetop Junior High participants included AmeriCorps members, Olympic High School students, school district personnel, local elected officials, parents, service providers and interested citizens. Participants at the Silverdale Forum, who included members of Head Start, Even Start and AmeriCorps, spoke about organizations that pertain to a wide age range of youth. School districts are central to many of the local programs and partnerships. The Teen Mentor program, from Central Kitsap School District, and the Teen Parents program, from South Kitsap School District, are both examples of the crucial role schools play in helping provide opportunities for youth. School buildings and facilities are easy to access in Central Kitsap County, which employs a Parent Involvement Specialist and a Community Education Coordinator. There is also a working group currently examining the potential for multiple uses of school facilities, such as maintaining longer hours of operation, and designing new buildings for multi-purpose use by communities.
What are the barriers and how do we overcome them?
These forums revealed a number of common obstacles to providing safe, supervised activities to youth in our own communities. Problems such as a lack of facilities, underutilized resources, transportation to and from activities, and information about existing activities were cited as common impediments to participation in youth activities.
Participants in all three after-school forums indicate a need for facilities. It is increasingly important to youth that there are safe places to "hang out," where kids may learn and teach. Increased use of existing facilities (i.e. schools, local jurisdictions such as cities and counties, churches and community-based organizations), as well as remodeling or building new facilities may be viable options. All forums expressed that the rise in popularity of recreational activities among adults and youth has put a tremendous strain on an aging system. In the past, a baseball field might have satisfied increased demand for recreational facilities, but today citizens are asking for skate board parks, lit soccer fields, trail access for pedestrian and bike use, and teen centers. The wide variety of recreational spaces requested by the public has pushed the timetable for new construction considerably behind demand. It is important to note that all the communities participating in the forums have a teen center or are actively working on providing space for youth.
A second frustration shared by both students and adults is that of underutilized resources. A program or activity may have adequate volunteers for staff, and it may capture the interests of students, but the demand for adequate facilities often goes unmet. School buildings seem ideally suited to fulfill the need for meeting space within many communities. Unfortunately, the reality is that after the bell rings to send our children home, schools usually remain dormant until the bell rings again the next morning.
Schools are not generally in use when community-based, not-for-profit, after-school activities are offered, and it seems that the mission and spirit of these activities are well suited to public school facilities. One reason that schools are not often used is that some school districts are reluctant to risk liability for injuries which may occur to participants using school facilities. School districts already carry a degree of liability risk for their own activities, such as with field trips or school sports, and are generally unwilling to take on additional risk.
However, that may all change on January 1, 2000. That is the date Senate Bill 5109, passed by the State Legislature, is scheduled to take effect. The bill, which received the unanimous support of the Legislature and Gov. Locke, limits school district liability for activities that take place in school facilities. This means that when non-school organizations use school facilities, the school’s liability risk is greatly limited. The organizations must be designed to serve youth and must carry a minimum liability themselves. This legislation should help to overcome a major hurdle in aiding these programs.
There are other difficulties in sharing school facilities, however. School districts cannot, by law, make a "gift of public funds." This means that schools cannot underwrite costs associated with use of a building, such as custodial staff, heat or lights. Costs such as these are charged to the youth program. Some organizations may qualify to use their local school facilities, but the groups may not always be able to afford this option. Many school districts also cite "union rules" as reasons that buildings cannot be opened. I have begun to discuss some of these obstacles with local union officials and school district representatives, in order to determine what can be done to alleviate these concerns. It is important to note, however, that sometimes school-based after-school activities may not be the ideal arrangement. At the Kirkland Forum, one after-school program provider pointed out that the last place kids want to be after school is in school. As it follows, the lack of transportation is another barrier to successful after-school activities. How do we get young people to these after-school opportunities, and then get them home?
Transporting our children to and from activities when parents are unavailable is another priority of everyone involved in the small group discussions. There is a perception that there is very little pro-active coordination between public schools and the public transit systems. However, the state of Washington has formed a working group called the Agency Council for Coordinated Transportation (ACCT). It is charged with looking for ways to provide transportation for some of these targeted activities. This group is made up of the Washington State Department of Transportation (WSDOT), the Office of the Superintendent of Public Instruction (OSPI), the Department of Social and Human Services (DSHS), and other interested parties. The last legislative session produced a bill, ESHB1798, that actually gives permanency to this committee. Although the Federal Transit Administration (FTA) precludes public transit systems from competing with contracted public school providers, it does not forbid the use of public transit for students or "yellow busses" for citizens. The ACCT is presently looking at the feasibility of school busses providing transportation to senior citizens. We should look closely at laws, policies, funding formulas and "traditions" that keep youth from accessing after-school activities. I will continue to follow the progress of this committee with much interest.
A third barrier that is common to all participants is the lack of readily available information about existing activities. Youth programs sometimes function below capacity because they exist just beneath the radar screen of the communities and families they are designed to serve. Many parents and students alike said that while local programs may be available, likely participants often are not aware of the existence of the programs. It is obvious that though youth programs, parents, students and schools all stand to make tangible gains from safe, constructive after-school activities, effective communication is required for these groups to connect.
As with other barriers, school is a common denominator, and one part of a possible solution. If programs seeking participants can contact local Parent Teacher Associations, advertise in school bulletins and newsletters, or give information to principals and teachers, they could make great strides in connecting with the community. This does not, however, address the concerns of home schooled students. Many groups indicated that technology and access to technology might be a big part of the solution, as well as the old tried and true leaflet!
Beyond the above-mentioned common barriers, the after-school activity forums exposed barriers particular to individual communities. Unused or under-used resources in one community may not exist as a barrier in another community. In some cases, barriers are unique to the topography or the sociology of the community. The appendices in this report record barriers identified community by community, and are a good reference as we look at ways to work together.
How do we work together?
The most exciting part of all three forums was the community response to the question, "As communities, how can we work together to make sure our children are taken care of during 'the danger hours' for youth?" Comments were thoughtful and insightful, and should be taken as a true measure of the commitment each community has for our youth.
Each forum indicated a need for activities beyond the traditional after-school programs, and a desire to keep youth busy and engaged in the evenings, and during vacation time. Child care and youth care is also of concern to adults, especially when schools have half days, and for youth older than age twelve. Many youth, particularly those in middle school, complain that there are few or no interesting activities available to them. Programs that do exist are sometimes full or not accessible. These youth have stated that they want opportunities to become involved.
Participants spoke of the importance of knowing what each community offers, and the necessity of surveying programs, activities, facilities, and community needs. All forums indicated a community need to make available more facilities. One way to do this is to give schools incentives to stay open after the traditional school day, and to partner with public and private sectors in the community. It is important to recognize the need for clear understandings between the user group and the school about exactly how the space will be utilized, however, so as to avoid upsetting classroom projects and surroundings. A careful look at land use practices when siting new facilities could also address some of the difficulties surrounding the current lack of student transportation. The use of volunteers was encouraged by participants, with the understanding that volunteers need training and coordinating, and should include youth, parents, CBOs, businesses and seniors.
There were a number of legislative issues brought to my attention by participants. Funding is always important to programs, and there is a consensus that long-term funding is needed to support after-school activities and partnerships promoting after-school activities within the community. An example of this type of partnership includes The Land and Water Conservation Fund, which is a federal program that provides funding to local cities and states for land conservation and open spaces. Some local examples using this funding include the Golden Gardens Park in North Seattle, and the Lynndale Park sports fields in Lynnwood. Currently in Congress, there is a discussion of how to increase the amount of money available to local communities for these types of programs, and how to make the fund permanent. To that end, I have cosponsored HR 798, which assures that the funds in the Land and Water Conservation Fund will in fact be used for these purposes and not "raided" for other purposes.
The problems surrounding school liability will be mitigated by Senate Bill 5109, which was recently signed into law. It will be important to monitor the implementation of this law and its results. Also, the lack of transportation for students to and from after-school activities needs to be further explored. The ACCT group in the state may go a long way towards making sure kids have safe, affordable transportation to programs that are diverse, academically stimulating and most importantly, fun. Law enforcement leaders told me that when strong youth activities programs are in place, juvenile crime decreases. This is especially important to me because while we have seen an overall decrease in crime over the past five years, youth crime is on the rise. We need to continue to monitor these trends and work with local jurisdictions to make sure that we are able to continue programs that work.
Finally
Some of the most poignant comments came from participating youth. By being there, being involved, and leading discussions, the youth left us with a working agenda. They asked that we use their energy, let them be involved in meaningful ways, and respect their contributions. Mostly, students hope adults will change their attitude about youth and work with youth, not just do things for or to the students.
On June 15, 1999, I had the opportunity to hand deliver a letter to Richard Riley, Secretary of the U.S. Department Education, about what I learned from the After-School Issues Forums. I have attached a copy of that letter for your information. I believe that getting timely information to the Department of Education about what is working in our local communities, and what barriers to success our communities are facing will help Congress address the needs of youth as we debate education policy throughout the year. I will share this report with other Members of Congress, so that they can benefit from what we have learned in the First Congressional District of Washington. Finally, I will bring this exercise to the attention of key policy makers at the local, state and federal level, in order to make sure that the lessons we have learned go beyond my office.
If you would like to be kept up-to-date on my work on after-school activities, or if you would like to contact me to share your thoughts, provide suggestions, request agency contact information, or offer advice on this report, please e-mail Ms. Kennie Endelman in our district office:
E-mail: [ kennie.endelman@mail.house.gov ]
Kirkland After-School Issues Forum
Evergreen Community Hospital and Medical Center
June 12, 1999
Panelists
Kelly McNelis of Partnercomtrained Kirkland facilitators, as well as provided handouts for all three forums. Partnercom is a non profit organization specializing in community mobilization.
James Farrow, M.D. is an associate professor of medicine and pediatrics at the University of Washington and Director of Adolescent Medicine program. He has been on the faculty of the School of Medicine for 20 years. His special areas of interest and research are drug and alcohol related risk-taking behavior in adolescents. He has been active in developing health care programs for at-risk youth in our community and serves on several national advisory groups interested in improving adolescent health.
Roger Johnson has worked for the City of Bellevue Parks & Community Services Department for the past 9 years. During that time he co-developed the middle school after-school program and is currently coordinating two of the three schools. He has also developed a middle school summer day camp called the GREAT Summer Adventure and has directed numerous elementary age day camps and coordinated the Parks Department Youth Sports programs. Roger has spent most of his life working with youth and continues with efforts in providing experiential learning experiences to youth.
Megan Nelson is a sophomore at Claremont McKenna College in southern California. While attending school, Megan teaches leadership skill development at a local junior and senior high school, and serves on the volunteer student admissions committee for her university. During the past year Megan was chosen as one of fifty youth from around the world to attend the State of the World Forum in San Francisco, and was honored by the mayor of Redmond with the Youth Service award for 1998. Her community involvement includes helping found and co-chair the Redmond Youth Partnership, acting as the student liaison for the Redmond Police Department, and becoming the first youth member of the City of Redmond Budget Advisory Committee.
Mike Colbrese has been the Executive Director of the Washington Interscholastic Activities Association (WIAA) since the fall of 1993. The WIAA exists to assist member schools in operating student programs that foster achievement, respect, equity, enthusiasm and excellence in a safe and organized environment. From 1987-1993 he served as the Commissioner of the Wyoming High School Activities Association. Mike has served on the National Federation of Sate High School Association Football, Basketball, Track and Field Rules Committees. Mike has a BA from Eastern Montana College, which he attended under a music scholarship, and a Master of Arts Degree in English from the University of Montana.
Silverdale After-School Issues Forum
Ridgetop Junior High
June 13, 1999
Panelists
Harold Delia is the Director of the Youth Services Center in Kitsap County. He has an MA in psychology from Pacific Lutheran University and received his BA from Central Washington University. Prior to coming to the Kitsap County Juvenile system, Harold was the Director of the King County Youth Services facility. He resides in Kitsap County with his wife and two children.
Renee Overath is a community educator with Central Kitsap School District. She is a parent of two grown children and is a 23-year resident of Kitsap County. In her work with Community Schools, she supervises the scheduling of school district facilities for the community, oversees the district volunteer program and plans programs collaboratively with agencies. She has an MA in Adult and Continuing Education from Washington State University and a BA from Evergreen State College.
Frank Deebach has been the Superintendent of Olympic Educational Service District 114 in Bremerton for 12 years. He is a member of the Northwest Rural Education Consortium, Washington Association of School Administrators, American Association of School Administrators, Association of Supervision and Curriculum Development. In 1998, he received the 21st Century Community School Grant Award, which was recognized as one of the top 10 awards in the country.
Jinna Owens is the Executive Director of the Kitsap Community Foundation, a new philanthropic organization designed to help financially benefit the community. One recently completed project was the Kitsap County Commission on Children and Youth Teen Advisory Council (TAC) Needs Assessment Survey for teens in Kitsap County. Jinna spoke about the results of this 5-district survey and how it was accomplished by the TAC.
Lynnwood After-School Issues Forum
Alderwood Boys and Girls Club
June 12, 1999
Panelists
James Farrow, M.D. is an associate professor of medicine and pediatrics at the University of Washington and Director of Adolescent Medicine program. His special areas of interest and research are drug and alcohol related risk-taking behavior in adolescents. He has been active in developing health care programs for at-risk youth in our community and serves on several national advisory groups interested in improving adolescent health.
Debra Cox has been the director of the Neutral Zone AmeriCorps program since its inception in 1993. She has been instrumental in the development of the Neutral Zone AmeriCorps outreach program which provides direct service to over 1300 high-risk youth, K-12, each day. The Neutral Zone has earned recognition on local, state and national levels. She has dedicated 24 years to serving youth in educational and community programs. Debra has a Bachelor of Arts degree from Southern Utah State College and did her graduate studies at San Diego State University.
Brian McIntosh is the Supervisor for the City of Edmonds Parks and Recreation Department. He is a former middle and high school teacher in Australia and Canada. He is also a former YMCA Program Coordinator and is currently a coach and referee for youth sports in Mukilteo. He is a parent of elementary, middle and high school students.
Leila Starwich is the 1998 Alderwood Boys and Girls Club Youth of the Year. Sponsored by The Reader's Digest Association, Inc. and administered by Boys and Girls Clubs of America, this program recognizes superior leadership skills, academic achievement and outstanding service to Boys and Girls Clubs in the community. Leila is an outstanding student, respected club leader, and an active member in the community. In addition to her work at the club, Leila also finds time to volunteer at two local schools, instruct basketball clinics, and assist with community service projects such as holiday food drives.