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7.1. SR 08-16-2004MEMORANDUM TO: FROM: DATE: Mayor and City Council Pat Klaers, City Administra~ August 16, 2004 SUBJECT: Boys & Girls Club Discussion Item 7. I. Councilmember Louise Kuester and Boys & Girls Club representative Lana Huberty will be present to discuss the request from the Boys & Girls Club for financial support from the ciD,. The request for funding centers around programs being offered at the Club. Attached for your information is a proposal from the Boys & Girls Club and an attachment, as provided by Councilmember Kuester, regarding developmental assets for youth. Funding for activities and programs at the Boys & Girls Club will have to come from the city recreation budget that is included within the General Fund. To: City of Elk River Council Members From: Boys and Girls Clubs of Elk River and Zimmerman Re: Program Proposal Date: 7/29/04 Attached you will find an updated funding request to assist our local Boys and Girls Club. This proposal offers a unique opportunity for us to provide services to our local youth. The monies being requested would be used to fund two programs; Youth in the Community and the Healthy Lifestyle Choices Program. The first program, Youth in the Community, is an expansion to our existing youth offerings. The second program, Healthy Lifestyle Choices, is an existing service we have been offehng since we opened in 1999. Each of these directly serves youth in the Elk River area. We are not requesting a set dollar amount; rather we have included total budget information for both programs. This was done so the Council could see details at to how these services will be funded, if money is available. The hopes are that Council members will see a service, or a piece of a service, that they could invest in. At our local Club in Elk River, we feel fortunate to be affiliated with the BGCA, the Boys and Girls Club of America. This international non-profit agency offers us a vast network for program development and staff resources, as well as financial opportunities. Thank you for considering our grant request. We feel that the Boys and Girls Club of Elk River is positively affecting our children's lives each day. We appreciate your on-going support towards our goal of serving children. Youth in the Community Program (Year-round program) This program focuses on educational curriculum for children grades 6th through ]2th. The program goal is to offer healthy and safe alternatives for teens during the after school, high-risk hours. The Youth in the Community Program wouM include programs focused on the following five core components and could include the listed activity ideas. Core Program Components: I. Character and Leadership Development: Teen Council would be an active group in overall Club management. They would also be responsible for the planning and implementing of an "All Club Activity" each Friday for the younger members of the Club. Basic foods course to develop nutritious snacks and set up an on-site concession area for other Club members to shop. This "Club Caf6" would replace the candy and pop vending machines at the Club and help teach teens the basics on nutrition and a healthy lifestyle. Youth of the Year is a national recognition program for teens ages 15 and up. This award is our local Club's opportunity to spotlight a member who has overcome great challenges and has been successful in becoming a positive role model and leader in our Club. Teen Supreme Keystone and Torch Club focus on community service projects. These teen clubs promote giving back to your community. Goals for Growth teach members skills for setting and achieving goals. This program helps them identify their own strengths and enhances their self-esteem by reinforcing their progress and recognizing their success in realizing their goals. II. Education and Career Development: Power Hour offers after school homework help for members by on-site adults and mentors. Career Prep includes learning how to fill out a job application, interviewing ski_Ils and goal setting techniques. Movie Critic involves watching a movie and writing up a movie review. This article, along with other member input, is used to publish a monthly Club newsletter for members and parents. HI. Health and Life Skills: Money Matters incorporates interactive exercises to teach young people the basics about checking accounts, investments and saving for their future. Time Management teaches basic organizational skills and methods that members can use in their everyday lives. Act SMART, Street SMART, and Stay SMART are small group discussions on teen issues such as drugs, aids, and gangs. These programs utilize national program curriculums in teaching the members about healthy lifestyle choices. Passport to Manhood is a program focused on ten males in our community. Here is a chance for just the boys to spend time together socializing and discussing pertinent issues facing our young men. Kids in Control is a safety awareness program which includes a partnership with our local Police Department. IV. The Arts: Photography Club meets weekly to learn about the art of taking pictures. Technology includes Youth Net, Web page design and Digital Arts programming. Advanced forms of arts such as pottery are explored with the older teen Club members. These projects can be entered in the National Fine Arts Exhibit to compete at a higher level through BGCA. Other creative art services could include teen bands, karoke, drama, etc. V. Sports, Fitness and Recreation: Fitness Authority is a physical education program packed with contests where each member competes with themselves to try and better their athletic performance each week. Physical Education includes open gym with pick-up games, clinics and leagues. Each of these would utilize a trainer who would teach the basics of a variety of sports to the teens. VI. Other Special Program Components: Teen Outings: A variety of destinations will be used as an incentive for those teens who successfully participate in the Teen Educational Programs. Ex: Twins game. Science Museum. Teen Variety Night: DJ, dancing and socialization at the Club offered each month on a Saturday night. After the Game: Open Club for use after varsity football games offering a safe place to socialize and just hang out with friends. Other ProRram Details: Lead staffneeded to do program research and development, community and member outreach. Lead staffwould coordinate youth volunteer opportunities in the community. Lead staff would need to attend two trainings each year: Youth Development and Teen Supreme Training. Lead staff would report to Program Director for all program resource needs and to the Assistant Director of Operations for administrative questions. Youth in the Community Program Annual Program Budget Administration Personnel records and payroll Building maintenance/Equipment upkeep Marketing/Advertising Program and Club Resource Development-fundraising and related grant writing $6500 *These tasks are performed by the Executive Director and will average 5 hours per week for this program. (5 hours/week *$25/hour *52 weeks= $6500) Program Planning Personnel hiring, scheduling and evaluations Staff training Solicitation of Community Partners for programs and resources Annual Program Evaluation $15,600 *These tasks are performed by the Director of Operations and Program Director will average 15 hours per week for this program. (15 hours/week *$20/hour *52 weeks= $15,600) Facilities/Supplies Building "rental" (20 hours/week *$20/hour* 52 weeks = $20,800) Insurance ($500 month * 12 months=S6000) Transportation (6 events/year *$200/bus costs=$1200) Admission fees as needed (6 events/year *$100-- $600) $28,600 Program Delivery Hourly costs for teaching, coordinating and supervising program Record keeping of programs and participants Participant Outreach Working with Community Partners Specific program assignments $23,400 *These tasks are performed by a Lead Program Staff and will average 25 hours per week for this program. (25 hours/week *$18/hour* 52 weeks= $23,400) TOTAL PROGRAM BUDGET $74,100 Healthy Lifestyle Choices Program Annual Program Budget Administration Personnel records and payroll Building maintenance/Equipment upkeep Marketing/Advertising Program and Club Resource Development-fundraising and related grant writing $9100 *These tasks are performed by the Executive Director and will average 7 hours per week for this program. (7 hours/week *$25/hour *52 weeks= $9100) Program Planning Personnel hiring, scheduling and evaluations Staff training Solicitation of Community Partners for programs and resources Annual Program Evaluation $20,800 *These tasks are performed by the Director of Operations will average 20 hours per week for this program. (20 hours/week *$20/hour *52 weeks= $20,800) Facilities/Supplies Building "rental" (20 hours/week *$20/hour* 52 weeks = $20,800) Insurance ($600 month * 12 months=S7200) $28,000 Program Delivery Hourly costs for teaching, coordinating and supervising program Record keeping of programs and participants Participant Outreach Working with Community Partners Specific program assignments $37,440 *These tasks are performed by Program Director and will average 40 hours per week for this program. (40 hours/week *$18/hour* 52 weeks= $37,440) TOTAL PROGRAM BUDGET $95,340 Pass h On! Handout I What Are Developmental Assets? Do you ever wonder why some kids seem to grow up with ease while others strug- gle? Are you surprised that some kids thrive in spite of difficult circumstances? Search Institute is a nonprofit research organization in Minneapolis, Minnesota, that has been asking these same questions since 1958. Through studies involving hundreds of thousands of young people across the count~ Search Institute has found 40 factors that are essential to young people's success. They call these 40 fac- tots developmental assets. These assets aren't financial. Instead, they are opportu- nities, skills, relationships, values, and self-perceptions that all young people need in their lives. The assets are both external (things that other people provide for youth) and internal (things that develop within young people themselves). There are four cat- egories of external assets and four categories of internal assets. Support Young people need to be supported, cared for, and loved by their families and many others. They also need organizations and institutions, such as schools and congregations, that provide positive, supportive environments. There are six sup- port assets: Asset # I-- Asset #2-- Asset #3-- Asset ifA-- Asset #S-- Asset ~ Family support Positive family communication Other adult relationships Caring neighborhood Caring school climate Parent involvement in schooling Empowerment Young people need to feel that they are valued by their community and that they have important ways to contribute. They must also feel safe. There are four empowerment assets: Asset #7-- Community values youth Asset ~- Youth as resources Asset fi9-- Service to others Asset # I 0--- Safety Boundaries and Expectations Young people need to know what is expected of them and whether activities and behaviors are acceptable or not acceptable. There are six boundaries-and-expec- tations assets: Asset # I I-- Asset # 12- Asset 013~ Asset #1 ~. Asset # 15- Asset # 16~ Family boundaries School boundaries Neighborhood boundaries Adult role models Positive peer influence High expectations Pass It On! Hand#uti Constructive Use of Time Young people need to spend their time in positive, healthy ways. This includes doing activities in youth programs, in religious institutions, and at home. There are four constructive-use-of-time assets: Asset # 17~ Asset # 18-- Asset # 19~ Asset 020~ Creative activities Youth programs Religious community Time at home Commitment to Learning Young people do best when they develop a strong interest in and commitment education and learning. There are five commitment-to-learning assets: Asset #21-- Achievement motivation Asset #:22-- School engagement Asset #23-- Homework Asset #2~. Bonding to school Asset #25~ Reading for pleasure Positive Values Young people thrive when they develop strong values that guide their choices. There are six positive-values assets: Asset #26-- Caring Asset #27~ Equality and social justice Asset ~f28--- Integrity Asset #29~ Honesty Asset #30-- Responsibility Asset #3 I~ Restraint Social Competencies Young people benefit from having skills and competencies that equip them to make positive choices, to build relationships, and to deal with difficult situatio~ Five assets make up the category of social competencies: Asset #32~ Planning and decision making Asset #33~ Interpersonal competence Asset 034 Cultural competence Asset #35m Resistance skills Asset #36--- Peaceful conflict resolution Positive Identity Young people need to develop a strong sense of their own power, purpose, wol and promise. There are four positive-identity assets: Asset #37~ Personal power Asset #38--- Self-esteem Asset ~t39-- Sense of purpose Asset #40--- Positive view of personal future The developmental ame~ are 40 oppormnme~, ~ r,,hmowlflpa, valuea, and aeil-pereepU~ that ali young people need to meeeed. From Pass It On.t 150 Tip Sheets £orAsset Builders, copyright © 1999 by Search Institute, 700 South Third Street. Suite 210, Mlmaeapo~, MN 5541~ 612-376-8955: 800-88~7828; www. searchdnstitute, org. This handout may be reproduced for educational, noncommercial uses only (with this cot r~ght line). All rights reserved. Pass It On! Handout 3 Fast Facts about Developmental Assets for Youth* Immunizations keep young children healthy and protect them from disease. Similarly, developmental assets help kids make healthy choices and inoculate them against a wide range of risk-taking behaviors, including substance abuse, vio- lence, and school failure. The more assets young people have, the more likely they are to be healthy, Most young people surveyed by Search Institute have at least some assets (80 percent say they have 11 or more). But having only some of the assets is like get- ting only some of your shots. You might be protected against measles, but you could still get polio or hepatitis. That's why it's important to focus on giving young people all of the assets they need to be healthy. Other facts about developmental assets: people with more assets are less likely to engage in risk-taking behaviors. Young people with 10 or fewer assets say they are involved in an average of about 4.5 high- risk behaviors. Young people with 31 assets or more report an average of less than one high-risk behavior. · As young people's assets increase, their positive behaviors also increase. While young people with 10 or fewer assets report an average of fewer than 3 positive behaviors, those with 31 assets or more average 6 posi- tive behaviors. This includes school success, informal helping, valuing diversiW, and exhibiting leadership. · The average young person surveyed has 18.0 of the 40 assets. But levels of assets decrease for older youth. While the average sixth grader surveyed has 21.5 assets, the average 12th grader surveyed has 17.2 assets. · The most common asset is fi40: positive view of personal future. Seventy pement of young people surveyed report having this asset. · The least common asset is #17: creative activities. Only 19 percent of young people report having this asset. · Girls typically have more developmental assets than boys. However, boys are more likely to have #10: safety; #18: youth programs; ~r38: self- esteem; and #39: sense of purpose. · Assets that decrease in frequency between 6th and 12th grades are #3]: restraint (?! per- cent of 6th graders vs. 21 percent of 12th graders);#12: school boundaries (70 percent vs. 34 percent); and #15: positive peer influence (82 percent vs. 49 percent). · Assets that increase in frequency between 6th and 12th grades are #10: safety (45 percent vs. 68 percent); ~e37: personal power (40 percent vs. 55 percent); and ~e28: integrity (63 percent vs. 75 percent). / * Based on data from Search Institute's Profiles of Student l~Te:Attitudes and Behaviors; compiled from almost 100,000 6th to 12th graders in 213 communities across the United States. Pass [t On! Handout 3 THE GAP IN ASSETS AMONGYOUNG PEOPLE* 31-40 Assets 8% .0 21-30 Assets 30% · 11-20 Assets 42% * Based on data from Search Institute's Profiles of Student LITe:Attitudes and Behavior,, compiled from almost 100,000 6th to 12th graders in 213 communities across the United States. The developmental amets m~ 40 opportunities, ddlh, relaflonfhilm, values, and ~ tirol afl young people need ~ ~ From Pas~ It Or~; 150 Tip Sheets/or Asset 8uilders. copyright © 1999 by Search Institute, ?00 South Third Street, Suite 210, MinneapolLs, MN 55415; 612~37~-8g$5; 800-888-7828; www. search-instltute, org. This handout :nay be reproduced for educational, noncommercial uses only (with this copy- right line). All rights reserved. ALJ ZDS NEED past few weeks. Which of these things did you do?. 1. Drove carefully to keep kids safe, whether they were riding with you or playing near the street. ~ 2. Called a mece, nephew, grandchild, or other child to say "hi"and to see how he or she was doing. to a child. ~ve back the extra money when a cashier change, then talked ~r~g person about why you did it. ~ on the floor to play with a baby child or teenager that it's pect others. person to do her or 8. Stopped to talk with young people in your neighborhood or workplace. 9. Helped a child or a teenager with a hQmework assignment or school project. 10. Included a child or teenager in a decision in your family, neighbor- hood, or orgamzation. 11. Asked a young person to stop doing something that was inappropriate. 12, Said "good job" to a.young after he or she really worked hard something. 13. Voluntee red to work with child ren or teenagers in a school, youth organization, community agency, or congregation. (~ 14. Cheered at a child's or teenager's sports game, concert, performance. (~ 15. Talked with a child or teenager what he or she wants to do i C) 16. Helped a young a conflict. You may have marked several statements. Many of them are ever routine thinrjs people do. 'no big deaL' But whiLe they that important or Life-chanrjing, kinds of actions can add up difference in younrj people's Lives. Turn about of everyday actions can make a b~g difference. eem big a $ $ e Positive Things You Can Offer Kids Many things you do or could do every day make a big differe.nce for kids. How? By building "developmental assets"-- 40 essential building blocks that children and teenagers need as a foundation for growing up. Research shows that these assets can have a positive impact on young people's lives. (See box on page 3.) . Nurture in them a COMMITMENT TO LEARNING. (Assets #21-25) Kids need to develop a lifelong commitment to. learning, You help young people develop thi's commitment when you: · Encourage them in their education; · Challenge them to explore and learn new things; and · Read and learn with them. (If you checked #3 or #9 in the quiz on page 1, you are nurturing a commitment to learning.) 1. SUPPORT them with your love. care. and attention. (Assets #1-6) Caring, supportive relationships are vital to children and teenagers. You help young people feel supported when you: · Freely give them your love, affirmation, and acceptance; · Surround them with people who care; and · Help them know that they belong. (If you checked#2 or#5 in the quiz on page 1, you are supporting kids.) 6. Instill POSITIVE VALUES to guide them. (Assets #26-31) Positive values give children and youth the "internal compasses" they need to guide them. You help to shape their values when you: · Model positive values; · Give kids opportunities to think and talk about their values; and · Support and guide them as they put their values into practice, (If you checked#4 or#6 in the quiz on page 1, you are instilling positive values.) . EMPOWER them with opportunities to make a difference in their family and community. (Assets #7-10) Kids need to discover the joy of making a difference. You em- power them when you: · Help them feel valued and valuable; · Give them opportunities to serve others; and · Keep them safe. (if you checked//I or//8 in the quiz on page 1, you are empowering kids.) . HeLp them develop Life skiUs and SOCIAL COMPE- TENCIES. (Assets #32-36) Social competencies are the life skills young people need to be independent, capable, and competent. You help young people develop social competencies when you: · Expose them to new people and things; · Model and teach the skills they need; and · Challenge them to use their skills. (If you checked #10 or#16 in the quiz on page 1, you are helping kids develop social cornpetencies.) 3. Establish clear BOUNDARIES and have hi§h EXPECTATIONS. (Assets #11-16) Young people need your guidance to stay safe and healthy. You offer healthy boundaries and expecta- tions when you: · Set and enforce clear, respectful rules and limits; · Behave in healthy and responsi- ble ways; and · Expect and help kids to do and be their best: (If you checked~7 or #l I in the quiz on page 1, you are setting boundaries and expectations.) . Nurture. celebrate. and affirm their POSITIVE IDENTI, TY. (Assets #37-&0) A positive identity forms the foundation that helps young people feel secure in who they are. You nurture a positive identity when you: · Love and support them uncondi- tionally; · Live a life filled with purpose, meaning, and optimism; and · Help them find meaning and purpose for their own lives. (If you checked #12 or #15 on page I, you are nurturing positive identi~) A. Help them find activities that make CONSTRUCTIVE USE OF their TIME. (Assets #17-20) All kids need access to quality programs and activities that enrich their lives, develop their talents and interests, and help them develop healthy relationships. These can include: · Music; · Drama and other arts; · Sports and hobbies; and · Involvement in a church; syna- gogue, temple, or other religious community. It's also important that they spend time at home. (If you checked #13 or #14 in the quiz on page 1, you are helping provide op- portunities for constructive use of time.) The cards in the center of this booklet list all AO assets for four age-groups of young people: infants and toddlers, preschoolers. elementary-age children. and teenagers. You may want to post these cards in your home or workplace as a reminder of what kids need to succeed. PROBLEM ALCOHOL USE 53% 30% 11% SEXUAL ACTIVITY 33% 2_1% 10% SUCCEEDING IN SCHOOL MAINTAINING GOOD HEALTH FEW ] reasons ASSET BUILDING IS GOOD for Everyone Having more assets can help~en"a~tr~enagers. · · · Cope and adapt when difficult things happen; · Choose not to get involved in many different high-risk behaviors, such as alcohol and other drug use, violence, and premature sexual activity; · Develop the attitudes, skills, and abilities they need to be good friends, family members, citizens, workers, leaders, and contributors to society. A focus on building assets · Set priorities for how they spend their time together; · Focus on building strengths before problems arise; · Remember to pay attention to many different areas of a child's growth. Whe ~ges get involved in asset building, they... · Develop new and lasting friendships with young people; · Do something positive to address their interests and concerns about their community; · Leave a positive mark on the lives of kids and in their community. Getting involved in asset building'helps ii?a~a ~hi~r ~°~i~it¢o n s because.. · It supports employees in both their parenting and their community involvement; · Young people with more assets will be better prepared for the workplace; · It's one way a business or organization can show its commitment to the community. Asset building helps~:,,o,~mUhTt~,~soC!~ecause.. · · Building strengths in children, youth, and families makes the community stronger, too; · A community committed to supporting young people can attract new residents who are looking for a good place to raise children; · The positive focus of asset building "rubs off" on all parts of community life, making everyone feel more positive and connected. Vho Bui Your One o~' the best ways to recognize the importance o+' asset, builders in the lives o~' children and teenagers is to think about the people who buiJt your neighbor, men~or~ who.., · s~ow~ ~ tow ~.~ ~ w~. ~ou ~~ ~~ Can-a~d Do realJyneededthat support? (Support Assets) YOU ~ U i I ~ ~ Now think of the young people in ~our '~Helped y~B re~Bze-YOu-had Somethihg ..................... ~ ......... life:'ln thepalmof the-hand below;-write important to contribute to others? the names of children or teenagers with whom you have a strong, (Empowe~ent-Assets) .............................. la'~ti~g'telati~n~hip: Thenth[~ ~f fiV~ 'oth~r~O'U'fi~"~l~"whose lives you touch .......... ~_Setc[ear boundades_foryou e~en ..................... when it wasn't the easy thing to do? your · Helped you 9et a Lot out of ..... activiti~ in your school.- a-youth or6anization, or congre6ation? · Helped you 9_e_t excited about learninl new things? (Commitment-to-Learning Assets) · EncourarJed you to live out positive ............ values,-such, as.carin§,honesty, and responsibility? neighborhood, congregation, friends, or place of work. Write each name on one of the fingers. · Helped you develop important skills. other people? · Helped. YOU..f~'~L.good..a_bPu.t_yourseif and optimistic about your future? (Positive-ldentit, Assets) some o~c the personal cLuaJities you ha~'e that you could o~'~'er. If you can say "hi" or wave, you can start building assets for kids. Here are some other ~'~' Be open and honest personal attitudes, skills, teenagers >Find the good in and actions that can help >See past hair and clothing you build assets. >C-et to know young people >Speak out {or children and youth >Bcrca >Bea~ailabie~okids >Respec~di~erences me~ith >Pay atten~Jon to children and ~eenagers >Treat kids withFeSpec~ >Talk to youn~ people >Hodei positive ~aiues >HandJe con~Jic~ peace~c >Se~ boundaries and limits >A~irm and encourage young people ~See kids as OUR responsibility ' You don't hnve to do or be ALL these things to sts~ building 8ssets. You 81rendy have some strengths to offar. Sln~ wit~ those~ Then work to develop Everyone (:an Buitd Assets. Some Things that Are NOT REQUIRED: · Being a parent; · Being a professional working with youth; Being an adult (kids can build assets, too!); · Being outgoing, athletic, charismatic, or famous; or · Having lots of spare time or money. What ideas on page 7 fit your own strengths, opportunities, and interests? iy (Creating a Caring Neighborhood ) Asset Like most people in her Phoenix, Arizona, Staats tried to ignore the two teenage boys I eai-Life They dressed in black and dyed their ha didn't fit into the norms of the neighboi Asset Buildim assumed the worst. · were astronomy bu~s a~d owned a t:elescoP~e. ,,~ realize.d,"~$he ~ recalls, "that I had rflissed Out on what 'could h~ve beeh a great relationship with some really interesting kids." (Ages 3 t° 5) · Celebrate when a baby is bom. · Take time to play with them at their eye level. · Expose toddlers to positive values and skills by modeling and teaching them to clean up, share toys, and be nice to other people. · Startreading to them rightaway. Get down to their eye level when talking to them. · Play catch, tag, hide 'n' seek, or other games together. · Ask them to tell you about things they've done or seen. · Read books to them. · Provide caring, stimulating, and safe environments (e.g., have age- appropriate toys, use safety devices on electrical outlets). · Offer to help a parent by caring for her or his child (giving the parent a break) or by doing other things that would ease the parent's stress. · Take them to museums, concerts, arts events, festivals, and other cultural events that welcome children. · Be an example ofhowto act-- don't just tell them what to do or not do. ELementary-age children (Ages 6 to 11) · Send them letters, e-mail, or newspaper clippings on subjects that interest them. · Let them read books to you. · Encourage them to use their words rather than actions to express their needs, worries, or fears. · Volunteer to lead a scouting, drama, music, or other program or activity · Invite them to be part of service projects you do in your family, school, congregation, or community. Teenagers (Ages 12 to 18) · Greet them when you see them.. Ask how they're doing. · Congratulate kids when they accomplish something. · Ask for their opinions or perspectives. · Spend time as a mentor, coach, or other youth leader. · Invite neighborhood teenagers to "hang out" in your home (when you're there). Take time to chat with them. · Advocate for youth having safe places to spend time with friends in the community. CT NOW. IARE ¥0UI TRETCH Don't wait until you have more time, more skills, more opportunities. Take a fresh look at how you can use the little opportunities that come up in your everyday routine. You already have gifts, talents, interests, and traits that can be valuable for asset building. Identify those and start sharing them with kids. It's good to start with things that fit into your everyday routine, but don't stop there. As you 9et more comfortable building assets, find ways to make it a more intentional, focused part of your life. X[ ELL OTHER~ Writer: Eugene C. Roehlkeparrain illustration and design: Brad Norr Design Try something new. The more people know about assets and start intentionally building them, the better communities will be for kids. TO [OratiOn:With Relationships } Ann Huey, a database administrator, isn't a parent, but she arranges much of her life around the kids in her Seattle, Asset Washington, neighborhood. Her apartment is stocked with d-Life bu,d~ng blocks and video Asset Building games, and she occasionally takes a day off from work when a neighborhood kid needs her.