2005
Community
Information
Community name and state:
Your community is applying as a:
___ Neighborhood _X_ Town ___ City ___ County ___ Region
If applying as a region, name participating communities:
If applying as a neighborhood, name city:
Has your community applied before? X Yes žNo If Yes, which years: 1963, 1965, 1986, 1997, and 1999
Has your community been a Finalist before? X Yes žNo If Yes, which years: 1963, 1965
Has your community been an
Contact
Information
Name: Marianna Keil
Title: President
Organization: Seward Centennial Committee
Address:
City, State, ZIP:
Phone (business/day): (907) 224-5066
Fax (business/day): (907) 224-5067
Phone (home/evening): (907) 224-7172
Fax (home/evening):
E-mail Address: laelia@yahoo.com or backlash@gci.net
List the 3 individuals who most actively participated in
filling out this
Beverly Dunham, Vice-President
Seward Centennial Committee
(907) 224-5623
Jeanne Galvano, citizen
(907) 224-3444
Marianna Keil, President
Seward Centennial Committee
(907) 224-7172
laelia@yahoo.com or backlash@gci.net
Name: City of
Address: PO Box 167__________________________________________________
City, State, Zip Code:
Phone Number: (907) 224-4045_________________ Fax: (907) 224-4038__
Email: clerk@cityofseward.net
If we are designated an All-America City, we agree to follow
NCL’s rules (available on the Web site) regarding use of the All‑America
City Award logo, a registered trademark of the National Civic League.
Name: Marianna Keil Title: President, Seward Centennial Committee
Community
Statistics
Note:
Use the most up-to-date statistics possible for your neighborhood, town, city,
county, or region (source suggestions: U.S. Census Bureau, State Department of
Economic Security, State Department of Finance, Department of Public Health,
and local school statistics)
POPULATION (in year 2000 or most recent):
2830
Source/Date: 2000 Census – US Census Bureau
POPULATION PERCENTAGE CHANGE 1990-2000 (indicate
+ or -): +8
%
Source/Date: 2000 Census - US Census Bureau
RACIAL/ETHNIC POPULATION BREAKDOWN (percentage):
White alone 72.1__%
Hispanic or Latino (of any race) 2___ %
Black or African American alone 2.4__%
Asian alone 1.8__%
Amiercan Indian and
Alaska Native (AIAN) alone
16.7__%
Native Hawaiian and Other
Pacific Islander (NHOP) alone .2 %
Some other race alone .9__%
Two or more races 5.9 %
Source/Date: 2000 Census - US Census Bureau
MEDIAN FAMILY INCOME: $__54,904__________
Source/Date: 2000 Census - US Census Bureau
PERCENTAGE OF FAMILIES BELOW POVERTY LEVEL: 14 %
Source/Date: 2000 Census - US Census Bureau
UNEMPLOYMENT RATE: ___12____%
Source/Date: State of Alaska Department of Labor 2005
POPULATION BREAKDOWN BY AGE GROUP (percentages, if
available):
19 years old and under _25__%
20-24 __6___%
25-44 _36___%
45-64 _26___%
65 and over __7___%
Source/Date: 2000 Census - US Census Bureau
PERCENTAGE OF HOME OWNERSHIP: 50.3 %
Source/Date:
2000 Census - US Census Bureau
WORKFORCE DISTRIBUTION -- Name the three largest
employment sectors in your community and provide the percentage of total
employed in each:
Educational, Health & Social Services 20.7___%
Services_(Food, Recreational, Accommocation, Entertainment)___17.2___%
Public Administration
14.4___%
Source/Date: 2000 Census - US Census Bureau
óó Please attach
a state map with your community clearly marked (attach as a separate sheet).
Part I:
Community Background and Community Challenge Section
1
(A). Community Background: Set the background for
your community. Tell its story. Summarize your community’s history, successes
and struggles. Describe how your community got to where it is today and your community’s current state of affairs. (700 word maximum):
Seward, Alaska was founded in 1903 by the
optimistic developers of a railroad to act as the ocean terminus to the
mineral-rich interior of Alaska. Unlike many Alaska towns that “just grew,”
Seward was well planned, built on a grid, with a distinct downtown core, wide
streets, unlike the boom-town, haphazard growth common in Alaska. The founders
intended that Seward become the “Gateway to Alaska,” and such it was
until the devastating 1964 earthquake and tsunamis that killed 12 townspeople,
destroyed 80+ housing units, seven docks, and wiped out 90% of the economy.
An aggressive citizen driven goal ever since has been
to diversify the economy through innovative planning and
follow-up. The aim has been to
create good paying year-around jobs that provide health and pension benefits.
The most dramatic examples:
· 1970, state vocational school (AVTEC)
· 1972, university research station (IMS)
· 1983, Spring Creek Correctional Center (SCCC)
· 1993, Alaska SeaLife Center (ASLC)
Taking the initiative, Seward donated land for each. The city even built the prison and the ASLC! The prison was leased to the state, which paid off the bonds. Major ASLC funding came from Exxon-Valdez recovery money. A non-profit now owns it. Mission: research, rehabilitation of marine mammals, and public education. Four project job total, 486. Seward is now known throughout the state for taking on large projects and bringing them to fruition.
That drive to improve the economy has continued. Phase 1 construction is nearing completion for a newly configured boat harbor, enlarged 16 acres, 129 new slips, new breakwater, and an added 3.5 acres uplands created from harbor dredge material. Total cost: $9 million, from city (revenue) bonds, state, EDA and U.S. Corps of Engineers.
At considerable cost, the city has long lobbied for a flood control levee that is now in the wetlands permitting stage. It will provide an alternate route to the solid waste transfer station and gravel pit. Heavy trucks will no longer traverse residential roads. Cost: $2.5 million paid by federal grant.
A new Third Avenue waterline and street lighting replacement are in the works. The city has already spent $167,000 on the project and a low interest loan of $3.5 million from the state will complete the Seward share. Additional costs will be borne by the Dept. of Transportation, as Third Avenue is part of a state highway.
In 1980 the economy was dramatically impacted by the creation of Kenai Fjords National Park. Seward is its gateway. Where fishing charters, motor and passenger train traffic brought 150,000 visitors to Seward annually, soon an additional 200,000+ visitors came to experience the park. Bright prospects for business have attracted new hotels, restaurants, and services. The downside is difficulty finding summer housing for the attendant workers, and absentee-owner businesses closing in winter. It has put pressure on the community infrastructure causing a divide between year-around residents and tourist-related businesses.
Seward takes care of its own. Private, non-profit and government agencies fill many needs: Domestic violence assistance; mental health and substance abuse care; housing for the mentally ill and developmentally disadvantaged; a seaman’s mission. The native community is integrated into the larger population, receiving and providing services for the whole. The senior center has a central kitchen providing on-site and meals-on-wheels. Local businesses donated equipment for a senior fitness program and a personal trainer donates time. The Cub Scouts have an “Adopt a Senior” program, doing odd jobs or visiting housebound seniors. The teen center provides baby sitter training and has an after school program for latch key kids. There are 14 churches and many fraternal/service organizations providing activities for all ages.
Evidence of Seward’s economic development success efforts is gross sales figures: They grew from $73,892,616 in 2000 to $79,739,924 in 2004. Sales are dramatically different by quarters. 2004: 1st quarter, $9,494,981, 2nd, $22,986,416, 3rd, $36,884,057 and 4th, $10,274,470.
Described as “The Real Alaska” in a New York Times travel article, Seward epitomizes the historic view of Alaska as small town, self-sufficient, with big ideas and magnificent scenery. It was 100 years old in 2003 and has faced many setbacks, but undaunted, it has survived and is looking forward to its second century with the same optimism as its founders.
1 (B). Community Celebration: Why should your community be selected as an All-America City? Describe what makes your community a great
place to live, work, and play. (300 word
maximum)
Nestled between mountains and the sea, Seward’s
setting is magnificent! It is the most easily accessible small-town in
Alaska: road, railroad, water and air. It is middle-of-the road politically,
therefore “kinder and gentler” than many Alaska cities. There has always been a
balance between growth and anti-growth advocates, allowing development while
maintaining natural beauty and quality of life.
Seward works at the safety of its citizens
and the protection of its environment. It was the first city in Alaska to meet
national Tsunami warning criteria. Its volunteer fire department and ambulance
corps are excellent, exceeding standards. The police department offers the DARE
program to the schools. Even Seward’s animals receive extra protection. The
city-owned and operated shelter frequently holds animals for months to avoid
having them euthanized.
Things to do and ways to relax abound. The library and
museum are popular with young and old alike. The city Parks & Recreation
Department offers year-around recreation: parks, trails, Tot Lots and ball
fields are sprinkled throughout the city. There are skateboard and BMX parks, a
bike path framing the town, and a volunteer-built boardwalk along the lagoon.
Townspeople enjoy stream and saltwater fishing, boating, hiking and mountain
biking, birding, cross-country skiing, snowboarding, and dogsledding. It is an
easy drive to Anchorage for plays, concerts and other cultural events.
Seward has a certain magic about it. Several people who grew up here but left for
college or work elsewhere, have come back to retire. Fourth of July is the
great homecoming. “Kids” who have graduated from Seward High School return from
all over the country for reunions. It will always be home to most who have
lived here. “I can’t imagine a better place to grow up, raise a family, and be
laid to rest,” says a long-time resident.
1 (C). Community Challenges: Based upon your community’s current status,
describe your community’s two most pressing challenges.
Challenge #1: (200 words maximum)
With the advent of tourism as a major part of the Seward
economy, there has developed an “us and them” atmosphere. Those who live here
year-around feel too much of community resources are going to satisfy the
visitor industry while the businesses in that sector lobby for more. Some of
these businesses are only open in summer and many have absentee owners. At the
same time, other changes in the economy, resulting from local efforts, have
brought an influx of newcomers. Many of them are not yet integrated into the
everyday activities of the area and feel isolated, resulting in tension between
longtime residents and new ones. A third divide, between those living within
the city limits and outside, is historic. These problems have aggravated the
nationwide “Bowling Alone” syndrome described in the book of that name: people
staying at home, watching TV or playing computer games, cocooning, becoming
less involved with their neighbors and in the everyday events of the community.
The challenge was to find a way to involve all factions in a project that
everyone could enjoy, enhancing a feeling of community.
Challenge #2: (200 words maximum)
The Seward Alaska Native
community of over 750 has grown to 30.7% from the 17% population figure of the
2000 US Census. This large “community within a community” not owning land or an
identified gathering area, has felt a lack of identity, essentially no sense of
place. Esther Ronne, Tribal Council President, stated, " It has been a
Qutekcak tribal priority for many decades to share our history and customs with
both our own tribal members and the non-Native community. We are a tribe of
many heritages composed of people from diverse cultures: Inupiaq, Athabascan,
Aleut, and Alutiiq. It is sometimes difficult for everyone to understand the
common thread between us. Many of the Natives do not have an awareness of the
history of this region or of their own culture. The youth do not have an
attachment to their Native heritage, which we feel is the reason for much of
the trouble they have with authorities in the schools. " In such a
circumstance a sense of disenfranchisement by the Native community
existed. A schism was developing,
creating a lack of unity between the native and non-native populations in
working towards common social goals of understanding and overcoming prejudices.
Part II:
Community-Driven Projects
Part II requires descriptions of three
collaborative community projects that have significantly affected the
community.
The first two projects should be drawn
directly from the two community challenges stated above.
The third project should be reflective of
what your community is doing for children and youth.
1. Project summary, name and give a
brief description. (150 words maximum)
A few townspeople realized that Seward’s 100th birthday, 2003, was nearing and nothing was being done to commemorate it. A core group saw this as an opportunity to bring people together to celebrate Seward’s rich history and to have fun. Several large meetings, 80-100 attending, were held to explore ideas. A thread running through testimony was “Something for Us,” people wanting a lasting legacy from centennial. The goal was to be as inclusive as possible, soliciting help from the entire community. Every organization and business was asked to sponsor an event or a project, either financially or with “sweat equity.” Response was fantastic: at least two events held every month, as many as five; dozens of projects, from large to small. The city contributed a coordinator and office space for two years. “ Seward 2003” was born.
2. Describe the relationship between the project and your
first challenge, the project’s history, and how it is being sustained? (300
words)
Centennial brought community factions together, setting aside differences. The “usual suspect” volunteers were invigorated when many who don’t volunteer joined them in an enormous effort in both events and projects:
· New Year’s Eve 2002, a huge kick-off ball drew 2,000 partygoers, babes in arms to 80+. Four generations of several families attended. Two bands, teens entertaining little celebrants, and Seward’s largest-ever fireworks lighted the midnight sky.
· February, a well attended 3-day Seward history symposium.
· July, on Alaska Flag Day, dedication of upgraded monument to Benny Benson, the Seward native boy who designed the Alaska Flag in 1926.
· August, Founder’s Weekend. Parade; Parade; vintage auto show; two concerts, street dance.
· September, Railroad Days. Handcar races, spike driving, model train show, velocipede rides, bazaar, hobo luncheon, VIP dinner, and dance.
· October, SHS all-class reunion. This and a reception in July drew nearly 500 Seward graduates.
· Bronze bust of William H. Seward (Lincoln’s Secretary of State who negotiated the purchase of Alaska from Russia), sculpted by local man.
· Founder’s monument rebuilt and dedicated.
· A 52-minute film, “Seward: the First 100 Years,” produced by a three-time EMMY winner, using vintage film; narrated by long-time residents and Alaska historians.
Small projects included everything from a pioneer tea to an extreme triathlon (3 teams ran, biked and kayaked 92 miles over rugged terrain, coming in 11 hours later!); and delegations from sister cities, Seward, Nebraska and Obihiro, Japan were hosted. A Mural-in-a-Day was painted by local artists, depicting Seward as the “real” start of the Iditarod Trail; centennial quilt; Senior Center cookbook; downtown and harbor beautification carried out by their respective businesses; old-timer interviews and booklet done by 6th graders; oldest cemetery cleaned, fenced and book written about pioneers buried there; new beautification projects circled the town.
3. Describe the partnerships and collaborations involved in the creation, development and implementation of this project. (300 words)
Core centennial movers took responsibility for the large events; Founder’s Week, Railroad Days and the reunion. The city hired a coordinator for 2002 and 2003, provided office space, and Parks & Recreation staff helped with many events, $110,000; Seward Volunteer Ambulance Corps raised money for and sponsored the ball, $23,000 (profit from the ball supplied free CO2 alarms to townspeople needing them); the Alaska Railroad sent special trains from Anchorage three times, donated use of their cruise ship warehouse for the ball and Railroad Days, and employees participated, $29,000; the two banks funded the bronze bust and Founder’s Monument renovation (10,000+ each); a “time capsule” (large Alaska Birch chest) was built by Prison Industries inmates and contains history, pictures and memorabilia (to be opened every 10 years and “new” history added; Resurrection Bay Historical Society sponsored the Seward history film with $39,590 from local donations and a $4,000 historical grant. Since Seward 2003 received non-profit status, donations were tax deductible.
The mayors of Nome and Kenai, both having celebrated a centennial, visited at their own expense, giving advice and sparking enthusiasm. The local weekly newspaper printed 95 articles and pictures about centennial over three years, donated event ads, and featured 17 articles by local residents. The centennial committee set up a web site, linked to the city and chamber of commerce sites, to keep townspeople up to date on activities.
A 4th Avenue/harbor project was designed by the State Department of Transportation with extensive input from the community, including the museum curator and a local artist. The imaginative design resulted in 30 etched photos of old Seward on bronze plaques mounted on wrought iron fencing; benches with the centennial logo; bronze seabirds atop poles, and a small centennial–inspired park with a compass rose.
4. Describe the qualitative and quantitative outcomes of
this project in the last 3 years and explain how this project was a success.
(300 words)
Centennial more than served its goals; a yearlong celebration participated in one way or another by over 2,000 people. Tens of thousands of hours went into planning and carrying out the various events and projects. Folks who rarely volunteer gave time and money. Residents inside and outside the city limits were involved as were long-time Sewardites and newcomers. Even visitor industry and year-around residents joined together to produce Seward’s largest ever project. Most importantly, these sometimes contentious-relationships profited from the working and playing together.
Seward was showcased as never before, to other Alaska communities, but most importantly to its own. Volunteers were proud of what they had accomplished and have gone on to work on other community needs. A library coffee table book of photographs is in progress, and Rotary is working on a gazebo for the large cemetery, with listings of all who are buried there. “Seward: the First 100 Years” has been shown statewide three times, has been shown at three film festivals and has received two awards, including a “Telly.” It is being used as a teaching tool in both the middle and high schools and will never be outdated. Finally, in the year 2103, the time capsule will be opened and those new Sewardites will have a complete history of the “Little Town That Could,” as it was described in an article years ago.
Name the primary contact for the project. Provide name & title, organization, address, telephone, and e-mail address. (This person may be contacted to verify information.)
Ex-Mayor Edgar Blatchford enthusiastically stated, “If there was a Nobel Prize for volunteerism, Seward would win it!”
Beverly Dunham, Vice President
Seward Centennial Committee
(907) 224-5623
wilnbev@ak.net
PROJECT TWO (Challenge #2)
1. Project summary, name and give a brief description. (150 word maximum)
The project called the Qutekcak
Cultural and Community Center, a 3,130 square foot facility located at 221
Third Ave in the Seward city center, provides a cultural center for sharing
Native traditions with all Seward community members and the over 980,000 annual
visitors to this area. It contains a group meeting room utilized for Tribal
Council, elder, and youth activities; an exhibit area to share the historical
artifacts and documents of the diverse heritage of the of the Seward Tribal
community; a lending library with books of Alaska Native heritage; and the
Alutiiq language curriculum project documents available for public use within
the facility. It also houses all Tribal program and administrative offices. It
is the central meeting place for Natives programs such as Community Health
Development, Family Violence Prevention, Substance Abuse and Sexual Assault
Prevention, Elder Nutrition, Care Giver Assistance, and youth activities in the
Seward area.
2. Describe the relationship between this project and
your second challenge, the project’s history, and how it is being sustained? (300 word maximum)
The Qutekcak Cultural and Community Center project (QCCC)
was envisioned as providing a central point of unity and identity for the
diverse ethnic makeup of the Alaskan Natives in the Seward community. "We
see it as a way to help with building self-esteem, a way of bringing all people
together and providing information to help oppose intolerance." - Esther
Ronne. The project conception began decades ago with the unification of the
Qutekcak Native Tribe during the formulation of the 1972 Alaska Native
Settlement Claims Act. In 1986 and 1992 needs assessment surveys were done which
identified a cultural center and gathering place as the number one priority of
the Seward Native population. The Qutekcak Native Tribe’s 1993 and 2001
Comprehensive/Strategic Five Year Plans, listed the Cultural and Community
Center as its number one social priority. The majority of the funds that
sustained the tribal services were received through a compacted arrangement
with Indian Health Services (IHS), and the Bureau of Indian Affairs (BIA),
program funds. These funds were able to support the programs and pay the rent
for the offices, but did not provide a means for building or buying a facility.
The tribe was forced to move frequently over the last 40 years. This only added
to the sense of isolation and displacement by the Native population. An
$184,673 Cultural Display Facility grant they were awarded in 2001 became the
basis of its building program. The current Qutekcak Cultural and Community
Center is still sustained by the program funds received through its IHS and
BIA-compacted arrangements. The actual repayment cost of the building loan that
supplemented the many grants and donations received for construction, is less
than the previous rent paid by the tribe for a much smaller space.
3. Describe the
partnerships and collaborations involved in the creation, development, and
implementation of this project. (300 word maximum)
In February of 2004, the
Qutekcak Native Tribe (QNT) moved into its Cultural and Community Center, a
facility that took 40 years of planning and years to construct with costs totaling
$522,000 in property acquisition, design, and construction expenses. The base of support came through a 2001 Exxon
Valdez Oil Spill Commission Local Display Facility grant being administered
through Chugachmiut a non-profit Native organization. They used some of these
funds to work with the Livingston Stone Architectural firm, who donated a
portion of their fee, to expand on the display facility concept to include
office, meeting room, and library space. Swenson Construction, local company,
and the North Pacific Rim Housing Authority (NPRHA), helped with drafting,
construction, maintenance, and operation cost projections for the project. Once
the costs for such a large project were identified the City of Seward, Seward
Historic Preservation Commission, Kenai Fjords National Park Service, Seward
Public Library and Resurrection Bay Historical Society wrote resolutions,
letters of support and committed services for use in the various grant
applications submitted by the tribe. The regional Native Corporation - Chugach
Alaska Corporation, Chugachmiut, the NPRHA, the Rasmuson Foundation, and the
Livingston Stone Architectural firm contributed grants or monetary donations.
Through a memorandum of understanding, the Alaska Vocational Technical Center
(AVTEC) provided/donated construction labor as an onsite work experience for
their students in the Physical Plant Technology Department and the Facility
Maintenance program. Qutekcak tribal members held a two-year construction
fundraiser receiving much support from the local community. The Seward branch
of the Wells Fargo Bank provided a low interest loan to supplement construction
expenses not covered by donations and grants. In June of 2004 the Qutekcak
Native Tribe hosted a grand opening celebration of its new Cultural and
Community Center to thank their many supporters.
4. Describe the
qualitative and quantitative outcomes of this project in the last 3 years and
explain how this project has been a success. (300 word maximum)
The QCCC opened in February
2004. The first projects offered in their new meeting room were Alutiiq “Look
Back and Listen” basket weaving, mask carving, and drum making workshops open
to the entire community. The facility has what the Tribal Administrator
describes as “a place to just drop in” atmosphere. This new found “sense of
place” has encouraged many tribal and community members to volunteer time and
skills to expand the projects and programs already provided by the tribe. While
only a partial list the new QCCC developed: an Alutiiq Language Curriculum
Lending Library in conjunction with the Kenai Peninsula School District as
outlined in the project plan, a new Elders in the School Project, including a
story telling/oral history program; Alutiiq bent wood hats project; subsistence
lessons in traditional foods preparation; creation of an Elementary Games
League in conjunction with the Elementary Winter Games; Teen Body Conditioning;
and the Native Youth Olympics. Perhaps the most visible success was the
expansion of the Orca Singing and Drumming group. Previously volunteer and
practice area problems kept this to less than a dozen tribal members.
With the QCCC now providing a
central element of identity and practice space, the number of youth dance
members grew to 26 and adult drummers to eight. Also, the project attracted
several non-native adult volunteers who assist with this and other
projects. The Orca group was asked to
perform at numerous community events, which drew the attention of the National
Park Service, who asked them to perform on their summer weekly Fox Island Boat
Tour. While the proceeds from this have funded the materials for new regalia it
is the very visible growth in pride of ancestry and heritage by these Native
youth that is the greater payment as they share a living history.
Name the primary
contact for the project. Provide name & title, organization, address,
telephone, and e-mail address. (This
person may be contacted to verify information.)
Connie Pavlov,
Tribal Administrator, Qutekcak Native Tribe
PO Box 1467, Seward
AK 99664
(907) 224-3118
Email:
tribaladmin@qutekcak.net
PROJECT THREE
As a commitment to America’s Promise, the National Civic League has issued the Youth Initiative Challenge. We ask that at least one project from each All-America City applicant document ways in which the lives of children and youth have been tangibly improved.
1. Project
summary, name and give a brief description. (150 word maximum)
Seward has always
valued education. In 2004, a total of $364,400 was given to graduating seniors;
an astonishing $95,800 was from local businesses and civic organizations. Since
the mid 1990’s state education funding for public education declined.
Gradually, teachers and classes were cut, and class sizes increased.
Historically, the eastern Kenai Peninsula and Seward felt ignored by the
politically powerful cities on the central peninsula. As funding continued to
decline, concerned parents decided it was time to take action to make sure the
educational system did not fail their children. In 2003, 200 parents met in the
high school auditorium; their goal was to rally in support of keeping education
alive and well in Seward. The vision of the group was to partner and connect
education opportunities in the community to the school. The Seward Educational
Alliance was created.
2. Describe the
relationship between this project and the challenge it is addressing, the
project’s history, and how it is being sustained? (300 word maximum)
The challenge for
the Seward Educational Alliance was: How could they make a difference? The
Alliance met regularly, and after several planning meetings broke into
committees. The tasks at hand were to
ensure their voices were heard politically, to decide what was important for
students to learn, and how could community and schools collaborate effectively,
best using their time, talents and resources for the purpose of enhancing
education and the sustaining of the programs. This group of dedicated parents
began listing ways that Seward’s students might receive instruction from others
within the community.
Politically, the
Alliance began a letter-writing campaign to their legislators. They set up
letter writing booths in the grocery stores, went to community meetings
advocating education, and wrote news articles. A strategic alliance was formed
with the community of Homer to push for the election of school board members by
specific districts rather than at-large where large communities had advantage
over the smaller communities. An education rally was held where parents,
students, teachers and concerned community members walked side by side in unity
from the SeaLife Center to the harbor carrying signs in support of education.
Parents and
students decided, together, that the arts were an important part of education.
A new non-profit, the Seward Band and Choir Boosters, was created. This club
raised funds and obtained grants to hire a band teacher and a choral
instructor. These two educators provide instrumental and choral training to the
elementary, middle and high schools. They also receive some stipends from the
school system.
After many
committee meetings the Alliance identified and met with the local resources
that would become key education partners; the Alaska SeaLife Center, AVTEC, the
Qutekcak Shellfish Hatchery, private businesses_ and they decided that the
natural setting of Seward was a classroom in itself.
3. Describe the
partnerships and collaborations involved in the creation, development, and
implementation of this project. (300
word maximum)
Having identified community resources and the school district’s assurance classes provided in the community settings would be accredited, the collaboration with the key education partners began in earnest.
· The Alaska SeaLife Center agreed to partner with the high school to offer courses in Marine Biology.
· Alaska Vocational Technical Center agreed to work with high school students allowing them to take classes in Industrial Electronics, Math, and Culinary Arts during their senior year.
· Qutekcak Shellfish Hatchery agreed to provide hands-on experience to youth interns growing shellfish, culturing plankton and testing water for toxicity.
· The Alaska Railroad agreed to donate space for a planetarium where students and community members could learn astronomy.
· Two private education businesses began teaching students. Resurrection Bay School of Music began providing music lessons. The Alaska Science Learning Laboratories began offering elementary students classes in archeology, physical science, chemistry, astronomy, criminal forensics and black and white darkroom photography. Middle/high school students were offered advanced classes in these subjects as well as Principles in Technology and Physics.
· Local businesses agreed to mentor students for classroom credit, learning job skills and business practices.
· Kenai Peninsula College agreed to expand college class choices for seniors as well as community members.
· The Port City Players, the local theater group, agreed to integrate students into productions and funds from performances would be channeled into the HS drama department.
· Loans, grants, private donations and in-kind contributions are sustaining the programs.
School board member, Sandra Wasillie said, “As a part of a progressive yet financially
strapped school district, Seward leads the way in providing its youth with
outstanding, innovative programs in science and music, not otherwise
available in the schools except by creating alliances with locally based
partners.”
Seward is taking leadership in providing quality education.
4. Describe the
qualitative and quantitative outcomes of this project in the last 3 years and
explain how this project has been a success.
(300 word maximum
The Seward Educational Alliance energized the community to look for innovative and sustainable programs and gave parents and students the courage and perseverance to take the challenge. One of their first achievements, with support from Homer and the community, was the passage, by voters, of the districting plan for electing school board members. The second accomplishment was the election of a Seward woman to the Kenai Peninsula School Board.
Other accomplishments and outcomes:
· The National Park Service wrote a grant that paid for an instructor to teach Marine Biology out of the Alaska SeaLife Center. Students may now become interns at the SeaLife Center for hands on experience with marine animals. These new educational opportunities in our own backyard have inspired students to venture into the field of Marine Studies after graduation.
· Formation of the Seward Band and Choir Boosters and their successful effort to fund a band director and a choral director in the school saved and enhanced the music program.
· Two private education businesses opened. Alaska Learning Laboratories has enrolled 50 students from grades 1-12. Resurrection Bay Music School went from 8 students to 46. The community reaps the benefits from band and choir performances by students. Students who cannot afford the tuition can receive scholarships provided by the Rotary Club.
· Alaska Vocational Technical Center high school seniors graduating from the vocational classes are immediately marketable for good paying jobs throughout the state. AVTEC has a 96% placement rate for all graduates.
· Money raised by the Port City Players has gone back into the schools to support the high school drama program and to maintenance of the school’s theater.
· Other community agencies are exploring the possibility of providing educational opportunities to students.
· Attendance
rate at the high school has increased 8%.
Name the primary
contact for the project. Provide name & title, organization, address,
telephone, and e-mail address. ((This
person may be contacted to verify information.)
Marvin Tapsfield,
Owner
Alaska Science Laboratories
224-3611
Email:
mtaps03@yahoo.com
Civic
Infrastructure
Describe your community. Using the four major sections of the National Civic League’s The Civic Index, Second Edition (see www.ncl.org for more information), examine your community’s civic infrastructure and civic capacity and describe how your community lives each of the answers to each of the following questions. Please include real examples of how your community has demonstrated its strengths and faced its challenges. The roman numerals correspond to parts of The Civic Index, Second Edition. Also see the application instructions for this section.
I. What is our
community vision for its future? (300
word maximum)
Seward participated in a four-year Comprehensive Plan update. This statement from the plan expresses the vision and values of its citizens:
Building on its impressive heritage and natural setting,
the community’s vision for itself includes: an attractive, healthy, vibrant
community; a strong diverse economy with quality business, educational and
recreational opportunities; a process for orderly growth; and an appreciation
of local history, culture and community.
·We value the “small town feel” and friendly atmosphere.
·We value clean air, and a healthy, natural environment for people and wildlife.
·We value natural open spaces and the scenic views of the surrounding undeveloped mountains.
·We value a clean, well-maintained community, beautification through landscaping, and restoration of our historic structures.
·We value recreational opportunities and facilities for all ages and socioeconomic backgrounds.
·We value a community that will ensure that pre-K-12 and post-secondary institutions have the resources and programs to provide quality education opportunities to our children and residents.
·We value effective accessible and affordable healthcare.
·We value the contributions of the various organizations and individuals who work to better our community.
·We value an open, responsive city government based on a high level of citizen input and community involvement.
·We value fiscally sound government that provides high quality services.
·We value a safe community and a feeling of security.
·We value orderly growth and balanced development that is driven by community consensus in conformance with the land use plan.
·We value a stable economic environment, economic diversity, year-round businesses, environmentally responsible industry and employment that promote a high standard of living.
·We value diverse transportation facilities including road, rail, air, pedestrian, and water routes that meet the needs of residents, businesses and visitors.
This citizen-driven community vision and values give the community a roadmap to the Seward of the future.
II. How are we fulfilling the new roles for community
governance?
II (a). What is
the extent and nature of community member participation in community
improvement efforts? (300 word
maximum)I
Seward’s population
makes up for its small size by its enthusiastic participation in the political
process. Citizens tend to be active in public decision-making because each
decision affects their lives immediately and significantly. Often city council
meetings have standing-room-only crowds if the topic being considered is controversial.
City council meetings are televised, drawing a loyal audience. Viewers have
been known to grab their coats and rush to a public hearing to give their input
on a measure before council. Twenty-three citizens serve on three government
commissions appointed by the city council. They actively participate in the
decision-making process by soliciting community input and passing on
recommendations. In addition, citizen ad-hoc committees and grass roots task
forces are often established to gather information and address local issues.
Leaders in both the
public and private sectors are actively involved in local civic organizations.
Most city officials make conscious effort to be involved in local business and
non-profit organizations also, attending meetings and partnering on community
projects. In a small community where most of the leaders are volunteers and
everyone wears numerous hats, it is sometimes a challenge to develop new
leadership. Elected officials and appointed commissioners serve for little, if
any compensation. This can be a burden to the small business owner or employees
doing alternating shift work.
Participation and
involvement by individual citizens is the essential component of a successful
community. Seward citizens have historically been willing and eager to
participate in projects that make living here easier and more pleasant. They
have enthusiastically supported improvements to community infrastructure such
as a new generator for the electric utility, improved water lines, health
services, and harbor and economic development projects. They have been willing
to bond and tax themselves to pay for these things.
II. (B). What
role does government play in community-wide decision-making and how do they
contribute to improving the community? (300 word maximum)
In Seward,
government has historically been the tool of the people, responding to
community wants and needs. City government has been responsive to the safety of
its citizens and to protection of its environment as well.
Through government
action 6 low-income apartment complexes were constructed, healthcare needs were
addressed by building a new hospital paid for by sales tax dollars and Seward
is in the planning phase to replace the long term care center for the elderly
and very ill patients.
Environmental
responsibility was personified in 1989 when, with no assurance of compensation,
the city chartered a jet and had skimmers and boom flown from Denmark. The goal
was to protect the shores of Resurrection bay from the Exxon-Valdez oil spill.
Seward was the only impacted-community to act so pro-actively to the disaster.
Luckily, the $40,000 cost was eventually recovered from spill compensation
funds.
For decades the
City of Seward has paid lobbyists in both Juneau, the state capital, and in
Washington, D.C.
The D.C. lobbyist graduated high school here, so is familiar with the community
and has a personal interest in its welfare. The Juneau lobbyist has been with
the city for 25 years. The lobbyist investment has paid for itself many times
over. Examples: Federal science grants for the Alaska SeaLife Center have
enabled the facility to carry on studies relative to the drastic decline in the
sea lion population, the city was able to get $1.3 million for engineering of
the new long-term care facility and $2.5 million in harbor funds included in
the state budget. “Having someone on-site watching your interests is the only
way to keep up,” said local activist and city council member Willard Dunham.
II. (C). What
role does the non-profit sector play in community-decision-making and how do
they contribute to improving the community? (300 word maximum)
After construction, the city turned the Alaska SeaLife Center physical plant and operation over to the Seward Association for the Advancement of Marine Science (SAAMS), which has federal non-profit status. Its administration is active in community decision-making. Its chief administrator is a former assistant city manager and its general manager (facilities) grew