►
Description
Minneapolis Public Health, Environment, Civil Rights, and Engagement Committee Meeting
A
Good
afternoon
I'm
going
to
call
to
order
this
meeting
of
the
regularly
scheduled
public
health,
environment,
civil
rights
and
engagement
committee
for
Monday
August,
20th
2018.
My
name
is
Philippe
Cunningham
and
I
am
the
chair
of
this
committee
with
me
at
the
dais,
our
council,
members,
Cano,
Schrader
and
council.
Vice
president
Jenkins,
please
let
the
record
reflect
that
we
have
a
quorum
on
today's
consent
agenda.
We
have
four
items.
A
To
join
in
any
state
or
national
coalition's
of
government
entities
to
defend
the
2016
clean
car
standards
with
that
to
any
of
my
colleagues
have
any
questions.
I
would
also
like
to
acknowledge
that
in
welcome
council
member
Johnson,
seeing
no
questions
I
would
like
to
move
approval
of
the
consent
agenda.
A
All
those
in
favor,
please
signify
by
saying
aye
aye
those
opposed
that
item
is
approved,
so
we
have
some
very
exciting
presentations
today
this
is
I,
while
I
really
enjoy
the
business
of
the
city.
This
is
really
an
exciting
part
of
the
work
that
we
do
here
with.
The
committee
is
being
able
to
learn
about
what
all
the
amazing
city
staff
that
we
have
here
working.
What
they'll
work
actually
looks
like
a
lot
of
times.
We
talk
about
systems,
change
and
institutions
as
very
abstract
ideas,
but
it's
actually.
A
On
that
note,
our
first
discussion
item
for
today
is
the
healthy
sexuality
and
healthy
and
safe
children
and
youth
presentation.
I'm
very
excited
about
this.
A
lot
of
work
that
I
have
done
previously
before
being
elected.
So
I
would
like
to
welcome
coral
gardener,
director
of
the
adolescent,
health
and
youth
development
for
the
Health
Department
for
the
Health
Department
since
you'll
be
giving
today's
presentation
miss
Gardens
floor
is
all
yours.
B
Good
afternoon
committee,
chair,
cunningham
and
other
members
of
the
committee,
my
name
is
coral,
garner
and
I
am
the
division
director
for
Ellison
health
with
the
Minneapolis
Health
Department.
Our
division
manages
various
projects
and
initiatives
focused
on
the
physical,
mental
and
social
well-being
of
Minneapolis,
youth
and
young
adults.
B
B
Today's
presentation
is
about
our
sexual
health
promotion
work.
Sexual
health
promotion
is
one
of
our
key
bodies
of
work
focused
on
healthy
youth
development
and
encompasses
the
Health
Department's
efforts
to
address
sexually
transmitted
infections
and
teen
pregnancy
prevention.
Our
strategies
fall
into
three
categories.
B
Access
to
services
was
specific
outreach
to
uninsured
and
underinsured
youth
and
safety
net
services
to
our
community
of
clinics,
promoting
the
use
of
science-based
health
education
through
our
partnerships
with
Hennepin
County's,
better
together,
Hennepin
and
I
work
with
Minneapolis
Public
Schools,
as
well
as
funding
to
agencies
to
develop
culturally
specific
education
and
through
public
awareness
with
our
partnerships
with
local
advocacy
groups.
Two
ways
a
raise
awareness,
especially
in
communities
with
the
highest
disparities,
about
the
importance
of
good
sexual
health
protection
and
regular
testing.
B
B
The
results
of
SDI
reports
in
2017
show
that
teens
and
adolescents
are
most
vulnerable
age
group
to
chlamydia
and
gonorrhea
in
2017
about
21%
of
our
chlamydia
reports
were
found
among
persons
aged
15
to
19
in
Minneapolis,
while
they
make
up
roughly
seven
percent
of
the
total
population.
The
blue
boxes
show
the
proportion
of
persons
aged
15
to
17
and
18
to
19
among
our
residents
in
Minneapolis.
In
other
words,
3
percent
of
the
population
were
15
to
17
years
old
and
4
percent
of
the
population
were
18
to
19
years
old.
B
By
the
same
token,
the
green
bars
show
the
proportion
of
persons
in
those
age
groups
who
were
diagnosed
with
chlamydia.
That's
to
say,
nine
percent
of
all
the
chlamydia
reports
were
found
among
teens
aged
15
to
17,
and
12
percent
of
them
were
found
among
teens
aged
18,
nineteen
years
old.
If
all
age
groups
were
equally
vulnerable
to
chlamydia.
One
would
expect
that
the
blue
and
in
the
green
boxes,
to
share
the
same
length
more
or
less
in
a
similar
pattern
exists
for
gonorrhea
rates.
B
The
number
of
birds
to
teen
mothers
and
Minneapolis
continues
to
decrease
from
2000
to
2016.
The
annual
number
of
births
to
teen
mothers
aged
15
to
19
years
decreased
from
a
hundred
and
twenty
births
to
two
hundred
and
twenty-eight
births
are
a
decline
of
72
percent
decreases
are
evident
among
both
the
fifteen
to
seventeen
and
eighteen
and
nineteen
age
subgroups.
B
Despite
these
trends,
however,
there's
still
prevention
work
to
be
done,
especially
towards
achieving
health
equity
in
2016.
The
birth
rates
among
teen
mothers
in
Minneapolis,
was
approximately
18
births
per
1000
females
aged
15
to
19.
However,
it
was
higher
in
populations
of
color
barriers
to
health
care
access,
negative
stigma,
discrimination
and
neighborhood
conditions
such
as
segregation
and
poverty
all
contribute
to
the
disparities
and
STI
s
and
teen
pregnancies
among
you
for
color.
The
Minneapolis
Health
Department
currently
has
the
following
investments
in
partnerships
in
place
to
address
these
disparities.
C
I'm
good
afternoon,
I'm
barbara
Kyle
with
the
school-based
clinics,
as
Carl
said.
Thank
you
for
inviting
me
I
just
want
to
point
out.
We
are
school-based
clinics
located
in
six
of
the
minneapolis
public
high
schools.
We
provide
a
dallas
and
friendly
cost
at
no
at
no
cost
to
the
family,
or
the
students
were
very
accessible.
C
We
can
provide
confidential
care.
We
provide
health,
education,
physical
health
services,
mental
health
services,
sexual
health
services
and
nutrition.
There's
kind
of
two
main
approaches
that
we
do
around
sexual
health.
One
is
more
of
a
clinical
approach
to
addressing
STI
s.
We
have
done
a
lot
of
STI
testing.
I'll
show
you
in
a
moment
some
of
our
numbers
in
counseling.
We
do
those
individual
in
our
clinic
one-to-one
visits
with
clients,
it's
scheduled
or
walk-in.
We
also
do
something
called
fast
testing
events
that
has
been
very
successful
in
reaching
more
students.
C
We
also
have
a
program:
that's
called
the
safer
sex
initiative,
that's
funded
by
both
a
state
grant
and
a
local
county
federal
grant,
and
it's
a
program
for
females
that
are
adolescent
age
and
they
meet
one-to-one
using
an
evidence-based
strategy
using
motivational
interviewing
and
in
counseling,
allowing
them
to
be
in
a
safe
place
to
ask
their
questions
and
then
another
more
clinical
approach
we
have
is
we
really
do
expedited
partner
treatment
and
we
really
follow
the
CDC
guidelines
for
treatment
and
testing.
So
some
of
the
non
clinical
approaches
that
we
have.
C
We
do
a
lot
of
outreach.
We
probably
reach
over
10,000
young
participants
a
year.
We
do
classroom
presentations
quite
frequently.
We
do
lunchroom
tables,
we
do
social
media,
we
play
lots
of
games
and
you
can
see
a
little
bit.
We
play
a
lot
of
jeopardy
or
fact
or
fiction
and
really
get
people
engaged
in
this
last
year,
we've
done
health
Fair's
at
each
of
our
high
schools,
involving
students
to
help
facilitate
those
and
it's
more
than
just
sexual
health,
but
really
getting
them
connected
to
resources
and
questions
and
information
they
need.
C
We
also
have
a
Youth
Council
that
has
members
of
all
of
our
high
schools
that
we
meet
two
times
a
month
and
those
council
members
do
a
lot
of
outreach.
They
do
a
lot
of
peer
education
and
they
help
us
with
a
lot
of
our
tabling
and
social
media
events
as
well.
So
I
just
have
two
slides
of
data
and
I
not
going
to
read
the
numbers,
but
I
just
wanted
to
show
you
over
the
years.
C
We've
put
a
lot
of
effort
into
reaching
more
clients
and
doing
more
tests,
and
so
the
green
line
and
the
top
is
the
number
of
discs
limiting
and
gonorrhea.
We
also
do
other
testing
so
that
it
continues
to
increase,
and
the
number
of
clients
that
we've
reached
each
year
also
has
increased
as
I
mentioned
earlier.
We
do
these
fast-track
walk-in
clinic
days,
and
we
started
that
based
on
some
work
that
was
done
in
Philadelphia
and
so
the
top
line
or
the
bottom
line.
C
That's
blue
shows
that
we
reach
about
500
young
people,
who,
just
we
have
a
day
that
kids
can
come
in
no
questions
asked.
Then
they
come
back
for
results
and
get
more
health,
education
and
also
connection
to
other
resources
in
the
clinic
and
then
the
top
is
where
the
number
of
tests
we
do
during
regular
one-to-one
visit.
So
we
have
a
couple
strategies
for
doing
testing
and
we've
done
surveys,
and
even
though
we
think
we
do
walk
in
all
the
time
the
students
really
do
like
these
walk
and
events.
We
reach
different
students.
C
B
So
this
is
one
our
programs
that
was
funded
with
our
Center
for
Disease
Control.
Grant
coaching
boys
into
men
is
a
violence
prevention
program
for
athletic
Coaches
to
is
designed
to
inspire
them
to
teach
their
young
male
athletes
about
the
importance
of
respect
for
themselves,
others,
and
particularly
women
and
girls.
We
begin
implementing
this
program
this
past
school
year
in
2017
and
so
far,
we've
trained
over
30
coaches
and
outreach
workers
that
includes
they're
from
a
north
and
Henry
high
schools,
and
also
run-and-shoot,
which
is
a
community
based
program
at
Fargo.
B
Park
110
athletes
today
have
participated
in
the
program
and
of
the
youth
that
participated
in
the
fall
program.
With
the
results
from
the
pre
and
post
surveys,
there
was
a
significant
increase
in
understanding
and
recognizing
abusive
behaviors
in
this
picture.
That's
a
coach
Adams
from
North,
High,
School
and
I
think
it
was
doing
the
Super
Bowl
week.
The
Minneapolis
Public
Radio
did
a
piece
on
him
and
I'm
just
want
to
share
a
quote
from
one
of
our
student
participants.
B
Coaching
boys
into
men
teaches
you
stuff
week
by
week.
It
helps
me
it
helps
give
me
goals.
Our
coach
talked
to
us
about
how
you
should
show
respect
and
treat
girls
actually
I
had
a
recent
situation
at
school,
I
accidentally
bumped
into
this
girl,
and
she
thought
I.
Did
it
on
purpose
and
started
screaming
and
yelling
at
me,
but
I
was
able
to
not
let
it
get
to
me.
I
stayed
calm
and
explained
it
was
an
accident
and
I
apologized.
B
Posh
is
our
program.
It's
called
positive
outcomes
for
sexual
health
is
a
health
education
and
peer
outreach,
a
program
to
straight
gay,
lesbian
or
transgender
youth
and
young
adults
who
identify
as
male
and
we
contract
with
pills
very
United
to
implement
this
program.
They
provide
culturally
relevant
chlamydia
and
gonorrhea
prevention
and
intervention,
information
and
messaging
on
condom
use
to
the
target
population,
and
they
also
provide
referrals
for
testing
in
affordable
or
free
care,
and
in
2017
posh
head
2192
contacts
from
face-to-face
contacts.
They
participated
in
100
1143.
B
Contacts
with
education
had
about
a
thousand
contexts
through
social
media,
and
they
referred
over
600
clients
to
STI
testing
neighborhood
health
source
is
another
contractor
that
we
partner
with
to
implement
the
scene
on
the
street
program.
They
provide
chlamydia
and
gonorrhea
screening
with
a
focus
on
young
men
of
color
is
based
in
out
of
Fremont
clinic
in
North
Minneapolis,
but
they
do
outreach
in
north,
north,
east
and
south
minneapolis.
B
They
have
outreaches
on
staff
that
educate
and
engage
in
young
high-risk,
young
men
of
color
impacted
by
the
high
disparities
of
SDI's
through
prevention,
testing
prevention
and
safe
practices,
in
addition
to
their
street
outreach.
They
also
provide
education
in
three
charter
schools
in
Minneapolis.
They
do
work
at
the
American
Union,
oh
I,
see,
and
they
also
have
a
barber
shop,
barber
shop
program
at
all-in-one
barber
shop,
where
they
do
outreach
and
testing
there.
B
B
We
also
provide
technical
assistance,
the
Minneapolis
Public
Schools
and
their
middle
school
program
to
ensure
that
they
teach
medically
accurate
age-appropriate
instruction
on
sexual
health,
education
to
youth
between
the
ages
of
11
and
13
years
old,
and
this
past
year
services
were
provided
in
20
middle
school
locations.
There
were
200
2269
students
who
have
received
education
on
making
proud
choices,
and
there
were
49
interactions
with
teachers,
and
we
also
trained
I
think
about
six
or
seven
teachers.
B
This
past
school
year,
our
public
awareness
work
is
done
in
partnership
with
a
group
called
crushed
its
community
restoring
urban
youth,
sexual
health,
which
is
a
collaborative
of
professionals,
youth
and
community
members
who
are
concerned
about
the
rising
rates
of
Chlamydia
and
sti's
among
teens
and
young
adults.
The
city
serves
as
the
backbone
organization
for
this
group.
It
was
established
in
2013
and
we
collaborate
on
a
variety
of
projects
throughout
the
year.
The
most
notable
one
is
our
annual
STI
testing
date.
B
That
is
done
every
April
around
the
time
that
the
State
Health
Department
releases,
their
sexual
health
report
and
the
purpose
of
the
STI
testing
Day
is
to
promote
awareness
about
Minnesota's
chlamydia
epidemic,
to
stress
the
importance
of
getting
tested
if
sexually
active,
and
to
promote
where
to
go
for
no-cost
or
low-cost
SSDI
treatment.
During
that
date,
this
past
April
we
had
56
clinics
statewide
to
participate
and
tribal
organizations.
There
were
741,
teens
and
young
adults
tested
on
that
date
and
of
the
41
741
people
tested.
B
This
is
an
example
of
some
of
our
social
media
work,
and
this
was
done.
During
the
Superbowl
week
we
partnered
with
Hennepin
County
Red
Door
Clinic
and
develop
a
Super
Bowl
thing
public
awareness
campaign.
We
also
distributed
safe,
six
kids
to
community
outreach
workers
such
as
the
outreach
workers
connected
with
your
Coordinating
Board
and
parsh,
to
distribute
information
and
bars,
and
there
are
public
venues
throughout
the
week
and
the
second
is
another
one.
On
the
second
page,
okay,
so
look
into
the
future
again.
B
Our
priority
for
this
year
is
timely,
HIV
and
AIDS
surveillance
and
interfaith
interventions.
As
you
know,
the
City
Council
passed
a
resolution
for
Minneapolis
to
become
an
HIV
fast
track
city
in
March
of
this
year,
and
so
we're
in
are
currently
in
the
process
of
collaborating
with
community-based
organizations
and
advocacy
groups
in
the
state
in
the
county
to
determine
what
we
need
to
do
to
develop
strategies
to
end
AIDS
as
a
public
health
threat
by
2030.
B
We
want
to
continue
to
improve
and
expand
our
STI
outreach
focus
on
young
men
of
color,
promoting
teen
friendly
clinics
and
advocating
for
minor
consent.
We
will
continue
to
conduct
conduct
youthfully
a
participatory
research
again
this
year.
I
think
our
particular
focus
is
going
to
be
on
the
10x
youth
because
of
the
increase
in
teen
pregnancy
rates
in
that
population.
B
D
D
That
comes
along
with
being
sexually
active
as
well,
as
you
know,
understanding
various
challenges
to
sexual
health
that
are
out
there.
I'm
curious.
You
talked
about
the
youth
power
program
and
it
looks
like
it's
sort
of
specifically
targeting
Muslim
youth
and
young
people
and
I'm
just
wondering,
with
your
increased
emphasis
on
culturally
specific
communities.
D
D
B
B
D
Now
I
know
there's
a
number
of
East
African
organizations,
specifically
women,
centric
organizations
that
are
really
beginning
to
think
about
how
to
improve
sexual
health
in
East
African
communities.
Given
the
you
know,
sort
of
physical
and
emotional
challenges
that
come
with
at
the
or
female
Jana's
insulation,
and
so
how?
How
do
we
help
those
communities
to
heal,
emotionally
and
and
as
well
as
develop
better
sexual
health?
Actually.
B
It's
true
that
and
that's
where
we
did
our
initial
research
once
with
that
organization,
and
that
was
about
two
years
ago
and
again
the
issue.
There
was
really
to
make
sure
that
in
programming
that
was
developed,
that
there
was
more
emphasis
on
anatomy
and
stuff
identity,
because
a
lot
of
that
people
don't
get
in
their
home
right
country,
mm-hmm.
D
D
A
I
was
gonna
actually
I
had
a
couple
questions
I,
wouldn't
you
asked
that
question
I
thought
I'd,
Lisa,
Rinna's
well,
so
I'm
glad
to
know
that
you
all
are
already
working
together.
I
wanted
to
ask
about
cultural
competency.
We
had
some
LGBT
aspects
of
that.
I'm
just
wondering
is
that
built
into
the
school
curriculum
like
the
everyone
we
talked
about
evidence-based
curriculums.
What
is
included
in
that
like
when
we
talk
about
cultural
competency,
does
that
include
queer
and
transgender
bodies
and
sexuality?
What.
B
We
provide
in
terms
of
training
we
partner
with
the
University
of
Minnesota
Minnesota,
Prevention,
Research
Center,
and
we
contract
with
them
to
help
us
to
provide
training
to
schools
that
reach
out
to
us
for
training,
and
so
the
basic
training
is
on
making
proud
choices.
And
then
we
also
provide
training
on
foundations,
which
is
a
kind
of
supplementary
supplementary
curricula.
That
really
looks
at
that's
more
inclusive.
B
And
yes,
that's
something
that's
on
our
radar
and
it's
something
that
we
are
constantly
working,
not
only
with
Minneapolis
Public
Schools,
but
also
with
our
partner
agencies,
to
make
sure
that
they
are
responsive
as
well,
because
that
was
one
of
the
key
things
that
came
out
of
our
youth
research.
That
was
done
in
2015.
B
That
you've
were
underwhelmed
with
the
type
of
health
sex
education
that
they
were
receiving,
that
it
wasn't
necessarily
responsive
because
it
was
typically
either
heterosexual
or
they
are,
is
leans
towards
our
LGBTQ
youth,
as
opposed
to
being
more
inclusive,
because
gender
identity
in
sexuality
are
totally
different.
And
in
keeping
that
in
mind
a.
A
A
I,
like
just
learned
today
in
Hennepin
County,
that
it's
like
4%
of
the
cases
that
the
medical
examiner
gets
our
homicides,
whereas
12%
are
suicide.
So
it's
significantly
more
I'm
curious,
like
what
do
we
are
we
seeing
this
reflected
in
the
school-based
clinics
like
is
there?
Is
there
greater
support?
That's
needed!
What
kind
of
suicide
prevention
support
is
there
can
be
provided
I.
C
Think
there's
always
a
Council
Chair
Cunningham,
that's
a
great
question:
I,
don't
know
if
I
have
the
whole
answer
and
I'm
not
really
a
super
familiar
with
what
you're,
quoting
I
know
that
you
know
we
partner
very
closely
in
the
school-based
clinics
with
different
members
in
the
school,
we're
part
of
the
local
children's
mental
health
collaborative
and
so
made
up
at
different
agencies
that
focus
on
children's
mental
health.
We
do
a
lot
of
training
with
our
staff.
C
F
A
All
right
seeing
no
further
questions,
I,
move
to
receive
and
file
this
presentation
of
healthy
sexuality
and
healthy
and
safe
children
and
youth
presentation,
all
those
in
favor,
please
say:
aye
aye,
those
opposed
say
no,
the
eyes
have
it,
and
that
item
is
received
and
filed.
Thank
you
so
much
for
that
very
thorough
presentation
and
thank
you
for
all
the
work
that
you
do.
Our
next
discussion
item
is
here.
Let
me
see
is
the
environmental
education
presentation.
A
We
are
going
to
be
receiving
and
filing
a
presentation
on
the
Minneapolis
environmental
education
initiative
in
the
advancement
of
STEM
education,
specifically
environmental
studies
with
the
support
of
community
members,
agencies
and
businesses.
Today
we
have
marquita
Keys,
who
is
a
health
inspector
in
our
Environmental
Services,
and
she
will
be
giving
a
via
presentation
today.
Whisky
has
the
floor.
Is
all
yours.
E
Good
afternoon,
chair
Cunningham
and
council
members,
my
name
is
marquita.
Keyes
I
am
employed
in
the
health
department
division
of
environmental
programming
when
I
am
not
conducting
pollution,
inspection
responses
and
routine
inspections,
I
also
manage
an
education
program,
and
so
I
will
be
presenting
on
what
we've
done
thus
far.
E
So
the
Minneapolis
environmental
education
program
aim
is
to
provide
resources
to
instructors,
teachers,
and/or
institutions
and
the
implementation
of
strategies
to
advance
environmental
education
through
experience
or
learning
opportunities,
and
so
really
quickly.
I
just
wanted
to
talk
about
why
we
think
that
environmental
education
is
important.
First
of
all,
we
believe
that
environmental
education
is
a
part
of
STEM
education,
so
science,
technology,
engineering
and
math.
We
know
that
stem
occupations
are
on
the
rise
in
the
United
States.
They
are
growing
greater
than
any
other
occupations.
E
E
So
here's
what
we
are
focusing
on.
We
want
our
students
to
be
engaged
in
methods
to
expose
embark
to
be
exposed
to
environmental
education.
We
believe
that
providing
our
expert
colleagues
in
the
classroom
to
expose
our
students
to
the
work
that
we
do
is
extremely
impactful.
We
believe
that
getting
our
students
in
the
field
in
two
facilities,
both
here
in
the
city
and
otherwise,
are
impactful
for
their
education.
E
We
also
know
we
believe
that
all
these
factors
will
help
our
students
to
be
informed
and
get
them
engaged
in
stem
most
especially
environmental,
education
and
I
wanted
to
focus
on.
We
really
started
this
path,
trying
to
engage
schools
that
are
underserved
from
communities
where
they
would
not
otherwise
have
access.
So
I
wanted
to
make
sure
I
included
that
in
order
to
increase
pathways
for
the
various
populations
over
here
and
otherwise
so
far,
we
have
provided
funding
for
environmental
camps
funding
for
tools
in
the
classroom.
E
As
mentioned
prior,
we
have
provided
funding
for
tools
in
the
classroom
and
outside
the
classroom
for
research
for
students.
We
have
developed
partnerships
with
Minneapolis
Public
Schools
with
local
organization
project
sweetiepie
with
just
befo
a
small
minority-owned
business
with
Hennepin
County,
the
University
of
Minnesota,
the
Minneapolis
Park
and
Rec,
and
also
the
city
of
st.
Paul.
We
believe
that
our
most
cherished
asset
is
our
colleagues
here
at
the
city
of
the
folks
who
are
doing
the
work
every
day,
so
just
to
give
some
background
into
what
we've
done
thus
far
and
2014.
E
The
Minneapolis
environmental
education
program
worked
at
Anderson
United
Community
School.
We
were
able
to
fund
10
students,
highly
mobile
students,
to
attend
an
environmental
education
camp
up
in
Finland
Minnesota.
Once
those
students
were
there,
they
were
able
to
use
our
tools
that
we
use
every
day
for
research,
so
they
took
our
kusuma
canisters.
You
can
see
on
the
left
and
they
conducted
air
research,
air
quality
research.
They
also
were
able
to
receive
through
us
some
funding
for
hot
water
quality
testing
kits,
and
so
they
also
did
water
quality
testing
in
Finland
Minnesota.
E
Also
at
Anderson
United
Community
in
2014-2015,
we
were
able
to
send
four
of
their
teachers
general
ed
teachers,
to
the
University
of
Virginia
to
learn
about
how
to
be
expert
scientists
teachers,
since
their
focus
is
general
ed
and
most
of
them
ESL
in
this
community.
It
was
really
beneficial
for
them
to
learn
about
how
to
get
their
students
engaged
in
the
environment,
to
work
and
in
stem
work
specifically,
and
they
you
key
takeaways.
They
learned
that
their
students
should
really
be
using
organisms,
real-life
organisms
to
do
their
research.
E
They
learn
that
field
experience
is
very
important
for
their
students.
They
learn
that
real
real
research
is
important
and
impactful,
and
they
also
learn
to
teach
their
students
to
think
like
scientists
every
day
and
once
more
students
learn
best
by
hands-on
experience
with
learning
in
2016,
we
were
able
to
work
at
North
High
School
up
on
the
right.
You
can
see
one
of
my
colleague.
E
She
is
teaching
the
students
at
North
High
School,
in
an
ecology
class,
about
the
importance
of
pollinator
habitats
about
recognizing
pollinator
habitats
about
native
bee
identification,
and
then
she
took
those
same
students
out
into
their
own
community
to
plant
pollinator
habitats.
It
was
really
cool.
E
2016
as
well,
the
students
were
engaged
in
Earth
Day
activities
at
North,
High
School,
so
we
partnered
with
Hennepin
County
forestry.
They
were
able
to
come
into
the
classroom
and
teach
the
students
about
trees
tree
tree
identification,
and
then
they
built
a
grapple
tree
bed
alongside
the
students.
So
they
built
this
bed
on
the
courthouse
at
North,
High
House,
the
courtyard
at
North
ID
and
then
in
the
spring.
They
transplanted
those
trees
in
that
community.
E
They
were
also
able
to
conduct
a
tree
tour
and
have
an
Earth
Day
Fair
in
their
lunchroom
moving
forward
in
2018
this
summer
we
partnered
once
more
with
Minneapolis
Public
Schools.
We
partnered
with
their
guys
in
Jim's
program.
Guys
and
gems
is
a
stem
program
that
operates
after
school
and
during
the
summer
guys
this
guys
in
science
and
engineering
gems
as
girls
in
engineering,
math
and
science,
so
their
gender
separated
courses.
Students
are
allowed
to
choose
another
wide
variety
of
courses,
a
class.
E
E
They
are
there,
through
the
summer
June
18
through
August,
2nd
Monday
through
Thursday
this
summer
we
partnered
with
guys
and
gems
to
offer
a
solar
camp,
so
we
contracted
would
just
be
solar,
a
small
minority-owned
and
until
a
solar
camp
educating
organization-
and
they
were
in
the
classroom
a
couple
weeks
and
they
taught
the
students,
the
very
basics
of
solar
and
circuitry,
and
on
the
left
side
you
can
see
young
ladies
working
on
building
their
there's
solar
houses
and
then
working
also
on
the
circuitry.
We
also
worked
with
another
camp
term
expedition
Minneapolis.
E
This
camp
is
very
specific
to
getting
students
into
the
field
to
explore
nature,
learn
about
the
environment,
so
a
piece
of
that
camp
was
tree
identification.
So
we
have
our
scholars
working
with
colleagues.
My
colleagues
from
the
city
of
Minneapolis
in
the
classroom-
and
this
particular
picture
is
an
urban
scholar
on
the
right
teaching
students
and
the
left
is
at
one
of
our
seasonal
technician:
interns.
They
are
teaching
students
with
a
dichotomous
tree
how
to
recognize
trees
in
the
community.
E
This
particular
camp
once
more
expedition
Minneapolis
also
conducted
soil
and
soil
that
led
lessons.
So
students
were
able
to
learn
from
my
colleagues
once
more
about
soil
quality,
soil
structure
and
then
led
in
the
soil
and
how
it
impacts
their
environment,
and
then
they
were
able
to
go
out
into
the
field
and
collect,
lift
and
use
the
machinery
we
use
here
every
day
to
test
the
soil.
E
So
both
these
pictures
show
one
my
colleague
Emil,
there's
a
teacher
in
the
classroom
once
more
importance
of
field
activities
and
field
experiences.
So
on
the
right,
these
are
students,
who've
learned
they
had
the
classroom,
lesson
on
how
to
learn
and
see
and
recognize
trees,
and
now
that
in
the
field
identifying
trees,
I
will
say.
For
that
particular
lesson,
we
did
focus
on
the
emerald
ash
borer
and
the
ash
trees
on
the
left
side
are
students
of
the
water
treatment
facility.
E
This
is
a
build
experience
that
we
agreed
to
fund
transportation
to
the
folks
at
the
water
treatment
facility
were
really
good
about
hosting
150
students
and
getting
them
around
that
site
and
they're
really
excited
about
being
there.
So
looking
forward,
I
just
want
to
note
the
benefits
of
the
work
we've
done
with
M
EE.
We
are
supporting
small
minority-owned
businesses.
We
are
inciting
interest
in
science
for
our
students
scholars.
We
are
exposing
everyone
to
nature,
which
is
good
for
everybody.
We
are
aiding
educators
in
the
classroom.
E
There
is
opportunity
and
that's
to
continue
to
explain
the
work
we're
doing
now,
but
we
feel
like
we
can
expand
these
intersections
from
stem
enterprise-wide.
We
feel
like
we
could
did
folks
from
the
water
treatment
facility
in
the
classroom
and
then
have
that
field
experience
connected
there.
We
also
want
to
continue
to
put
rich
partnerships
with
Minneapolis
Public
Schools
with
just
be
solar
and
I
forgot.
E
A
G
Thank
you,
chairman
cunningham
and
council
members.
My
name
is
maja.
Bravo
and
we
were
happy
to
partner
with
the
health
department
this
summer
to
do
six
weeks
of
camps
covering
anything
from
aerodynamics
flight,
deep-sea
exploration
using
remotely
operated
vehicles
robotics.
You
know
a
whole
suite
of
things.
We
try
to
weave
and
not
just
sort
of
stem
lessons,
but
weave
in
also
real
practical
experience
telling
stories
doing
narratives.
You
know
explaining
what
the
outcomes
of
the
camps
are.
G
We
particularly
are
really
important
to
get
people
in
the
classroom
who
are
look
like
the
students
and
relate
to
the
students,
and
so
they
can
see
in
themselves
a
future.
You
know
many
of
them:
students
from
University
of
Minnesota,
other
sort
of
local
colleges
and
campuses
and
and
to
kind
of
weave
in
some
culturally
appropriate
lessons
into
the
sort
of
the
lessons
and
things
nature
so
I
know.
A
G
A
Yeah,
thank
you.
Do
any
of
my
colleagues
have
any
questions?
Well,
I
do
wanna
I,
so
this
is
a
part.
You
developed
this
during
the
space
that
you
all
get
right
as
a
part
of
working
in
the
Environmental
Services
Division.
So
so
I
just
wanted
to
point
that
out
to
my
colleagues
for
two
reasons:
one
that
marquita
is
the
lead
on
this
as
an
inspector
or
anything,
that's
amazing,
and
also
the
quite
the
significant
benefits
there
are
from
our
city
staff
being
given
space
to
be
passionate
and
do
the
work
that
you
all
love
to.
A
F
You,
chair,
Cunningham
I
also
really
appreciate
the
presentation
I,
particularly
like
seeing
the
immersive
experiences
in
the
woods
for
students
this
great
book
on
this
topic
about
nature
deficit,
disorder
last
child
in
the
woods
and
just
how
impactful
these
experiences
can
be
for
children,
especially
in
these
modern
urban
environments,
to
be
able
to
get
out
there
and
perform
that
connection
and,
at
the
same
time
learn
right
and
so
I
just
encourage
more
more
of
those
immersive
experiences,
as
if
there's
ways
to
find
those
and
incorporate
in
the
lessons
with
the
natural
settings.
Thanks.
A
Great,
thank
you
so
much
so
with
that
I
move
to
receive
and
file
the
environmental
education
presentation.
All
those
in
favor
of
the
motion,
please
signify
by
saying
aye
aye,
those
opposed
say
no,
the
eyes
have
it,
and
that
item
is
received
and
filed,
seeing
no
further
business
before
this
committee.
We
are
adjourned.
Thank
you
so
much
everybody.