g3708-buildingourfuture-aguidetocommunityvisioning

G3708

Gary GreenAnna Haines

Stephen Halebsky

A guide tocommunity

visioning

B U I L D I N G O U R F U T U R E

G3708.Cover 9/12/00 11:57 AM

Gary Green

Anna Haines

Stephen Halebsky

G3708

B U I L D I N G O U R F U T U R E

A guide tocommunity

visioning

Table of contents

i

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Chapter 1:What is visioning?. . . . . . . . . . . . . . . . . . 1-1

The process . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-2

The roots of visioning . . . . . . . . . . . . . . . . . 1-2

Models of strategic visioning . . . . . . . . . . . . 1-2

The visioning road map . . . . . . . . . . . . . . . . 1-3

Chapter 2:The visioning process:two versions . . . . . . . . . . . . . . . . . . . . . . . 2-1

The short-term version . . . . . . . . . . . . . . . . . . 2-2

The long-term version. . . . . . . . . . . . . . . . . . . 2-9

Appendix 1: Ingredients of success . . . . . . . . . 2-15

Appendix 2: Conducting effective meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-17

Appendix 3: Budget items . . . . . . . . . . . . . . . . 2-21

Appendix 4: Sample press release . . . . . . . . . 2-22

Appendix 5: Checklist for workshop . . . . . . . 2-23

Appendix 6: Sample community workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-25

Appendix 7: Visioning examples. . . . . . . . . . . 2-31

Appendix 8: Key area visioning workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-37

Appendix 9: Sub-task forcemeeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-39

Appendix 10: Data gathering and analysis worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-41

Appendix 11: Community feedback workshop agenda . . . . . . . . . . . . . . . . . . . . . . 2-43

Appendix 12: Developing an action plan . . . . 2-44

Appendix 13: Evaluation andmonitoring worksheets . . . . . . . . . . . . . . . . . 2-49

Appendix 14: Recommended reading list . . . . 2-50

Appendix 15: Other communities’ visioningexperiences . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-52

Appendix 16: Glossary . . . . . . . . . . . . . . . . . . 2-53

Appendix 17: References . . . . . . . . . . . . . . . . . 2-54

Chapter 3: Downtown revitalization . . . . . . . . . . . . . . . . . . . . . . . 3-1

Restoring the community’s center . . . . . . . . . 3-1

Physical appearance . . . . . . . . . . . . . . . . . . . 3-2

Level of retail activity and merchandising skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-2

Mix of uses . . . . . . . . . . . . . . . . . . . . . . . . . . 3-2

Traffic, parking and access. . . . . . . . . . . . . . 3-3

Downtown as a community center and site for activities. . . . . . . . . . . . . . . . . . . . . . 3-3

The process . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-3

Pre-vision . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-3

Workshop on downtown revitalization . . . . 3-3

Creating a vision statement for downtown . 3-4

Establish sub-area task forces . . . . . . . . . . . . 3-5

Reviewing plans, programs and projects . . . 3-5

Collecting and analyzing data . . . . . . . . . . . 3-5

Developing goals and strategies . . . . . . . . . 3-8

Getting community feedback. . . . . . . . . . . . 3-11

Devising action plans . . . . . . . . . . . . . . . . . . 3-11

Implementation . . . . . . . . . . . . . . . . . . . . . . 3-11

Appendix 1: Recommended reading. . . . . . . . 3-13

Appendix 2: Organizationsand web sites . . . . 3-14

Appendix 3: Downtown stakeholders . . . . . . 3-16

Appendix 4: Sample downtown vision statements. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-17

Appendix 5: Downtown walking tour . . . . . . 3-19

Appendix 6: Inventory of downtownreal estate . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-21

ii

Appendix 7: Inventory of downtown businesses . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-22

Appendix 8: Sample intercept survey . . . . . . . 3-23

Appendix 9: Demographic data for trade area analysis . . . . . . . . . . . . . . . . . . . . . 3-27

Appendix 10: Secondary data sources. . . . . . . 3-30

Appendix 11: Wisconsin Main Street communities. . . . . . . . . . . . . . . . . . . . . . . . . . 3-31

Appendix 12: Examples of achievements by Main Street communities. . . . . . . . . . . . . . . . 3-32

Appendix 13: Case study: Chippewa Falls,Wisconsin . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-35

Appendix 14: Case study: Black Earth,Wisconsin . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-37

Appendix 15: References cited in text . . . . . . . 3-38

Chapter 4: Economicdevelopment . . . . . . . . . . . . . . . . . . . . . . . 4-1

The process . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-2

Pre-visioning. . . . . . . . . . . . . . . . . . . . . . . . . 4-2

Economic development community workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-3

Preparing an economic development vision statement. . . . . . . . . . . . . . . . . . . . . . 4-3

Establishing sub-area task forces . . . . . . . . . 4-4

Reviewing plan, programs, projects . . . . . . . 4-4

Preparing the local economic developmentaction plan . . . . . . . . . . . . . . . . . . . . . . . . . . 4-4

Data gathering and analysis . . . . . . . . . . . . . 4-5

Identifying goals and strategies for building the local economy . . . . . . . . . . . . . 4-5

Community feedback workshop . . . . . . . . . 4-7

Identifying projects and action plan . . . . . . 4-7

Implementation . . . . . . . . . . . . . . . . . . . . . . 4-7

Appendix 1: Twenty questions about yourcommunity . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-9

Appendix 2: Internet resources for community and economic devopment. . . . . . 4-10

Appendix 3: Organizational resources for local economic development . . . . . . . . . . . . . 4-11

Appendix 4: Wisconsin local economicdevelopment corporations . . . . . . . . . . . . . . . . 4-12

Appendix 5: Self-assessment tool for local development organizations . . . . . . . . . . . . . . . . 4-13

Appendix 6: Grantsburg’s community economic analysis program: goals and action plan . . . . . . 4-15

Appendix 7: Additional references . . . . . . . . . . . 4-17

Chapter 5: Housing . . . . . . . . . . . . . . . . . 5-1

How housing can define a community. . . . . . 5-1

Housing availability . . . . . . . . . . . . . . . . . . . 5-1

Housing adequacy . . . . . . . . . . . . . . . . . . . . 5-2

Housing affordability . . . . . . . . . . . . . . . . . . 5-2

Housing accessibility . . . . . . . . . . . . . . . . . . 5-2

Other housing concerns . . . . . . . . . . . . . . . . 5-2

The process . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-2

Pre-vision . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-2

Housing workshop . . . . . . . . . . . . . . . . . . . . 5-3


Review plans and programs . . . . . . . . . . . . . 5-4

Preparing the strategic housing plan . . . . . . 5-4


Develop goals and strategies . . . . . . . . . . . . 5-6

Community feedback . . . . . . . . . . . . . . . . . . 5-7

Developing action plans . . . . . . . . . . . . . . . . 5-8

Appendix 1: Data gathering and analysis worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-9

Appendix 2: Housing conditions assessment worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-17

Appendix 3: Examples from plans . . . . . . . . . 5-20

Appendix 4: References . . . . . . . . . . . . . . . . . . 5-28

Chapter 6: Land use . . . . . . . . . . . . . . . . 6-1

The process . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-1

Pre-vision . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-1

Land use workshop. . . . . . . . . . . . . . . . . . . . 6-2

Preparing a land use vision statement . . . . . 6-2

First steps for a land use plan. . . . . . . . . . . . 6-3

Analyzing land use in your community . . . 6-3

Review plans and programs . . . . . . . . . . . . . 6-4



To plan or not to plan? . . . . . . . . . . . . . . . . . 6-7

Creating recommendations . . . . . . . . . . . . . 6-8


A final exercise . . . . . . . . . . . . . . . . . . . . . . . 6-9

Appendix 1: Glossary . . . . . . . . . . . . . . . . . . . 6-11

Appendix 2: Land use vision workshop . . . . . 6-12

Appendix 3: A vision statement about the town of Lanark, WI . . . . . . . . . . . . . . . . . . . . 6-16

Appendix 4: Summary worksheet: Land use classification and areas . . . . . . . . . . . . . . . . . . 6-17

Appendix 5: Force field analysis . . . . . . . . . . . 6-18

Appendix 6: Visualization exercises . . . . . . . . 6-19

Appendix 7: Community surveys . . . . . . . . . . 6-20

Appendix 8: Land use questions . . . . . . . . . . . 6-23

Appendix 9: Request for proposal. . . . . . . . . . 6-26

Appendix 10: Assessing support for your recommendations. . . . . . . . . . . . . . . . . . . . . . 6-27

Appendix 11: References . . . . . . . . . . . . . . . . . 6-30

Chapter 7: Natural resources . . . . . . . . . . . . . . . . . . 7-1

The role of natural resources in thecommunity . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-1

Natural resource issues . . . . . . . . . . . . . . . . . . 7-2

The process . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-2

Pre-visioning. . . . . . . . . . . . . . . . . . . . . . . . . 7-2

Natural resources workshop. . . . . . . . . . . . . 7-3

Preparing a natural resourcesvision statement. . . . . . . . . . . . . . . . . . . . . . 7-3

Preparing the strategic natural resources plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-4

Review plans, programs, projects . . . . . . . . . 7-4



Develop goals and strategies . . . . . . . . . . . . 7-5


Developing action plans . . . . . . . . . . . . . . . . 7-8

Appendix 1: Environmental resource descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . 7-9

Appendix 2: Environmental resource planning checklist. . . . . . . . . . . . . . . . . . . . . . 7-16

Appendix 3: Environmental resources inventory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-20

Appendix 4: Sample information source . . . . 7-39

Appendix 5: Example policies . . . . . . . . . . . . . 7-40

Appendix 6: Low-cost, immediate-resultvoluntary strategies . . . . . . . . . . . . . . . . . . . . 7-44

Appendix 7: Web sites . . . . . . . . . . . . . . . . . . . 7-45

Appendix 8: References . . . . . . . . . . . . . . . . . . 7-47

Chapter 8: Publicworks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-1

The importance of public works. . . . . . . . . . . 8-1

Public works, land use and growth . . . . . . . . . 8-2

Public works and capital improvements program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-3

Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-3

The process . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-4

Pre-vision . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-4

Workshop on public works . . . . . . . . . . . . . 8-4

Creating a vision for public works . . . . . . . . 8-4


Reviewing plans, programs and projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-5


Developing goals and strategies . . . . . . . . . . 8-8



Funding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-10

Appendix 1: Public works stakeholders . . . . . 8-11

iii

Appendix 2: Inventory of public works . . . . . 8-12

Appendix 3: Examples of goals, strategies and action plans for public works . . . . . . . . . 8-13

Appendix 4: Checklist for evaluating possible public works projects . . . . . . . . . . . . 8-16


Appendix 6: Organizations and web sites. . . . 8-19

Appendix 7: References cited in text . . . . . . . . 8-20

Chapter 9:Transportation . . . . . . . . . . . . . . . . . . . . . 9-1

The process . . . . . . . . . . . . . . . . . . . . . . . . . . . 9-2

Pre-vision . . . . . . . . . . . . . . . . . . . . . . . . . . . 9-2

Workshop on transportation . . . . . . . . . . . . 9-2

Creating a vision statement for transportation . . . . . . . . . . . . . . . . . . . . . . . 9-2




Current transportation arrangements . . . . . 9-5

Land use changes . . . . . . . . . . . . . . . . . . . . . 9-5

Demographic data . . . . . . . . . . . . . . . . . . . . 9-5

Travel surveys . . . . . . . . . . . . . . . . . . . . . . . . 9-5

A general note on studyingtransportation . . . . . . . . . . . . . . . . . . . . . . . 9-6

Developing goals and strategies . . . . . . . . . . 9-6



Implementation . . . . . . . . . . . . . . . . . . . . . . 9-9

Appendix 1: Transportation stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . 9-11

Appendix 2: Examples of transportationvisions, goals, strategies and action plans . . . 9-12

Appendix 3: Current transportation arrangements . . . . . . . . . . . . . . . . . . . . . . . . . 9-15

Appendix 4: Information about local highways, roads and streets . . . . . . . . . . . . . . 9-17

Appendix 5: Evaluating or prioritizing transportation strategies . . . . . . . . . . . . . . . . 9-18


Appendix 7: Organizations and web sites. . . . 9-21

Appendix 8: References cited in text . . . . . . . . 9-22

Chapter 10: Workforcedevelopment. . . . . . . . . . . . . . . . . . . . . . . 10-1

The process . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-2

Pre-vision . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-2

Workforce development community workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-2

Preparing a workforce development vision statement . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-2



Preparing the strategic workforce development plan . . . . . . . . . . . . . . . . . . . . 10-3


Identifying goals and strategies for building a local labor force . . . . . . . . . . . . . . . . . . . . . . 10-6

Community feedback workshop . . . . . . . . . 10-6

Identifying an action plan . . . . . . . . . . . . . . 10-7

Appendix 1: Web sites . . . . . . . . . . . . . . . . . . . 10-9

Appendix 2: References on workforce development . . . . . . . . . . . . . . . . . . . . . . . . . . 10-11

Appendix 3: Columbia County labor forum . 10-12

Appendix 4: Sample employer questionnaire . 10-13

Appendix 5: Sample household survey. . . . . . 10-29

iv

Communities today face anynumber of pressing concerns,including requests for rezon-

ing, demands for affordable housingor the loss of a major employer.Unfortunately, decisions about theseissues are frequently made in theabsence of a real vision of how resi-dents want their communities tolook in the future.

This manual provides communityresidents with a process for thinkingabout and planning for their mutu-al future. Visioning is a process bywhich a community envisions thefuture it wants and then plans howto achieve it. A key to the success ofthis process is that the goals andaction plans are firmly rooted in thegoals and values of the local com-munity. The process also places agreat deal of emphasis on publicparticipation, not only at the begin-ning stages, but throughout theentire planning process.

Structure of theguideThis publication is divided into tenchapters. The first describes thevisioning process which leads com-munities through a visioning work-shop, gathering and analyzing dataand developing action plans. Thefollowing chapters focus on sub-stantive issues: downtown revital-ization, economic development,housing, land use, natural resources,public works, transportation andworkforce development.

PurposeThe manual has two aims. First, itcan be used to design a communityvisioning process—either a generalcommunity vision or one on a spe-cific issue. We provide guidelines onhow to move from developing acommunity vision to an action planand finally to implementation ofprojects. Second, local officials areasked increasingly to design publicparticipation processes for variousissues (for example, housing, work-force development, naturalresources) affecting their communi-ties. These mandates are frequentlymade by the federal and state gov-

ernments as a condition for receiv-ing grants or loans. This guide pro-vides communities with a frame-work for organizing this public par-ticipation and will help identify aprocess that will be more meaning-ful than simply soliciting publicinput.

Who should use thisguide?We prepared this manual with theidea that many different users couldtake advantage of it. As anExtension publication, it is designedprimarily for community, naturalresource and economic develop-ment (CRD) agents and educators,particularly those new to extensionor community development. Weexpect experienced CRD agents touse the guide as well, taking advan-tage of elements that mesh withtheir style, experience and knowl-edge. Other users might be commu-nity planners who can use the pub-lication to start planning with avisioning approach. Communityhousing organizations and neigh-borhood associations might benefitfrom specific chapters, such ashousing or downtown revitaliza-tion, as a way to energize their com-munities.

v

“The relevant question is

not simply what shall we

do tomorrow, but rather

what shall we do today to

get ready for tomorrow?”

—Peter Drucker

Preface

“The future belongs to those who believe in the

beauty of their dreams.”

—Eleanor Roosevelt

How to use this guideWe see the role of extension agentsand educators as facilitating thevisioning process, sharing the firstchapter of this guide with coordi-nating committees and helpingcommunities organize and prepareworkshops. In some communities,agents may want to train coordinat-ing committees to lead their com-munities through a visioningprocess.

Extension agents and communitydevelopers may also use this guideto provide technical assistance. Itaffords the coordinating committeesand task forces basic informationon how to gather and analyze dataon the salient issues—which differfrom community to community.

We chose to emphasize eight sub-stantive areas here, but hope to pro-vide additional modules in thefuture—including material onvisioning for parks and recreation.

Access to parts of this guide areavailable on our web site at:http://www.drs.wisc.edu/vision/

AcknowledgmentsA number of Extension specialistsand agents have contributed to thismanual. For each chapter, severalreviewers were asked to provideinput and material. We wish tothank all of them for their input.We would also like to take thisopportunity to thank Pat Walsh andDave Sprehn for their support andfor initially suggesting that we writethis manual.

The downtown revitalization chap-ter was prepared by StephenHalebsky with much support andencouragement from Chuck Law,Local Government Center, BillRyan, Center for CommunityEconomic Development,UW–Extension, and Jim Engle,Wisconsin Main Street.

The economic development chapterbenefitted from the comments ofRon Shaffer on earlier versions.

Previous drafts of the housingchapter were reviewed by JohnMerrill, Extension HousingSpecialist, University of Wisconsin-Madison, Dr. Ann Ziebarth,Assistant Professor, University ofMinnesota and Marcia CatonCampbell, Assistant Professor,University of Wisconsin–Madison.

Previous drafts of the land usechapter were reviewed by SteveGrabow, Assistant Professor,UW–Extension, Jefferson County,Brian Ohm, Assistant Professor,Department of Urban and RegionalPlanning, University of Wisconsin,Madison, and James Schneider,Growth Management EducationProgram Coordinator,UW–Extension.

The natural resources chapter wasprepared by Anna Haines,Department of Rural Sociology andElaine Andrews, University ofWisconsin–ExtensionEnvironmental Resources Center.This chapter was reviewed by DaveMarcouiller, Associate Professor,Department of Urban and RegionalPlanning, University ofWisconsin–Madison.

The public works chapter benefittedfrom the helpful comments of JoeCarroll, Southwestern WisconsinRegional Planning Commission.Dan Elsass, Local GovernmentCenter, UW–Extension providedhelpful comments.

Previous drafts of the transporta-tion chapter were reviewed byDennis Leong, L. FrankHuntington, and Franklin Marcosall from the Wisconsin Departmentof Transportation, Ron Shaffer,Center for Community EconomicDevelopment, UW–Extension, andRobert Works, MinnesotaDepartment of Transportation.

Gary Green

Anna Haines

Steve Halebsky

All the excerpted material that appears in

this publication is used with permission.

vi

Even the journey of a thousand

miles must begin with a single step.

—Chinese proverb

1-1

Planning for a community’sfuture can be a difficult, time-consuming and costly job.

Community residents often aremore concerned with daily tasksthan with thinking about a visionfor their community’s future.Residents want good schools,decent jobs and a safe and cleanenvironment in which to live.Without a vision, however, commu-nities limit their ability to makedecisions about these issues—some-what like driving across the countrywithout a roadmap.

Who should determine a communi-ty’s future, other than its residents?Should it be a consultant hired bythe local government to develop aplan, a state or federal agency mak-ing decisions about highwaybypasses or wetlands preservation,or a private developer constructinga shopping mall or a residentialsubdivision? All these could have alarge impact on a community’sfuture. A group of individuals inthe community may be makingdecisions about the community’sfuture without input from a broadrange of residents. Residents need

to participate in and actively envi-sion the future of their communi-ty—or other groups and individualswill determine it for them.

This manual’s purpose is to providecommunity residents with a processfor thinking about and planning fortheir shared future. It does not use acookbook approach, but rather pro-motes development of a uniquecommunity vision. It guides a com-munity through the process ofarriving at a vision and an actionplan that supports and leads thecommunity toward its goal.

This manual is conceptually dividedinto three sections:

1. What is visioning?

2. The visioning process: two ver-sions

3. Eight key areas:Downtown RevitalizationEconomic Development Housing Land UsePublic WorksNatural ResourcesTransportationWorkforce Development

We begin with the premise thatyour community understands theneed for community visioning andacting on the resulting vision. In theappendices you will find recom-mended readings, a list of commu-nities around the country that haveproduced and acted on theirvisions, and a variety of worksheetsrelated to specific steps in theprocess. Also, we provide samplesessions for a community workshopthat details how to arrive at the gen-eral vision statement. We realizethat you may want to tailor theworksheets to meet the specificneeds of your community. Thesesessions reflect what we considerthe “best practices” for developing acommunity vision.

Chapter 1

What is visioning?

If you don’t know where

you’re going, you probably

will end up somewhere else.

Laurence J. Peter

A vision without a task is but a dream. A task

without a vision is drudgery. But a vision and a

task are the hope of the world.

Church in Sussex, England, 1730

1-2

The processVisioning is a process by which acommunity envisions the future itwants, and plans how to achieve it.Through public involvement, com-munities identify their purpose, corevalues and vision of the future,which are then transformed into amanageable and feasible set of com-munity goals and an action plan.

The roots of visioningComprehensive rational planninghas been the most common form ofplanning for the future used bycities and villages. In the 1980s,many organizations adopted strate-gic planning (focusing on a fewissues rather than all possibleissues) as an alternative to compre-hensive planning. Bryson (1995:4-5) offers the following general defi-nition of strategic planning: It is a“disciplined effort to produce fun-damental decisions and actions thatshape what an organization is, whatit does, and why it does it... [Thiseffort] requires broad yet effectiveinformation gathering, develop-ment and exploration of strategicalternatives, and an emphasis onfuture implications of present deci-

sions.” Most models of strategicplanning emphasize data gatheringand its systematic analysis duringthe initial steps of the process.

During the 1980s, the principles ofstrategic planning were extended tothe field of community develop-ment. Typically, these planning pro-grams involved assessing the majortrends in the community, evaluatingvarious development strategies anddeveloping action plans to achievetheir goals. Many strategic planningprocesses include a step where thoseinvolved considered their desiredfuture outcomes. The desiredfuture, or “vision,” may be some-what idealized and not fully realiz-able, but the formal considerationof this future serves to clarify whatthe community is actually workingtoward.

Community visioning appears to beused in different ways. First, it is anaccepted step in many strategicplanning processes. Communitystrategic planning efforts usuallybegin with a scan of where thecommunity is headed, which mayinvolve some assessment of thearea’s demographic, economic,social and fiscal trends. The nextlogical step is to develop a commonview of where the communityshould be headed, which usuallyinvolves some form of visioningprocesses.

Second, the visioning process maybe considered so important that it isgiven its own event. A communitymay convene a special meeting, orseries of meetings, to develop acommunity vision. The primaryresult of such an event would be aguide for subsequent planning.Usually, the vision is followed bythe development of specific strate-

gies and an action plan that may ormay not involve data analysis.

Models of strategic visioningSeveral states have developedvisioning programs that have muchin common but that also differ insome important respects.

The Oregon Model. Probably nostate has been more involved incommunity visioning than the stateof Oregon. The Oregon model hasfour basic steps: 1) a communityprofile (“where are we now?”); 2) atrend statement (“where are wegoing?”); 3) a vision statement(where do we want to be?”); and 4)an action plan (“how do we getthere?”). This model suggestschoosing a target year that is at leastten but no more than 25 years inthe future (Ames 1993). A simpli-fied version of this model can becompleted in six months or less,while a comprehensive version cantake a year or more.

The Pennsylvania Model. Thismodel, developed by the Center forRural Pennsylvania, is an exampleof a visioning process where qualityof life is the object of visioning(Center for Rural Pennsylvania1998). Some questions to stimulateforming a vision include: What fivethings would really improve thecommunity? What are the commu-nity’s principal values? What thingsin the community should be pre-served? The process itself is brokendown into five tasks: defining thecommunity boundaries; inventory-ing and analyzing communityresources; writing and adopting avision statement; developing anaction plan; and implementing theplan.

A vision is like a light-

house, which illuminates

rather than limits, giving

direction rather than

destination.

James J. Mapes, Foresight First

The Missouri Model. Thismodel has an orientation towardvisioning the future community as awhole in common with thePennsylvania model (Leuci et al.1997). The object is to focus onfuture possibilities rather thanbeing limited by present or pastproblems. The centerpiece of theprocess is an “Action PlanningWorkshop” that takes three to fivehours and is typically held over oneor two days. The workshop isalmost entirely about formulating avision and developing action plansto carry it out; communitystrengths, weaknesses and relevanttrends are not considered.

The Arkansas Model. Thismodel is similar to most of the oth-ers in that it focuses on four basicquestions: Where have you been?Where are you now? Where do youwant to go? How will you get there?Participants are asked to identifywhat they would like to see in theircommunity in the future, and theymay be prompted in specific areassuch as economic development,education, parks and recreation(Peterson, Mark. 1995.)

These models tend to vary withregard to how participation occursin the visioning process, how andwhen data are used in the work-shops, and the length of time pre-scribed for conducting the process.Most are geared toward developinga broad community vision andaction plan in a relatively short time(1–2 days). In the following, wedescribe two versions: the first issimilar to these other models andthe second focuses on specific topi-

cal areas (land use, housing, etc.)and usually takes much longer tocomplete.

The visioning road mapGetting from where weare to where we wantto be

The model we outline in this manu-al focuses on a community’s possi-bilities rather than its problems. Weoffer two different versions of devel-oping a community vision andaction plan; your community candecide to use either one. The ver-sion your community choosesdepends upon the amount of time,resources and community responseto a visioning process and plan.

The first version, which we refer toas the short-term version, is to con-duct a 11⁄2 day workshop to developthe community’s vision and anaction plan to accomplish it.

Variations on the short-term ver-sion are most widely used in otherstates around the country that areinvolved in community visioning.Facilitators are brought in to help acommunity develop its vision andaction plan. There is usually verylittle follow-up on the part of thefacilitator, other than possibly hold-ing another workshop three to sixmonths later to evaluate progresson the action plan.

The long-term version begins withthe same process of identifying acommunity vision, but establishestask forces after that stage to devel-op a vision and action plan for eachstrategic area (such as housing, land

use, education and workforce devel-opment). The emphasis on substan-tive areas makes this versionunique. This process may takemuch longer than the short-termversion because the task forces gath-er data on the situations in theircommunities and may adopt partic-ular strategies appropriate to thecircumstances.

The long-term version requires asubstantial commitment from localresidents and an ongoing role forfacilitation.1 This ongoing facilita-tion could be provided by a groupof individuals trained in facilitationprocesses rather than by outsideexpertise.

One more word should be saidabout the long-term version out-lined here. The model describingthe visioning process for each topi-cal area assumes that communitieswill have developed a general visionof the community first. We recog-nize that many communities will beinterested in developing an actionplan only for a specific topic, suchas land use or housing. We believethe substantive chapters will be use-ful because they identify a processthat can be used to develop a visionin each area, specific issues to con-sider, and a list of resources. Insome instances, communities maybe asked by a federal or state agencyto develop a public participationprocess to address specific needs,such as housing or economic devel-opment. The long-term versionoffers one method for satisfyingthese demands.

1-31See UW Extension’s Strategic Thinking Program, Facilitation Resources for assistance in this area. Glenn Kiser’s book

Masterful Facilitation: Becoming a Catalyst for Meaningful Change (1998) is useful as well.

We recommend the short-term version for thosecommunities unwilling to

take on a year-long process. Theshort-term version generates a gen-eral vision statement for the com-munity as a whole and an accompa-nying action plan.

Communities willing to commit toa long-term version begin from thesame place by developing a broadcommunity vision. The next step isto develop key area vision state-ments; that is, visions for thematicareas, such as downtown revitaliza-tion, housing and transportation,and an action plan. The final step inthe long-term version calls for thebiggest commitment, since itinvolves data gathering and analysis,goal and strategy development, andaction planning. Appendix 1:Ingredients of Success can help youunderstand factors that might make

your community’s visioning processand its outcomes more successful.

The difference between the two ver-sions is in the community’s com-mitment to the visioning process intime and resources. See Tables 1 and2 for the steps involved in each ver-sion. The organization of this guidegenerally follows the steps found inTable 2.

For those communities that decideto follow the short-term version,steps 1 through 3 are the same asthe long-term version. Steps 4through 6 are the same as the lastthree (steps 9–11) in the long-termversion.

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Table 1: Short-term version of visioning

Step Component Component explanation

1 Getting started Coordinating committee forms and begins planning for the firstworkshop.

2 Community visioning workshop Coordinating committee facilitates process of preparing a general vision statement and identifies key areas.

3 Establishing key area groups At workshop, assemble key area groups and meet to set action plan.

4 Goal and strategy development Key area groups should develop goals and strategies based on vision statements.

5 Developing action plans The key area groups should prepare action plans based on agreed-upon strategies and goals.

6 Implement Undertake action plans.

7 Monitor, evaluate and revise The coordinating committee plans a meeting to review the activities and accomplishments to date and the activities to be implemented the following year.

Community development is

an act of midwifery—of a

community giving birth to

its future.

—Cooperative Extension Service,

University of Arkansas

Chapter 2

The visioning process:two versions

Table 2: Long-term version of visioning

Step Component Component explanation

1 Getting started Coordinating committee forms and begins planning for the first workshop

2 Community visioning workshop Coordinating committee facilitates process of preparing a general vision statement and identifies key areas.

3 Establishing task forces At workshop, assemble task forces by key area and meet to setaction plan.

4 Key area visioning workshops Each key area task force convenes a community workshop tofacilitate a process for preparing a key area vision statement andidentifying key sub-areas.

5 Review plans and/or Task forces review all relevant existing plans, zoning and programs subdivision regulations.

6 Data gathering and analysis Each task force gathers and analyzes pertinent data andprepares strategies. Larger task force evaluates data andstrategies against general and key area visions.

7 Goal and strategy development Task forces develop goals and strategies based on dataand vision statements.

8 Community feedback workshop Coordinating committee plans a community-wide workshop to present the general and key area visions and broad strategies.

9 Developing action plans Each task force should prepare action plans based on agreed-upon strategies and goals.

10 Implement Undertake action plans.

11 Monitor, evaluate and revise The coordinating committee plans a meeting to review the activitiesand accomplishments to date and activities to be implemented thefollowing year.

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The short-termversion

Step 1:Getting started

The person, group or organizationinitiating this visioning processshould consider several issuesbefore moving forward.

Pre-vision

Before you start, try to answer thefollowing questions:

� Why are we interested in com-munity visioning?

� What do we hope to accomplishwith the process?

� How can visioning improveexisting community planningefforts?

� How can visioning complementother county, regional or stateplanning efforts?

(Source: Ames 1993 [rev. 1998], p. 13)

By answering these questions, youwill gain a better understanding ofthe commitment necessary for thevisioning process, as well as ensurethat your efforts are not duplicated,and the visioning process is sup-ported by the political process.

One of the issues communities mayface is whether they are ready totake on such a process. Should theyfocus on developing new leaders inthe community before engaging inthis process? Or should they workon developing new and existingorganizations that may be needed toimplement the community’s actionplans? Timing and preparednesscertainly should be consideredbefore moving ahead with a com-munity visioning process. At thesame time, organizational and lead-ership development are frequentresults of visioning efforts. By suc-cessfully completing projects identi-fied in the process, communitiescan develop the capacity to addressbigger and more complex issues.Participants may discover along theway that what they really need aremore leaders in their community,and decide to invest in a leadershiptraining program. Without initiat-ing the process, this realization maynot have occurred.

Getting organized

A successful community vision,whether it’s a weekend event or ayear-long process, requires a sub-stantial investment in organizing.Organization is necessary to get theventure off the ground and is cru-cial to keeping things on track overthe long haul. The key is a commit-ted coordinating committee. In thissection we discuss the steps thecoordinating committee should taketo prepare for the visioning process.

1. Form the coordinatingcommittee. The original impetusto undertake a community vision-ing process will probably comefrom a very small group of individ-uals, either acting on their own or

as representatives of local organiza-tions, such as the chamber of com-merce, the city council, the planningdepartment, a local service organi-zation, or a local educational insti-tution or individual with influence,such as a mayor. This group willhelp form a coordinating commit-tee with the responsibility of plan-ning and overseeing all aspects ofthe entire visioning process. Thiscoordinating committee, however,should be broader than the groupthat has initiated the process.

The committee should have about 8to 12 members. More importantthan the exact number of members,however, are their commitment andrepresentativeness. The committeesets the tone for the project, organ-izes the key events such as the com-munity workshops, and is responsi-ble for keeping the project rollingalong. The committee’s makeup will

itself help to legitimate the process.For this reason it is important thatit reflect a wide variety of commu-nity interests and organizations.Besides representing an array ofinterests and perspectives, commit-tee members should be people who:

� Have the time to participate andwork.

� Are good at getting things done.

� Know other people, are part ofnetworks and are familiar withresources.

� Are truly committed to makingtheir community a better place.

Source: Adapted from

Leuci et al. 1997, p. 23

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Table 3: Ten steps to getting organized

1 Form a committee.

2 Find local sponsors.

3 Identify community boundaries.

4 Specify the planning period (e.g., the next 20 years).

5 Give the process a name.

6 Decide how to structure the process, whethershort- or long-term.

7 Prepare a budget and raise funds.

8 Publicize the visioning process.

9 Identify and recruit participants.

10 Organize the initial event.

Source: Adapted from Okubo 1997

Appendix 2 contains useful infor-mation on the responsibilities ofchairpersons, committee members,conducting and evaluating yourmeetings.

After the main coordinating com-mittee has been established, set upsubcommittees if needed. (If thereis a formal organization involved, itmay be able to help in many ofthese areas and some areas may notbe necessary.) Possible subcommit-tees include:

� Publicity: Publicizes the searchfor workshop participants, thevisioning process in general andeach of the events.

� Logistics: Organizes and plansfor the various events. Handlessite arrangements, sets up for theworkshops, plans meals andrefreshments, arranges for day-care, etc. (See Appendix 5).

� Budget: Develops a budget andmanages funds (See Appendix 3).

� Fundraising: Seeks fundingand other forms of support.

� Invitations and personalcontacts: Prepares invitationsto all participants. Personallycontacts all participants if possi-ble to let them know their inputand effort are appreciated.

� Report writing: Preparesreports as necessary.

� History: Records and docu-ments the visioning process.Keeps a scrapbook of articles.Takes photographs of the work-shops.

� Youth involvement: Ensuresthat youth are involved and sup-ported throughout the process.

� Thank you: Arranges for“thank you’s” and recognition forall contributions to the project,including non-financial contri-butions.

Source: Adapted from

Leuci et al. 1997, p. 23- 24

2. Find local sponsors. One ofthe first tasks of the coordinatingcommittee is to find sponsors.Initially sponsors are those organi-zations that will contribute finan-cially or through in-kind goods andservices to the visioning process.However, the coordinating commit-tee should accept organizations assponsors even if they cannot con-tribute financially or through in-kind goods and services. We recom-mend finding at least two or threesponsors, perhaps one each fromthe business sector, non-profit sec-tor and local government.Communities that have undergonea visioning process have receivedsponsorship from a variety of localsources, such as:

� Chamber of commerce

� Banks or other financial institutions

� Government

� Economic developmentcorporation

� Service organizations

� Utility company (may actually bea regional or statewide utility)

� Churches

Sponsors should be able to providesome of the needed financial sup-port. Although finding local spon-sors is not a prerequisite to a vision-ing process, it can help the processrun more smoothly. Sponsors help

legitimize the visioning process,publicize the undertaking, andpotentially provide supplies or facil-ities for the workshop(s).

Sponsors will benefit from theirinvolvement in several ways. Theywill be contributing to an impor-tant local event that will help deter-mine the community’s future. Theywill also gain local prestige andpublicity by being associated withthe process. Finally, participatingwill place them in a position to beintimately involved with the vision-ing process itself, which may direct-ly benefit their organization.

Experience in other communitiesaround the country has shown thatit is important, if not crucial, tohave the support of local govern-ment officials to create and imple-ment a successful vision. There is,though, a caveat concerning localgovernment’s role. Officials, espe-cially those in the executive branch(e.g., the mayor), should not domi-nate the process. If that occurs, theprocess loses a degree of legitimacyas it might appear that it is simply aforum for those in power to pro-mote their own agendas.

3. Identify community bound-aries. Before attempting to createa community vision it is essential tospecify who and/or what constitutesthe “community.” In some cases thismay be quite straightforward. Thecommunity may correspond to anexisting municipality such as a city,town or township. In other cases, itmay make more sense to describethe community in geographicalterms, even though this may meanincluding people from more thanone political jurisdiction. The visionfor the Yachats area in Oregon, for

2-4

example, defines the “Yachats com-munity” as:

that area where people regularlycontribute to the economic, socialand spiritual activities of the area.Generally this is the area from BigCreek at the north to 10 MileCreek on the south, and as farinland from the Pacific Ocean andthe coastal plains as full-time resi-dents regularly live in the localcreek and river valleys.

(McKeever/Morris, Inc. 1996, p. 16)

It may make sense for two or moretowns to get together and create acommon community vision. In thevisioning that has been donearound the country, the “communi-ty” has taken the form of neighbor-hoods, downtowns main streets,parks, small towns, big cities, coun-ties, geographical regions and states.

It should be pointed out that thisvisioning manual is written prima-rily for “communities of place”rather than “communities of inter-est,” such as nonprofit organiza-tions. The motivations for individ-ual action in the two are quite dif-ferent.

4. Specify the planningperiod. The coordinating com-mittee should decide how far intothe future the vision will extend.Visioning, by its nature, involveslong-term planning. We suggest thatthe community try to look at least15 years into the future—preferably20 or even 25. Anything beyond a25-year time period may be difficultfor participants to take very serious-ly. Ironically, looking at a shortertime span may result in examiningissues with which the communityhas very little control. Taking thelong-term version enables the group

to get beyond current issues andproblems.

5. Give the process a nameSome examples from around thecountry are:

� Yachats 20/20 (Yachats, OR)

� Empowering the Vision(Charlotte, NC)

� Phoenix Futures Forum(Phoenix, AZ)

� Portland Future Focus (Portland, OR)

� Kingsport Tomorrow(Kingsport, TN)

� Vision for a Greater New Haven(New Haven, CT)

� Vision 2015 (Rogers, AR)

� The Roanoke Vision (Roanoke, VA)

� Envision EscaRosa (Escambiaand Santa Rosa Counties, FL)

Be creative—choose a name thatcaptures your community and yourexcitement about creating andimplementing a vision.

6. Decide how to structurethe process. In this publicationwe present two basic versions of thevisioning process: a short- and along-term version. In the short-term version the participants willcreate a community vision, identifykey areas, form task forces for eachkey area, and devise action plans.These activities may all happen dur-ing a community workshop heldover one weekend.

The long-term version uses threeweekend workshops as a method toget broad community participation.These are only the first part of a

structured series of activitiesextending over approximately oneyear in which each of the key areaswill be studied carefully. Thisprocess entails collecting and ana-lyzing data about the community,developing goals, strategies andaction plans based on this informa-tion, and implementing, evaluatingand monitoring actions.

Although we present the long-termversion as part of a broad visioningeffort in communities, the part ofthe process that focuses on specificareas such as housing or naturalresources could be undertaken as aseparate process. In many cases, fed-eral or state agencies require citizenparticipation in local issues and thisguideline may help structure thoseefforts. We believe, however, that itmay be advantageous to develop abroad community vision beforejumping into these substantiveareas.

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The town of Bradford, Illinois(population 678) had these sevensponsors for its strategic vision-ing program:

Bradford CommunityDevelopment Foundation

Bradford Banking Center

Camp Grove State Park

Beta Sigma Phi Sorority

Lions Club

American League

Bradford High School

Source: MAPPING the Future, 1998

Update, p. 10

With the process presented here, itis possible for a community toundertake the short-term versionand then decide at some point touse the long-term version. Whetherthe committee initially decidesupon a short- or long-term version,draw up a schedule of meetings,deadlines and activities to keep theproject on track.

7. Prepare a budget andraise funds. This is a local pro-gram and local financial supportwill be necessary to make it possi-ble. The coordinating committeeshould prepare a budget based onthe type of process (short- or long-term) that will be used. SeeAppendix 3 for a list of possiblebudget items. Seek funds from boththe public and private sector. Thecoordinating committee couldexplore possibilities for grants.There may be a local foundationinterested in funding this kind ofprocess. Be sure to publiclyacknowledge all sources of support.For many visioning efforts, this stepmay not be necessary, especially if aformal organization is leading theeffort.

8. Publicize the process.The local media should help tomarket the program and keep thepublic informed. It is essential topublicize the process for two pur-poses: to build public support andattract participants. Here are somesuggestions for publicizing theprocess:

� Write press releases. Try to getthe local newspapers, radio andtelevision stations interested inthe visioning process. Ask thelocal newspaper if you can inserta flyer in their paper. Appendix 4contains a sample press release.

� Prepare public service announce-ments for the local media (news-papers, radio and television). Besure to have important datesincluded in the community cal-endar section.

� Use display boards at libraries,shopping centers, schools, com-munity centers and other placeswith a lot of traffic. Create a spe-cial poster for the process.

� Prepare flyers and mail them toall residents and stakeholders.Ask a local utility to include theflyers in a monthly mailing.

� Create a newsletter for the project.

� Submit articles to local organiza-tions which can then informtheir members or print noticesin their newsletter (a cheap wayto help get the word out).

� Consider submitting an op-edpiece.

� Ask local school officials if youcan send a flyer home with theirstudents.

� Set up an information and dis-play table at a community festi-val, farmers’ market, or otherwell-attended event.

� Members of the coordinatingcommittee or other interestedpersons, could offer to speak atschools, service clubs, and otherorganizations.

9. Identify and recruit participants. One of the keys toa successful community visioningworkshop is to involve a representa-tive group of participants. Broadcommunity participation is desiredbut participants should have localcontacts. Local networks and com-

munications will be effective in pro-moting the program.

Of course, the best option is toinvite and have all residents partici-pate in the visioning exercise. As theNational Civic League notes(Okubo 1997, p. 10), it is particular-ly important to “avoid ‘rounding upthe usual suspects’ or forming a‘blue ribbon panel’ of the samecommunity leaders and organiza-tions” that are typically involved incommunity efforts. This point can-not be overemphasized. Failure toinclude a broad cross-section of com-munity interests will doom the proj-ect to failure. Lack of representative-ness will undermine the legitimacyof the project and thus will dimin-ish potential support. If the wholeprocess is perceived as a specialinterest scheme masquerading as acommunity project many people inthe community will lose interestquickly. Furthermore, lack of repre-sentativeness will decrease the effec-tiveness of the vision becauseimportant information andresources will simply be inaccessi-ble. It should be remembered thatone of the primary goals of theselection process should be to bringtogether people with a diverse set ofbackgrounds and interests.

The coordinating committee shouldselect the participants who are toreceive invitations, but everyone inthe community should be invited toparticipate. Make sure to target spe-cial interests such as environmentalgroups. However, do not neglect toinclude people who are not part ofany organized group in your com-munity, such as homemakers,retirees and youth. The publicity forthe process should stress that thecommunity vision will be the prod-

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uct of input from a diverse cross-section of the community.Residents and stakeholders (includ-ing corporations with local facili-ties) should be invited to nominatethemselves or others to be partici-pants. It may not always be obviouswhat the various interests are in thecommunity. Table 4 provides a listof the different types of organiza-tions, interests, and individuals in acommunity that can be used toguide the selection of participants.

Another decision concerns thenumber of people who should beactive participants. Balance repre-sentativeness on one hand, withresources and logistics on the other.With a large number of participantsit is easier to ensure that all impor-tant community interests andpoints of view are represented.However, more people also meansmore expenses and more logisticalproblems. We recommend that youaim for a group of approximately40–60 participants. Many cities,however, have conducted visioningsessions with much larger groups.

10. Organize the initialevent. Local contacts generallyarrange for a meeting place, equip-ment and refreshments. Considerthe following:

� Choose a site carefully. It shouldbe accessible and neutral. Thelocal country club, for example,is probably not a good choice asit may send the signal that thisevent is by and for an elitegroup. You want a site where allthe participants will feel com-fortable. Choose one that is largeenough to accommodate 40–60people and comfortable enough

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Agriculture, forestry,fishing

Wholesaling,retailing

Construction

Manufacturing

Transportation/utilities

Finance, insurance,real estate

Services business, personal,social, health care

Tourism

Local media

Business typesmall/medium-sized/large business; locally owned/head-quartered out of thearea

Art and culture

Education

Churches

Civic (e.g., Rotary)

Unions

Business(e.g., Chamber of

Commerce)

Youth(e.g. Boy Scouts, Girl

Scouts)

Neighborhood

Social service agencies

Health care

Environmental

Recreational

Elected officials

Planning department

Police, fire

Naturalresources/water

Transportation

Housing

Economicdevelopment

Workforce develop-ment

Age youth/adults/retirees

Ethnicity/race

Sex

Income level

Homeowners/renters

Blue collar/white

Have children/don’thave children

Geographic location downtown, outskirts,etc.

Long-timeresident/newer resident

Conservative/liberal/moderate, etc.

Pro-growth/anti-growth

Economicsectors

Organizations Localgovernment

Personal characteristics

Political views

Table 4: Types of participants

Source: Adapted from Ayres 1996; Okubo 1997

for people to spend an entire daythere. Check to see if the site isaccessible by both public andprivate transportation. See thelogistics committee checklist inAppendix 5 for more details.

� Determine the exact date andtime. For a weekend workshop itis sometimes better to schedulethe events over Friday after-noon/evening and Saturdaymorning/afternoon rather thanover Saturday and Sunday.

� Prepare an agenda. Decide whowill facilitate. Many communitieshave found it most effective touse outside facilitators. Thisdecision, however, is influencedby the resources available for theproject. Decide who will makeintroductory remarks.

� Consider if day-care and/ortransportation will be neededand make arrangements if neces-sary.

� Make provisions for meals orrefreshments.

� Get together all the materialsnecessary for the sessions.

� Decide who will get there earlyto set up.

� Prepare and send out invitationsfor all the participants.

� You may want to designatesomeone to take notes and pre-pare a report on the proceedings.

� Let the local media know aboutthe event. One way to do this isto issue a press release.

Source: Adapted from Center for

Rural Pennsylvania n.d.; Okubo 1997

By this step, the coordinating com-mittee will have the first communi-ty workshop organized. The nextstep is the workshop itself. Thecoordinating committee should tryto plan for about a 12-hour period.If this is impossible, the coordinat-ing committee with the facilitatorwill need to shorten the workshopby abbreviating many of the ses-sions.

This workshop can be split up intoone evening and one full day, orsome other combination. Manyplaces opt for a Friday night sessionfollowed by a full Saturday to com-plete the workshop. Appendix 6gives samples of sessions that thecoordinating committee and theselected facilitators can follow.

Step 2: First communityworkshop

The first session begins with around of introductions and leadsthe facilitator through getting thecommunity to brainstorm and pre-pare a vision statement. The finalpart of the workshop is to identifykey areas and form key area taskforces. Remember that the agendaand sample sessions are simply rec-ommendations and communitiesmay need to adjust them to meettheir specific needs. Experience withthese workshops suggests that mak-ing changes in the process appearsto have little effect on the outcomes.

Following are a list of questions toguide the process. Facilitatorsshould keep these kinds of ques-tions in mind as they proceedthrough the first workshop.

Questions to guide theprocess

Three questions drive the commu-nity workshop and should shape theway in which participants thinkabout their community.

1. What do people want to preservein the community?

2. What do people want to create inthe community?

3. What do people want to change inthe community?

Preparing a visionstatement

By the end of the first communityworkshop, participants will preparea vision statement. Appendix 6 con-tains sample sessions that will assistthe facilitator in leading the com-munity through the process oforganizing, prioritizing and writingdown statements about the commu-nity’s future. Although this first

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Ingredients of a visionstatement:

� Positive, present-tense lan-guage

� Qualities that provide thereader with a feeling forthe region’s uniqueness

� Inclusiveness of the region’sdiverse population

� A depiction of the higheststandards of excellence andachievement

� A focus on people andquality of life

� Addresses a time period

Source: The National Civic

League Press

2-9

workshop results in a general visionstatement, it is important toremember that the process is moreimportant than the product. Thestatement can be revised and, infact, should be revised over time. InAppendix 7 you will find examplesof vision statements from commu-nities around the U.S.

Perhaps the most direct way to helpthe community develop its vision isto ask: In the year 20XX, in our com-munity we would like to see:________________________.

Again, it is useful to look beyondthe immediate future and developthe vision for at least a 15-year peri-od. To go beyond 25 years may betoo difficult for the group to workwith in such a session.

Step 3: Establish taskforces

The final session in the first work-shop is held to assemble key areatask forces. During the two days ofthe workshop, community partici-pants will have worked on identify-ing important themes. Thesethemes will highlight key areas inwhich to continue the visioningprocess in more detail. Individualswill need to volunteer to work inthese key areas. Each task forceneeds to be assigned a temporaryleader. When key area task forcesare assembled, each should begin todefine an action plan. The work-sheet in the appendix can help toclarify who is interested and whatthey want their roles to be. Thisaction plan will define the taskforces’ next steps in preparing keyarea vision statements.

� Task force members shouldunderstand and strongly supportthe visioning project.

� Task force leaders should be ableto direct and facilitate meetings.

� Task force leaders should avoidoverly long meetings by usingsubcommittees, work groups andtechnical support to reduce taskforce workload.

� Task force members shouldbegin to identify who is missingfrom the group. Is there an indi-vidual or organization with spe-cial expertise that the groupneeds?

� Task force members shouldselect the next meeting date andbegin meeting regularly after theworkshop.

Each task force should include allthe stakeholders that may be affect-ed by future projects. Appendix 6presents a worksheet that can helporganizers to identify members ofthe task force and the aspects of theproject in which they are interested.

The general vision and the sub-areavisions represent the efforts of thepeople who were involved in theprocess. Some communities havesought to gain support for theirvision by getting a local governmentto formally adopt it. Formal adop-tion has several benefits, such asbroad dissemination of the vision,increased legitimacy in the commu-nity and a possible strategy for get-ting local government officialsinvolved in the implementationstage.

After the community visioningworkshop, the coordinating com-mittee should concentrate on

preparing a report that couldinclude the visioning process, thevision statement, goals, strategies,or action plans, and the workshopparticipants.

The long-termversionThis version begins with the samesteps involved in the short-termversion. Where the short-term ver-sion ended with a vision statementand a broad action plan, the long-term version continues to articulatethe vision and to develop strategiesand action plans for each key areathat is identified. To continue withthe long-term version, the generalprocess is outlined below, but it isrecommended that you refer to thechapters that address an identifiedkey area to consider the kinds ofquestions the community shouldask of itself, the kinds of informa-tion and data necessary to under-stand the past, present and possiblefutures in those key areas, and todevise appropriate strategies andaction plans.

Keeping on track

Keeping the process on track andmoving forward can be a challeng-ing task. It is also one of the chiefcriticisms of this kind of process. Itis one of the chief responsibilities ofthe coordinating committee. Thereare some things that the coordinat-ing committee can do to keep theprocess on track.

� Make sure all task forces reportto the coordinating committeeon a regular basis—or the coor-dinating committee shouldremain in contact with each taskforce on a regular basis. Find out

what problems they have andwhat they need. Address prob-lems and resistance head-on.

� Nurture and provide support ofall kinds—moral, emotional,physical, problem-solving andfinancial.

� Build momentum by schedulingmeetings regularly and intercon-necting their results.

� Emphasize communication andinformation flow within andbetween task forces, with keystakeholders and with the public,using every available means:newspaper, radio, telephone,meetings, newsletters and per-sonal contact.

� Do not let the process stop; atthe community workshops allthe steps should be completed.The workshop should not endprior to completing an actionplan; these are important partsof the overall process. Give par-ticipants short-term, doablegoals.

� Those with a stake in the actionplan should be involved in thevisioning process.

� Recognize people every chanceyou get for their contributions,for the part they play, for theiraccomplishments and for theirspirit. Use creative methods, anddevelop your own recognitionprogram.

� Recommend realistic,measurable actions.

� Set a future date for revisitingthe vision and action plan andupdating them.

Adapted from: Ames (1993)

Step 4: Concurrentcommunity workshops

Each key area task force convenes acommunity workshop to develop aprocess for preparing a key areavision statement and identifying keysub-areas.

After the first community work-shop, the key area task forces areresponsible for organizing the nextworkshops. This involves the lastthree steps that were carried out inplanning and organizing the firstworkshop. Once again it is neces-sary to publicize the visioningprocess for the key areas with thegoals of identifying and recruitingparticipants and organizing theevent.

These three steps were discussed inthe first workshop. The sameprocess can be followed here. A sug-gested agenda for the second com-munity workshop with one samplesession can be found in Appendix 8.Many of the sessions can be repeat-ed from the first community work-shop since a vision statement is thepurpose of both workshops.

� It is crucial for key area taskforces to communicate with eachother on the timing of theirworkshops and the processesthey are using to identify andrecruit participants. Here iswhere the coordinating commit-tee can and should play a crucialrole in keeping communicationlines open.

Establishing sub-taskforces

The second workshop assemblesresidents to discuss a specific themeor key area identified during thefirst workshop. The group goesthrough the process outlined for thefirst workshop to prepare a key areavision statement. When this isaccomplished, sub-themes are gen-erated. Participants also begin tothink about actions—what to doabout these various sub-themes. Atthis point, sub-task forces should beorganized around the sub-themes.From there, each sub-task force canbegin to define action plans andnext steps for addressing the sub-themes.

In the first two workshops, variousindividuals probably have beenreluctant to accept vision state-ments not based on detailed infor-mation and analysis. However,because these first two workshopsfocused on visions, information andanalysis were not crucial to theprocess. If the task forces and coor-2-10

Three steps to the keyarea workshops

1. Publicize thevisioning process —Local media should help tomarket the program andkeep the public informed.

2. Identify and recruitparticipants — Broadcommunity participation isdesired but participantsshould have local contactsand expertise in the speci-fied key areas. Local net-works and communica-tions will be effective inpromoting the program.

3. Organize the event —Local contacts generallyarrange for a meetingplace, equipment andrefreshments.

dinating committee want to developmore detailed and realistic strategiesand plans to make the vision intoreality, data gathering and analysisassignments must be performed.The long-term method focuses onthese aspects of visioning. The taskforce worksheet in Appendix 6should be useful for organizing taskforce members. In Appendix 9,there are two exercises to help taskforce members when they get to thepoint of trying to establish goalsand strategies based on the datathey’ve gathered.

Step 5: Review plansand/or programs

Each key area task force shouldreview all relevant existing plans,programs, projects, zoning, subdivi-sion regulations and building codes.Look for these documents in gov-ernment, for-profit, non-profit andvoluntary organizations, as well aschurches, social and youth groupsand any other organizations thatcan affect development in yourcommunity.

Consider the following during yourreview:

� With the existing plans and regu-lations, can the general visionstatement be achieved?

� If not, you need to think how toinvolve the relevant governmen-tal bodies in your more extensivevisioning, strategy making andaction planning.

� Are there programs or projectsaiming at parts of what the gen-eral vision statement is trying toachieve?

Step 6: Data gatheringand analysis

Each sub-task force should gatherand analyze pertinent data and pre-pare strategies and goals. The coor-dinating committee is crucial in thisstep; it should act as a data clearing-house. Many of the task forces willneed similar data. The coordinatingcommittee can collect this commondata and make it available to thetask forces. The data to be collectedand analyzed will be of two types:general data common to all or mosttask forces that will help you under-stand the overall situation in yourarea; and specific data needed foreach task force to understand itsspecific area. Below is a list of someof the data that is probably com-mon to all the groups.

Demographic andeconomic patterns andtrends

Use the U.S. Census and CountyBusiness Patterns for your mainsources of data. Although we rec-ommend these sources, it is essen-tial to remember that census dataare collected only every ten years, soit is likely your community haschanged since the last time infor-mation was gathered. You can getupdated population figures fromyour community’s local govern-ment, the Wisconsin Blue Book andthe U.S. Census. However, much ofthe other data will not be updateduntil the next census. We recom-mend that you discuss the kinds ofchanges that have taken place inyour community related to the bulleted items.

A couple of things to rememberwhen putting together the data onyour community: It is preferable tohave data for more than one timeperiod, if possible, to assess changesand trends. A poverty rate of 15% ismore meaningful when you can seethat the poverty rate was only 5%ten years ago. Similarly, comparativedata allow residents to see how theircommunities are changing com-pared to similar communities orthose in the region.

� Population and rate of popula-tion growth by age from 1980through the latest census figures.Make projections for 2000, 2010and 2020.

� Racial composition and percent-age of total population

� Employment characteristics andtrends

Appendix 10: Data Gathering and

Analysis Worksheets should assist in gath-

ering and organizing the data.

Step 7: Goals andstrategy development

Each sub-task force collects andanalyzes data on the issues it isexamining. Many participants willwant to jump immediately from theanalysis to identifying specific proj-ects that address the needs theyhave identified. We recommend thatthe sub-task forces identify broadgoals and strategies before movingtoo quickly to identifying specificprojects. These goals and strategiescan be introduced to the group ordeveloped within the group itself.This step in the process helps pro-vide a tighter link between thevision and the action plan that will

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be developed. Without a set of goalsand strategies, communities mayidentify specific projects that arenot related to the vision establishedearlier in the process.

Step 8: Communityworkshop

When each task force has developedits vision and related goals andstrategies, the next step is for thecoordinating committee to plan ona final workshop to present the gen-eral vision, key area visions andgoals and strategies. The coordinat-ing committee should open themeeting to all community residents.Prior to the workshop, the generalvision, key area visions and goalsand strategies could be published inthe local newspaper to prepare resi-dents for the meeting. The articlecould ask for written commentsfrom those residents who cannotcome to the meeting.

The coordinating committee shouldintroduce the meeting and the gen-eral vision. Task force representa-tives can then introduce key areavisions and their accompanyingstrategies. After the presentations

the coordinating committee shouldfacilitate a process that elicits com-ments from everyone rather thanfrom a few dominant voices.Breaking into small groups is agood way to have everyone partici-pate. .

Step 9: Developingaction plans

What is an action plan? An actionplan is a description of the activitiesneeded to move the communitytoward its vision. For each projectthat is identified, there should be adetailed plan of what needs to bedone, who can do it, when it will bedone, what information is needed,and what resources are necessary toimplement the strategy. InAppendix 12, we provide a series ofaction planning worksheets thatshould assist the coordinating com-mittee, the task forces and the sub-task forces as they begin to prepareaction plans. Each sub-task forceshould prepare action plans basedon agreed-upon strategies andgoals.

Probably the most efficient way todevelop the action plans is to havesubgroups work on specific themesidentified in the vision or by goalsand strategies formulated earlier inthe process. Most facilitators preferto build the action plan by usingflip charts. This allows participantsto see how various parts of the planfit together and encourages moreparticipation in the process.

One of the most important prod-ucts of the action planning processis the report that results from theworkshop. Each task force should

have a recorder who keeps track ofthe many ideas that the workshopsgenerate. A copy of the recordshould be available to all partici-pants, especially those in other taskforces who need to be apprised ofthe group’s work. A condensed ver-sion of the report also may be avail-able to the media to make publicand government officials aware ofthe task force’s work.

Step 10: Implement

Information identified in the actionplanning worksheets can providethe basic information necessary tomove from an action plan to imple-mentation. The group must identifywho will be responsible for imple-mentation, when it will be done,what resources are necessary, andwho the stakeholders and othersaffected by this action are.

One of the major decisions to bemade at this stage is who shouldmanage the implementationprocess: should it be the sub-taskforce, some existing organizations

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A few tips:� Pick early winners.

� Gather support from withinthe community.

� Seek outside resources.

� Publicize your efforts.

� Set up a process for followup.

� Bring in new people.

Source: Tatarko et al. 1991: 60.

Goals should be:� suitable

� achievable

� acceptable

� measurable

� understandable

� motivational

� flexible


or groups in the community, or anewly established organization?This decision will be based on anassessment of the current situationand what is being done to addressthe issue.

The keys to implementing theaction plan involve coordinationamong various participants,expanding the number of peopleinvolved in the process and com-municating the project appropriate-ly to the general public and govern-ment officials.

Step 11: Monitor,evaluate and revise

Monitoring is an assessment of theplanning process itself. The purposeof monitoring is to provide indica-tions of whether the action planneeds some adjustments. For eachelement of the action plan, commu-nities should ask each of the follow-ing questions.

� Are the time deadlines being met?

� Is the budget appropriate?

� Is the staffing appropriate?

� Is the amount of work realistic?

� Are priorities receiving the appro-priate amount of attention?

� How are we working as a group?Are we learning something impor-tant to share? What else do weneed?

In Appendix 13 we provide a sam-ple Gantt Chart for a housing proj-ect. This chart gives participants aschedule for completion of varioustasks for a project. Monitoringshould begin once the planningprocess has begun.

Evaluation focuses on the specificaccomplishments of the process. Adistinction should be made betweenmeasuring outputs and outcomes.Outputs that result from the actionplan can usually be counted.Examples of outputs include num-ber of jobs created, number ofhouses built, or the number of pro-grams developed. Outcomes, how-ever, are usually much more longterm and more difficult to link tothe specific elements of the actionplan. Examples of outcomes aredecreased levels of poverty orincreased levels of personal income,more people accepting leadershiproles, or improved social networksamong residents. Specifically, par-ticipants in the strategic visioningprocess should ask how a commu-nity is better off as a result and thentry to measure success in terms ofgoals stated in the developmentaction plan.

An example of an outcome from aplan may be to expand citizen par-ticipation in the community.Measures of success might includesuch indicators as the number ofregular members in voluntaryorganizations, the number of peo-ple who attend organization activi-ties, number of volunteer hours ineach organization, or the number ofnew members in the organization.

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From other states’ and communi-ties’ experiences, we have identified11 important ingredients to consid-er in organizing a communityvisioning process and implementingthe resulting general communityvision and its key elements. Eachingredient is crucial to the overallprocess and to its ultimate success.Notice that many of these ingredi-ents focus on community assets andhow to build on them rather thanfocusing on problems.

Public participationPart of the strength of a visioningprocess is public participation.Involving community residents in aprocess where they actively envisiontheir community’s future is crucial.Without active citizens in a vision-ing process, the community will endup with someone else’s vision oftheir community. Another aspect ofcommunity participation is “owner-ship” of the visioning process by cit-izens or residents.

Local leadershipEvery community has leaders in theform of mayors or other electedofficials. Other leaders emerge fromprominent business people andthrough civic and religious organi-zations, for example. A successfulvisioning process must allow leadersto emerge from its citizens. Peoplewho do not otherwise hold posi-tions of power in their communitywill emerge as leaders in this

process. It is crucial that citizenslead a visioning effort so that every-one can trust in the vision’s integri-ty and ultimate success.

CommunityresponsibilityCommunity residents must gothrough the visioning process andcome up with their own vision. Thevision should not be prepared bypeople or organizations outside ofthe community. Although an out-side facilitator may assist the com-munity through the visioningprocess, s/he should not participatein it—the visioning process is forcommunity residents only.

CommunityboundariesIt is crucial to define the communi-ty’s boundaries. These can coversmall areas, such as neighborhoods,or they can define large areas, suchas counties. Boundaries are neededto define the community and thepotential participants in the vision-ing process. The concept of bound-aries may also apply to organiza-tions going through a visioningprocess.

Regional perspectiveFor a successful visioning process, itis important to consider inter-gov-ernmental and inter-communitycooperation. Community growthand development must occur withan understanding of your regionand your neighbors.

Outcomes are notpredeterminedThe visioning process is a learningexperience for the community. It isalso a comprehensive process. Everycommunity has unique qualitiesthat should help to define andshape the community’s vision. It isimportant that residents come tothe visioning process with openminds; the process is designed toarrive at a vision on which all com-munity residents can agree. Theoutcome of the process is notknown at the beginning of theprocess.

Every community isuniqueIdentifying unique qualities of placeduring the visioning process canhelp citizens figure out what theywant and do not want their com-munity to be in the future.

Appendix 1

Ingredients of success

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Unimportance ofwealth/poverty of placeIt is important that a communitynot get hung up on whether it iswealthy or not. These labels areunimportant in the process ofvisioning and only serve to limitrather than open and enhance.

Visioning is noteconomic developmentThe visioning process presents anopportunity for citizens to considerall aspects of their community. Acommunity vision is far broaderthan a vision of economic develop-ment. Perhaps one theme in a gen-eral vision statement would includeeconomic development.

Community visioning isa challenging processNo one should come to this processthinking it will be easy. It can bedifficult and frustrating, and manypeople may want to give up. But ifresidents come into the processknowing that at times the processwill challenge them to think hard,to compromise and reach a deci-sion, not only will the communityachieve its goal, but it will emergestronger than before.

Visioning should be funDespite the challenges, visioningshould include celebratory events.These non-threatening and funactivities should be planned to getresidents involved in the visioningprocess and to celebrate their par-ticipation and success in planningfor their mutual future.

Adapted from: The Center for Rural

Pennsylvania

The responsibilities and “rules” thatare outlined below can be helpful tothe coordinating committee, thetask forces and sub-task forces.Reviewing these responsibilities andrules will help in running meetingsmore smoothly, cooperatively andeffectively.

I. Responsibilities of achairperson

1. Know your committee

� Clarify how long you will bechairperson.

2. Prepare for meetings

� Prepare an agenda. Notify allmembers well in advance. Find ameeting location and ensure thatit is adequate and comfortable.

3. Facilitate the committeemeetings

� Open the meeting and go overthe agenda. Ask members to addany additional items. Know whatyou hope to accomplish at themeeting.

� Follow the agenda; when discus-sion gets off track, bring it backto the topic.

� Ensure free and open discus-sion–don’t let some dominate.Encourage quiet members toparticipate.

� During the meetings, treat everymember as an important part ofthe committee. Use their talents.Delegate responsibilities.

4. Establish a team.

� Be prepared to deal with dis-agreements and/or conflict situa-tions. Know when to make deci-sions.

� Develop a process for makingdecisions, such as consensus, orvoting on a majority or supermajority basis. Then stick to thatprocess.

� Summarize discussions and deci-sions made.

� At the end of the meeting, sum-marize the evening’s major deci-sions. Set the next meeting date,when, where and its purpose.Summarize tasks to be donebefore the next meeting and whowill do them.

5. Get your committeeworking

� Develop an orderly agenda orversion to accomplish the goals.

� Identify the interests, skills, tal-ents and expertise of each com-mittee member and their uniquecontributions to the committee.

� Identify specific tasks to be done.

� Ask for volunteers or assign indi-vidual members tasks accordingto their interests, skills, knowl-edge or expertise.

� Identify resources needed toaccomplish the task.

� Develop a time frame by whichto accomplish the tasks.

6. Keep the committeegoing

� Follow through with members toassist, support and encourage.

� Communicate frequently withcommittee members to givethem updates and get theirinput.

� Communicate with the largerorganization to keep theminformed of the committee’sprogress.

� Ensure that tasks are completedon time.

� Thank members for their contri-butions.

7. Completing your job

If the committee is ongoing, identi-fy someone early in your tenure aschairperson to take your place.Work closely with that person.

Ensure tasks are accomplished in atimely manner and in the mannerexpected by the larger organization.

� Deliver a final report back to thelarger organization.

� Thank members for their contri-butions to the committee. Pointout the committee’s accomplish-ments and how they werereceived by the larger organiza-tion and/or the community.

� If a new chairperson continuesthe committee, work withhim/her to ensure an easy transi-tion that does not disrupt thefunctioning of the committee.

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Appendix 2

Conducting effective meetings

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II. Responsibilities of acommittee member

1. Know the purpose ofyour committee

� What is the purpose of the largerorganization?

� What is the task or purpose ofthis committee?

� How does this committee relateto the other committees of theorganization?

� Who are the other members ofthe committee?

� How will a chairperson bechosen?

� How often will the committeemeet?

� What is expected of me?

� How do we communicate witheach other?

� What is the expected outcome ofthe committee? Written report?To whom? By when? An oralreport? To whom? By when?Recommendations for policy? Towhom? By when? Action?

� When is the committee expectedto complete its task?

2. Participate in committeemeetings

� Attend all possible meetings.

� Be prepared before you go to themeeting. Know the purpose ofthe meeting. If any assignmentwas given, have it completed. Ifknown, give thought to the agen-da and issues to be discussed.

� Participate actively (but don’tdominate) at the meeting.

� Be on time.

� Be enthusiastic.

� Listen to others.

� Pay attention.

� Try to understand the topic.

� Express your ideas concisely.

� Encourage others to participate.

� Don’t tell stories which take themeeting off track.

� Don’t complain.

� Support committee decisions.

� Be willing to serve at times as aleader, other times as a supporterto others.

3. Follow through on yourassignment

� If you have been asked to dosomething, or you volunteered,do it!

� Inform others of your actions.

III. Conducting effectivemeetings

One of the best ways to involvepeople in a community is toencourage them to participate incommunity meetings. Knowinghow to set up and conduct meet-ings is an important tool. How youact before, during and after themeeting will determine how suc-cessful you are at maximizing citi-zen participation. Here are somepoints to keep in mind:

1. Before the meeting

� Establish a time, date and placewhich you feel would be mostconvenient to as many of thepeople as possible. Keep in mindsuch things as parking, air condi-tioning, other community activi-ties scheduled for the samenight, etc.

� Send out notices to everyone onthe committee giving themdetails of the meeting and ameeting agenda at least ten daysprior to the meeting. Follow upwith a second notice two orthree days before the meetingdate.

� If outside resource people orspeakers are involved, be sure togive them the vital statistics as todate, time, place and how to getthere well in advance of themeeting.

2. At the meeting

� Be sure you come early enoughto get the room set up the wayyou want it. Remember, peopleparticipate best when they cansee each other! If possible, putthe chairs in a circle rather thanstraight rows.

� If the participants don’t knoweach other, provide name tags ormake introductions.

� Start on time!

� State the purpose of the meetingas briefly as possible. Use a largesheet of paper or a blackboard tolist some of the points to be cov-ered in the meeting.

� Speak confidently, but don’t betoo formal; try to help others feelat ease.

� The best way to stimulate discus-sion is to ask questions, notmake statements. Remember,people prefer to be asked, nottold!

� Sometimes it’s helpful to have acoffee break during the meeting.It gives people time to visitinformally about what is beingdiscussed. This is especially truebefore important decisions aregoing to be made. Five or tenminutes is usually enough.

� At the end of the meeting, try tosummarize briefly what’s beentalked about. Get some ideasfrom the participants about whatto do and where to go from here.

� Remember, the success of a com-munity meeting is everybody’sresponsibility. If you are the dis-cussion leader or chair, your jobis to help create the environmentfor interaction and stimulate,rather than dominate, thediscussion.

3. After the meeting

The follow-up that’s done after acommittee meeting is very impor-tant.

� Visit informally with some of thecommittee members a few daysafter the meeting. Get theirimpressions of what happenedduring the meeting.

� You might try sending out a fol-low-up report to those attendingthe meeting, simply putting topaper what was discussed duringthe meeting.

IV. Committee self-evaluation

This worksheet can be used by thecoordinating committee, task forceand sub-task force to assess howtheir committees are working andto keep them working effectively.

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YES NO

___ ___ Is the meeting place comfortable, accessible, attractive?

___ ___ Does the committee understand its assignment?

___ ___ Is the agenda carefully planned and thoughtfully worked out by the whole committee?

___ ___ Do members transact their business efficiently?

___ ___ Does the committee represent different viewpoints?

___ ___ Do members feel they really belong and are a part of the committee?

___ ___ Are members satisfied with the way decisions are made in the committee?

___ ___ Is the committee willing to be accountable to the parent group?

___ ___ Does the committee spread its work assignments to others?

___ ___ Can the committee make constructive use of conflict, opposition, or criticism?

___ ___ Is the committee flexible and adaptable?

___ ___ Does the committee obtain facts, study and analyze them, make decisions as a result of full discussion—and then take appropriate action?

___ ___ Do members feel that time is used wisely and have a sense of real achievement?

___ ___ Do meetings start and stop on time?

Good committees have “yes” answers to most or all these points. A “no” indicates a point that needs improv-ing. How much improvement does your committee need?

Source: Ayres et al. 1987. Take Charge: Economic Development in Small Communities. North Central Regional Center for

Rural Development. pp.181–186.

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Committee self-evaluation

Appendix 3

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Budget items Estimated amount in $$ In-kindcontributions

Publicity

✔ printing and mailing flyers

✔ producing a poster

✔ placing announcement in local media

Materials for the workshops

✔ name tags

✔ markers, pens, writing paper

✔ flip charts

✔ large paper to post on the wall

✔ tape

✔ food and refreshments

Acquiring and analyzing data

Other

✔ preparation and dissemination of reports

✔ staff time

✔ computer time

✔ telephone service

✔ office supplies

✔ facilities for meetings and workshops

✔ cleanup

Contingency Estimate about 10%

Total

Budget itemsThe purpose of this table is to help the coordinating committee and task force estimate the cost of communityworkshops. By figuring out how much funding is necessary to conduct the community workshop, the coordinatingcommittee and the task forces can more effectively request assistance from local organizations either through in-kind contributions (you should include the name of the organization and a contact person in the table) or throughan organization’s financial commitment.

Appendix 4

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This sample press release can be used as needed for either the short- or long-term version. All meetings should beadvertised. As much as possible the visioning process should allow the public to voice its concerns and opinions.The wording will need to be changed depending on the type of meeting that your committee or task force isconvening.

Sample press release

Date

Contact:

Community Workshop: Creating a Community Vision: Looking tothe Future

Wisconsin’s rural and small towns are changing. Change can meanincreased economic and social opportunities. It can also mean urbansprawl, destruction of farm land, and an eroding quality of life. Everycommunity in Wisconsin has the power to control change.

University-Extension, the Jefferson Chamber of Commerce and theCity of Jefferson will conduct a workshop on how Jefferson can beginto develop a regional vision. Entitled, Creating a Community Vision:Looking to the Future, this workshop will be held March 7-8, 1998, atthe Jefferson Community Center. It will start at 6:00 p.m. and last forabout 3 hours. The following day at the same location will go from9:00 a.m. to 3:00 p.m. with a lunch break.

It is not enough for a community to know what it doesn’t want: Acommunity needs know what it wants and to have a strategy forachieving it. To help achieve this, a vision is needed. Visioning is aprocess by which residents are given the opportunity to develop ashared vision of the future and develop strategies to arrived at thatvision.

Anyone interested in being apart of this visioning process, please reg-ister at Jefferson Municipal Building at 287-983-0863.

Adapted from: The Center for Rural Pennsylvania

Sample press release

Appendix 5

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Location❑ Does the room have adequate

seating?

❑ Can seating be arranged to max-imize participation?

❑ Non-threatening to any potentialparticipants?

❑ One room large enough forentire group to be seated attables?

❑ Access to needed number ofcomfortable chairs and table (1table/4–6 people)?

❑ Is the room suitable for the useof equipment?

❑ Will AV equipment andflipcharts be available?

❑ If equipment is needed, who willprovide it?

❑ Are there breakout rooms, orareas available for small groupsto meet?

❑ Is there a place to serve refresh-ments? A kitchen or place tostore and prepare food/refresh-ments?

❑ Are there suitable restroom facil-ities?

❑ Is the room/building accessibleto people with disabilities?

❑ Is there adequate parking?

❑ Is the building convenientlylocated and well known to resi-dents?

❑ Is the building considered a“neutral” site?

❑ Is there a phone for emergencyuse?

❑ Is there a single contact personto make sure the building will beopened?

❑ Is the location convenient toeveryone?

❑ Are the acoustics good (a micro-phone should be used if morethan 30 people)?

❑ Adequate ventilation/heat?

❑ Adequate lighting?

❑ Are room(s) available for childcare, if necessary?

Promotion❑ Will a brochure be used to pro-

mote the workshop?

❑ Who will design and print it?

❑ How many will be printed andwho will pay?

❑ Who will supply the names andaddresses?

❑ Who will pay for postage?

❑ Who will keep track of the pre-registrants?

❑ How will the brochure be dis-tributed?

❑ Will a media release be sent?

❑ Who will write it and send it tothe media?

❑ Who will be the contact person?

❑ Who will do the follow-up toensure the media attends theworkshop?

❑ Will any contact be made tolocal officials to ensure theirattendance?

Setting up for the work-shop❑ Put up signs directing people to

site.

❑ Place registration table near doorof meeting room.

❑ Place refreshment table close toor in meeting room.

❑ Arrange tables for small groupsof 4–6 people (round tableswork best).

❑ Set up child care room.

Checklist for workshop

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Equipment❑ Flip chart pads and stands (at

least 2, but may need more withlarger group)

❑ Microphone with cord longenough to reach the back of theroom, or a cordless microphone

❑ Overhead projector and wall orscreen

Supplies❑ Sign-in sheet for registration

table

❑ Name tags (large letters for firstname only; prepare ahead oftime if possible)

❑ Colored markers (black, blue,green, brown, and purple are themost easily read; need 1 markerfor every 2–3 participants)

❑ Several rolls of masking tape

❑ Four–five pieces of newsprint(flip chart paper) cut in half foreach table

❑ Beverages/refreshments/food

❑ Plates, utensils, napkins, etc., asneeded

At the workshop❑ Will pre-printed name badges be

used?

❑ Are directional signs needed tothe meeting room and breakoutrooms?

❑ Will someone be available togreet attendees as they arrive?

❑ Will there be a sign-in sheet forattendees?

❑ Will there be an informationpacket of attendees?

❑ What will be in the packet?

❑ Will there be worksheets forattendees?

❑ Will someone be available tooversee refreshments?

❑ Who will pay for the refresh-ments?

❑ Will participants be pre-assignedto breakout groups?

❑ Will the proceeding be recorded?

❑ If so, who will do the recordingand how will it be distributed?

Follow-up❑ Will any information be sent to

attendees after the workshop?

❑ Who will prepare this informa-tion?

❑ Who will pay for the postage?

❑ Who will answer any follow-upquestions?

Adapted from: The Center for RuralPennsylvania and Leuci et al. 1997

Plan on about 11⁄2 days for theweekend meeting .

Count on at least 30–40 partici-pants/stakeholders or more for theworkshop.

The table below outlines samplesessions for the community work-shop. The facilitator may need toadjust the times based on the num-ber of people and the sessionshe/she chooses to incorporate. Fora thorough review of various tech-niques see UW–Extension StrategicThinking Program: Appendix 4:Abstracts of Tools and Techniques.

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Appendix 6

Sample sessionsSession Title Time

1 Welcome, overview, introductions 1–11⁄2 hours

2 What do people want to preserve 11⁄2 hoursin the community?

3 What do people want to change or 1 hourcreate in the community?

4 Developing the vision statement 11⁄2 hours

5 Recognizing themes 1⁄2–1 hour

6 SWOT analysis 1–2 hours

7 Key area vision action plan 1+ hours

Total 7 sessions 71⁄2–9+ hours

Session 1: Welcome

Overview of the process(These two sections should takeonly 5–10 minutes.)

IntroductionsThere are many ways for a largegroup of people to be introduced toeach other. The following sessionillustrates one such technique.

Title: The pie

Purpose:Everyone is given a chance tothink about themselves beforesharing with the group. Ratherthan brief introductions, partici-pants can share more deeply.

Procedure:Give each person a piece ofpaper and pencil if necessary.Form groups of sixes who donot know each other well. Askeach person to take 5–10 min-utes to draw a pie and divide itinto slices representing variousparts of their lives: for example,a certain part of their life con-cerns family, work, recreation,outside work, interests, socialactivities, etc.

The facilitator (extension agent)should demonstrate the dividing ofthe pie on newsprint before havingeach person drawing their own.

When they have finished, each per-son introduces her/himself to theothers in the group of 6. Facilitatorsshould enter into these introduc-tions, however one person should

remain outside a group to help thetiming of when the groups comeback together.

If the whole group is not largerthan 40 people, you can theninstruct each person to take respon-sibility for introducing one otherperson from their small group tothe whole group. When they cometo the large group, each person has1 minute to introduce that personto the whole group.

Time: About 1 to 11⁄2 hours.

Materials: Overhead, blackboardor flip chart, paper, pencils.

This exercise may help to identifyindividuals whose interests willmesh later with the key areas identi-fied in the course of the weekend.

Source: A. Hope. 1990. Training for

Transformation.

Sample community workshop

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Session 2: What dopeople want to preservein the community?

Title: Community formationand change

Purpose:For all the participants to learnwhat is worth preserving in theircommunity while understandingsome of the processes that madetheir community.

Procedure:Divide the room in half. One halfshould discuss A and the other B.

A. Describe why your communitywas formed (its purpose), andhow your community haschanged since then.

1. Divide into groups of 6 todiscuss for about 15 minutes

B. Describe your community inthe past and identify the signifi-cant, defining events and trendsthat took place either during thelifetime of the participants or upto the past four decades.

1. Divide into groups of six todiscuss for 15 minutes.

After 15 minutes, reconvene in thelarger group and report out and fordiscussion.

The facilitator should make sure allthese questions are covered in thediscussions. The facilitator shoulddirect the discussion or keep it ontrack when necessary. These ques-tions may not be necessary at all, ifthe group remains focused on thekey question.

� What do people want to preservein the community?

� What are the basic values of thecommunity?

� What would be worth committingto during the next ten years?

� What words do you want yourgrandchildren to use to describethe community?

� What is unique to our communitythat is not found anywhere else?

Time: About 11⁄2 hours

Materials: paper, pens, flip chart,tape

Alternative sessionProcedure:Divide the room into small groups.Each group should answer the fol-lowing questions.

� What do you want your area tolook like in the future?

� What areas should be developed?

� What areas should be protected?

Below is a list of questions aboutthe region’s physical and culturalfeatures. Please give specific answersto each question.

� List three places you like to takeout-of-town visitors.

� List three places you avoid takingout-of-town visitors.

� Name three sites you consider“public places”; that is, placeswhere people can meet freely todiscuss community issues.

� Name three natural and man-made features that make yourcommunity special and unique.

Source: The Center for Rural

Pennsylvania.

Session 3: What dopeople want to create inthe community?

Title: Brainstorming

Purpose:This is a technique to gather asmany ideas as possible, beforedeciding which ones to discuss indepth. It avoids the frequent mis-take of spending too much timediscussing the first suggestionoffered so that not enough time isleft to discuss other, and perhaps,better suggestions.

Procedure:It is necessary to give people a littletime in 2’s or 3’s to bring their ideasto the top of their minds first. Thebrainstorming should then be donequickly, one facilitator drawing onepoint at a time from participantsand another recording onnewsprint. Comments and discus-sion on individual points shouldnot be allowed until all the sugges-tions have been collected.

Brainstorming is only a startingtechnique. Afterwards, in-depth dis-cussion of individual points is nec-essary, otherwise the group will feelthat everything is dealt with super-ficially.

It should be emphasized that this isa non-judgmental exercise. All ideasgenerated are worthy of discussion.

Time: About 1 hour.

Materials: Paper, pens, flip chart

Source: A. Hope. 1990. Training for

Transformation.

Alternative sessionAsk the participants to imagine thatthey are reading an edition of theirlocal newspaper ten years in thefuture.

� What would the headline sayabout your community?

Use small groups to elicit the initialdiscussion.

Use the questions in the previoussession to guide their discussion. Itis important that the facilitator getsthe group to think about the com-munity’s values.

Session 4: Developingthe vision statement

Purpose:To prepare a general vision state-ment that reflects the two previous exercises.

Procedure:Divide the participants into groupsof about 5–7 people. You may haveas many as 8 groups. Each smallgroup should begin to write a visionstatement. Using the responses fromboth of the previous exercises, eachgroup should write a short 2–3paragraph statement about the

community and its future. Eachsmall group should develop its ownstatement. Because the statementswill ultimately be combined, thegroups should not get overly con-cerned about phraseology or gram-matical issues. What is important isto flesh out ideas and dreams aboutthe community’s vision.

Each sentence should be written onnewsprint/flip chart for sharingwith the larger group.

After about 15 minutes, the largegroup should reconvene. In succes-sion, each small group should pres-ent its vision.

Divide the group into four. Ask eachgroup to consider the vision state-ments, and again to rewrite a vision.A facilitator should be assigned toeach group to make sure that every-one has a chance to interact.

Reconvene the large group afterabout 15 minutes and share each ofthe visions.

Divide the group in half. Assign afacilitator to each group. The groupshould consider the previous state-ments and again prepare anothervision.

After 15 minutes, reconvene intothe larger group. The two groupsshould read their visions.

Considering both these visions, thelarge group should try to collapsethe two visions into one. If there aresticking points, those issues shouldbe included in the vision at thispoint.

If the vision statement cannot beresolved within 15 minutes, theindividuals that oppose particularstatements or areas should volun-teer to resolve and prepare the

vision statement for a vote by theworkshop participants prior to theend of the workshop.

Time: About 11⁄2 hours

Materials: paper, pens, flip chart


Pennsylvania

Session 5: Recognizingthemes

Title: Organization of visioninto themes

Purpose:To involve participants in synthesiz-ing their vision for the future intothematic areas and to develop taskforces around the themes expressedin the vision for the future of thecommunity.

Procedures:Guide participants in identifyingthemes/categories which emerge inthe listing of the vision for thefuture of the community. Work toobtain general agreement on 5–8themes. Be sure all aspects of thecharacteristics and visions areincluded and that participants gen-erally understand which themesencompass which aspects of thevisions that they have compiled.

List the themes on the flip chart infront of the group. Expect themessuch as economic/business develop-ment, infrastructure/communityservices, housing, workforce devel-opment, transportation, land-useetc.

Time: 15 minutes

Materials: Flip chart, pens.

Source: Community Futures

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Brainstorming rules:

� All evaluation and criticismof ideas is forbidden.

� Wild and crazy ideas areencouraged.

� Quantity, not quality ofideas is the goal.

� New combinations of ideasare sought.


Session 6: SWOTanalysis

Purpose:To identify the strengths, weakness-es, opportunities and threats toyour community. This means takinga macro view of your entire com-munity, seeking to identify what hasreal potential to move your com-munity forward and what is holdingit back.

Procedure:Divide into four smaller groups forabout 15 minutes. Groups 1 and 3should work on strengths andweaknesses. Groups 2 and 4 shouldwork on opportunities and threats.Reconvene into larger group andreport out. In large group add onepoint to each area. Discuss for aslong as necessary. Know when tostop the discussion and move on.

An alternative analysisHere is another version to askingsome questions about external andinternal forces, and opportunitiesand threats.

Over the last 10–15 years, whatthree changes to your communityhave been caused by external andinternal forces? Examples of exter-nal forces may include federal/statepolicies and global competition.Internal forces may include thedemand for housing and the changein demographics.

Although your area may be grow-ing, it may not be growing evenly.Some places may be developingrapidly, while other areas may beexperiencing little to no develop-

ment at all. Using your knowledgeof the area, list three places in yourcommunity that are growing, andthree places that have remained rel-atively the same for the past 15–20years.

Should there be areas in your com-munity that are off-limits to devel-opment? If so, please list three ofthese places.

Communities can shape theirfuture. They can decide where

change should occur and at whatrate. In the next 10–15 years, whatareas in your community should bedeveloped? Please list three areasyou think are appropriate for devel-opment and the type of develop-ment that should occur in theseareas.

Time: 1–2 hours


Source: Harnessing the Power of Vision

and The Center for Rural Pennsylvania

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Strength(inside of community)

� Strong work ethic

� Beautiful countryside

� Strong community spirit

Weaknesses(inside of community)

� Lack of coordination for eco-nomic development

� Lack of vision in our leader-ship

� Low skilled work force

� Our low-wage industry couldmove elsewhere

� Health care services arelacking

� Groundwater supply is vulner-able to pollution

Group 1 Group 3

Threats(outside of community and affecting community)

� National forest trees cutaffecting timber industry

� Low-skill work force vulnera-ble because of move to hightechnology

Opportunities(outside of community and affecting community)

� High traffic count on statehighway

� New state legislation/grants

Group 2 Group 4

Example SWOT Analysis

Session 7: The key areavision: the next steps

Title: Task forces based onthemes

Purpose:To divide group into task forces andto begin working on an action planfor the next steps in defining eachkey are a vision.

Procedures:Discussion with entire group todecide on key area task forces.

When that is accomplished, eachtheme group determines projects

on which to begin an action plan.Two to three participants developeach of the plans. If 10 people arein the group, then 3–5 teams coulddevelop selected project plans.Action plans include goal, timeframe, names of group memberswho developed it, steps, who shouldcarry out each step, time for com-pletion of each, resources, and eval-uation method. Ask each planningteam to determine the followingand to record on newsprint:

� What is the project’s 30-day goal?

� Who will chair the project?

� If not one of the persons present,how will the commitment fromthe intended chair be obtained?

� Who are the other people in thecommunity to be included in theworkshop? Who will contactthem?

� How will they communicate theproject’s progress and needs to therest of the community?

� When is the next meeting date forproject planning and updating?

Time: 1+ hour



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Notes: (After visioning workshop, write down what worked and didn’t work)

Session 1:

Session 2:

Session 3:

Session 4:

Session 5:

Session 6:

Session 7:

Community workshop

2-30

Task force contactworksheet

Use this at the end of the workshopas the task forces are gettingformed. These worksheets shouldbe distributed by someone on thecoordinating committee to each

task force. Each member of the taskforce can fill out one row of thesheet. The task force chair can col-lect it at the end of the session

Name and contact information

Name:

Address:

Phone:

E-mail:

Name:

Address:

Phone:

E-mail:

Name:

Address:

Phone:

E-mail:

Three things to preserve,change or create

1.

2.

3.

1.

2.

3.

1.

2.

3.

What person would like to doto assist

Collector’s name: ____________________________________________

Address: _____________________________________________________

Phone: ________________________________________________________

E-mail: ________________________________________________________

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Wisconsin

Lanark, WIThe Town of Lanark began a landuse planning process in late 1997 byforming an advisory committee onland use. The Land Use Committeeis comprised of two town boardmembers and a number of citizenswho live in the town—broadly rep-resenting differing interests preva-lent in the town.

This committee conducted a townsurvey to gauge citizen interest on anumber of issues within the town.The visioning process began in thefall of 1998 with a preliminarymeeting of the Land UseCommittee. As a result of this meet-ing, the visioning process wasadopted.

The Town of Lanark held a commu-nity visioning session for citizens onNovember 11, 1998 to envision thefuture of the town. The first part ofthe session highlighted demograph-ics and other “where are we now?”type data. From there we did sometrend analysis (“where are wegoing?”) of existing data sets inregard to population, transporta-tion, development, economics, etc.The meat of the session focused on“where do we want to be?”. Weasked participants to identify thingsthey valued in the town that theywould like to see present in 20years. We asked participants what

they saw as issues and concerns nowand into the future.

Then, using the information gath-ered through the visioning sessionand the community survey, UW-Extension agent Mark Hillikerpulled together a draft vision state-ment. The draft was reviewed by theLand Use Committee, opened topublic review, and ultimately direct-ed to the town board for approval.Approval of the final vision state-ment was made early in 1999. The“how do we get there?” componentof the process is underway with theland use planning process. Land UseCommittee members, working withPortage County Planning andZoning department staff and UW-Extension, are crafting goals andobjectives in their land use plan thatwill assist them in reaching theirvision of the future.

The Lanark VisionStatement

We envision that in 2018 Lanark willbe...

� a distinctively rural communityblending into a beautiful naturalsetting;

� home to productive family farmsworking large blocks of tillableland;

� an environmentally aware com-munity with distinctive openspace, natural features and pro-tected habitats;

� a diverse and progressive com-munity working together toaddress issues of local impor-tance;

� a growing community, withgrowth concentrated in designat-ed areas and occurring in waysthat protect the rural characterof the town.

This vision statement addressesnew, emerging issues such as thechallenge of a growing populationbase, growing demands on our nat-ural resources, and a variety offorces acting to affect the “ruralcharacter” we all cherish. It explorescreative ways to build on our senseof community, and looks at oppor-tunities to grow and prosper with-out degrading the quality of life thatwe have grown accustomed to. Itstrives to capture the values andconcerns of our community as welook to the future.

We believe that some of Lanark’smost significant opportunitiesinclude the preservation of produc-tive agricultural land, open spaceand environmental corridors. Wealso believe there is room for us togrow, but in ways that will maintainand enhance the values of rural liv-ing that we enjoy today. To do this,we must build upon our communi-ty’s strengths and unique qualities;avoid complacency by promotingcreativity, leadership and creativeproblem solving; and be willing towork together to address a varietyof difficult problems we will surelyface in a rapidly changing future.

Appendix 7

Visioning examples

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Wausau, WISummary of the City ofWausau visioning focusgroup:

The City of Wausau held two com-munity visioning sessions for itsCommunity Visioning Focus Groupon January 20, and February 2, 1999to envision the future of the city.These sessions helped bring togeth-er citizens of the city to develop ashared image of what they wanttheir community to become in thenext 20 years. Visioning in the Cityof Wausau is being utilized to assistin the City’s ComprehensivePlanning process by developing abetter understanding of the valuesof city residents and to identifytrends and forces affecting the com-munity. The Visioning project is aresult of leadership provided byWausau Mayor Linda Lawrence,City Planner Joe Pribanich, andDennis Lawrence, Director of theNorth Central Wisconsin RegionalPlanning Commission. Group facil-itation of the visioning process wasprovided by UW-ExtensionCommunity Resource DevelopmentAgents Connie Bodeen (MarathonCounty) and Mark Hilliker (PortageCounty).

This report summarizes the com-munity visioning sessions anddescribes the values and ideas gen-erated by the Community VisioningFocus Group. This information,along with data collected through arecent community survey, will beused to create a draft vision state-ment for the City of Wausau. Thedraft vision statement will be sharedwith the citizens of the City ofWausau through a series of neigh-borhood meetings. Input collected

at these neighborhood meetingsand at other public forums will bewoven into the final vision state-ment for the city. The vision state-ment will ultimately help guideongoing work on the city’s compre-hensive plan.

The first visioning session of theCommunity Visioning Focus Groupwas held on January 20, 1999. TheCommunity Visioning Focus Groupmembers participating in theJanuary 20, 1999 discussion includ-ed Al Hahn, Steve Robinson, TomCane, Yee Yang, Dan Solomon,Maureen Mullen, Dave Olmsted, IrvSumner, Deb Hadley, Evie Rosen,Brad Hoffmann, Bev Abbott, DonnaKnapp, Mary Jane Hettinga,Gordon Backer, Terry Kittson,Glenda Walker, Phil Valitchka, DorisCarlson, Christie Terkelson, JohnSchilling, Dick Gehrt, Greg Michael,and Jay Faherty.

At the first visioning session, focusgroup members were exposed to avariety of images of the City ofWausau. They also learned aboutthe city’s demographics and recentand future trends affecting the city.They were asked to reflect on thethings they value about the city andwould like to preserve. They werealso asked to reflect on the issues orconcerns they had about the city.The following is a summary ofinformation gathered during thefirst visioning session on two ques-tions posed to the group of citizensin attendance. The responses arelisted in no particular order.

Question 1:What do you value about the Cityof Wausau that you would like tosee still here in 20 years?

Question 2:What are some problems, issues orconcerns you perceive in the Cityof Wausau?

The City of Wausau held the secondcommunity visioning session for itsCommunity Visioning Focus Groupon February 2, 1999. TheCommunity Visioning Focus Groupmembers participating in this ses-sion included: Bev Abbott, GordonBacker, Tom Cane, Jay Faherty, DickGehrt, Deb Hadley, Al Hahn, MaryJane Hettinga, Brad Hoffmann,Terry Kittson, Donna Knapp,Maureen Mullen, Dave Olmsted,Karyn Powers, Steve Robinson, EvieRosen, John Schilling, DanSoloman, Irv Sumner, PhilValitchka, and Glenda Walker.

At this session, participants reflect-ed on the values and concerns thatwere generated during the first ses-sion and then turned their attentionto the Community MappingExercise to show how those valuesand concerns could be representedin the physical development of thecity.

The community mapping exercisewas a tactile and interactive way ofcommunicating ideas for the futuredevelopment and improvement ofthe City of Wausau. The exercisegave participants an opportunity todiscuss the types of places theywould like to create and the activi-ties they feel are important toinclude in the Wausau community.

The focus group was divided intofour smaller working groups. Eachgroup was responsible for creating a“plan” for one quadrant of the city.They were given one 36 x 50 map oftheir designated area and a variety

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of photos and colored markers touse on the map. Then, each groupwas asked to carefully study its por-tion of the city and come to a con-sensus on a variety of ideas relatedto the development and redevelop-ment of the area. Participants wereencouraged to “think beyond thebox” and create “Big and BoldIdeas” for the future.

What follows are some of the “Bigand Bold Ideas” the groups createdfor the City of Wausau.

Big and Bold Ideas

� Relocate heavy industry to amore appropriate Industrial Parkarea and redevelop central rivercorridor.

� Maintain owner-occupied cen-tral city residential.

� Develop downtown residentialalong with ancillary services.

� Development of bike trail (N-Salong river, E-W connector).

� Completion of Arts block.

� Identify and develop FestivalGrounds – River Drive.

� Annex northwest corner – possi-ble development of an industrialpark in this area as well.

� Enlarge and preserve the AndrewWarren Historical District.

� Traffic pattern around middleschool is too congested. Roadsare inadequate. Situation willworsen if a new East HighSchool is constructed.

� Sidewalks are needed along 13thStreet and vicinity for the safetyof students walking to school.

� Develop apartments along theriver south of Bridge Street. Theriver is a great place for residen-

tial apartments/condominiums.Further, this development/popu-lation will support the down-town.

� Develop Stewart Park. Thiswould be a good site for anamphitheater and outdoor artsprograms.

� Build a grocery store/supermar-ket on NE side. However, do notallow commercial strip develop-ment. Keep commercial develop-ment in or near the downtown.

� If the new high school is con-structed, we would like to see arecreation/sports complex devel-oped in the area. The city (firstchoice) or some otherpublic/private group should ownit.

� Clean up the Near East side.Force (?) property owners toimprove the area.

� The city should annex propertyto the east of the city. The cityshould secure “growing room.”

� Create park space, river walk,and bikeway along river.

� Create an East by-pass.

� Major recreational/nature areaon Franklin.

� Public elementary school toserve the new residential districtto the East.

� Clustered commercial develop-ment near Franklin and 91stintersection.

� Park/Conservancy inwetland/stream corridors.

� Redevelop airport-residentialarea, waterfront lots, levelground for building.(Add tax base).

� Trail development through newdevelopment.

� Maintain Industrial along Railcorridor.

� The University of Wisconsin-Marathon campus should beexpanded into a four-year facility.

� The area presently occupied bythe 3-M Corporation and for-merly occupied by SNE(Crestline) Corporation shouldbe redeveloped for residentialuse or as the site of the four-yearuniversity campus mentionedabove.

� At the far South end, along LakeWausau; redevelopment shouldbe considered for river edgecommercial uses such as a mari-na, shops, restaurants and othercommercial establishments. Thecommercial uses which mightlocate there should be water-ori-ented and the area should alsoprovide improved public accessto Lake Wausau.

� Annex at least all of the territorythat remains in the Town ofStettin or Town of Rib Mountainthat lies east of 28th Avenue.This would include the MenardsPlaza, the area in the vicinity ofMarriott Courtyard motel, andthe area around Rib MountainMarine.

� Construct a pedestrian bridge,from Riverside Park to Isle ofFerns Park.

� Improve access to the City’s pub-lic works facilities and waste-water treatment plant by widen-ing and reconstructing McClearyStreet.

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� Enhance the appeal of MarathonPark by removing some of thefencing along Stewart Avenueand along 17th Avenue, repairingsome of the fencing that is dilap-idated, and planting varioustypes of landscaping along thefence to enhance its visualimpact.

� Establish a water facility inMarathon Park.

� Uniform curb and gutter ordi-nance throughout city. Maintaintrees and neighborhood scale.

� The City should purchase landwhen becomes available.However, the City should notdevelop just to develop. It is OKto own land that is not immedi-ately developed. Think about thequality of development and whatfits. The right development willcome in time.

� Downtown entrances look shab-by—needs improvement andbeautification.

� Bus service needs to be extendedthroughout the city.

Other states

Ashland, ILAshland continues to be the idealsmall town offering an exceptionalatmosphere for raising a family.Community pride is reflected in ourclean streets, zero crime rate, and anaggressive economic developmentplan designed to carry us into the21st century. With two park facili-ties, planned community events,and various school activities ourchildren are exposed to qualityyear-round experiences whichenhance their physical and mentalabilities.

Located just west of the state capitalof Illinois, residents take advantageof the many employment opportu-nities and retail outlets offered inthe Springfield metropolitan areawhile enjoying Ashland’s affordablefamily housing, superior school sys-tem, and friendly business district.Considered the “Gateway to Site M,”Ashland offers many retail outletsgeared specifically to the outdoorsports enthusiasts who enjoy thevarious recreational activitiesoffered by the site. Ashland is trulythe perfect small town to raise afamily and retire while surroundedby loved ones.

Source: Mapping the Future of Your

Community, 1998 Update

Florence, COA healthy, progressive and caringtown that celebrates the past, withadequate facilities and services tosupport well-planned growth whilemaintaining rural life quality. Acommunity where our people havea voice in leadership and are readyto meet the challenges of the future.


Rock Hill, SCRock Hill is the:

� Recognized Historic City of themetropolitan area with a distinc-tive physical identity based uponthe historic structures and neigh-borhoods of its central core.

� Functional City of the metropol-itan area with well-planned andefficient systems of transporta-tion, utilities, and urban services.

� Garden City of the metropolitanarea, distinctive for its extensivesystem of landscaped streets,greenways, and gardens.

� Premier Educational City of themetropolitan area, recognizedfor the excellence and breadth ofits institutions and programs.

� Acknowledged Cultural City ofthe metropolitan area withnationally renowned programsin public art and arts education.

� Important Business City of themetropolitan area, recognized asa premier location for qualitybusinesses.


Maquon, ILA safe and friendly environment forall ages. Well-maintained streets andsidewalks and high quality waterand sewer systems with sufficientcapacity for the anticipated residen-tial and commercial growth.

An expanded business district withmore locally owned businessesoffering increased services andproducts (e.g., gas station/conven-ience store/market, a laundromat, ...)to meet the needs of our growingcommunity.

Active community involvement inimproving and maintainingMaquon’s commercial and publicareas through landscaping andother beautification projects.

A range of quality recreationalopportunities to benefit residentsand attract tourism. Supported andmanaged through a new park dis-trict, these opportunities include apopular well-equipped playgroundand park, a Spoon River bike trail,and a boat dock.

A high quality and well-maintainedretirement community featuringindependent/assisted living apart-ments, social activities, and regionaltransportation service.

An increased number of availablehousing units providing moreopportunities for existing residentsand further ensuring Maquon’sfuture by attracting young commu-nity families.

Source: Mapping the Future of YourCommunity, 1998 Update

Chehalem Valley, OR In 2015 the Chehalem Valley is:

Economy—A diverse economyprovides balanced economicoptions. Downtown is vibrant; thenatural beauty of the area providesan environment for tourism and thewine industry. The Riverfront is afocus of economic and recreationalactivity; an airport facility is avail-able.

Land use—Plenty of open spacewith larger lots in the outlyingareas; livable neighborhoods in thecities. Transportation choicesinclude walking, biking, or driving.The Riverfront is linked to thecities’ core areas. Diverse housingopportunities of high qualityincluding historic homes, rentals,condominiums and homes for theelderly and disadvantaged are avail-able.

Transportation—A route pro-vides safe and efficient access to andthrough the community.Downtown traffic is much less andis routed to enhance business; statehighways have been removed fromdowntown. There are adequatebikeways and pathways. Residentsare actively involved in planningtransportation.

Environment—Natural areas andhabitat have been preserved.Agricultural land and open spacepreserve the view from surroundinghillsides. Automobiles are used less,preserving air quality; a greenwaysystem links pedestrian paths alongclean rivers and streams. Residentsare actively involved in planningtransportation.

Public facilities, services,and safety—Community centersfor public offices in Newberg andDundee. Volunteers share with pro-fessionals the responsibility for pro-viding economic public services. Auniform district addresses the fairpayment for urban and rural servic-es. Planning efforts and support forthe vision focuses the community’sfuture. Residents are activelyinvolved in safety programs.

Parks, recreation, communitycreation and celebrations—Parks have adequate bikeways andwalking paths. Neighborhood parksprovide a focus for recreation; arange of recreation options is avail-able. Cultural diversity enhancescommunity festivals and events.Champoeg Park is linked to theValley. Neighborhood and commu-nity ownership and involvement arepromoted and encouraged.

Health, social services, andwell-being—Health care is pro-vided locally through a one-stophealth care facility. Communitymembers may change their seden-tary lifestyles. Social services areavailable locally. Cultural diversitycreates challenges and local resi-dents meet the challenge. Generalhappiness, personal, spiritualgrowth, and families are encouragedand promoted.

Education and needs ofyouth—All levels of education areavailable; there is a strongbusiness/school partnership. Parentsare involved; citizenship training isimportant. Classes are culturallydiverse; individual needs areaddressed. Technological changesprovide easy access to information

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and education for all Valley resi-dents. Nurturing our youth is a pri-ority and youth are encouraged tobe involved in all aspects of ourcommunity.

Arts, culture and heritage—Public art, cultural events and activ-ities, and museums are displayedand supported by the community. Aliving history museum focuses com-munity and tourist attention on thelocal heritage, and, is supported byseveral museums which showcasethe Valley’s local history. George FoxCollege provides a focus for culturalevents which promote the values ofthe area. Public art provides a senseof pride and serve as reminders ofthe timeliness of the Valley.

Communication linkages—Computers serve all of the residentsby providing access to informationabout the community. Data linkagesbetween households create oppor-tunities for working people. TheValley is a part of the global villagethrough the worldwide data link-ages. Public places are available forresidents to meet in person. Issuesare explored and discusses publiclyin ways that work toward commonground to benefit the Valley.

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Plan for the weekend meeting to lastabout a half day to a whole day.

Count on at least 10-20 partici-pants/stakeholders or more for theworkshop.

The table below outlines sample ses-sions for the key area visioning work-shop. Some of the sessions are thesame as the community workshopand you should refer back to thosesessions. The facilitator may need toadjust the times based on the num-ber of people and the sessions he/shechooses to incorporate.

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Appendix 8

Sessions Title Time

1 Welcome, overview, introductions 1⁄2–1 hour

2 Developing the vision statement 1–2 hours

3 Identifying particular themes 1–11⁄2 hours


5 SWOT analysis 1–2 hours

6 Next steps 1⁄2 hour

Total 6 sessions 41⁄2–8 hours

Session 3: Identifyingparticular themes

Procedure:Index cards are given to each indi-vidual. Participants work as individ-uals, then in small groups.Participants self-select the key areatask force in which to participate.

Individuals in each group write onan index card three activities andprojects which will go towardsdefining the key area vision. Theneach individual shares in the group.These are shared round robin in thegroup and all are recorded onnewsprint. Time permitting, eachgroup shares its list with the wholegroup.

Time: 1-11⁄2 hours


Source: Community futures


This is a continuation of the previ-ous session. The facilitator helps thegroup to recognize themes throughthe activities and projects identified.It would help if the facilitator is anindividual familiar with the keyarea, such as housing, transporta-tion or economic development.

Session 6: Next steps

This session should allow the taskforce and sub-task force to begin tooutline what it wants to do, how todo it, who the responsible partiesare, and to establish a time frame.At this point the task force and sub-task forces should not be identifyinggoals, strategies or projects, butshould be thinking about the nextsteps in the long-term versionwhich includes reviewing plans,projects and programs, and datagathering and analysis.

Key area visioning workshop

Next steps planning worksheet

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Program/ Action Item Responsibility Timeline Resources Obstacles

Item 1

Item 2

Item 3

Item 4

Item 5

Title: Seven steps of planning

Possible outline for task force to follow.

a. Diagnosis

� What are the problems?

� What are the needs?

� What are the assets?

b. What do we want to achieve (objective) in a particular period? This week, this month, this year?

c. What are the possible ways of achieving this objective?

Brainstorm for proposals.

d. What are the advantages and disadvantages of each proposal?

How much time, money and personal effort will be needed for each proposal?

e. Which proposal (plan) do we accept?

This may include several suggestions.

f. Who will do what, when, where, and how?

g. At what point do we need to evaluate?

Who should be involved in the evaluation?

Note: Force Field analysis can be one way to work through steps b, c and d of the steps above.

A. Hope. 1990. Training for Transformation. p.103.

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Appendix 9

Sub-task force meeting

Title: Force field analysis

Purpose:This model should be used withgroups that have already analyzedtheir situation and decided on amajor goal. Often this goal is veryambitious and not immediatelyattainable. Force Field Analysis canhelp them to find useful intermedi-ate goals which will help move thesituation towards the major goal.

It is helpful to look at the forceswhich are helping to reach the goal,and those which are hindering (orpushing in the opposite direction).The work on the diagrams stimu-lates a process of intense communi-cation in the group and helps themto work out a strategy involving oneor more clear sub-goals which willbe concrete steps toward the majorgoal.

Procedure:It is best to work with this model ingroups of 3-5 people who share acommon goal and work in the samesituation.

Ask the group to draw the followingdiagram on paper, defining brieflythe present situation and the majorgoal. They should write one sum-mary statement about each of thesealong the vertical lines.

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Then ask the group to list thestrength of the forces which arepushing the present situationtowards the goal.

On the right hand side, list the hin-dering forces which prevent changeor reduce its power. Again uselonger or shorter arrows to indicatethe strength of these forces.

Explain that one can move towardsthe goal either by increasing thehelping force or by weakening thehindering force.

Sometimes the more pressure thatcomes from the helping forces, themore resistance develops in the hin-dering forces. In such cases, it isoften best to start by reducing thehindering forces.

Now ask the group to choose eitherone of the helping forces which theycould strengthen, or one of the hin-dering forces which they couldreduce or weaken.

Taking this ‘force’ as the new situa-tion, ask them to identify their goalin regard to working with this force.

Once again, draw a new diagramlisting the helping and hinderingforces related to this new sub-goal.This process can be done 2 or 3times.

Time: 2 or more hours.

Materials: Flip chart, paper,markers and tape.

A. Hope. 1990. Training for

Transformation. p.107

Helping forces Present situation Hindering forces Goal

Appendix 10

2-41

How to fill in this table

Use the 1980 and 1990 U.S. Censusto fill in the population for each agegroup. From these numbers you canfigure out the difference from 1980

to 1990 and the percent changebetween those decades. The nextstep is to project the population foreach age group. The easiest way isto assume the same growth or

decline over the period 1980-1990.If more current estimates are avail-able from the State, these can giveyou a more accurate assessment ofthe population.

Population and rate of population growth by age

Age 1980 1990 Change 2000 2010# % (Projected) (Projected)

0 to 4

5 to 9

10 to 19

20 to 29

30 to 39

40 to 54

55 to 64

65 to 74

> 75

Total

Totalpercentage

change

Racial composition and percentage of total population

Asian/Native Pacific Hispanic

Year White Black American Islander Other Origin Total

Pop. % Pop. % Pop. % Pop. % Pop. % Pop. % Pop.

1980

1990

2000

2010

How to fill in this table Filling in this table is similar to the above table.

Data gathering and analysis worksheets

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How to fill in this table

Use the Census or County BusinessPatterns for a data source. Youmight need to contact the Chamber

of Commerce or a County Planningagency to fill in data. Employmentdata is generally only available atthe county and metropolitan level.If your community is very small

you will need to discuss employ-ment data either with the Chamberof Commerce or the major employ-ers in the area.

Source: State of Washington. 1992. Assessing Your Community’s Housing Needs: A Practical Guide to Preparing Housing NeedsAssessments Under the GMA and CHAS Requirements. Department of Community Development, Housing Division, Growth

Management Division, pp.62–63, 69.

Employment characteristics and trend

1980 1990 2000 2010

By industry # # % # % # %change change change

Retail trade

Agriculture/forestry/fishing/mining

Construction

Finance, insurance & real estate

Wholesale trade

Services

Government

Manufacturing

Transportation/communication/utilities

Total

By occupation

Managerial/professional specialty

Technical/sales/administrative support

Service occupations

Farming/forestry

Precision production/craft/repairs

Operator/fabricator/laborer

Total

Appendix 11

2-43

1. Coordinating committee introduces purpose and goal of workshop.

2. Coordinating committee presents general vision statement.

3. Representatives from each key area task force present their key area visionstatement and their goals and strategies.

4. Ask the participants in the workshop to count off and break into smallgroups. Have them discuss whether the key area vision statements andtheir goals and strategies are consistent with each other and the generalvision statement. From the goals and strategies presented, can the visionsbe achieved?

5. The next step is to have the participants prioritize all the goals andstrategies presented. Are there some goals that the group believes aremore important than other goals? Are some goals easier to achieve thanothers?

6. Reconvene in large group; each small group should present its feedback.The recorder and facilitator should note any common themes. When allpresentations are completed, the facilitator should address those com-mon themes and the coordinating committee and each task force willaddress them.

Community feedback workshop agenda

Appendix 12

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This worksheet should be used byeach sub-task force for each identi-fied project. That is, one worksheetfor each project. The purpose ofthis worksheet is to help the sub-task force to thoroughly analyze

and assess how it can get any par-ticular project begun and complet-ed. An important facet of thisanalysis is a political assessment. Aformal acknowledgment and assess-ment of the local political situation

can make projects move forward.This will help the sub-task force todecide whether or not it is feasibleto move forward on any particularproject.

Action planning worksheets1. Assessing fit of vision and project

What is your vision theme?

What is your project?

Why are you doing this project? (purpose or desired outcome)

Who will potentially benefit from this project?

Developing an action plan

Who will potentially be harmed by this project?

2. Analyze the situation

Where does this project fit into current community priorities?

Are there any groups working on related projects?

Have there been past attempts on this or similar projects?

Who does it affect positively (individuals and groups)?

Who does it affect negatively (individuals and groups)?

2-45

2-46

�Who are the decision makers (formal and informal, individuals and organizations, internal andexternal) who can help or hinder this project?

3. Assess helping and hindering forces

�Who is likely to oppose the project? Who should contact these groups? When contactingthem, ask what they think of the vision and project. What are their specific objections? What would they liketo see as an outcome and how they would carry out the project?

Decision makers Who makes the contact?

What strategies will we use to influence the decision makers?

�Who is likely to support the project in the community? Who should contact thesegroups? When contacting them, ask what they think of the vision and project; what they would like to seeas an outcome and how they would carry out the project.

Likely supporters How do we enlist their support?

Likely opponent Contacted by

Objection Strategy to overcome objection





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4. Who is going to do it and how?

Were there any new individuals identified who would be valuable resources for your task force?

Are some task force members ready to move on to other projects or feel they have made their contribution?

Who will coordinate the task force?

How often will the task force meet?

What sub-groups, if any, are needed?

How do we keep each other informed?

Task force members Communication Person Frequency of technique responsible communication

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How will we keep the community informed?

Community Resource Inventory

What skills, knowledge, linkages (networks), representation, or resources are needed for the task force at this actionplanning stage? Conduct a Community Resource Inventory. Below is a worksheet to help with this task.

Inside community Communication Person responsible Frequency of technique communication

Organizations

Key Individuals

How will we keep people outside the community informed?

Outside community Communication Person responsible Frequency of technique communication

State/federal agencies

Other organizations

Key individuals

Resource Resource needed Who has it? How will we get it?

People

Skills, expertise

Person - power

Influence

Physical

Facilities

Supplies

Equipment

Other

Information

Financial

Other

Appendix 13

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Jan. 99 Mar. 99 May 99 July 99 Sept. 99

Conduct a housing assessment

Analyze housing data

Meet with housing authority

Conduct meetings with banks

Begin construction

Worksheet for measuring success

Year 1 Year 2 Year 3

Collecting data & obtain financing X

Razing old homes 5 10 15

Building rental units 12 24

II. Project outputs

Select benchmark indicators to reveal the impact of this project on our community and chart them on a barchart, including what they have been in the past and our targets of what we want these benchmark indicators tobe 2, 5, and 10 years from now.

Project: Housing—expanding availability and affordability

I. Accomplishments

Benchmark Indicators and Targets

Benchmark Indicator 1970 1980 1990 1995 2000 2005 2010

Evaluation and monitoring worksheetsSample Gantt Chart for Community Visioning Project for Housing

Ames, Steven C. 1993. A guide tocommunity visioning: Hands-oninformation for local communities(rev. 1998). Portland, OR: OregonVisions Project.

This book offers a general intro-duction to community visioningand an overview of the entireprocess, based on the author’sinvolvement as a consultant tocommunities engaged in visioning.

Aspen Institute. 1996. MeasuringCommunity Capacity Building.Washington, DC: AspenInstitute/Rural Economic PolicyProgram.

An excellent workbook on monitor-ing and evaluating communitydevelopment projects. Many of theindicators could be used to evalu-ate visioning projects.

Ayres, Janet, et al. 1990. TakeCharge: Economic Development inSmall Communities. Ames, IA:North Central Regional Centerfor Rural Development.

This is a comprehensive hands-onmanual for involving the commu-nity in economic development.Thirteen strategies for economicdevelopment are presented.Includes worksheets, overheads, etc.

Carlson, Chris. 1990. “Creating aStrategic Vision.” Western City66(5): 10, 12-3, 44.

Carlson explains why visioning,which he terms strategic visioning,is an improvement over the moretraditional strategic planning. Thebasic advantage of strategic vision-ing is that it promotes an expan-sive, innovative and proactivefuture orientation; it “forces ... cre-ativity into the organization bypurposefully leaving the means tothe end challenging and unde-fined.”

Center for Rural Pennsylvania.1998. Planning for the Future: AHandbook on CommunityVisioning. Harrisburg, PA: TheCenter for Rural Pennsylvania.

This handbook provides an intro-duction to community visioningand also specifies the steps in thevisioning process developed by theCenter for Rural Pennsylvania.Includes case studies and helpful“elements for success.”

Domack, Dennis R. 1995. Creating aVision for Your Community: Moreon the Art of CommunityDevelopment (G3617). Madison,WI: University of Wisconsin–Extension, Cooperative Extension.

Kinsley, Michael J. 1997. EconomicRenewal Guide: A CollaborativeProcess for SustainableCommunity Development.Snowmass, CO: Rocky MountainInstitute.

This is a hands-on guide to organ-izing for sustainable economicdevelopment, which Kinsleydescribes as the effort to have pros-perity without necessarily havinggrowth. Kinsley presents an eight-step program to mobilize the com-munity and start developing actionplans. Includes detailed instruc-tions on setting agendas, leadingdiscussions, etc.

Kiser, A. Glenn. 1998. MasterfulFacilitation: Becoming a Catalystfor Meaningful Change. NewYork: AMACOM.

This is a thorough guide to allaspects of facilitating. Althoughgeared towards organizationalchange, there is much that could beapplied to community visioningprojects.

Okubo, Derek. 1997. TheCommunity Visioning andStrategic Planning Handbook.Denver, CO: National CivicLeague.

This is a guide to the entire vision-ing and strategic planning process,although the actual process ofdeveloping a vision is not discussedin detail.

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Appendix 14

Recommended reading list

2-51

Peterson, Mark. 1995. Harnessingthe Power of Vision: Ten Steps toCreating a Strategic Vision andAction Plan for Your Community.Little Rock, AR: University ofArkansas Cooperative ExtensionService.

This is a guide to strategic vision-ing, with more emphasis on vision-ing than on strategy. Peterson out-lines a 10-step process that takesabout 18 months.

Rohse, Mitch and Kim Ross. 1992.Putting the People into Planning:A Primer on Public Participationin Planning. Salem, OR: State ofOrgon, Department of LandConservation and Development.

This is a how-to manual aboutpublic participation in land-useplanning. Much of the informa-tion, however, can be used for anycitizen involvement program.

Walzer, Norman, editor. 1996.Community Strategic VisioningPrograms. Westport, Ct: Praeger.

This volume contains a variety ofarticles on community strategicvisioning programs, with anemphasis on rural areas.

Weisbord, Marvin R. and JanoffSandra. 1995. Future Search: AnAction Guide to Finding CommonGround in Organizations andCommunities. San Francisco, CA:Berrett-Koehler.

This is a step-by-step guide to run-ning future search conferences. Afuture search is “a large groupplanning meeting that brings a‘whole system’ into the room towork on a task—focused agenda.”Many of their examples involvecommunity planning of variouskinds.

Appendix 15

2-52

These communities have successfullyused community visioning. Manyhave web sites and literature avail-able.

WisconsinPortage CountyTown of LanarkContact: Mark Hilliker, CRD agent,715-346-1319http://uwex.edu/ces/cty/portage/Find the Future Focus newsletteronline. The March 1999 issue has astory on Lanark’s vision.

Sawyer CountyConversations about Our Future:Building Stone Lake CommunityVision, 1998.Contact: Dave Berard, UW-Extension, Sawyer County,715-634-4839.http://www.uwex.edu/ces/cced/stonelke.html

AlabamaEnvision Mobile-Baldwin(vision for the the Mobile-BaldwinCounties region)http://www.mobcham.org/final.html

ArizonaFlagstaff 2020Flagstaff, AZhttp://www.flagstaff.az.us/Flagstaff_2020/

IllinoisMAPPING the Future: StrategicVisioning for Community andEconomic Development, 1997Directory of Programs. Vision state-ments, goals and accomplishmentsfor 47 Illinois communities, assem-bled by the Illinois Institute forRural Affairs.http://cait.wiu.edu/iira/pubs/pubs.html

North CarolinaForsyth County Tomorrowhttp://www.county.forsyth.nc.us/ccpb/l_vision.htm#top

OhioVision for the 21st CenturyCity of DublinDepartment of Development5800 Shier Rings RoadDublin, OH 43016-1236Contact: Lisa Fierce, (614) 761-6550

Hamilton 2020City of Hamiltonhttp://hamilton2020.com/

OregonChehalem Future Focus(a visioning process by residents ofthe Chehalem Valley, OR)City of Newberg 414 E. First StreetNewberg, OR 97132(503) 538-9421

Corvallis 2020 Vision City of CorvallisCommunity DevelopmentDepartmentPO Box 1083Corvallis, OR 97339-1083Contact: Lisa Sarnoff,(541) 766-6908http://www.ci.corvallis.or.us/cd/2020vis.html

Community Visioning ProjectForest Grove Chamber ofCommerce2417 Pacific AvenueForest Grove, OR 97116Contact: Ray Giansante,(503) 357-3006http://www.grovenet.org/ForestGrove /vision.html

Vision 2020City of Gresham CommunityDevelopment Department1333 NW Eastman ParkwayGresham, OR 97030Contact: Brian Shetterly,(503) 618-2529http://www.ci.gresham.or.us/greshamarea/future.htm

Stayton 2020City AdministratorCity of Stayton362 North Third AvenueStayton, OR 97383Contact: Tom Barthel,(503) 769-3425

TennesseeVision 2017Kingsport Tomorrow, Inc.Kingsport, TNhttp://kingsporttomorrow.org/vis2017/vis2017.htm

VirginiaPortsmouth 2005Portsmouth, VAhttp://www.ci.portsmouth.va.us/econdev/2005/2005.htm

OtherSustainable Communities Network.Case studies from half a dozen com-munities of various sizes, includingLander, WY; Red Lodge, MT; NewHaven, CT; Chattanooga, TN; andWrangell, AL.http://www.sustainable.org/creating/vision.html

Other communities’ visioning experiences

Glossary

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Comprehensive plans presentlong-range goals and objectives forall activities that affect growth anddevelopment in the community,usually in the following areas: eco-nomic development, housing, landuse, community facilities, the envi-ronment and transportation. Thetime range for the comprehensiveplan varies from 10 to 20 years withsuggested updating at 3- to 5-yearintervals. The comprehensive planserves as a guide for public rulingson public and private developmentproposals and for the budgeting ofpublic money (Daniels, Keller, andLapping. 1995. The Small TownPlanning Handbook. Chicago, IL:American Planning Association,p. 12.).

Comprehensive planning is aplanning model that evolved fromphysical planning in the 1920s and1930s. It recognizes the complexityof factors affecting and affected bywhat were previously perceived aspurely physical or land-use deci-sions. Comprehensive planningaims to take all these factors intoaccount in a rational, analytic, plan-ning process (Alexander, Ernest.1992. Approaches to Planning:Introducing Current PlanningTheories, Concepts and Issues. 2nd

ed. Philadelphia, PA: Gordon andBreach Publishers. p. 102.).

Goals are the objectives you aretrying to accomplish as a result ofyour community’s actions.

Strategies are the general meth-ods used to reach your communi-ty’s goals.

Strategic thinking takes placewhen you think hard and clearlyabout your particular setting andyour anticipated future:

� your community’s uniquestrengths, weaknesses, capabili-ties and potentials;

� the forces and trends in yourregion, the nation and the worldthat impinge on your communi-ty; and

� how you can take advantage ofyour unique position in theworld through selected andfocused efforts.

Strategic planning appliesstrategic thinking to a systematicprocess of planning for the future,anticipating changes in the environ-ment and setting out appropriategoals and action steps. Some strate-gic planning processes are limitedby merely extending the presentinto the future, by focusing onproblems, or by limiting plans tocurrent resources.

Strategic visioning is a strategicplanning process that includes acompelling description of yourdesired future (a vision), and gener-ates a plan and resources to realizethis vision.

Action project is an action thathas been planned in detail. Thisincludes what needs to be done,who can do it, when it will be done,and how it can be accomplishedsuch that it is now a project readyfor work. More simply, it is workready to be done (Leuci et al. 1996).

Appendix 16

Alexander, Ernest. 1992. Approachesto Planning: Introducing CurrentPlanning Theories, Concepts andIssues. 2nd ed. Gordon andBreach Publishers.

Ames, Steven C. 1996. A guide tocommunity visioning: Hands-oninformation for local communities(rev. 1998). Portland, OR: OregonVisions Project.


Ayres, Janet. 1996. “EssentialElements of Strategic Visioning,”pp. 21–36 in Norman Walzer, edi-tor, Community StrategicVisioning Programs. Westport, CT:Praeger.

Bredouw, Pam and RobinMcClelland. 1991. A “Bottom Up”Primer: A Guide to CitizenParticipation. Olympia, WA: Stateof Washington, Department ofCommunity Development.

Bryson, John M. 1995. StrategicPlanning for Public and NonprofitOrganizations. San Francisco:Jossey-Bass.

Carlson, Chris. 1990. “Creating aStrategic Vision.” Western City66(5): 10, 12-13, 44.

Center for Rural Pennsylvania. ND.Planning for the Future: AHandbook on CommunityVisioning. Harrisburg, PA: TheCenter for Rural Pennsylvania.

Daniels, Thomas L., John W. Keller,and Mark B. Lapping. 1995. TheSmall Town Planning Handbook.Chicago: IL, American PlanningAssociation.

Hanna, Robin. 1998. MAPPING theFuture of Your Community:Strategic Visioning for Communityand Economic Development. 1998Update of Programs and Activities.Macomb, IL: Illinois Institute forRural Affairs

Hanna, Robin, and Steve Kline.1997. MAPPING the Future ofYour Community: StrategicVisioning for Community andEconomic Development. 1997Directory of Programs andActivities. Macomb, IL: IllinoisInstitute for Rural Affairs.

Hope, A., S. Timmel, and C. Hodzi.1984. Training for Transformation:A Handbook for CommunityWorkers. Gweru, Zimbabwe:Mambo Press. Volumes 1 and 2.

Kretzmann, John P., and John L.McKnight. 1993. BuildingCommunities From the Inside Out:A Path Toward Finding andMobilizing a Community’s Assets.Evanston, IL: Center for UrbanAffairs and Policy Research.

Leuci, Mary Simon, Jerry L. Wade,Deanne Hackman, Jack McCall,and Don Littrell. 1997.Community Futures: The ActionPlanning Process as a Means ofDeveloping a Community Plan ofWork. Columbia, MO: Universityof Missouri.

Lewis, John A. 1996. “Visioning forTangible Results,” pp. 163-180 inPlanners on Planning, edited byBruce McLendon and AnthonyCatanese. San Francisco, CA:Jossey-Bass.

McKeever/Morris, Inc. 1996. YachatsArea: An Active Vision to CreateCommunity. Portland, OR:McKeever/Morris, Inc.

Okubo, Derek. 1997. TheCommunity Visioning andStrategic Planning Handbook.Denver, CO: National CivicLeague.

Peterson, Mark. n.d. Harnessing thePower of Vision: Ten Steps toCreating a Strategic Vision andAction Plan for Your Community.Little Rock, AR: University ofArkansas Cooperative ExtensionService.

Rohse, Mitch, and Kim Ross. 1992.Putting the People Into Planning:A Primer on Public Participationin Planning. Salem, OR: State ofOregon, Department of LandConservation and Development.

Tatarko, Beth et al. 1991. StrategicPlanning Guidebook. Manhattan,Kansas: Kansas Center for RuralInitiatives, KCRI 91/3.

UW-Extension—CommunityResource Development. 1998.Strategic Thinking Program.Madison, WI: UW–Extension.

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References

Appendix 17

3-1

Restoring thecommunity’s centerYour community has identifieddowntown revitalization as part ofits vision. The desire to revitalize atown or city’s downtown area is acommon part of many communityvision statements as more and moreAmericans express an interest inrestoring what was once the com-mercial, social and administrativecenter of their community.

Fortunately, there is a considerableamount of accumulated experienceand expertise available to commu-nities that want to undertake thesometimes daunting task of restor-ing the vibrancy of their down-towns. This experience is availablefrom several different sources: theNational Main Street Center(NMSC) and its state affiliates, suchas the Wisconsin Main StreetProgram; the University ofWisconsin–Extension(UW–Extension); the WisconsinRegional Planning Commissions(RPCs); and private consultants.

The mission of the NMSC, which ispart of the National Trust forHistoric Preservation, a federallychartered organization, is to helpcommunities around the countryrevitalize their “Main Streets” andensure the continued health ofthose that have been brought backto life. The NMSC produces a wideassortment of guides, manuals andvideos aimed directly at communityorganizations engaged in downtownrevitalization. Any communityinterested in working on its down-town should familiarize itself withthese resources (see Appendix 2).

The NMSC has a four-partapproach to downtown revitaliza-tion, which we draw on in parts ofthis chapter. The NMSC does not,however, have a well-developedconcept of visioning, for eitherdowntown or the community as awhole. One of the primary aims ofthis chapter is to assist you in creat-ing a vision for your downtown thatcan provide inspiration and guideyou in setting goals, developingstrategies and devising action plans.

Much of the work supported by theNMSC is done by state programssuch as the Wisconsin Main StreetProgram. Each year the Wisconsinprogram selects two to three com-munities to become Main Streetcommunities. Communities mustapply to be selected. Those that areselected receive training, technicaladvice and written materials. Acommunity does not, however, haveto be selected to make use of the

various materials developed by theNMSC. The Wisconsin Main StreetProgram also tries to provide assis-tance, although at a much lowerlevel, for communities that have notbeen chosen to participate in theirprogram.

In Wisconsin, the UW–Extensionhas also been very active in assistingcommunities with downtown revi-talization projects. In addition tothe efforts of local agents,UW–Extension provides specializedassistance through the LocalGovernment Center (LGC) and theCenter for Community EconomicDevelopment (see Appendix 2).

The nine Wisconsin RPCs areanother organizational resource.They can provide many of the serv-ices that might otherwise be provid-ed by a local planning department.

And finally, there are private con-sultants who specialize in down-town revitalization. In keeping withthe concepts promoted in this man-ual, we encourage you to put yourtime, money and effort into maxi-mizing local involvement.Regardless of the agencies, institu-tions or practitioners participating,local involvement is a critical ele-ment of any downtown visioningprocess. In the final analysis,nobody knows your community aswell as you do, or has the samemotivation to work for change.

Chapter 3

Downtown revitalizationA community’s vision can-

not be defined by an out-

sider—you cannot engage a

savior on a white charger

to ride into town and tell

you what your vision of the

future should be.

Hyett Palma 1992 p.5

3-2

Although we do not recommendusing a consultant to lead your pro-gram, some consultants publishguides to downtown revitalizationthat you may find useful. Also,many communities have found pri-vate firms to be a good source forsome of the data that you will need,especially demographic data anddata for market analysis (discussedlater in this chapter).

There are a large number of possi-ble issues that your community mayface as it contemplates revitalizingits downtown. These issues will dif-fer—perhaps significantly—fromone community to another. In par-ticular, the issues for small townsmay be different from those of larg-er cities. We list some possible issuesbelow; this list should not be con-sidered comprehensive. Its purposeis to suggest issues you may nothave considered, and to begin ori-enting you to thinking about thekinds of changes you might like tomake and the information you willneed to evaluate proposed changes.

Physical appearanceDowntowns in Wisconsin oftencontain many of the most impres-sive and interesting buildings in thelocal area. Unfortunately, as down-towns have ceased to be the all-round city centers they once were,these fine old buildings, as well asmany other downtown structuresand facilities, have become run-down and deteriorated. For manycommunities, improving the physi-cal appearance and general attrac-tiveness of downtown is often animportant concern.

� Is the downtown area attractive,interesting and inviting?

� Is it clean and safe?

� What is the general condition ofthe downtown building stock?

� Are there historic buildings thatcould contribute to downtown’sappeal but that are in poor con-dition?

� What is the condition of publicfacilities such as streetlights,sidewalks and benches?

Level of retail activityand merchandising skillsDowntowns were traditionally thecommercial centers of town. Whilethe proliferation of malls and shop-ping strips may temper the possibil-ity of re-establishing the supremacyof downtown as the central shop-ping district, many Main Streetshave unrealized retailing potential.

� How much retail activity takesplace downtown?

� How many retailers are locateddowntown?

� Are there ways to increase thenumber of retailers?

� How can downtown retain exist-ing retailers?

� How can existing stores improvetheir merchandising skills so thatthey are more competitive?

� Are there retail promotions andother events that make down-town an exciting place to shop?

� Are existing retailers attractingall the segments of the popula-tion that could be attracted todowntown?

� Do retailing niches exist thatmight be appropriate for yourMain Street?

Mix of usesMany downtowns originally sup-ported a wide variety of uses,including housing, governmentoffices, professional offices, eatingestablishments, entertainment, cul-tural venues and industry, in addi-tion to a variety of stores and shops.This diversity helped make thedowntown a lively and interestingplace; activities took place duringthe evening and on weekends, aswell as during the week. Recreatingthis diversity, at least to somedegree, is a goal for many commu-nities.

� What activities, in addition toretailing, take place downtown?

� What sorts of businesses andactivities, besides shopping, drawpeople downtown and keepthem downtown?

� Are there possibilities for othertypes of businesses, such as pro-fessional offices or light industri-al operations?

� Are there possibilities for non-retail niches, such as office space,professional services or eatingestablishments?

� How many people live down-town?

� What is the condition of down-town housing?

� Is it a desirable place to live? Ifnot, what can be done to make itdesirable?

� How can a diversity of uses berecreated?

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Traffic, parking andaccessAs our towns and cities have spreadoutward and become ever moreaccommodating to the automobile,the real or perceived deficiencies ofdowntown access—especially park-ing—have become uppermost inthe minds of many potential down-town visitors. Making downtownmore accessible is a common con-cern for many communities.

� Is it difficult to park downtown?

� If so, what can be done toimprove the parking situation?

� Is downtown easily accessiblefor pedestrians? For bicyclists?For persons arriving by publictransportation?

� Is downtown conveniently con-nected to adjacent parts of townand to nearby amenities, such asparks, tourist attractions, andscenic areas?

� Is there too much or too littleautomobile traffic downtown?

� Is there sufficient sidewalk trafficto support current and potentialdowntown retailers?

� Is signage helpful and attractive?

Downtown as acommunity center andsite for activitiesDowntown was traditionally thecenter of a community’s social andcivic life, as well as its commercialhub. Many communities would liketo revitalize or enhance this aspectof the downtown.

� Does downtown function as acommunity center?

� Do important community eventstake place downtown?

� Are there events (festivals, streetfairs, celebrations, concerts, etc.)that could take place downtown?

� Does downtown have an appro-priate space, or spaces, for com-munity events?

� Are important governmentoffices located downtown?

Source: Adapted from Hyett Palma 1992

The process

Pre-visionThe downtown revitalization taskforce is responsible for organizing aworkshop devoted to creating avision for downtown. The generalprocedures for organizing, publiciz-ing and facilitating this workshopare the same as for the initial com-munity visioning workshop (seeChapter 1). Before beginning theorganizing, however, the task forceshould take some time to considerthe following questions and clarifywhat it hopes to accomplish:

� Why are we interested in down-town revitalization?

� What do we hope to accomplishwith a vision of downtown revi-talization?

� How will a vision of downtownrevitalization improve existingcommunity planning efforts?

� How will the vision of down-town revitalization complementthe community vision?

� How will the vision of down-town revitalization complementthe other key areas?

Source: Adapted from Ames 1993(rev. 1998)

Workshop on downtownrevitalizationThe workshop should: 1) create avision statement for downtown; 2)identify key sub-areas; and 3) formsub-area task forces.

To ensure the success of your down-town revitalization effort, it is cru-cial to involve as many stakeholdersas possible. A high level of publicparticipation will help ensure thatthe vision truly reflects the interestsof the community and will promotereal ownership of the goals andstrategies that are developed. A widevariety of stakeholders should par-ticipate in the first important step:the creation of the downtownvision. Appendix 3 contains a list ofpotential stakeholders. This is acomprehensive list; not every town orcity will have all these stakeholders.

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Creating a vision state-ment for downtown The group techniques used to createthe downtown vision statement arethe same as those used in the com-munity visioning process (seeChapter 1). To get people orientedto the future focus that visioningrequires, you could use the follow-ing exercise during an early phase ofthe visioning process:

Divide people into small groups(6–8 persons). Each group shouldbe given these directions: It is theyear ____ (15–20 years into thefuture). You (the community)have successfully revitalized yourdowntown. Describe it.

Here are some questions to guidethe visioning process. These ques-tions are aimed at getting people tothink creatively about the future oftheir downtown.

� What was your downtown like inits heyday and what aspects ofthat time would you like to bringback?

� What is special about your down-town?

� What do you want to preserveabout your current downtown?

� What do you want to create inyour downtown?

� What do you want people to thinkabout when they hear a referenceto your downtown?

� What kinds of activities do youwant to take place in your down-town?

� What kind of atmosphere do youwant to find downtown?

� Does this vision for downtownmesh with the community vision?

� How will those elements you wantto create and those you want topreserve help to achieve the futurevision of your community?

Following are some examples ofdowntown vision statements. Seethe appendix for more statements.These examples are intended onlyto give you a general idea of what adowntown vision statement mightlook like. Remember, every commu-nity is different: your vision state-ment should reflect the uniquenessof your community.

West Bend, WI

[We envision] an active and vibrantdowntown area that serves as thefocus of community life in West Bend.Downtown activity is concentratedwithin the commercial core area ofthe downtown. Other sub-districtswithin the greater downtown areasupport and reinforce this core areaas the primary focal point. Thedowntown contains significant placesand events that draw both local resi-dents and out-of-town visitors. It isthe keeping place of community her-itage, maintaining the downtown’sidentity and linkage with industrial,cultural, retail and civic uses of thepast and present. The downtown is avery attractive, pedestrian-friendlyplace, with ample green spaces and astrong link to the Milwaukee River. Itis also a diverse place, with a widevariety of uses. ...

(See the appendix for the entire West

Bend downtown vision statement.)

Sioux City, IA

Maintain a dense downtown envi-ronment of commercial, office, retailand public uses and activities withinthe city’s core. Enhance the pedestri-an environment and prohibit low-intensity development. Keep andencourage one-of-a-kind uses andactivities within the downtown area,including City Hall and the SiouxCity Arts Center. Encourage ... con-struction and redevelopment thatcontinues to identify the downtowncore as the unique focal point of thecommunity. ...

Mt. Morris, IL

Multistory office buildings, off streetparking, and scheduled bus service toRockford transforms the old down-town district in Mt. Morris into amajor focal point for development byconcentrating on growth for retail,service, and tourism. This “live-work” community provides a com-fortable setting while placing resi-dents close to major arterials andtransit stations that provide easyaccess to larger cities.

Corvallis, OR

Downtown Corvallis is the primaryshopping area, community gatheringplace and governmental hub. Peoplelive, work, shop and play downtown,making it a lively and inviting place.A continued public safety commit-ment makes downtown a safe placeat any time of day or night.

A stable business core in the down-town offers a wide selection of qualitygoods and services. The business com-plement includes retail and specialtystores, restaurants and services. Thedowntown is pedestrian and bicyclefriendly, with easy access to masstransit. Shoppers can also find plentyof free parking (including a parking

structure) and such attractive ameni-ties as awnings and covered walkwaysat street level and above. Historicbuildings have been preserved, whileless distinctive structures have beenreplaced or remodeled in keepingwith Central City’s character.Professional offices are also located onthe upper floor of many buildings. ...Downtown Corvallis offers attractiveresidential options for many resi-dents. ... City, county, state andregional government offices are clus-tered downtown. ... Downtown isalso the city’s cultural heart .... thesite of numerous concerts, festivals,and other events. ...

Establish sub-area taskforcesAfter creating the overall downtownvision, participants should identifythe three or four most importantsub-areas. Sub-area task forcesshould then be formed. If necessary,the sub-area task forces should seekadditional members who can pro-vide needed expertise. Each sub-area task force will study its particu-lar issue or theme, gather and ana-lyze relevant data, develop goals andstrategies, and devise the actionplans that will get the vision off theground.

Reviewing plans,programs and projectsBefore beginning its own data col-lection the task force should locateand review all existing plans andprograms related to downtown revi-talization, including any previousvision statements. The task forceshould familiarize itself with effortsthat are currently underway as wellas with previous efforts—to under-

stand what succeeded (and why)and what failed (and why). The taskforce may find that there are exist-ing initiatives or organizationsactively engaged in aspects ofdowntown revitalization, in whichcase some sub-area task forces maywant to pursue the possibility ofgetting involved with them.

Collecting andanalyzing data Before attempting to formulatestrategies, the sub-area forcesshould collect and analyze data thatwill help them better understandtheir downtown and the opportuni-ties for revitalization. The data to becollected will be used to answersuch questions as: what, exactly, islocated downtown currently? Whatis the condition of downtown realestate? Who goes downtown, andwhy? Who are potential downtownshoppers and visitors; what do peo-ple like and dislike about down-town? What trends are affectingdowntown?

Some of the data to be collectedand analyzed will be used primarilyfor market analysis, an essential partof the process of improving the per-formance of existing downtownbusinesses. Downtown marketanalysis can be defined as researchthat provides the following: anunderstanding of the purchasingpower of current and potential cus-tomers; an understanding of theirshopping habits and preferences;information about where they live,work, and shop; an analysis of rele-vant demographic and markettrends; and informed recommenda-tions about new retail and serviceopportunities.

Market analysis is a well-developedfield that employs many proceduresthat are too complicated to be pre-sented here in their entirety. In thissection we mention briefly some ofthese procedures and refer the read-er to some of the published guidesto market analysis for small townsand cities. For many communities,however, it may make sense to seekprofessional help with collectingand/or analyzing some of the data.An increasing number of communi-ties use private data providers tocollect and/or analyze demographicand other data for market analysis.Also, it may be worthwhile to use aprivate firm to conduct certain sur-veys (e.g., trade area surveys). InWisconsin, the Center forCommunity EconomicDevelopment is available to assistcommunities with market analysis(see Appendix 2).

Take a walk downtown

An important part of downtownrevitalization for many communi-ties involves improving the waypeople experience downtown. Forexample, when people come down-town do they feel safe? Is it easy toget downtown? Is parking availableand convenient? Is the area clean?What is it like to walk arounddowntown? Are popular destina-tions easy to find? Are there placesto sit outside? Are there racks forbicyclists to park and lock theirbikes? Do eyesores exist that detractfrom the overall physical appear-ance? Are there buildings that aregood candidates for rehabilitationor adaptive reuse?

To assess the “downtown experi-ence” you can organize a downtownwalk for the members of the taskforce. The purpose of this is to get a

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composite street-level view ofdowntown from the various down-town stakeholders. During the walkthe participants should be aware ofexisting problems, but they shouldalso keep in mind their vision for arenewed downtown. They shouldtry to observe with a fresh eye andenvision what could be done as wellas what simply needs attention. SeeAppendix 5 for a guide to planningthe downtown walk.

Visual assessment

To assess the appearance of down-town, and to gain a better under-standing of the relative importanceof particular places, the task forcemight want to use visual assessmenttools such as First Impressions andParticipatory Photography (theseare the names given to these tech-niques by the Local GovernmentCenter; Wisconsin communitieswanting more information on thesetechniques should contact theLGC).

First Impressions: Communitymembers organize reciprocatingvisits to other communities. Thishas several functions: it gives partic-ipants a chance to look at othercommunities’ downtowns, it pro-vides an opportunity to observecarefully what other communitieshave done, and it encourages partic-ipants to think about what they likeand dislike. Also, since the visits arereciprocal, each visiting delegationis able to give the host communitytheir “first impressions.” They areable to see the community with thekind of fresh look that is oftenunavailable to longtime residentswho have become accustomed totheir surroundings.

Participatory Photography:Community members useInstamatic or disposable cameras totake pictures of their communities.One method is to ask participantsto take pictures of spaces and placesthat they value. The results aresometimes surprising. A place thatsome consider of little interest, orperhaps even an eyesore, may be avalued location for others.Participants can also be directed totake pictures of those parts ofdowntown that they considerattractive and unattractive.

Data about downtownreal estate

One of the first steps could be aninventory of the downtown build-ing stock. The inventory will pro-vide a picture of the physical condi-tion of downtown and will helpidentify the buildings that are thebest candidates for rehabilitation oradaptive reuse. It can also serve asthe basis for a portfolio of realestate that can be used to attractfuture tenants. See Appendix 6 for aworksheet that can be used for thisinventory. It would also be helpfulto have a current photo and, if pos-sible, a historical photo for eachbuilding.

Data about existingdowntown businesses

To get an accurate picture of thebusinesses currently located down-town, you can conduct an inventoryof existing businesses. This infor-mation can be used to assess thecurrent mix and suggest the needfor diversification or highlight nich-es that might be developed. Thisinformation may be gathered byphone, through a written survey, or

by in-person interviews. It is impor-tant to be as thorough here as possi-ble. Appendix G contains a work-sheet to help you with this task.

Identifying the tradearea

Another important step is to identi-fy the downtown’s trade area, thegeographical area (or areas) fromwhich downtown draws customers.Downtowns often have several dif-ferent trade areas corresponding tothe different types of goods andservices offered. There are severalways to do this:

� Ask merchants if they have cus-tomer lists.

� Survey business owners aboutwhere their customers live andwork.

� Ask the local newspaper aboutits circulation area. This will giveyou a rough estimate of the areareached by local print advertis-ing.

� Use Reilly’s Law. See CommunityEconomic Analysis: A How ToManual for directions on usingthis method.

� Conduct a customer survey. Inaddition to helping delineate thetrade area, customer surveys canprovide valuable informationabout where people shop, whatthey purchase, what theylike/dislike about downtown, andwhat they travel elsewhere tobuy.

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Surveying customers

There are several general types ofcustomer surveys:

Intercept surveys: People onthe street downtown are randomly“intercepted” and asked aboutwhere they live and work, their rea-sons for being downtown, the typesof downtown businesses theypatronize regularly, and their atti-tudes about downtown. SeeAppendix 8 for a sample interceptsurvey.

Telephone surveys: A randomsample of people in an area largeenough to include the presumedtrade area are telephoned and askedthe same questions as in the inter-cept survey.

Internet surveys: Two newermethods of finding out what peoplethink are surveys that are part of aweb site (see Idaho Falls,www.downtownif.com/survey.htm,for an example) and listservs. Bothof these methods require a comput-er and a modem.

A NMSC publication, MarketAnalysis for Main Street, containssample survey forms for surveys ofbusinesses, intercept surveys andcustomer telephone surveys.

Focus groups

A focus group is a group interview,conducted by a moderator, withroughly 8–12 individuals who havesomething in common that is ofinterest to the organization doingthe research. Focus groups could beconducted with various types ofdowntown shoppers, for example:different age groups, differentincome groups, people who workdowntown, etc. It could also beinformative to conduct focusgroups with individuals who live inthe trade area but who do not tend

to shop downtown. Focus groupsshould not take the place of surveys,but they can help you get “insidethe head” of your customers—cur-rent and potential—in a way thatsurveys cannot. During the focusgroup the moderator asks questionsand stimulates discussion to findout what the participants like anddislike about downtown, what kindsof businesses or amenities theywould like to find downtown, andwhy they shop elsewhere (e.g., at anearby mall or shopping strip).

Collecting demographicdata

Demographic data could be collect-ed on the persons living within thedowntown trade area(s). This datacan help you understand the marketfor downtown businesses by givingyou a picture of downtown’s poten-tial customers. Data should be col-lected for various points during thelast 10–20 years to reveal trends.Among the most important demo-graphic characteristics are the fol-lowing:

� Ages of individuals within thetrade area

� Incomes of individuals andhouseholds

� Race/ethnicity

� How many people own or renttheir homes

� Numbers of people perhousehold

� Numbers of people in differentoccupations (industrial, agricul-tural, professional, etc.)

� Residence of people who workwithin the trade area, and lengthof commuting time

� Number of people and house-holds receiving some type ofpublic assistance

See Appendix 9 for a worksheet tohelp you with this step.

Source: Smith 1990

Sales leakage analysis

When people within your down-town’s trade area make purchasesoutside the trade area it is known assales leakage or sales gap. A system-atic analysis of sales leakage canhelp identify the kinds of businessesthat could be a useful addition tothe current mix of businesses locat-ed downtown. For a guide to con-ducting a sales leakage analysis seeMarket Analysis for Main Street orCommunity Economic Analysis: AHow To Manual. Wisconsin com-munities can contact the Center forCommunity EconomicDevelopment for more information.

GIS (GeographicInformation Systems)

GIS, a sophisticated computerizedmapping technique, can be used toassist downtown planning and mar-ket analysis by providing visual dis-plays of commercial space, tradeareas, customer origins, drive time,consumer expenditures and thelocation of existing businesses.

Secondary data sources

See Appendix 10 for a list of sec-ondary sources from the U.S.Census and other organizations.These sources can provide a lot ofbasic information. However, for amore complete analysis or for helpin interpreting all the numbers, youmay wish to get expert advice.Communities in Wisconsin cancontact the Center for CommunityEconomic Development or theirlocal Extension agent. 3-7

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Developing goals andstrategiesAfter data have been collected andanalyzed, the sub-area task forcescan begin to identify appropriategoals and strategies to achieve theirvision. The four goals given beloware based on the NMSC’s four-pointapproach to downtown revitaliza-tion (see Smith et al. 1996; we haveused slightly different terminology).These goals and the accompanyingstrategies are only suggestions andshould not limit you in any way. Itis important that your goals andstrategies be directly related to yourdowntown vision and to your over-all community vision.

While a community could choose towork on just one or two of thesegoals, the NMSC strongly advisesthat groups try to work on all four,since they are closely linked andcomplement each other. The LGCalso emphasizes the importance of abalanced approach, noting that nei-ther business recruitment cam-paigns nor improvements inappearance are a panacea forrevitalization.

Goal: Improve the appear-ance and design of down-town

This goal involves improving down-town’s image by enhancing its phys-ical appearance—not just theappearance of buildings, but alsothat of streetlights, window dis-plays, parking areas, signs, side-walks, public areas and all the otherelements that contribute to makingdowntown a safe, comfortable,accessible, interesting and uniquedestination. Efforts to improve theappearance of downtown have visi-ble results and thus can help buildconfidence in your overall revital-ization program.

The NMSC stresses that the condi-tion of downtown real estate is tiedclosely to economic restructuring.With low sales a property owner maynot be able to afford the necessarybuilding upkeep or may hesitate toundertake needed rehabilitation proj-ects. As a result, buildings becomedrab, rundown and uninviting,which tends to make particularbuildings, as well as the downtownarea in general, less appealing topotential investors, tenants, residentsand customers. And when downtownhas a poor physical image, people areless likely to shop downtown.Increasing commercial activitydowntown and increasing the valueand attractiveness of downtown realestate, depend on each other andboth must be addressed.

When considering rehabilitationand property improvement projects,it is best to begin small. The idea isto create public interest in down-town, which will lead to increaseddowntown traffic and sales, whichin turn will encourage larger, moreexpensive improvement projects. Ingeneral, sales and rents should growat an even pace. An expensive reha-bilitation project could lead tohigher rents that drive out existingbusinesses and make property diffi-cult to rent.

Strategies:

� Enhance the attractiveness anduniqueness of downtown byrestoring old buildings.

� Convert unused or underusedbuildings to uses more in keep-ing with your vision (adaptivereuse).

� Increase the “comfort level” ofdowntown by providing orimproving public amenities suchas benches, fountains, and lighting.

� Install or improve landscaping.

� Improve signage by making itmore attractive, helpful andconsistent.

� Improve downtown’s accessibili-ty to public transportation.

� Improve downtown’s accessibili-ty to pedestrians and bicyclists.

� Improve the connectionsbetween downtown and othernearby areas or attractions.

� Create a gateway or gateways todowntown.

� Work with shopkeepers toimprove window displays.

� Develop and implement designguidelines.

Goal: Create a specialorganization (or organiza-tions) dedicated to revital-izing downtown

Strategy: Create a down-town organization

Many communities find that thedowntown revitalization effort callsfor a more formal and more “offi-cial” organization than the taskforce that originated with the com-munity vision. The two generalorganizational alternatives are tohouse the downtown revitalizationprogram within an existing organi-zation (local government, chamberof commerce, downtown mer-chants’ association, etc.) or to forma completely new organization. TheNMSC recommends the latterapproach. The advantages of a sepa-rate new organization are that it can

� Establish a clear focus, unhin-dered by past history.

� Develop a consistent program,unhampered by the constraintsof local politics (to the extentpossible!).

� Serve as a visible symbol ofrenewal, new activity and a newfuture for the downtown.

Source: Smith et al. 1996

These advantages are in keepingwith the general thrust of commu-nity visioning, which is to avoid get-ting mired in past conflicts and topromote the widest possible degreeof participation. For detailed infor-mation on how to set up an inde-pendent program see the NMSCcatalog.

The possible disadvantages of hous-ing the program with other groupscan be briefly noted (this analysis isbased on Smith et al. 1996). Ifhoused with local government, pri-vate initiative may be constrainedand the program may becomepoliticized. If housed with thechamber of commerce, there maybe conflicts between the chamber’scitywide interests and the specificneeds of downtown. If housedwithin a downtown merchants asso-ciation the program may becometoo closely associated with retailpromotion and a small group ofmerchants. If housed with a down-town development authority (DDA)the program’s success may be close-ly tied to the DDA’s past perform-ance and the perception of its effec-tiveness in the eyes of the public,downtown business and local gov-ernment.

Strategy: Create a busi-ness improvement district

As part of their revitalization effortsmany towns and cities have formedbusiness improvement districts,known as BIDs. A BID is a meansfor businesses and property ownersin a well-defined area (e.g., down-town) to raise funds to pay for serv-

ices they deem important for theircollective well-being, but which arenot provided by the government.The property owners in the districtagree to tax themselves using thelocal government’s tax collectingapparatus. The BID tax is usuallybased on a proportion of assessedproperty value. The money that iscollected, however, is not controlledby the local government but isunder the control of the BID’sboard of directors, which is madeup primarily of businesses andproperty owners located in the BID.A BID is primarily a tool for raisingfunds, but it also entails the forma-tion of an organization that is con-cerned exclusively with revitalizingand maintaining the area specifiedin the BID agreement.

BIDs have proven to be a popularmeans for businesses and propertyowners to revitalize downtowncommercial districts. The specificprocedures for setting up a BIDvary from state to state. Each statehas specific procedures that must befollowed when setting up a BID.These procedures are designed tomake sure that the majority ofproperty owners in the area agree tothe BID, because once it has beenestablished they will all be taxed tosupport it. In Wisconsin BIDs havebeen set up in over 50 communities.Some typical functions of a BIDinclude the following:

� Maintenance: collecting rubbish,removing graffiti, washing side-walks, etc.

� Security: hiring supplementalsecurity.

� Marketing: producing festivalsand events; marketing the down-town; coordinating sales promo-tions, etc.

� Business recruitment andretention

� Public space regulation: manag-ing sidewalk vending, street per-formances, etc.

� Parking and transportationmanagement.

� Urban design: developing andmanaging design guidelines

� Social services: creating or aidinghelp-the-homeless, job trainingand youth services programs.

� Creating a vision for downtown.

� Capital improvements: installingor improving street lighting,street furniture, trees, etc.

Source:

Adapted from Houston 1997: 13-14

The above list is based on experi-ence with BIDs in cities across thecountry; all of the functions maynot apply to smaller cities andtowns, where BIDs “tend to focuson retail, offering services such aspromotions, special events, jointadvertising, seasonal lighting andbusiness attraction and retentionprograms” (Houston 1997: 11). Arecent survey shows that typicalexpenditures of Wisconsin BIDsinclude promotional efforts, jobtraining programs, advertising andmarketing, streetscape develop-ment, and physical improvements(Local Government Center 1997).

As the above list of functions illus-trates, there are significant overlapsbetween BIDs and the activities sug-gested by the NMSC approach.BIDs and the NMSC approach,however, are not exclusive; somecommunities in Wisconsin partici-

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pate in the Main Street programand also have a BID. We suggestthat a BID be viewed as one toolthat can be used as part of a down-town revitalization program. TheLGC’s web site (see Appendix B)contains a directory of all BIDs inWisconsin, including the names ofcontacts.

Goal: Promote downtownto shoppers, investors, newbusinesses, tourists, poten-tial residents and others

Efforts to improve downtown’sappearance and strengthen its econ-omy will be incomplete unless therest of the community, as well aspeople in the surrounding region,know how downtown has improvedand what it has to offer. For manycommunities part of the challengein revitalizing downtown is toreverse the negative views that thepublic and potential investors hold,and to get more people to comedowntown. While promotionalactivities cannot make up for actualimprovement in such areas asdesign, appearance, mix of stores,and merchandising, they can be animportant part of the overall revi-talization effort.

Strategies:

� Organize retail promo-tions. Retail promotions areusually based on sales events,but may also feature otheraspects of shopping downtown,such as convenience and service.

� Organize special events.Special events should bedesigned to bring people down-town and provide them with apositive experience. Commonthemes of special events are tra-ditional holidays, communityheritage (including various types

of festivals), and social occasionssuch as sporting events, concerts,and health fairs.

� Organize image-buildingpromotions. Image-buildingpromotions involve marketingthe downtown to the shoppers inyour trade area, to potentialinvestors, and to the rest of thecommunity.


Goal: Strengthen the down-town economy

This goal involves strengtheningand perhaps diversifying the eco-nomic base of downtown. Activitiesinclude helping existing businessesexpand, recruiting new businesses,converting unused space into pro-ductive property, and sharpeningthe competitiveness of downtownmerchants.

Strategies:

� Help existing businessesexpand by

• identifying new sales opportu-nities.

• providing needed market infor-mation.

• providing funds for expansion,through loans, grants, etc.

• helping owners locate andsecure access to more advanta-geous sites.

• helping prepare financial feasi-bility studies and businessplans.

• providing job training.

� Promote the downtown asa cohesive shopping area(see also section onniches).

� Recruit new businesses by

• making a list of types of busi-nesses to be recruited.

• assembling recruitment infor-mation.

• putting together a businessrecruitment team.

• keeping track of prospectivebusinesses.

� Improve and promote thequality of downtown busi-nesses by

• improving retailing skills.

• changing business hours to bet-ter meet customers’ needs.

• improving window and in-store displays.

• changing return policies.


� Pursue niche strategies.

A niche is a special market segment.It can be based on a particulargroup of customers, such as the eld-erly, students, tourists or Latinos; aspecific kind of good or service,such as food, furniture or clothing;or a specific type of shopping envi-ronment, such as a “festival market”or farmers’ market. The object of aniche strategy is to dominate a par-ticular market by offering a concen-trated group of businesses thatserves the targeted niche.

For a niche strategy to be mosteffective, the businesses involvedneed to function as an organizedgroup. Your downtown may alreadyhave an agglomeration of businessesin a particular niche that have notorganized themselves to jointly pro-mote the niche, in which case itmight be worthwhile to develop apromotional campaign. There may

be a potential niche, based on a fewbusinesses that could become aniche with the addition of severalmore complementary businesses.Even if there does not seem to beany natural niches in your area,careful market analysis can revealopportunities. For example, theremay be an unmet need for gourmetrestaurants in your trade area,which your downtown could fill byattracting enough appropriate eat-ing places. For detailed instructionson identifying and developingdowntown niches see NicheStrategies for DowntownRevitalization.

� Increase the market fordowntown businesses(and enliven the area ingeneral) by increasing thenumber of people who livedowntown.

Getting communityfeedbackAfter the sub-area task forces havedeveloped possible strategies, it istime to solicit feedback from thecommunity. The purpose of gettingcommunity feedback is to ensurethat the downtown vision, and thegoals and strategies derived fromthat vision, coincide with the overallcommunity vision and with the keyareas that the other task forces havebeen working on. This step is out-lined more thoroughly in Chapter 1.

At the community feedback work-shop a representative of the taskforce should be prepared to read thedowntown vision statement andbriefly present the accompanyinggoals and strategies. Some impor-tant questions for discussion are:

� Does the vision for downtownagree with the community visionstatement? Are there any contra-dictions?

� Does the vision for downtownagree with the vision statementsfrom the other key areas? Are thereany contradictions?

� Does the community support thegoals for downtown revitalization?

� Does the community support thestrategies for downtown revital-ization?

After receiving feedback the down-town task force may need to revisesome of its goals and strategies.

Devising action plansWhen the vision, goals and strate-gies for downtown have beenaccepted by the community, andany revisions have been made, it istime to start devising the actionplans that will begin turning thevision into a reality. Each sub-areatask force should develop actionplans appropriate to its strategy. Anappendix to Chapter 1 has two exer-cises that can aid with this step.

An action plan specifies what needsto be done, who will do it, andwhen it will be done. It may alsoindicate what resources are neces-sary and what individuals or groupscan be expected to support or hin-der the plan. A work scheduleshould be used that shows who isresponsible for each task and whenit will be done. The Action PlanningWorksheets in the appendix toChapter 1 can help you with youraction plans.

When the sub-area task forces havedevised their action plans, you maywant to have all the sub-area taskforces come together and presenttheir plans to each other, as a meansof keeping everyone informed andavoiding possible replication.

ImplementationAfter the action plans and workschedules have been finalized thetask forces should proceed to imple-mentation.

The sources and mechanisms forfunding will vary considerably fromplace to place, so our comments onhow to fund your projects arerather general. One of the most fre-quently used funding tools, the BID,has already been discussed. Otherfunding possibilities include

� Low-interest loan pools. Thesecan be capitalized by privateand/or public sources and areoften used as a means of stimu-lating further investment. (SeeSmith et al. 1991).

� Grants.

� Contributions from local indi-viduals, organizations (profit andnonprofit), merchants and prop-erty owners.

� Income generated by specialevents.

� Income earned through the per-formance of services.

� Public sector funding (local,county, state, and federal). Thesefunds could come from a widerange of sources: general tax rev-enue, hotel/room taxes, fees,licenses, special assessments,community development blockgrants, arts grants, historicpreservation grants, etc. 3-11

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To illustrate some of the projectssuccessfully carried out by down-town revitalization programs seeAppendix 12, which has shortdescriptions of about two dozenprojects. For the story of how onecity in Wisconsin revitalized itsdowntown, see Appendix 13, whichdescribes the Chippewa Falls MainStreet program.

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A very useful publication. Includesa detailed guide to gathering andanalyzing economic data.

Dane, Suzanne G. 1997. Main StreetSuccess Stories. Washington, DC:National Main Street.

Includes addresses and telephonenumbers for the Main Streetorganization in each case.

Houstoun, Lawrence O., Jr. 1997.BIDs: Business ImprovementDistricts. Washington, DC: UrbanLand Institute in cooperationwith the International DowntownAssociation.

Hustedde, Ronald J., Ron Shaffer,and Glen Pulver. 1996.Community Economic Analysis: AHow To Manual. Ames, IA: NorthCentral Regional Center for RuralDevelopment.

Hyett Palma Publications. 1992.Downtown Visions: Taking Chargeof Your Future. Alexandria, VA:Hyett Palma Publications.

Illinois Retail MerchantsAssociation, with ArthurAndersen & Co. Small StoreSurvival: Success Strategies forIllinois Retailers (available fromthe National Retail Federation;see web site listings).

Let’s Talk Business. Center forCommunity EconomicDevelopment newsletter with“ideas for expanding retail andservices in your community.”

Main Street News. Monthly publica-tion of the National Main StreetCenter.

McCall, Jack. 1988. Small TownSurvival Manual. Columbia, MO:University of Missouri Extension

Contains a chapter on downtownrevitalization.

Milder, N. David. 1997. NicheStrategies for DowntownRevitalization: A Hands-On Guideto Developing, Strengthening, andMarketing Niches. New York:Downtown Research andDevelopment Center.

A comprehensive guide to nichestrategies and a good general guideto market research.

Kuses, Matt, Bill Pinkovitz, and BillRyan. (forthcoming) BusinessDistrict Market Analysis.

Smith, Kennedy, Kate Joncas, andBill Parrish. 1996. RevitalizingDowntown. Washington, DC:National Main Street Center.

A comprehensive guide to revitaliz-ing your town’s Main Street.

Smith, Kennedy. 1990. MarketAnalysis for Main Street.Washington, DC: National MainStreet Center.

Stitt, Bert. 1996. “The Lies ofDowntown: A Look at the MythsThat Keep Downtowns fromEngaging in EffectiveRevitalization.” Small TownJuly/August 1996: 18-25.

Stone, Kenneth E. 1995. Competingwith the Retail Giants: How toSurvive in the New RetailLandscape. New York: John Wiley.

Taylor, Don, and Jeanne SmallingArcher. 1996. Up Against the Wal-Marts: How Your Business CanProsper in the Shadow of the RetailGiants. New York: AMACOM.

Techniques for Market Analysis.Center for Community EconomicDevelopment newsletter designedto assist communities with mar-ket analysis.

Wisconsin Main Street News.Newsletter of the Wisconsin MainStreet Program.

Appendix 1

Recommended reading

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National Main Street Center (NMSC)http://www.mainst.org/

The most important source for informationabout downtown revitalization. You can ordertheir catalog by calling (202) 588-6219. Theirweb site includes links to over a dozen MainStreet associations.

Wisconsin Main Street Programhttp://www.commerce.state.wi/us/MT-FAX-0959.html

Located in the Bureau of DowntownDevelopment (in the Wisconsin Departmentof Commerce), the Wisconsin Main StreetProgram publishes a quarterly newsletter, anannual report on the progress of WisconsinMain Street communities, and a guide, withcontacts, to more than 100 revitalization proj-ects. Communities interested in applying to bea Main Street community or wanting moreinformation can contact the program at(608) 266-7531.

National Trust for HistoricPreservationhttp://www.nthp.org

Small Business Administrationhttp://www.sba.online.gov/

Wisconsin Small BusinessAdministrationhttp://www.sbaonline.sba.gov/regions/states/

wi/

Small Business Development Centerhttp://www.uwex.edu/sbdc/

Local Government Center (LGC),University of Wisconsin–Extension(Madison)http://www.uwex.edu/lgc

The LGC’s web site includes informationabout BIDs, including a list of all communi-ties in Wisconsin with BIDs.

Center for Community EconomicDevelopment (CCED), University ofWisconsin–Extension610 Langdon Street, Madison, WI, 53703.(608) 265-8136.http://www.uwex.edu/ces/cced

The CCED offers various services and publi-cations to communities engaged in downtownrevitalization. A new program, MarketAnalysis for Business Districts, links Extensionstaff with local study groups interested in per-forming a market analysis. Education andtechnical assistance are provided for

� Trade area analysis.

� Analysis of trends.

� Demographic and lifestyle analysis.

� Conducting surveys and focus groups.

� GIS (geographic information systems).

� Inter-community comparisons.

� Development of recommendations.

� Report preparation.

Wisconsin communities undertaking a marketanalysis are advised to contact the CCED.Their web site contains links to other organi-zations and on-line data sources.

National Retail Federationhttp://www.nrf.com

United States Censushttp://www.census.gov/

Appendix 2

Organizations and web sites

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Rural Information Center, NationalAgricultural Library, US Departmentof Agriculturehttp://www.nal.usda.gov/ric/ricbpubs/down-town.html

An annotated list of materials about down-town revitalization, including books, periodi-cals, articles, videos, and organizations.

International Downtown Associationhttp://ida-downtown.org/

Downtown Magazinehttp://www.downtown.org

An on-line magazine about downtowns.Includes links to downtown organizationsaround the country.

Main Street Menomoniehttp://www.cvtn.com/MainStreetMenomonie/

An example of a Wisconsin Main Street com-munity with its own web site.

Mineral Point Main Streethttp://www.mineralpoint.com/

Another Wisconsin Main Street communitywith a web site.

Norwich, New York, BusinessImprovement Districthttp://www.norwich.net/downtown/bidindex.htm

Web site describes downtown vision and use ofa BID.

Encinitas, California MainStreetAssociationhttp://encinitas101.com/

Includes links to a dozen other Main Streetand downtown organizations, mainly inCalifornia.

Hyett Palma, Inc. A consulting firm specializing in the economicrevitalization of downtowns. Publishes guidesto various aspects of downtown revitalization.1600 Prince Street, Suite 110, Alexandria, VA,22314. (703) 683-5126.

Downtown Research & DevelopmentCorporationhttp://www.alexcommgrp.com/drdc/drd-chome.html

An independent organization that analyzesand reports on downtown issues. Its newslet-ter, “Downtown Idea Exchange,” comes outtwice a month.

American Demographicshttp://www.demographics.com/

Publisher of American Demographics maga-zine. Web site has the full text for all articlesand contains useful links to various marketingresources, including private data providers.

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Property owners

Real estate interestscommercial realtors,brokers and developers

Chamber of commerceRemember that most chambersare interested in business develop-ment community-wide and notjust downtown.

Downtown merchants

Downtown merchants’association

Main Street association

Downtown (re)developmentauthority

Community/economicdevelopment organization

Business improvementdistrict (BID) board

Tourism council

Major local employers

Financial institutions

Residents

Local historical society

Local historic preservationorganization

Senior citizens organization

Local community founda-tions

Other civic clubs andorganizations

Current downtown cus-tomers (downtown shop-pers)

Potential downtowncustomers

Downtown employees

Visitors

Mayor

City administrator

City Council

Planning commission

Parking board or committee

Other city agencies orcommissions

County representative

Youth/schoolsBy involving the schools youngpeople can be made aware ofdowntown. Also, students can beproductive volunteers in revital-ization efforts

Colleges and universities

Local mediaDowntown revitalization can ben-efit greatly from media interest.Also, the media may help to pro-vide assistance in understandingthe local market

Potential funders

Special issue groups

Source: Adapted from Smith 1990; Hyett

Palma Publications 1992

Appendix 3

Downtown stakeholders

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West Bend, WIVision overview

An active and vibrant downtownarea that serves as the focus of com-munity life in West Bend.Downtown activity is concentratedwithin the commercial core area ofthe downtown. Other sub-districtswithin the greater downtown areasupport and reinforce this core areaas the primary focal point. Thedowntown contains significantplaces and events that draw bothlocal residents and out-of-town vis-itors. It is the keeping place of com-munity heritage, maintaining thedowntown’s identity and linkagewith industrial, cultural, retail andcivic uses of the past and present.The downtown is a very attractive,pedestrian-friendly place, withample green spaces and a stronglink to the Milwaukee River. It isalso a diverse place, with a widevariety of uses.

Land use

The types and proportions of useswithin the downtown will continueto evolve, resulting in increasedinterest and diversity of uses. Adiverse range of uses are presentincluding retail, office, service,industrial, residential, public andcultural uses, all of which are setamid an attractive environmentwith ample green spaces. Thedowntown’s environment and syn-ergy will attract unique uses thatwill add to its overall character.

New development

The market for new developmentand investment in existing buildingsis strong, having strengthenedincrementally over time.Development activity that was onceunfeasible is now occurring. Thepresence of a strong residentialmarket, consisting of a wide varietyof housing types, has created poten-tial for other uses.

Adaptive reuse

Older obsolete industrial and com-mercial buildings that are architec-turally significant have been thesubject of successful residential andadaptive reuse projects, where suchprojects are consistent with thisplan. This has resulted in increasedvitality within buildings that wereformerly underutilized, and hasserved to preserve the downtown’sheritage and character.

Special events

Downtown West Bend is known forits civic and cultural events and fes-tivals. These events bring the com-munity together and support a sig-nificant local tourism industry. Thenew festival square is the primarylocation for these events. Its settingand design is ideal for these eventsand serves to acquaint attendees ...[with] what the downtown has tooffer. Other events are stages withinthe cultural district, which has beendesigned to promote a wider rangeof cultural activities and reflect adistinctive image. The festival

square and related indoor gatheringplace provides facilities to supportcivic and cultural events during allseasons.

Residential use

The characteristics of residential usewithin the downtown are uniqueand found nowhere else in WestBend. A wide variety of residentialdwelling types exists. This includessites of higher density residential,which are suitable because they arecases of adaptive reuse of olderbuildings or reflect unique circum-stances that merit higher density.Smaller lot single family and town-house dwelling forms also exist. Inall cases, these residential areasblend seamlessly with the characterof the downtown and reflect gooddesign and quality construction.

Aesthetics

The greater downtown area is avisually rich environment thatincorporates natural features, his-torically significant buildings andwell-designed, newer developmentin [a] way that promotes activityand interaction. The character ofthe downtown is authentic, notcontrived, and reflects the enduringheritage of the community.

(West Bend Greater DowntownStrategic Plan 1998)

Appendix 4

Sample downtown vision statements

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Forest Grove, ORThe focus of the community, down-town, is exciting both for its activemix of retail, entertainment andoffice uses and the well-maintainedfacades of its historic buildings. Thedowntown and Pacific Universityhave grown together, a close rela-tionship of campus beauty, pedes-trian shopping opportunities andcultural amenities. (Forest GroveVision Statement 1991)

Stayton, ORWe envision a thriving downtowndistrict that serves as the focal pointfor our community. A downtownmaster plan guides the renovationof older structures and develop-ment of new structures to be com-patible with a small town atmos-phere. The redeveloped ParisWoolen Mills and waterways aretwo features that help unify andenhance downtown as the City’scenter. The downtown district willbe a wonderful mix of retail, profes-sional offices, government, innova-tive housing, and parks ... . Staytonhas used its three waterways to fulladvantage. New buildings andremodeling of existing buildingsorient to the waterways. Access toall buildings is pedestrian friendly,and conflicts between vehicles and

pedestrians are minimized.Adequate parking exists. The down-town is the core of Stayton and is ahappy, busy place where peoplemeet, work, play, and live. (Stayton2020: Road to the Future 1994)

Toledo, OHDowntown Toledo is the heart ofNorthwest Ohio, a destination foreducation, entertainment, businessand recreation. The Downtown areais unique within the region andcontains activities which themselvesare unique. It is the center of deci-sions regarding community andeconomy; it is busy, vital, andattractive. Downtown Toledo isinteresting and exciting to work in,fun to be at and live in—the prideof Northwest Ohio. (A StrategicPlan for Downtown Toledo 1992)

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The walk should take no more than two hours and cover as much of downtown as possible. It should begin slightlyoutside of downtown to help participants get a feel for what it’s like to approach downtown. All the variousapproaches should be included on the tour. This form can help participants evaluate downtown.

During this walk you want to observe carefully, but you also want to imagine. Looking at a vacant lot, imagine whatcould go in that space. Noticing a dilapidated building, think what it might look like if remodeled.

Appendix 5

Downtown walking tour

Rating

Excellent Good Fair Needs some Needs a improvement lot of improvement

Is downtown clearly marked?

How easy is it to get downtown?

Availability of parking?

Location of parking clearly indicated?

Accessibility for pedestrians?

Accessibility for bicyclists?

Accessibility by public transportation?

Attractiveness of public transportation facilities?

Safety of public transportation facilities?

Convenience of public transportation facilities?

Does downtown feel safe?

Does downtown feel friendly and welcoming?

Adequate signage?

Cleanliness of the downtown area?

Attractiveness of landscaping?

Level of sidewalk traffic?

Places to sit outside?

General condition of buildings?

Uniqueness and attractiveness of facades andbuildings?

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Are there parts of your downtown that could be developed and promoted as distinct areas, such as a retail district, a

restaurant row or an entertainment center?

Which buildings, public facilities or areas detract from the general attractiveness of downtown?

What special attractions, sites and landmarks are located downtown?

Are there suitable places for public gatherings?

What, if anything, makes you feel like staying downtown for a while?

Other questions to consider:

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Purpose: To accurately inventory all downtown real estate.

Sources of data: On-site inspection, telephone or in-person interviews with owners/managers, written survey,local tax collector’s office, planning department, city directories, title insurance companies and local archives.

Inventory of downtown real estate

Address

Owner

Size (sq. ft.)

Current use, by floor

Condition1

Facade

Sale/rental cost

Historical/other data2

Address

Owner

Size (sq. ft.)

Current use, by floor

Condition1

Facade

Sale/rental cost

Historical/other data2

Source: Adapted from Smith et al. 1996

Appendix 6

Inventory of downtown real estate

1 Include any significant alterations and structural or mechanical problems.

2 Original or previous uses, and any information that might be important to a potential tenant or investor.

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Purpose: To get an accurate picture of the current mix of businesses located downtown.

Sources of data: On-site inspection, telephone or in-person interviews with owners/managers, written survey.

Example: General type of product or service: bookstore. Range of products or services: standard selection of newbooks, with emphasis on bestsellers, cookbooks, children’s books and books about business and careers. Targetedmarket segment: somewhat upscale professional households with kids.

Inventory of downtown businesses

Appendix 7

Inventory of downtown businesses

Name of business

Address

Owner/Manager

How long in business at present location

Affiliation with other businesses (e.g., retail chain)

General type of product or service

Range of products or services

Targeted market segment(s)

Number of employees

Days & hours open: Mon. ________to ________

Tues. ________to ________

Wed ________to ________

Thur. ________to ________

Fri. ________to ________

Sat. ________to ________

Sun. ________to ________

Other information:

Source: Adapted from Smith et al. 1996

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We are conducting this survey to learn how downtown (name of community) can serve you better in the future.Your answers will help us develop a plan for improving downtown. Your ideas and opinions are important to thefuture of downtown (name of community). Note: you may prefer to use “Main Street” instead of “downtown.”

Appendix 8

Sample intercept survey

1. What is the purpose of the trip you’re making downtown right now? (please circle one)

1 Going to work

2 Shopping

3 Doing errands

4 Eating in a restaurant

5 Exercising

6 Browsing

7 Going home

8 Other: ________________

2. How often do you come downtown for the following?

3 or more 1-2 times 3 or more Once a Less Nevertimes a a week times a month than onceweek a month a month

Shopping

Errands

Visiting an office

Eating out

3. How did you get here today? (please circle one)

1 I drove my own car here.

2 Someone else drove me here.

3 I walked.

4 I biked.

5 I took a bus.

6 Other: ___________________

4. How would you rate downtown (community) on each of these characteristics?

Characteristic Excellent Good Fair Poor

Selection of goods 4 3 2 1& services

Quality of goods & services 4 3 2 1

Prices of goods & services 4 3 2 1

Merchant friendliness 4 3 2 1

Business hours 4 3 2 1

Parking convenience 4 3 2 1

Traffic 4 3 2 1

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5.How would you rate downtown (community) on each of these characteristics? (cont.)

Characteristic Excellent Good Fair Poor

Access by public 4 3 2 1transportation

Cleanliness 4 3 2 1

Safety 4 3 2 1

Special events and festivals 4 3 2 1

Overall impression 4 3 2 1

6. Where does your household usually shop for the following? (check only one place for eachitem. You may want to add or delete items from this list.)

Downtown Never buy Item/Service (community) Siphon Mall Big Box Mail order this item

Men’s clothing

Boys’ clothing

Women’s clothing

Girls’ clothing

Baby clothes/supplies

Prescription drugs

Hardware

Fast food restaurants

Other restaurants

Bars

Groceries

Bakery

Furniture

Gifts

Movies

CDs

Books & magazines

TVs, radios, stereos

Physicians

Dentists

Barber/hair salon

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7. What do you like about downtown (community)?

8. What do you dislike about downtown (community)?

9. What do you like about the downtown area in other cities you have visited?

10. What types of businesses would you like to see more of in downtown (community)?

11. When you think of downtown (community), what businesses, buildings, or landmarks come

to mind?

12. What could be done to make downtown better? (circle all that apply)

1 Cleaner

2 More police presence

3 Less vehicular traffic

4 More signage/directional guides

5 More greenery and flowers

6 Longer store hours

7 Entertainment for youth

8 Historic building restoration

9 More public art

10 More public parking

11 More benches

12 More conversation areas

13 A town square or park

14 More speciality shops & restaurants

15 Better access by public transportation

16 More/better street lighting

17 Entertainment for adults

18 Other:___________________

19 Other:___________________

20 Other:___________________

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12. In what community do you . . .

Live?

Work?

13 What is your sex? ❏ Male ❏ Female

14. What is your age?

1 Under 182 18–243 25–344 35–495 50–646 65 or over

15. What is the total yearly income of your household?

1 Under $5,0002 $5,000–$9,9993 $10,000 –$14,9994 $15,000–$19,9995 $20,000 – $29,9996 $30,000–$39,9997 $40,000 –$49,9998 $50,000 –$70,0009 Over $70,000

16. How many people are in your household?

1 one2 two3 three4 four5 five6 six or more

17. Which newspaper(s) do you regularly read? (circle all that apply)

1 _________________________________

2 _________________________________

3 _________________________________

18. Which radio station(s) do you usually listen to? (circle all that apply)

1 ______________ 4 ______________ 7 ______________

2 ______________ 5 ______________ 8 ______________

3 ______________ 6 ______________ other ______________

19. What language do you usually speak at home?

1 English 2 Spanish 3 Chinese 4 Other: _____________________

Source: Adapted from Smith 1990; Smith 1997; Idaho Falls Downtown Development Corporation n.d.

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Purpose: To understand the characteristics of current and potential customers for your downtown.

Sources of data: Local planning department, regional planning commission (in Wisconsin), private dataproviders, U.S. Census.

Population

number % change

2010 (projected) _______________ 2000-2010 _______________

2000 _______________ 1990-2000 _______________

1990 _______________ 1980-1990 _______________

1980 _______________

Households (HHs)

number % change Average HH Size

2010 (projected) _______________ 2000-2010 _______________ _______________

2000 _______________ 1990-2000 _______________ _______________

1990 _______________ 1990-2000 _______________ _______________

1980 _______________ _________________

Household Income Distribution

number %

Less than $5,000 ______________ _____ Average HH income ________________

$5,000-$9,999 _______________ _____ Median HH income ________________

$10,000-$14,999 _______________ _____

$15,000-$19,999 _______________ _____

$20,000-$29,999 _______________ _____

$30,000-$39,999 _______________ _____

$40,000-$49,999 _______________ _____

$50,000 & over _______________ _____

Appendix 9

Demographic data for trade area analysis

3-28

Population by age

number %

Under 18 ______________ _____ median age ______________

18-24 ______________ _____ mean age ______________

25-34 ______________ _____

35-44 ______________ _____

45-54 ______________ _____

55-64 ______________ _____

54-74 ______________ _____

75 and over ______________ _____

Race/ethnicity

number %

White (not Hispanic) ______________ _____

Black (not Hispanic) ______________ _____

Asian (not Hispanic) ______________ _____

Hispanic ______________ _____

All other ______________ _____

Housing tenure

number %

Owners ______________ _____

Renters ______________ _____

Educational attainment (for pop. 25+ years)

number %

Less than 12th grade ______________ _____

High school graduate ______________ _____

Some college ______________ _____

Associate degree ______________ _____

Bachelor’s degree ______________ _____

Grad/Prof. degree ______________ _____

3-29

Occupational Distribution

number %

Managerial/prof. ______________ _____

Exec/admin/mgr ______________ _____

Prof. specialty ______________ _____

Tech/sales/admin support ______________ _____

Technician ______________ _____

Sales ______________ _____

Admin support ______________ _____

Service ______________ _____

Private household ______________ _____

Protective service ______________ _____

Other service ______________ _____

Farming/forestry/fishing ______________ _____

Precision/craft/repair ______________ _____

Operator/fabricator/laborer ______________ _____

Mach op/assemblers/Inspectors ______________ _____

Trans. &material moving ______________ _____

Handlers/helpers/laborers ______________ _____

Source: Adapted from Claritas, Inc. 1999; Smith 1990; Marketek, Inc. 1992

3-30

These data sources can be found invarious places: your local library,the state extension service, the localchamber of commerce, the localplanning department, the regionalplanning commission, and theInternet. Also, US Census publica-tions and other similar materialmay be obtained directly from thefederal government.

US Bureau of the Census

The Census of Population: Social andEconomic Characteristics and Censusof Population: General PopulationCharacteristics provide informationabout household size, age of mem-bers, income, education levels,occupation, race, sex and other con-sumer characteristics.

The Census of Population andHousing: Social, Economic, andHousing Characteristics providesdata on housing (owners vs. renters,average rent, etc.) as well as on vari-ous aspects of employment, educa-tion, and income.

The Census of Retail Trade containsinformation on retail activity, includ-ing sales, payroll, and number ofestablishments of various types (thedata are in aggregate form and donot identify individual businesses).

US Bureau of LaborStatistics

The Consumer Expenditure Surveyreports on how much householdstypically spend on various types ofconsumer items.

State Department ofTransportation

The state DOT undertakes periodictraffic counts on major roads. Thesemay reveal the volume of trafficmoving through downtown at vari-ous times of days and on variousdays of the week.

State Department ofRevenue

Provides aggregate sales data thatcan help in understanding retailactivity. Different states provide thisdata at different levels. In Wisconsinit is provided only at the countylevel; in some other states it is avail-able at the local level as well.

Utility companies

The local utility may have demo-graphic data they have collected topredict future energy demand.

Previous market studies

Recent market studies, done forlocal developers, franchises, finan-cial institutions, or planning depart-ments, may have useful informa-tion. When looking at such studiesthe NMSC advises: “Take a goodlook at the reasons for the study,when it was conducted, by whomand for whom. These factors mayhelp explain why certain types ofdata were collected and, to anextent, why certain conclusionswere reached” (RevitalizingDowntown, p. 104)

Professional marketresearch companies andprivate data providers

It may be possible to get usefulinformation from private firms at areasonable price. Possible advan-tages include: access to non-publicsources of data, more up-to-dateinformation than the census, analy-ses tailored to particular geographi-cal areas or industries, sophisticatedlifestyle segmentation analysis andassistance with interpreting all thenumbers.

Appendix 10

Secondary data sources

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Numbers in parentheses indicate year accepted into Wisconsin Main Street Program.

Appendix 11

Wisconsin Main Street communities

Antigo (1989)Antigo Main Street Inc.

Ms. Terri Hunter

(715) 623-3595

Beloit (1988)Downtown Beloit Association

Mr. Andrew Janke

(608) 365-0150

Black River Falls (1997)Black River Falls

Downtown Association

Mr. Chad Helgeson

(715) 284-2503

Blanchardville (1997)Blanchardville CommunityPride

Inc.

Ms. Amy Charles

(608) 523-2274

Chippewa Falls (1989)Chippewa Falls Main Street

Mr. Jim Schuh

(715) 723-6661

Columbus (1992)Columbus Main Street

Ms. Judy Goodson

(920) 623-5325

Darlington (1996)Darlington Main Street Program

Mr. Todd Barman

(608) 776-3067

De Pere (1990)Main Street DePere

Mr. Gene Hackbarth Associated Kellogg

Bank

(920) 433-7767

Dodgeville (1991)Dodgeville Revitalization

Ms. Joni Herren

(608) 935-9200

Eau CLaire (1988)Eau Claire City Center Corporation

Ms. Kirsten Means

(715) 839-0011

Green Bay (1995)On Broadway

Ms. Stephanie Hawkinson

(920) 437-2531

Marshfield (1990)Main Street Marshfield

Ms. Sheila Ashbeck-Nyberg

(715) 387-3299

Mineral Point (1993)Mineral Point Main Street

Mr. Jon Weiss

(608) 987-2580

Osceola (1997)Osceola Main Street

Ms. Pat Kytola

(715) 755-3300

Pewaukee (1996)Positively Pewaukee

Mr. Patrick Nehring

(414) 695-9735

Phillips (1995)Phillips Main Street

Ms. Zelda Anderson

(715) 339-6570

Rice Lake (1991)Rice Lake Main Street

Ms. Kathy Wellsandt

(715) 234-5117

Richland Center (1992)Richland Main Street Center

Mr. Todd Allbaugh

(608) 647-8418

Ripon (1988)Ripon Main Street

Mr. Craig Tebon

(920) 748-7466

River Falls (1988)River Falls Main Street

Janet Olson Halaas

(715) 425-8901

Sharon (1994)Sharon Main Street Project

Ms. Sandra Jantz

(414) 736-6246

Sheboygan Falls (1988)Sheboygan Falls Main Street

Ms. Lisa Wegener

(920) 467-6206

Sturgeon Bay (1994)Sturgeon Bay Community Development

Corp.

Ms. Becky McKee

(920) 743-6246

Tigerton (1993)Tigerton Main Street

Ms. Virginia Kauffman

(715) 535-2110

Two Rivers (1996)Two Rivers Main Street, Inc.

Mr. Mike Ascher

(920) 794-1482

Viroqua (1989)Viroqua Chamber - Main Street

Ms. Ingrid Mahan

(608) 637-2666

Waupaca (1996)Waupaca Main Street

Ms. Lori Dehlinger

(715) 258-9009

Wautoma (1993)Wautoma Main StreetMs. Joyce Wessley(920) 787-4733

last revised 3-31-99

Source: Wisconsin Main Street Program

3-32

Sheboygan Falls, WI(pop. 6,000)

� Redeveloped woolen millinto apartments: Using low-income and historic preservationtax credits, Main Street workedwith a developer to convert anabandoned 1879 mill intoaffordable housing.

� Clustered home furnish-ings businessesdowntown: Main Streetexpanded an existing home fur-nishing market niche by recruit-ing complementary businesses,even convincing one manufac-turer to open an outlet store.

� Gained city support todirect community develop-ment: The city has contractedwith Main Street to perform eco-nomic development services andconsult on such issues as signordinances, zoning policies, andbusiness issues outside thedowntown.

� Collaborated with otherorganizations: Main Streethas partnered with the schooldistrict to give preservation talksto students, with the chamber onbusiness seminars, and with theJaycees on a riverwalk trail.

� Established effectivedesign incentive program:Main Street assists building own-ers by providing design assis-tance for building rehabs as wellas low-interest loan pools andsign grants.

Dodgeville, WI(pop. 4,000)

� Offers comprehensive designassistance: The downtown pro-gram encourages quality build-ing improvements by offeringfinancial incentives and freetechnical assistance.

� Transformed downtown’sappearance: With improve-ments ranging from repairs andnew paint jobs to completerestorations, an impressive 90percent of Main Street’s build-ings have undergone some formof fix-up.

� Minimized business disrup-tion during highway con-struction: Downtown programpersuaded state DOT to work instages, encouraged merchants toupgrade back entrances, andprovided signs and detour mapsfor businesses and customers.

� Revamped downtown’simage: Working with the cityand local service groups, therevitalization program hasimproved downtown’s imagethrough welcome signs at entry

points, new street furniture, ahistoric walking tour brochure,and a citywide cleanup day.

Rice Lake, WI(pop. 8,000)

� Developed home furnish-ings market niche: MainStreet built a strong homeimprovements cluster by recruit-ing businesses to complementeight existing home furnishingsstores.

� Improved downtown’sappearance: Through animage campaign, loan and grantprograms, and free design assis-tance, Main Street has encour-aged property owners to jettisonugly slipcovers and rehab theirbuildings.

� Built partnerships withcommunity and city: Fromworking with high school stu-dents on downtown beautifica-tion projects to partnering withthe city on policies that pertainto the central business district,Main Street has integrated par-ticipation from the communityinto the revitalization process.

� Changed attitudes aboutdowntown: A year-long imagecampaign, consisting of printand radio ads, created an aware-ness of downtown’s importanceto the community.

Appendix 12

Examples of achievements by MainStreet communities by Suzanne Dane

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Chippewa Falls, WI(pop. 13,036)

� Converted empty factoryto apartments: Using CDBGfunding, Main Street low-interestloans and preservation tax cred-its, a private developer created 32apartments in abandoned factory.

� Created business plancontest: Main Street inspiredsound planning among newbusinesses by offering a $5,000grant and $20,000 low-interestloan to the aspiring entrepreneurwith the best plan.

� Inspires outstanding volun-teer commitment: More than400 volunteers work with MainStreet, and there is a waiting listof prospective board members.

� Encouraged investmentdowntown: Over $42 millionhas been invested downtown,with rehabilitations and newconstruction encouraged by low-interest loan pools and assistance.

Corning, Iowa(pop. 1,800)

� Bounced back after majorbusiness left town: MainStreet’s business recruiting com-mittee went into action, assessingthe damage, strategizing recruit-ment and eventually filling sixadjoining buildings.

� Retained movie theater: Bynetworking with other smalltowns, Main Street found abuyer for downtown’s onlymovie theater, which was closingbecause the owners were retiring.

� Created effective facadeincentive program: Throughgrants and low-interest loansfrom local banks, combined withdesign review by Main Street,this incentive program hasspurred 60 rehab projects.

� Formed effective businessvisitation teams: Contactteams visit and interview ownersabout the nature and depth oftheir businesses and any plans toexpand, relocate or close.

� Launched successfulFrench heritage festival: LeFestival de L’Heritage Francaishonors the town’s founding by agroup of French freethinkers. Itled to a $12,500 archeologicalgrant to study and preserve theremains of the Frenchcommunity.

Burlington, IA(pop. 29,000)

� Creatively saved old millfrom demolition: Main Streetorganization worked with areadevelopment corporation to savethe building by stabilizing andreselling the structure—resultingin monies for the Main StreetBuilding Fund.

� Launched major cyclingrace, the Snake AlleyCriterium: This sanctionedevent draws riders from aroundthe country, bringing retail andbusiness sales to downtown andarea.

� Crafted historic buildingprotections: A newConservation Building Codeensures sensitive treatment bycity building inspectors, and aDangerous Buildings Ordinancecalls for the least destructiveaction regarding building repair,with demolition the last resort.

� Tapped downtown employ-ee market: Through targetedmarketing, this appreciationevent tapped into a captive mar-ket of more than 4,500 down-town employees.

� Stabilized centerpieceUnion Hotel: Main Street pro-vided the needed repairs and themanagement to stabilize thislandmark building.

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Pontiac, IL(pop. 11,428)

� Led volunteer effort torehabilitate landmark:Volunteers, coordinated byPROUD (Pontiac RedevelopingOur United Downtown), reno-vated interior of the old city hall,transforming it into a small busi-ness incubator.

� Retooled local market:When the opening of a giant dis-count store threatened to dam-age downtown retail, PROUDdeveloped strategy to identifyspecial market niches for localand tourist shopping andrecruited businesses to fill thoseslots.

� Stimulated volunteer inter-est in program: With a full-fledged recruitment effort andoutstanding awards program,PROUD has raised an army ofvolunteers.

� Encouraged buildingimprovements: A 50% facadegrant and design guidelines haveconvinced many owners torestore their buildings.

Libertyville, IL(pop. 19,200)

� Organized entrepreneurialconsulting network:Network of professionals volun-teer their time to assist strug-gling and start-up businesses.

� Tapped into corporate cof-fers for event sponsor-ships: Corporations fund spe-cific features of special events inreturn for free advertising, apartnership that improves eventsand helps promotions turn aprofit.

� Pooled loan funds fromseven banks: The Main StreetArea Loan Pool offers loansranging from $15,000 to$100,000 at a fixed rate of 3.85%for a seven-year term to financequalified building rehabs.

� Produces seasonal varietyof promotions: Retail and spe-cial events, ranging from a seriesof Out-to-Lunch cookouts to aFarmer’s Market andHarvestFest, attract up to 40,000people.

Source: Dane 1997

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Not Content to Let theChips Fall Where TheyMayAt an entrance to town, a livelymural depicts the evolution ofChippewa Falls, from its reliance onlogging and dairy production tocomputer manufacturing—fromwood chips to cow chips tomicrochips. Along with its sense ofhumor, this town of 13,000 has asense of pride and ownership of itsrevitalized downtown, a conditionthat has developed rapidly since1989.

Chippewa Falls was settled in 1836by French Canadians, who foundthe location along the ChippewaRiver ideal for logging. At one timethe city was home to the world’slargest sawmill under one roof.Located downtown, the mill ceasedoperation in 1911. Yet, ChippewaFalls continued to grow due to anice diversity of industries (MasonShoe has been in business since1904), brewing (LeinenkugelBrewery was established in 1867),and a relative newcomer to the localeconomy, Cray Research, producersof the fastest computers in theworld.

Although its home-grown economywas sound, downtown ChippewaFalls suffered in the 1980s, due toregional malls, numerous nationaldiscounters, and a “small” menaceknown as the Mall of America inMinneapolis-St. Paul, an easy day-

trip away. Downtown’s two depart-ment stores defected to local malls,and dozens of smaller businessesalso chased that dream over theyears. By 1988, the chamber ofcommerce’s retail committee haddisbanded, leaving the merchants tofend for themselves.

A city-appointed committee studiedthe downtown, searching for ameans to reestablish it as the heartof the community. The committeerecommended the Main StreetApproach. From its inception in1989, following acceptance into theWisconsin Main Street Program,nonprofit Chippewa Falls MainStreet (CFMS) has been heartilyendorsed and supported by the city,business owners, citizens, and localindustries and agencies.

Funded by an amalgam of revenuesfrom a business improvement dis-trict, an annual city allotment,fund-raising events, and generouscontributions from local industries,financial institutions, and individu-als, CFMS has the largest budget inthe state. “The budget is a clearreflection of the support MainStreet has here,”states its formerexecutive director, Kathy La Plante.

The program’s supporters are alsointimately involved in all aspects ofits operation. Conducting an annualtraining session for its board, MainStreet ensures that the members arewell-versed in the intricacies of thefour-point approach. Main Streetalso works with some 400 volun-

teers who serve on 18 committeesand subcommittees. So great is thecommunity’s interest in Main Streetthat there is a waiting list of peoplewho want to serve on the board.Everyone wants to be part of MainStreet’s accomplishments.

Some of the program’s most eye-catching achievements are the manypreservation projects completeddowntown. CFMS coordinated alow-interest loan pool amongdowntown’s five banks for propertyowners who want to renovate theirbuildings. Projects have rangedfrom basic facade improvements tofull-fledged restoration efforts, suchas the Chippewa Shoe FactoryApartments. Since 1989, the down-town has benefitted from more than$42 million in public and privateinvestments, and the reemergingcommercial district has been placedin the National Register of HistoricPlaces.

As downtown’s handsome brickbuildings flung off decades ofabuse, they began to welcome newtenants. Even though its departmentand drug stores had moved to thesuburbs, the district still remained afairly strong retail base. CFMSfocused on filling market gaps withspecialty shops, selling everythingfrom antiques to pet reptiles. Yeteven with a net gain of 45 new busi-nesses, “we feel we need to workmore closely with businesses inwriting business plans [and helpingthem] become more vibrant,”explains La Plante.

Appendix 13

Case Study: Chippewa Falls, Wisconsinby Suzanne G. Dane

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Main Street’s business plan contestdoes just that. The winner receives a$5,000 grant and a $20,000 low-interest loan to get his or her busi-ness up and running. Applicationsare graded on the quality of theplan and whether the proposedbusiness will fill a niche in thedowntown market. The contestdraws on Main Street’s partnershipresources: a specialist from theWisconsin Department ofDevelopment helps applicantsdevelop their plans; six judges vol-unteer from local industry, business,and the technical colleges; a localaccounting firm reviews each planbefore the contestant submits it toMain Street; and the award moneyis donated by downtown’s fivebanks.

Only two years old, the contest hashelped establish a computer systemsfirm and a book store in primedowntown locations. Dan Dahl, thecontest’s first winner, says “I lovebeing downtown and enjoy the visi-bility for my business . . . . I applaudMain Street for sponsoring thisinnovative program because there’snot much financial help out therefor small businesses.”

Innovation and creativity abound inthe staff, board, and volunteers ofChippewa Falls Main Street. Retailpromotions, special events, andimage and marketing campaignsrun throughout the year to attractshoppers, visitors, and merry-mak-ers. In a downtown that had no spe-

cial events before Main Street cameto town, there are now six. Thebiggest is the Bridge to Wonderlandholiday parade, which draws up to12,000 spectators for a nighttimeparade led by live reindeer. MainStreet and its many collaboratorsthroughout the community alsosponsor events such as Pure WaterDays, a Boat and Fishing Swap andthe Farmers Market. Retailers bene-fit from cooperative print and tvads, as well as specific retail events,and the entire district is boosted byCFMS’s image campaign that blan-kets the region with television com-mercials.

No small part of Main Street’sefforts, its beautification planreceives constant kudos. Workingwith a horticulturist, CFMS coordi-nates the hanging of 130 flower bas-kets along downtown street fromJune through September. MainStreet contributes $3,000 of the$10,000 it costs annually to displaythe baskets. Under CFMS guidance,welcoming murals and signs havebeen erected to greet visitors totown. Says Todd Peterson, presidentof Chippewa Springs, Ltd., MainStreet has given us “a picturesqueavenue that would turn the head ofNorman Rockwell.”

Chippewa Falls is a community thathas rallied to the cause and beliefthat a vibrant, effective downtownbenefits the whole city. The keys toCFMS’s success are the volunteerefforts and financial commitments

of a broad spectrum of stakehold-ers. “Our community support issuperior, not just monetarily, butwith real volunteer hours,” says LaPlante. Those commitments,together with a board of directors,La Plante deems visionary, have ledmany citizens to believe as restau-rant owner Richard Horstman doesthat “our Main Street associationhas done more for our town in thelast six years than all our othergroups over the last 25 years.”

There are plenty of tasks to grapplewith as CFMS proceeds with down-town’s revitalization. Maintaining astable funding base is paramount, asis the need to keep downtown’sretail mix strong and diversified.CFMS must continue to help prop-erty owners make acceptablechanges to historic structures, eventhough building codes can make thecosts of rehabilitation prohibitive.

The influence Chippewa Falls MainStreet has had on downtown thusfar has been so exceedingly positivethat it is with confidence that theMain Street players face their chal-lenges. Kathy La Plante delights inthe fact that retailers are workingtogether to promote each other, thatresidents throughout the county areproud of the downtown and wantto be part of the progress, and that“the city now understands thatMain Street means economic devel-opment, pure and simple.”

Source: Dane 1997, pp. 36-39

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CommunityPlanning andDesign ProgramSummaryProject: Commercial DistrictBlockscape Visioning Exercise

Location: Black Earth, Wisconsin

Coordinator: Dennis Domack,Dane County UWEXAgent/Educator

Project Dates: 1995

Collaborators: Village officialsand downtown property owners

Background: In small townsacross Wisconsin, University ofWisconsin–Extension agents work-ing with campus-based specialistsand university students are using abroad array of computer skills andtechnology to help community offi-cials and local residents evaluateboth the aesthetic and functionalaspects of various downtown plan-ning and design alternatives. Thiswork typically examines two areasof the downtown setting:streetscapes (i.e., sidewalk areas)improvement and/or the redevelop-ment of existing building facades ina manner that provides a morecoordinated and attractive shoppingdistrict.

Brief outline of the project: Inthe early 1990s, a number of stepswere taken to help the communityof Black Earth visualize and deter-mine how their downtownstreetscapes could be improved.This work was prompted by theupgrading and reconstruction ofthe highway running through thedowntown by WisconsinDepartment of Transportation. Thesteps from this work resulted in sev-eral products that ultimately assist-ed the Village Engineer in finalizingworking drawings for the down-town streetscapes. These planscalled for new pedestrian-scalelighting, new street trees, benches,planters and exposed aggregatepaving areas. All of these improve-ments were installed at the sametime that the downtown roadworkwas being completed.

Once completed, a decision wasmade to develop a series of facaderedevelopment proposals forimproving the overall look andappeal of the downtown buildings.Under the leadership of the DaneCounty Extension Agent, DennyDomack, university students devel-oped proposals for over fifteenmajor buildings in the downtownarea. Many of the owners of theseproperties have since madeimprovements to their buildings.

Because of the historical interactionwith the community, it was not sur-prising when in 1995, local officialscontacted UW-Extension to againwork with them. In this effort, aseries of drawings were developedwhich could hopefully encourageand focus discussion between sever-al adjacent property owners in thedowntown area. The affected own-ers were having a difficult timedeciding exactly how their proper-ties should be developed and hownew construction could be built insuch a way to match some of theexisting architectural character ofthe community.

The need for this type of visioningexercise was being prompted by theVillage who had Tax IncrementalFinancing (TIF) monies available tohelp prepare the area for redevelop-ment. Local officials were concernedhowever that without some type ofoverall plan the final developmentmight appear to look uncoordinat-ed and be implemented in a hap-hazard fashion.

(Source: Law n.d. Community Planning

and Design Program Summaries)

Appendix 14

Case Study: Black Earth, Wisconsinby Charles S. Law, Ph.D

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Ames, Steven C. 1993. A Guide toCommunity Visioning: Hands-OnInformation for LocalCommunities (rev. 1998).Portland, OR: Oregon VisionsProject.

Claritas, Inc. 1999. MarketviewComparison Report.

Dane, Suzanne G. 1997. Main StreetSuccess Stories. Washington, DC:National Main Street.

Forest Grove, City of. 1991. ForestGrove Vision Statement. ForestGrove, OR: City of Forest Grove.

Houstoun, Lawrence O., Jr. 1997.BIDs: Business ImprovementDistricts. Washington, DC: UrbanLand Institute in cooperationwith the International DowntownAssociation.

Hyett Palma Publications. 1992.Downtown Visions: Taking Chargeof Your Future. Alexandria, VA:Hyett Palma Publications.

Idaho Falls DowntownDevelopment Corporation.“Revitalization Survey.”http://www.downtownif.com/survey.htm.

Law, Charles S. n.d. CommunityPlanning and Design ProgramSummaries. Madison, WI:University of Wisconsin-Extension, Local GovernmentCenter.

Local Government Center. 1997.Wisconsin Business ImprovementDistricts, Fact Sheet. Madison, WI:University of Wisconsin-Extension.

Marketek, Inc. 1992. Analyzing YourDowntown’s Retail Potential.Atlanta, GA: Marketek, Inc.

Sioux City. 1994. Vision 2020: APlan for Change. Sioux City, IA:Sioux City.

Smith, Kennedy. 1990. MarketAnalysis for Main Street.Washington, DC: National MainStreet Center.

Smith, Kennedy. 1997. “RetailMarket Analysis: Developing aStrategy.” Main Street News, num-ber 30, March 1997.



Stayton, City of. 1994. Stayton 2020:Road to the Future. Stayton, OR:City of Stayton.

Toledo, City of. 1992. A StrategicPlan for Downtown Toledo.Toledo, OH: City of Toledo.

Yachats, City of. 1996. Yachats Area:An Active Vision to CreateCommunity. Yachats, OR: City ofStayton.

West Bend, City of. 1998. West BendGreater Downtown: Strategic Plan.West Bend, WI: City of WestBend.

Appendix 15

References cited in text

Your community has identi-fied economic developmentas part of its vision or you

have decided to develop a vision ofthe local economy as a separateproject.

Local economic development hasbecome one of the major issues fac-ing communities. The primary con-cerns, however, vary considerably.For some, the goal is to create morejobs for unemployed or underem-ployed workers in the community.For others, the objectives are toimprove the incomes of workersand to increase social and economicmobility within the community.And for still others, the purpose ofan economic development effortmay be to diversify the local econo-my to reduce its vulnerability tosudden changes in markets (such asplant closings).

There are a variety of ways in whichcommunities may decide to pro-mote local economic development.Unfortunately, many communitiestoday are adopting economic devel-

opment policies and tools becauseneighboring communities haveadopted them. There is very littleassessment of what is most appro-priate for each community. As wehave argued, these decisions shouldbe based on local values, the assetsavailable in the community, and theoverall community vision.

Many communities traditionallyhave focused on industrial recruit-ment as their primary economicdevelopment strategy. But anincreasing number of communitieshave emphasized business reten-tion/expansion or small businesscreation. Local economic develop-ment is much more than eitherindustrial recruitment or businessretention. Local economic develop-ment can involve a variety of activi-ties such as retail development,technology transfer, job training oreven development of the physicaland social infrastructure. Blakely(1994:50) defines local economicdevelopment this way:

It is a process involving the forma-tion of new institutions, the devel-opment of alternative industries,the improvement of the capacity ofexisting employers to produce bet-ter products, the identification ofnew markets, the transfer ofknowledge and the nurturing ofnew firms and enterprises.

Citizens also recognize the linksbetween the local economy, naturalenvironment and social aspects oftheir community. Some analystshave referred to this as sustainabledevelopment, while others considerit comprehensive community devel-opment. Whatever label one uses,there is a growing understandingthat economic development doesnot occur in a vacuum, but hasimportant effects on other sectorsof the community.

To identify the most appropriategoals and strategy, and develop anaction plan, communities need tobegin by identifying their vision ofthe local economy and then educat-ing themselves on trends and situa-tions in the region. The authorsbelieve that it is preferable to beginwith the vision and then move intothe data analysis. The vision is abroad statement of the preferredoutcome of the process. This analy-sis is introduced at this stage of thecommunity visioning process toensure that the community allowsthe visioning process to be drivenby community values rather thanfacts or figures.

Communities face several issuesregarding economic development.Among the issues that could beconsidered by an economic devel-opment task force are:1

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Chapter 4

Economic development

A thing is right when it

supports the stability,

integrity, and beauty of the

community of life.

Aldo Leopold

1 See Hustedde, Shaffer, and Pulver (1984) for a review of analytical techniques that may be useful to assess the performanceof the local economy.

1. What is the economic base ofthe community? What are thefactors affecting employment inthis business sector in the com-munity?

2. Is the physical infrastructure inthe community sufficient to sup-port additional communitygrowth?

3. What is the potential forincreasing the size of the servicesector in the community? Whatare some of the major con-straints to increasing the size ofthe service sector?

4. What types of new businessesare needed in the community?What are the major obstacles toforming new businesses to meetthese needs?

5. What businesses are most likelyto expand in your community?What can be done to help thesebusinesses expand?

6. What role does recreation andtourism play in the community?How can these sectors of theeconomy be expanded?

7. How much income in the com-munity is leaked out due to con-sumer expenditures elsewhereand businesses purchasing goodsand services outside the commu-nity? What can be done to cap-ture this potential market?

8. What types of skills are availablein the community and is there asufficient supply of skilled work-ers to meet the demands ofemployers?

9. What can be done to promoteentrepreneurship and new busi-ness development in the com-munity? Are the sources of capi-tal adequate to meet the needs ofnew businesses? What types ofbusiness services are available tonew businesses in the community?

The process

Pre-visioningAn economic development taskforce should include all the majorstakeholders that may be affected bylocal economic development proj-ects. Individuals representing themajor businesses and theretail/services sector should be rep-resented, as well as real estate inter-ests and developers. Representativesfrom key government or non-profitinstitutions, such as the school dis-trict and training institutions,should participate. Finally, it isimportant to consider the view-point of workers through organiza-tions such as labor unions.

The guide to identifying stakehold-ers presented in Chapter 2 shouldhelp identify potential members ofthe task force. It is often difficult toget citizen participation in econom-ic development issues because mostcommunities are already wellorganized in this area with localdevelopment organizations andagencies devoted solely to this pur-pose. It may be more difficult tostructure full participation in thisarea than in some others that areless institutionalized.

Also, recognize that it is usuallymuch easier to mobilize communi-ties to act on economic develop-ment issues when a problememerges, such as a plant closing orsudden increase in unemployment,than it is when unemployment islow and the local economy is grow-ing. In fact, there may be substantialopposition to developing a vision ofeconomic development when thereis rapid economic and populationgrowth. But it will be more difficultfor participants to engage in a dis-cussion of their long-term goalswhen they are primarily concernedwith addressing immediate prob-lems. Thus, while an economic cri-sis may be a good “hook” to engageresidents, it may not be the bestmechanism to initiate a visioningprocess on economic development.

The task force should take sometime in the planning stage and con-sider the following questions toclarify the objectives of the process.

� Why are we interested in localeconomic development?

� What do we hope to accomplishwith a vision of local economicdevelopment?

� How will a vision of the localeconomy improve existing eco-nomic development plans?

� How will the vision of the localeconomy complement the commu-nity vision?

� How will the vision of the localeconomy complement other keyarea visions in the process?

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Economic developmentcommunity workshopWe recommend that the economicdevelopment task force convene aworkshop to prepare a vision state-ment of the local economy and toidentify key areas within which itplans to work. It may be useful toestablish sub-area task forces onthemes identified in the economicdevelopment vision. A primary con-cern of the task force is to identifyelements of the local economy topreserve, create and change. Forexample, a small rural communitymay identify its natural resources asa key asset it wants to preservethrough the development process.The community may consider pro-moting industry that can build onthese resources, such as recreationor tourism.

Preparing an economicdevelopment visionstatementDeveloping a vision of the localeconomy for the community is theeconomic development task force’sfirst job. One approach is to use thefollowing question to help partici-pants identify what they would con-sider the ideal local economy.

It is the year ______ (20–25 yearsin the future). Your communityhas successfully created the idealand desired local economy in yourcommunity. Describe it.

The primary objective of the eco-nomic development vision shouldbe to answer the following threequestions:

� What do you want to preserve inyour local economy?

� What do you want to change inyour local economy?

� What do you want to create inyour local economy?

Example: Flagstaff, Arizona

A good example of a communityvision on local economic develop-ment is that developed by Flagstaff,Arizona.

In 2020, greater Flagstaff enjoys ahealthy, thriving economy. It recog-nizes that economic vitality is thefoundation for continued communityprogress and livability. The commu-nity has justifiably developed a repu-tation as a highly desirable place towork and do business because of itswell-educated workforce and highquality of life. The community isselective in targeting companies thatoffer good employment prospects,draw from the local labor pool andare good corporate citizens. It isequally concerned with supportingand nurturing homegrown compa-nies and small businesses. A balanceof large and small companies as wellas a diverse industrial base give com-munity members a healthy mix of jobopportunities from which to choose.Residents have many options to earnlivable wages and enjoy rewardingwork.

Several specific areas receive addi-tional discussion in the vision state-ment, including:

� Quality employment.

� Quality employers.

� Small and locally owned businesses.

� Keeping dollars in the community.

� Developing local resources.

� Opportunities for youth.

� Regional airport.

Key visioning statements undersome of these items include:

Quality employment—a goodjob is the means to a productive satis-fying life. People in Flagstaff haveample access to good jobs with goodwages in good companies.

Key vision ideas:

� The economy is diversified andnot dependent on any one sector.

� New “basic sector” jobs includemedical firms, high technologyand clean industries.

� Employees for new jobs are drawnlargely from the local labor pool.

Quality employers—Flagstaff isblessed with high quality employerswho treat their employees well andmake positive contributions to thecommunity and the economy. Thepresence of good companies is noaccident: the community attracts andactively seeks them out.

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Key vision ideas:

� Economic development guidelinesensure that business contributes toquality of life

� “Win/win” solutions are sought toissues involving the economy andenvironment

� Master-planned industrial zonesare promoted at Airport andBellemont

One goal of the task force is todevelop the broad strategic frame-work for local economic develop-ment and the specific action planfor accomplishing those objectives.Both the strategies and action planshould be firmly embedded in thebroader vision that had been devel-oped earlier.

Establishing sub-areatask forcesAfter identifying the economicdevelopment vision, the groupneeds to identify themes or issuesthat can drive the action plan. Theseshould emerge from the issues out-lined in the vision statement.

It may be useful to establish sub-task forces that are responsible forworking on the issues that are iden-tified in the workshop. Examples ofthese issues might be improving theretail sector or increasing the num-ber of new businesses in the com-munity. The economic developmenttask force should identify a coordi-nating committee that would beresponsible for monitoring theactivities of the sub-groups, muchin the way that the coordinatingcommittee is monitoring the activi-ties of the larger group. These sub-groups or teams will be responsible

for reviewing the community activi-ties and assessing the situation.Coordination is an importantaspect of this work because so manyof the issues tend to overlap. It maybe useful for more than one sub-group to meet periodically toaddress issues of common concern.

Reviewing plans,programs, projectsBefore collecting any data on thelocal economy, the task force shouldevaluate what is currently beingdone by various organizations andinstitutions involved in communityeconomic development. For exam-ple, the task force might want toreview the activities of the localgovernment, local developmentorganizations, chambers of com-merce or other private organiza-tions. It is important to rememberthat several non-local organizationsand institutions may be involved inactivities, such as the regional plan-ning commission or theDepartment of Commerce.

Similarly, it is useful to assess anyreports or studies on the local econ-omy. The chamber of commerce orlocal personnel organizations regu-larly conduct surveys on wages andbenefits in most communities. Thelocal and county planning officesmay have economic developmentplans that have been prepared in thepast. It also may be useful to obtainsimilar documents from neighbor-ing communities just to providesome understanding of how theiractions might affect the local economy.

One tool that may help the taskforce at this stage is the CommunityEconomic Preparedness Index, pro-duced jointly by the Department ofDevelopment and University ofWisconsin-Extension (availablethrough the Center for CommunityEconomic Development, UW-Extension). The preparedness indexhelps citizens assess a variety ofactivities and conditions that can bycontrolled by the community. Forexample, the community is asked toevaluate available sites for industry,marketing efforts, availability andcost of credit, and the local physicalinfrastructure for development.This tool is very useful in providingthe task force with a set of issues itmay want to consider as it beginsthe planning process.

Preparing the localeconomic developmentaction planTo develop an action plan for thecommunity’s economy requires anunderstanding of the forces thatshape a local economy. Data mightbe collected on how the demand forlocal products is changing andaffecting local businesses. The taskforce may want to evaluate the linksbetween local businesses. An impor-tant piece of information that itmay want to consider is the role ofthe local government in promotingeconomic development. What typesof policies (zoning, land use regula-tions, etc.) exist? What types ofincentives is the local governmentoffering to businesses?

Communities need to create a set ofeconomic development strategiesbased on this data analysis. When aset of strategies is identified, the

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task force should target specificprojects/activities and assess projectviability. Finally, communities willneed to build the specific actionplan for their economic develop-ment projects by identifying neces-sary resources, the organizationalstructure and the expected out-comes and impacts of the projects.

The model proposed here assumesthat the general community visionhas been developed in previousworkshops. If so, the plan shouldreflect the basic purpose and valuesthat were identified in this process.If the task force members of theworkforce development team didnot participate in the earlier work-shops, they should be provided withinformation on the process and theoutcomes of the workshop.

We recognize that some communi-ties may choose to develop only aneconomic development action, andnot a general vision or other sub-area plan. The process that isdescribed here will provide aprocess for public participation indeveloping the economic develop-ment plan.

Data gathering andanalysisData gathering and analysis shouldfocus on the primary forces forchange in the community. Amongthe most important are employ-ment, income, labor, populationand related characteristics. The pur-pose of this is to provide a goodpicture of “where we are now.”

There are several issues to considerwhen pulling together these data fora community.

1. It is useful to provide data overtime, if it is available. Looking athistorical trends provides insightinto how basic elements of thecommunity’s economy arechanging.

2 It is important to provide dataon other similar communities.

3. Communities also should con-sider using data from several dif-ferent sources rather than relyingon data from a single source.

4. It is important for the communi-ty to analyze broader regional,state and national trends thatmay be affecting their local econ-omy. Appendices 1 and 2 providelists of organizations andInternet resources that may beuseful at this stage.

It is very easy for the community toget bogged down at this stage of theplanning process. Participants fre-quently disagree over the validity orreliability of the data they are using.This is most common when you usesecondary data to describe variouscomponents of the local economy.It is important for participants tokeep in mind why they are conduct-ing the data analysis and what theywant to find out. The data gatheringstage probably will not yield anyanswers for the group but will raisemore questions and issues. Thisstage is useful for educating thegroup on its local economy, but thegroup members will need to moveon.

The types of analysis used toexplore the local economy largelydepend on the sophistication andbackgrounds of the group. Thereare several excellent manuals thathelp communities understand basictools to assess their local economy

(see Hustedde, Shaffer and Pulver[1984] and Ayres et al. [1990]). Youmay want to consult Appendix 10 inChapter 1 for a guideline. Forsmaller communities, access todetailed data on occupational andindustrial trends may not be avail-able from federal or state sources.These communities may find it use-ful to collect their own data on thelocal economy.

The data collection effort needs tobe focused; the questions inAppendix 1 may help organize thateffort.

Identifying goals andstrategies for buildingthe local economyFacilitators should explain variousstrategies open to communities andprovide concrete examples of com-munities that have pursued thesestrategies. The following sectiondescribes five basic goals and specif-ic strategies that communities canadopt (groups may identify others,as well). For some brief examples ofWisconsin communities that haveused strategic planning programs,such as Community EconomicAnalysis (CEA) to develop econom-ic development strategies andaction plans, see Smith (1989).

1. Attract new basic orexport employers

New businesses bring employmentopportunities and income to thecommunity. Some analysts distin-guish between businesses in theexport sectors and those that relyon providing local goods and serv-ices. Businesses that make themajority of their sales to firms andconsumers outside the communitymay produce more benefits to the

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local community. Examples of spe-cific things a community can do toattract new basic employers include:

� Develop local industrial sites,public services and potentialemployee information.

� Develop facilities to attract newemployers, such as:

a. Transportation (airports, rail-ways, highways)

b. Recreation facilities (parks,hunting grounds, restaurants)

c. Communications ( telephone,cable, internet services)

d. Services (banking, computers,legal assistance, accounting)

� Establish a formal economicdevelopment or industrial devel-opment corporation.

� Identify and organize local capi-tal resources to assist in attract-ing new industry.

� Identify industry that will havethe greatest impact on the localeconomy and focus recruitmenteffort on these firms.

2. Capture existing markets

By capturing dollars that are spentlocally, communities are addingincome and jobs to their community.Communities may want to focus onconsumer goods and services orcommercial inputs as part of thisstrategy to keep the spending at thelocal level. Several tactics may beused to capture existing markets:

� Identify market potential ofretail outlets through surveys ofconsumer needs and buyinghabits.

� Improve share of retail marketcaptured through downtown byproviding convenient parking orpublic transit or by reviewingstore hours and merchandising.

� Encourage citizens to buy locallythrough information programs.

� Aid businesses in developingemployee training programs toimprove quality of service.

3. Encourage the creationof new firms

Many communities have focusedtheir economic development strate-gies on helping new businesses meetthe changing needs of communities.These communities’ needs will like-ly differ from the existing businesssector or firms that are recruited tothe community. Among the specifictactics that can be used to help cre-ate new businesses are:

� Organizing to provide individualcounsel and intensive educationfor those interested in forming anew business.

� Identifying potential for newretail, wholesale and input pro-viding businesses.

� Helping to organize sources ofcapital for assisting new businessformation.

4. Help existing firmsbecome more efficient

Several studies have suggested thatmost communities gain more jobsby helping existing businessesexpand rather than by attractingnew businesses to the community.Among the tactics to consider are:

� Strengthen management capaci-ties through educational pro-grams (personnel, finance, orga-nizational skills).

� Increase knowledge of new tech-nology through educational pro-grams in science and engineering.

� Help employers improve work-force quality through education-al programs, employment coun-seling and social services (day-care, health services).

5. Obtain resources frombroader levels of govern-ment

A community may attempt to re-acquire dollars taxed away bybroader governments units.Examples of such tactics include:

� Ensuring that local residentshave information about theavailability of public assistanceprograms for elderly, handi-capped and others who cannotwork.

� Maintaining a record of availableaids from broader governmentfor such projects as streets, parksor lake improvements.

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6. Organize for communityeconomic development

Many communities have createdformal economic developmentorganizations as a way to facilitatetheir activities. There are three gen-eral types of development organiza-tions: 1) government agencies; 2)private development associations;and 3) local development organiza-tions (usually responsible for coor-dinating projects for or with localgovernments). Each type of organi-zation has advantages and disad-vantages. If you do not have a localdevelopment organization, you maywant to check with some of thosethat exist in your region (SeeAppendix 4 for a list of economicdevelopment corporations inWisconsin). If you already have aneconomic development organiza-tion in your community, consultAppendix 5 for a self-assessmenttool for development organizations.

Community feedbackworkshopAfter the task force has identifiedspecific strategies and goals, hold acommunity workshop that has twopurposes:

1. To report on the major findingsof the data gathering stage

2. To obtain feedback on proposedstrategic decisions.

To facilitate discussion, post thegoals and strategies on large sheetsof paper and provide some time forparticipants to review them.Participants can vote on whichstrategies and goals they considerthe most important. The other taskforces also should be invited to thissession. Given the long-term per-spective of the visioning process,

remind participants to think abouttheir priorities beyond the immedi-ate future.

Identifying projects andaction planAfter building an economic devel-opment strategy, the next step is toestablish an action plan for eachproject. Ideally, the basic compo-nents of the action plan shouldmatch the economic developmentstrategies. Blakely (1994:143) rec-ommends that the primary purposeof the action plan is to “provide suf-ficient information to test the pro-ject’s viability—that is, to determinewhether the necessary economic,technical, management, and othersupport systems will indeed be ade-quate to support the proposed proj-ect.”

There are three basic componentsto the economic developmentaction plan:

1. The necessary inputs (materials,manpower, management, mar-kets, money).

2. The institutions that will beinvolved (their roles and duties).

3. The expected outcomes of theproposed projects (effects onemployment, linkages, commu-nity development). All of theseare couched within an analysis ofthe changing external marketsand what that means to the com-munity and its businesses andworkers.

The decision about which project acommunity pursues can be a diffi-cult one. Some projects may poten-tially have a big impact, but there isnot sufficient demand or localresources to carry them out.

Communities need to ensure thatthe projects they identify will yieldbenefits for local residents and con-tribute to local economic develop-ment. In Appendix 6 we provide adescription of the communityaction plan that was developed inGrantsburg, Wisconsin.

Communities are often interested inexamining what others have done topromote economic development.This type of learning has bothadvantages and disadvantages. Itopens up the task force to new ideasand different approaches. On thedownside, however, many timescommunities adopt these activitieswithout carefully evaluating theirappropriateness. Several good pub-lications exist that provide in-depthcase studies of communities thathave adopted innovative approachesto promoting local economic devel-opment (see Ayres et al. 1996; Floraet al. 1991; National Association ofTowns and Townships 1990; andCommunity Information Exchange1993).

ImplementationAs the task force moves towardimplementing its plan, obtainingresources for the projects becomesmore important. An excellentresource for locating funding isFunding Sources for Community andEconomic Development: A Guide toCurrent Sources for Local Programsand Projects, published annually byOryx Publishers. The Guide toProposal Planning and Writing,included in this publication, is espe-cially useful for organizations thathave little experience with grantwriting.

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1. What firm/sector is the largestemployer? Now? Five yearsago?

2. How has the number of jobschanged in the last year? Fiveyears ago?

3. What firm/sector has experi-enced the greatest turmoil (lay-offs) in the last five years?

4. What wage and fringe benefitsare associated with most of thenew jobs in the community?

5. Which firm/sector pays thehighest annual average wages?

6. What sector is the largestsource of earnings?

7. What proportion of countytotal personal income is frompassive income (dividends,interest, rent, plus transfers)?

8. What proportion of countyemployment is from farming,manufacturing, retail, services,health and government?

9. What proportion of countyincome is from farming, man-ufacturing, retail, services,health, government?

10. If a person was getting a first job,where might they look in yourcounty? As a teenager? As a mid-dle-aged first time worker?

11. What share of local employ-ment is contained in non-farmbusinesses of less than 20employees?

12 Name the businesses that start-ed in the last year? Last twoyears?

13. Name the businesses thatclosed in the last year? Last twoyears?

14. Where do people in the com-munity shop for most theirgoods and services? Has thischanged in the last five years?Why?

15. How has population changed inthe last five years?

16. What age group has grown themost?

17. What type or in what sector domost of the women hold jobs?

18. Is adequate housing (includingaffordable) available in thecounty?

19. What was the most recentdevelopment project undertak-en? Was it successful? Why?

20. What do you see as the biggestobstacle for the county and itsresidents in achieving theirdesired future?

Source: Ron Shaffer, Center forCommunity Economic Development,

University of Wisconsin-Extension.

Appendix 1

Twenty questions about your community

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EconData.Nethttp://www.econdata.net

This web site summarizes several different datasources available online. The site provides linksto over 125 public, university and privatesources of regional socioeconomic data.

ACCRAhttp://www.accra.org/

A non-profit organization promoting excellencein research for economic and community devel-opment.

Center for Regional Analysishttp://policy.gmu.edu/

The Center undertakes research on regional eco-nomic development policy focusing primarily ontechnologically intense regions.

Community development banking

http://www.scn.org/IP/cds/afcu.htm

Rural developmenthttp://www.rurdev.usda.gov/

The U.S. Department of Agriculture offers awide range on economic development assistanceto communities, regions, and states.

Center for Community EconomicDevelopmenthttp://www.uwex.edu/ces/cced

Provides several government sources of data andother information for conducting CommunityEconomic Analysis.

Community Economic DevelopmentCenterhttp://www.sfu.ca/cedc/gateway/index.htm

National Civic League—communitystorieshttp://www.ncl.org/anr/ced.htm

Appendix 2

Internet resources for community andeconomic development

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Institute for Policy StudiesSustainable Communities ProgramSuite 1020733 15th Street, N.W.Washington, DC 20005202-234-9382E-mail: [email protected]://www.igc.apc.org/ifps

Rocky MountainInstitute/Economic RenewalProgram1739 Old Snowmass Creek RoadSnowmass, CO 81654-9199970-927-3851Fax: 970-927-4178E-mail: [email protected]://www.rmi.org

Wisconsin Policy ResearchInstituteP.O. Box 487Thiensville, WI 53092414-241-0514Fax: 414-241-0774E-mail: [email protected]

National Congress forCommunity EconomicDevelopmentSuite 32511 Dupont CircleWashington, DC 20036202-234-5009Fax: 202-234-4510

Clearinghouse for CommunityEconomic Development225 Century HallUniversity of Missouri-ColumbiaColumbia, MO 65211573-882-2937Fax: 573-882-5127

National Council forCommunity EconomicDevelopmentSuite 7001730 K Street, NWWashington, DC 20006202-223-4735E-mail:[email protected]:///ww.cued.org

Institute for CommunityEconomics57 School StreetSpringfield, MA 01105-1331413-746-8660Fax: 413-746-8862E-mail: [email protected]

Center for CommunityChange1000 Wisconsin Ave., NWWashington, DC 20007202-342-0567

Federation for IndustrialRetention and Renewal3411 W. Diversey St.Chicago, IL 60647773-278-5418Fax: 773-278-5918

Corporation for EnterpriseDevelopmentSuite 701A1211 Connecticut Ave., NW RoomWashington DC 20036http://www.cfed.org

Institute for Local Self-Reliance2425 18th Street NWWashington, DC 20009

National Congress forCommunity EconomicDevelopment2025 Eye St. NWWashington DC 20006202-979-2375

Center for CommunityEconomic DevelopmentUniversity of Wisconsin-Extension610 Langdon St.Madison, WI 608-265-8136http://www.uwex.edu/ces.cced

Wisconsin EconomicDevelopment Association10 East Doty StreetSuite 500Madison, WI 53707800-581-4941Fax: 608-283-2589http://www.weda.org/

Appendix 3

Organizational resources for localeconomic development

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Barron County EconomicDevelopment Corporation

Clark County EconomicDevelopment Corporation

Columbia County EconomicDevelopment Corporation

Eau Claire Area IndustrialDevelopment Corporation

Fond du Lac County EconomicDevelopment Corporation

Metro Marketing of the Fox Cities

Gilman Industrial Foundation

Grant County EconomicDevelopment Corporation

Green County EconomicDevelopment Corporation

Hartford Area DevelopmentCorporation

Iron County Development ZoneCouncil

Jefferson County EconomicDevelopment Corporation

Juneau County EconomicDevelopment Corporation

La Crosse Area DevelopmentCorporation

Marathon County DevelopmentCorporation

Milwaukee Economic DevelopmentCorporation

Oconto County EconomicDevelopment Corporation

Pierce County EconomicDevelopment Corporation

Racine County EconomicDevelopment Corporation

Richland County EconomicDevelopment Corporation

Regional Economic Partnership[SE WI]

Rock County Planning andDevelopment Agency

Sauk County DevelopmentCorporation

St. Croix Economic DevelopmentCorporation

Superior/Douglas CountyEconomic DevelopmentCorporation

Forward Tomah Corporation

Waukesha County EconomicDevelopment Corporation

Wauwatosa Economic DevelopmentCorporation

Appendix 4

Wisconsin local economic developmentcorporations

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You can use this tool to assess the performance of your local development organization (LDO). It may help identifyneeds and organizational strengths in the local economic development action plan. Use the following rating systemto help identify areas in your organization that need attention.

5 We do an excellent job in this area.

4 We do a good, respectable job in this area.

3 We do an OK job in this area, but still need improvement.

2 We don’t do this well, and our performance holds us back as an organization.

1 We’ve done nothing in this area.

N/A More information on our work in this area is needed before assigning a rating.

Appendix 5

Self-assessment tool for localdevelopment organizations

Part I. Organizational mission Rating Priority Notes

A. The LDO serves its target constituency.

B. The LDO’s program includes a wide range of eco-nomic development activities appropriate for thearea.

C. The LDO has a plan that is used and was developedwith input from a wide range of local residents

Part II. Organizational structure

A. The LDO has clearly defined by-laws that arereviewed and updated every two years.

B. The LDO actively engages members as active par-ticipants in the organization.

C. The Board of Directors is trained and is activelyinvolved evaluating its policies.

D. The LDO’s committee structure is well-definedand effectively delegates responsibility to mem-bers.

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Part II. Organizational structure (cont.) Rating Priority Notes

E. The LDO has a clear mission statement and eco-nomic development strategies that are directlylinked to it.

F. The LDO has clear expectations of the staff thatare defined by personnel policies and job descrip-tions consistent with the organization’s mission.

G. The organization has a fund raising plan that ade-quately takes into consideration both operatingand capital support.

H. The LDO involves the key sectors of the commu-nity in its activities.

Part III. Project development practices

A. The LDO regularly assesses community needs andassets in the area of economic development.

B. The scope and focus of the LDO’s economic devel-opment activities are appropriate.

C. The organization has a well-developed set of crite-ria for determining which specific projects itshould participate in.

D. The LDO has an effective method of monitoringand evaluating its projects.

Part IV. Community interaction

A. The LDO is adequately communicating with otherorganizations involved in local economic develop-ment.

B. The LDO maintains strong ties with legislatorsand public officials regarding issues of local eco-nomic development.

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The Community Economic AnalysisProgram uses two steps to developcommunity plans. The first steprelies on nominal group techniqueto establish a community’s top con-cerns and goals. Nominal grouptechnique uses a series of votingrounds to generate a group’s topconcerns. The emphasis is on one-person one-vote, so each member ofthe group’s input is equally valued,and a few do not dominate theprocess. Weighted voting by eachperson is used to establish priorities.

For the second step sub-groupsestablish action plans that attemptto partially or fully address an iden-tified goal. More than one actionplan may be developed per goal.Force Field Analysis is used as partof action planning and identifiesthe helping and hindering forces tochange. The “what, who, when,where, and how” for each action isthen identified in the action plans.

For the first step, two sub-groupsbrainstormed on the question:

What are the top issues fac-ing Grantsburg over the nextfive years?

After generating a list, each groupcombined highly similar issues andthen voted for its top three priori-ties using three points for the topchoice, two points for the secondand one point for the third choice.Then, the two sub-groups joinedtheir lists together and repeated theprocess. Because housing needs wasan overwhelming concern, thegroup opted to leave that out of thevoting and instead focused onestablishing priorities for the rest ofthe issues.

Appendix 6

Grantsburg’s community economicanalysis program: goals and action plan

Total concerns—total group

1. Housing of all kinds–elderly, young, etc., rental Top issue

2. Taking care of what we have 28

3. Finish Village land use plan 25

4. Security issues 14

5. Labor supply—quality and quantity 13

10. Maintain viability of downtown 13

11. Community center, library, village hall issues 8

12. School issues (campuses, technology, school capacity) 4

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Force field analysis

Goal: Provide increased affordable housing for independent living options for the elderly

Helping forces Hindering forces

Three units now working with elderly Lack of available land

Waiting lists Not much shopping available

Nearby medical facilities Too few senior activities

Small town Business reluctant to locate here

Many seniors in area Security concerns

Facility could be close to shopping

Volunteer drivers available

Meals on Wheels and nutrition programs available

Action Plan

What: Apply for grant and acquire land

Who: Consultant

When: July 7, 1998

Where: HUD

How: Have Courtyard Square sponsor the grant and the Burnett Medical Center and theVillage co-sponsor it through splitting the cost for the application.

[The same process was used to develop an action plan for housing for low to moderateincome individuals and to finish the Village land use plan. Contact John Preissing([email protected]) for a copy of the report.

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Ayres, Janet, Robert Cole, ClairHein, Stuart Huntington, WayneKobberdahl, Wanda Leonard, andDale Zetocha. 1990. Take Charge:Economic Development in SmallCommunities. Ames, Iowa: NorthCentral Regional Center for RuralDevelopment.

Bartik, Timothy J. 1991. WhoBenefits From State and LocalEconomic Development Policies?Kalamazoo, MI: W.E. UpjohnInstitute for EmploymentResearch.

Bingham, Richard D., and RobertMier. 1993. Theories of LocalEconomic Development:Perspectives from Across theDisciplines. Newbury Park, CA:Sage Publications.

Bingham, Richard D., Edward W.Hill, Sammis B. White (eds.).1990. Financing EconomicDevelopment: An InstitutionalResponse. Newbury Park: SagePublications.

Blair, John P., and Laura A. Reese.1999. Approaches to EconomicDevelopment. Thousand Oaks,CA: Sage Publications.

Blakely, Edward. 1994. PlanningLocal Economic Development:Theory and Practice. ThousandOaks: Sage Publications.

Bruyn, Severyn T., and JamesMeehan. 1987. Beyond the Marketand the State: New Directions inCommunity Development.Philadelphia, PA: TempleUniversity Press.

Community Information Exchange.1993. Case Studies on RuralCommunity-Based Development.Washington, D.C.: CommunityInformation Exchange.

Cortright, Joseph, and AndrewReamer. 1998. Socioeconomic Datafor Understanding Your RegionalEconomy: A User’s Guide.

Eisinger, Peter K. 1988. The Rise ofthe Entrepreneurial State: Stateand Local Economic DevelopmentPolicy in the United States.Madison: The University ofWisconsin Press.

Flora, Jan L., James J. Chriss, EddieGale, Gary P. Green, Frederick E.Schmidt, and Cornelia Flora.1991. From the Grassroots: Profilesof 103 Rural Self-DevelopmentProjects. Agriculture and RuralEconomy Division, EconomicResearch Service, U.S.Department of Agriculture. StaffReport No. 9123.

Gunn, Christopher, and HazelDayton Gunn. 1991. ReclaimingCapital: Democratic Initiativesand Community Development.Ithaca, NY : Cornell UniversityPress.

Hustedde, Ron, Ron Shaffer, andGlen Pulver. 1984. CommunityEconomic Analysis: A How ToManual. Ames, Iowa: NorthCentral Regional Center for RuralDevelopment.

National Association of Towns andTownships. 1990. A One-of-a-Kind Compilation of Small TownEconomic Development SuccessStories. Washington, D.C.:National Association of Townsand Townships.

Rainbow Research, Inc. 1990. Self-Assessment Tool for CommunityDevelopment Organizations.Minneapolis, MN: RainbowResearch, Inc.

Salant, Priscilla. 1990. A CommunityResearcher’s Guide to Rural Data.Washington, D.C.: Island Press.

Shaffer, Ronald. 1988. CommunityEconomics Analysis: Study of theEconomic Structure and Change ofSmaller Communities. Ames: IowaState University Press.

Shuman, Michael. 1998. GoingLocal: Creating Self-ReliantCommunities in a Global Age.New York: The Free Press.

Smith, Rachel. 1989. CommunityEconomic Analysis: 1982-1989County Samples. Madison:University of Wisconsin-Extension.

Additional references

Appendix 7

Chapter 5

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How housing candefine a communityYour community has identifiedhousing as part of its vision. Whydo communities need to be con-cerned about housing? Housing isan important feature of any com-munity and in many ways, definesit. Housing quality—its physicalappearance—matters. Good hous-ing quality gives a community apositive image; poor housing quali-ty can have the reverse effect.

In most communities, types ofhousing range from apartments andmanufactured homes to town-homes, duplexes and single-familydwellings that include the modestand the luxurious. In most commu-nities, a variety of housing optionsis available for a diverse range ofincomes, tastes and values.

What are some of the problemsassociated with housing? In manycommunities it presents an exces-sive cost burden approaching40%–50% (often as high as 70%) ofindividual or family income.Sometimes housing is overcrowdedor physically inadequate, lackingindoor plumbing and heating. First-

time home buyers experience diffi-culties in making a transition tohomeownership. Sprawl is anotherproblem that adds to the cost ofproviding services, and often theprice of a home. Other issuesinclude homelessness, housing forfarm workers, availability of a vari-ety of housing options as peoplemove from one life phase to anoth-er, and the effects of recreational orseasonal homeownership on hous-ing prices. While many of theseissues are not addressed specificallyin this chapter, we hope that thisvisioning process, will help commu-nities identify and examine theirmost important issues and con-cerns. (See Appendix 4 for a list ofreferences and web sites that discussthese issues in greater detail.)

What shapes the type, mix andrange of housing in a community?Many forces play a role, amongthem an interaction of demand andsupply forces including the numberand characteristics of householdsand their purchasing power, thecomposition of the existing housingstock, the costs of building andmaintaining housing units, the costof land and the regulatory environ-ment. In this chapter, we will dis-cuss many of these factors as thecommunity attempts to create ahousing vision and action plans toachieve it.

In considering a housing vision andstrategic action plan, the connec-tions between housing and employ-ment, transportation, land use, nat-ural resources and education are

important. Some of the housingissues that communities face follow.

Housing availabilityThis issue relates to a community’shousing inventory, specifically thequantity of the housing stock andits distribution by type (for exam-ple, single or multi-family).

� What is the current range ofhousing types?

� Are there enough housing unitsin the stock to meet currentneeds?

� Is the stock growing fast enoughto keep pace with increases inthe number of new households?

� If our economic developmentstrategy is to attract new manu-facturing firms, have we consid-ered whether there is enoughhousing to accommodate thesenew arrivals?

� Is the stock of available housingunits well matched to the mix ofhouseholds in the community?

� How much land is earmarked forresidential uses to accommodatefuture growth? Is there enoughland?

� Are services available to accom-modate future growth? Is thereenough capacity?

� Is seasonal homeownership mak-ing it hard for full-time residentsto find housing?

HousingAccording to Daniels et al. (1995),

“Adequate housing is

essential in supporting eco-

nomic growth. To attract

new businesses or indus-

tries, a community should

be able to house new work-

ers moving into the com-

munity” (p. 96).

5-2

Housing adequacyThis issue refers to a community’shousing inventory, specifically thephysical condition of the housingstock and its age.

� What is the age of the housingstock? What is its condition?

� Is the existing stock of housingin adequate physical condition?

� Are units falling into disrepair?

� How many units are at risk ofabandonment or removal fromuse?

Housing affordabilityThis refers to the median housingcosts within a community in rela-tion to household income. It meansthat very low and low-incomehouseholds may pay excessive rents(for example, 30%–50% of theirincome) and that homeownershipis out of reach for even moderateincome families. Thus, housingcosts may be out of reach forhouseholds at or near the bottom ofthe income distribution.

� Are rents and house values outof reach for some segments ofthe local population?

� Is there enough affordablehousing?

� How do we make affordablehousing available?

� Is affordable housing concentrat-ed in a few neighborhoods?

� If our strategy is to attract newfirms, is available housing com-patible with expected wage rates?

� Is seasonal homeownership tak-ing affordable housing out of thereach of full-time residents?

Housing accessibilityThis issue refers to institutionalbarriers or other problems thatimpede access to particular types ofhousing.

� Do households of all types haveaccess to the available units intheir budget range?

� Are minority households at adisadvantage relative to whitesdue to discrimination?

� Are some neighborhoods inac-cessible to some segments of thepopulation because of trans-portation, information, attitudi-nal or physical barriers?

� Are current zoning and sub-divi-sion regulations constrainingresidential development or limit-ing the types of residential devel-opment, excluding certain types?

Other housing concernsThis refers to any other concern acommunity might identify relatedto housing—from financing to reg-ulatory to historic preservation tospecific groups of people that needhousing, such as the homeless ormigrant laborers.

� Are financing institutions(banks, savings and loans, creditunions, etc.) available in yourcommunity?

� Are local regulations (zoning,subdivision regulations, buildingcodes, etc.) exclusionary or pro-hibitively increasing housingcosts?

� Are people aware of federal FairHousing laws?

� Are people aware of federal andstate programs to help themfinance a house, restore a house,etc.?

� Is the community aware of fed-eral and state historic preserva-tion programs?

Source: U.S. Department of Housing and

Urban Development. national Analysis of

Housing Affordability, Adequacy and

Availability: A Framework for Local

Housing Strategies.

The processHaving reached this point, weassume that the community hascompleted the general visioningprocess and come up with a generalvision statement, identified themes(such as housing), and divided intotask forces based on those themes.

Pre-visionThe housing task force that wasorganized at the end of the generalvisioning workshop should coordi-nate the next community work-shop. Before organizing this event,the housing task force should con-sider the following questions.

� Why are we interested in housing?

� What do we hope to accomplishwith a vision of housing?

� How will a housing visionimprove existing communityplanning efforts?

� How will a housing vision com-plement the community vision?

� How will the housing visioncomplement other identified keyareas?

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Housing workshopThe housing task force should con-vene a housing workshop to facili-tate a process for preparing a keyarea vision statement and identifykey sub-areas. Housing profession-als should be invited to participatein the workshop and encouraged toparticipate in future activities.Housing professionals include real-tors, developers, appraisers, lenders,low-income housing advocates,property managers, representativesof tenant and landlord organiza-tions, and providers of social serv-ices for special needs groups andthe homeless. The facilitator shouldkeep the following questions inmind during the housing work-shop. (For help in organizing thisevent, see the material on commu-nity workshops in Chapter 1.)

To start the workshop, the facilita-tor may need to prompt the audi-ence to think about what it needs todo. It is always useful to divide peo-ple into small groups (6–8 people)to discuss a particular issue orquestion. One way to start is with aphrase that prompts everyone tofocus on the future. For example:

It is the year _____(20–25 yearsin the future). You (the communi-ty) have successfully created thedesired housing stock in yourcommunity. Describe it.

Below are more questions to guidethe process. These should be used ifpeople get stuck and don’t knowhow to proceed. These questionsshould get them thinking creatively.


� What type of housing do youwant to preserve?

� Are there special buildings andspecial neighborhoods?

� What kind of housing andneighborhoods do you want inyour community?

� What neighborhoods or areascould be improved?

� In the next 10 to 20 years, whatdo you want your residentialcommunity to look like? Doesthe community vision mesh withthis housing vision?

� How will those elements youwant to preserve and those youwant to create achieve the futurevision of your community?

Preparing a housingvision statement

Refer to the ingredients of a visionstatement in Chapter 1. (This chap-ter outlines sessions that can assistin guiding a stakeholder group indefining a housing vision.)

Below are some examples of hous-ing visions.

Chehalem Future Focus-II—City of Newberg, OR

In 2015 the Chehalem Valley:

Diverse housing opportunities of highquality including historic homes,affordable homes, rentals, condo-miniums and homes for the elderlyand disadvantaged are available.

Greenville, IL

Greenville is a city with a range ofhousing types and a range of housingcosts. New moderate and upper valuesingle family homes are being con-structed. Apartments, row houses,duplexes, and innovative housingstyles are constructed to houseyounger families, seniors, and adultswithout children. Apartments in thedowntown area have been renovatedand accepted. Code enforcement ispursued to eliminate or upgrade sub-standard housing.

Table Grove, IL

The 21st Century transition finds theTable Grove area to be a thriving res-idential and business community.Housing opportunities for new fami-lies and senior citizens are locatedwithin walking distance of the publicsquare, cultural sites, health careservices, and numerous recreationalamenities. Table Grove is truly acommunity for all ages.

Stayton 2020: Road to theFuture, Stayton, OR

We envision sufficient quality hous-ing to accommodate the needs of amore elderly and diverse population.Housing in our community is afford-able and creative in its use of differ-ent locations, designs, and amenities.Newer types of housing include resi-dential units located above down-town storefronts, riverfront condo-miniums, and housing developed inconjunction with the redevelopedParis Woolen Mills site. Citizens takepersonal responsibility for mainte-nance of homes. Restoration of struc-tures is encouraged and supported as ameans to recognize and honorStayton’s heritage. Neighborhoods arenoted for well-kept lawns, flowers, andgardens.

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Establish sub-area taskforcesAt the end of this housing visioningworkshop, the housing task forceshould assemble sub-area taskforces based on the themes identi-fied in the vision statement. Eachsub-area task force should begin todefine an action plan for preparingstrategies and plans. For example,housing affordability may be oneimportant theme for which a groupof people would be asked to form asub-area task force. This groupwould study the issue, or theme,gather data, analyze it, developgoals, strategies, action plans orprojects for that issue.

Review plans andprogramsOne of the first steps each of thesub-area task forces of the housingtask force is to collect or get a goodgrasp of the plans, programs orprojects currently in use or under-way in the community. It is alsouseful to find out what was tried inthe past—to understand what suc-ceeded, what failed and why. Thehousing task force and its sub-unitsmay find initiatives underway thatare trying to address the same issuesthey want to study. If so, there maybe ways for sub-area task forcemembers to get involved in otherorganizations to help them achievethese goals.

Preparing the strategichousing planAs each sub-area task force beginsthe next phase of the visioningprocess, it is imperative that as indi-viduals and groups gather specificbits of data, everyone reconvene to

share the information. Specify alocation where data can be storedso that everyone can have access toit as needed.

Data gathering andanalysisCommunities should consider threemain areas when gathering andanalyzing housing data: 1) supply;2) demand; and 3) institutions.While specific problems may havebeen identified, it is useful to lookat each area.

� What is the current demand forhousing in the community andregion and how is it likely tochange in the future?

� What is the current supply ofhousing and how is it likely tochange in the future?

� How are the private and publicsectors meeting the supply anddemand for housing? Doesunmet demand exist?

� Are there alternative develop-ment models, such as clusterdevelopment, that make sensefor our community?

Supply of housing

To understand the supply of hous-ing, the sub-area task force willneed to collect data. Descriptivehousing data is the first step. A visu-al inspection is often useful here.The local property assessor orappraiser can sometimes help withthis information or you can do it bywalking around residential neigh-borhoods with appraisal sheets. Thetask force can get a good idea of thephysical condition of the housingunits by this method. (SeeAppendix 2 for housing conditionsassessment worksheet and a step-

by-step guide to conducting a wind-shield survey.)

Along with the visual inspection,data should be gathered from theCensus of Population and Housing.Data can be obtained for the age ofthe housing stock, age of the hous-ing as a percent of the total housingstock, and type of dwelling unit(multi-family, duplex, single-fami-ly). The sub-task force should makea note of specialty housing: grouphousing, elderly housing, manufac-tured home parks and historicallysignificant homes.

If you are gathering Census data ator near the end of a decade, thedata is almost ten years old. Morethan likely, there have been a num-ber of changes that have taken placein the community. Use these data asa way to discuss how the housingenvironment has changed in yourcommunity. (Appendix 1 contains aseries of worksheets to help youorganize the data).

� How has residential developmentchanged in your communitysince the most recent Census?Has it stayed relatively the same?Has it increased? Is there a prob-lem with abandoned and/ordilapidated housing?

� Are there more single familyhomes? More multi-family units?

Another important element ofhousing supply is affordability. Thegroup will need the following kindsof information to assess affordabili-ty: median household income,monthly cost of owner-occupiedhousing, value of owner-occupiedhousing, monthly gross rent, tenureof owners and renters, vacancy ratesand housing occupancy by statusand unit type. The Census contains

much of this information, but localreal estate agents and brokers, aswell as the local paper, can helpwith this assessment.

Another aspect of affordability isthe actual cost of housing construc-tion for many different kinds ofhousing units—single-family,duplex, multi-family and manufac-tured homes. Local land and hous-ing developers should be able tohelp with this kind of information.Utility costs are an important aspectof affordability and should beassessed as well. Local utility com-panies, energy, water and sewerdepartments should help to giveyou the average costs of utilities.

� Has the cost of housing changedsince the data was last obtained?Has it increased? Decreased?Stayed the same?

� Has housing become more orless affordable for people in thecommunity?

Demand for housing

What is housing demand? Housingdemand “involves interactions ofpopulation growth, household size,household income, and housingcosts, also housing discrimination,the location of employment andlocal amenities” (U.S. HUD

1993:34). To determine futuredemand for housing the task forceneeds to calculate housing projec-tions for the community. First, thisrequires an analysis of the popula-tion and demographics. The groupwill need to collect: populationchanges over the past 20 years, thesource of population changes, pro-jected population changes, age dis-tribution of population, householdsize and income range of house-holds. Much of this information isavailable from the Census.

The next step is to conduct ananalysis of projected housing needsby type and cost. For this, the groupwill need to establish the rate ofnew household formation, vacancyrate, and the need for replacementand/or rehabilitation of the currenthousing stock. Much of this infor-mation can be calculated based onthe data gathered through the visualinspection and the Census.

Another important area is theanalysis of land availability. Withoutavailable land, very little housing oranything else can be built. Thegroup will need to find out whereand how much residential land isavailable, its build-out potential(how many units per acre?), theland costs and the current residen-tial housing patterns. This informa-

tion can be gathered from the localor county planning office or theregional planning commission.

Institutions affecting thehousing market

The supply of housing is largely inthe hands of the private sector.However, regulations on zoning,subdivisions, and building codes arean important source of informa-tion. Most local jurisdictions havesome regulations in place that arenecessary to ensure the welfare andsafety of the public. It is importantto understand how these tools affecthousing. Do they allow for alterna-tive development models, such ascluster housing, for example?Regulations can also lead to pat-terns of segregation or exclusion(large lot zoning, zoning insufficientland for multifamily) by race orincome.

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Information sources

Local libraries

Local building inspector/depart-ment

Local planning department/com-missions

County buildinginspector/department

County planning department

Regional planning department

Regional planning department

State planning agencies

State data center

U.S. Bureau of the Census

U.S. Department of Commerce,Construction Statistics

Private data providers

Available information

Local housing/building data

County housing/building data

U. S. Census Data, Census of Population and Housing STF1 and STF3

U.S. Department of Commerce, Construction Statistics

Financing a house is one of the pri-mary stumbling blocks for manyindividuals and families in owning ahome. It is useful to assess the hous-ing finance situation in your com-munity. Also, consider the range ofstate and federal programs that canassist communities and individuals.

Examine the range of organizationsin your community that are inter-ested in housing issues.

Develop goals andstrategiesBased on the data, the sub-area taskforce can begin to identify the mostappropriate goals and strategies toachieving its housing vision. Thefollowing section describes variousgoals and strategies arranged underthe four headings of: 1) availability;2) affordability; 3) adequacy; and 4)accessibility. We have included afifth category that deals with broad-er institutional issues. However, werecommend that each communitycome up with its own goals andstrategies. The important aspect ofcreating goals and strategies is toensure that they apply to yourvision. Another important aspect tothis process, which we will come tonext, is breaking down each strategyinto an action plan. (Appendix 3offers examples from plans thatoutline the kinds of goals andstrategies chosen by three differentcommunities.)

Following is a list of goals andstrategies under the five broadheadings. They are examples of therange of strategies and types ofgoals to consider. The analysis ofyour community’s housing situationshould point you in certain direc-tions. That is, the housing analysiswill point to some key issues that

need addressing. What are those keyissues? The next assignment for ourtask force is to figure out how toaddress them. How can the commu-nity address these issues? Are theylong-term? Are there solutions thatcan resolve some issues in a relative-ly short time? These are some of thequestions the task force needs tothink about as it begins to movetoward identifying goals and strategies.

Housing availability

Goals:

� Provide an adequate supply anddistribution of housing to meetthe needs of the present and pro-jected population and contributeto a sense of community.

� Provide an adequate supply ofowner and rental housing unitsin an amount and location con-sistent with the future land useplan.

Strategies:

Rehabilitate existing substandardhousing in the downtown for arange of household incomes and forowner and rental households.

� Concentrate new housing unitswithin identified growth boundaries.

� Direct housing developmentwithin rural areas to rural cen-ters and encourage cluster devel-opment that retains the overallrural character.

� Locate housing convenient tojobs to reduce commuting dis-tances, provide opportunities foralternative means of travel,improve productivity and ensurean adequate labor force foremployers.

� Mix housing with commercialand institutional uses to improveaccessibility for all segments ofthe population.

� Mix housing types and priceswithin communities to con-tribute to diverse communities.

Housing affordability

Goals:

� Encourage non-profit organiza-tions to get involved in buildingaffordable housing.

� Provide a variety of owner andrental housing affordable for allincome levels throughout thearea.

� Encourage the development andpreservation of rental propertiesfor low and moderate incomehouseholds.

� Encourage land use regulationsthat allow for development ofaffordable housing.

Strategies:

� Integrate housing opportunitiesfor households at all income levelsto create diverse communities.

� Attract established organizationssuch as Habitat for Humanity toassist in your housing needs.

� Promote efficiency in the devel-opment review process to avoidadding unnecessary costs tohousing.

� Create opportunities forpublic/private partnerships todevelop affordable housing.

� Support the development ofmanufactured housing as animportant type of affordablehousing.

� Distribute subsidized housingunits throughout the community.

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Housing adequacy

Goals:

� Maintain and, where necessary,improve the quality of the hous-ing stock.

� Encourage uniform housing andbuilding codes to protect publichealth and safety, reduce con-flicts among municipalities andnot adversely affect housingcosts.

Strategies:

� Rehabilitate substandard housingunits throughout the area.

� Develop new housing units andupgrade existing ones to be ener-gy efficient and conserve water.

� Address environmental hazards,such as lead-based paint,asbestos and radon.

� Develop homeownership oppor-tunities and maintain existingowner-occupied housing by pro-viding homeownership counsel-ing services.

� Improve the physical infrastruc-ture and landscaping to makehousing developments moreattractive.

Housing accessibility

Goals:

� Provide a full range of housingopportunities.

� Provide accessible units, oppor-tunities for alternative units andsupportive programs to meet thehousing needs of the elderly.

� Provide accessible housing, con-venient to transportation, shop-ping and jobs, and supportiveprograms for all people with dis-abilities.

Strategies:

� Maintain and support accessibleemergency housing for thehomeless.

� Create and maintain accessibletransitional housing for specialneeds populations to help themprepare for permanent inde-pendent housing.

� Enforce fair housing laws, whichprohibit discrimination in thesale or rental of housing.

Other housing concerns

Goals:

� Increase the community’s under-standing of the regulatory envi-ronment.

� Increase the community’s use ofexisting state and federal pro-grams.

Strategies:

� Match local land use, zoning,subdivision and building coderegulations with your housingvision.

� Figure out ways to reduce pur-chase and operating costs ofhousing through finance, tax,and energy conservation, main-tenance and other issues.

� Assist the community in makinggreater use of existing programsfor historic preservation.

� Make landlords, tenants, homebuyers and sellers aware of theFair Housing Laws.

Community feedbackGetting community feedback is theresponsibility of the coordinatingcommittee. The purpose of gettingcommunity feedback is to makesure that the housing vision that isarticulated and the goals and strate-gies outlined coincide with or makesense given the general communityvision and the other key areavisions developed by each taskforce. This step is outlined morethoroughly in Chapter 1. Weassume that this will be a largeworkshop since all the task forcesand the coordinating committeewill be present in addition to mem-bers of the community. A volunteerfrom the housing task force shouldbe ready to read the housing visionstatement, goals and strategies tothe entire group. Discuss the ques-tions below in small groups. It isimportant to make sure that mem-bers of each task force are spreadamong the small groups. Somequestions to ask the group mightbe:

� Does the housing vision state-ment agree with the communityvision statement? Are there anycontradictions?

� Does the housing vision state-ment contradict or agree withany of the other thematic visionstatements?

After receiving feedback for thehousing vision and strategies, theremay be a need for the task forcecommittee to revise them.

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Developing action plansNow that the housing vision andstrategies are prepared and acceptedby the community, it is time to pre-pare detailed action plans on how toachieve the housing vision andimplement the strategies. The hous-ing task force should ask each sub-task force to review the strategies thatpertain to their area and develop adetailed action plan. In the appendixin the first chapter are two exercisesthat can aid in identifying the steps.Often there are many interveningsteps before the final strategy can berealized.

After each sub-area task force hasdeveloped action plans based on thestrategies that pertain to its specificarea, the task force should convenea workshop with the full housinggroup. Each action plan should bediscussed in front of the wholegroup to avoid replication.

Action plans should accomplishseveral tasks. They should be specif-ic enough to see results in a reason-able amount of time (whatever yourtask force deems reasonable).Action plans need to specify thetask, the steps to accomplish it, whois involved and the steps for whichthey are responsible, as well as thetimeline for steps.

The appendix contains an exampleof a housing strategy and actionplan for Superior, Wisconsin. It wasprepared as a requirement to getfederal funds. This plan, however, isnot driven by a vision, like yourswill be. It is very important to con-tinue to refer to both the generalvision and the key area vision whencreating strategies and action plans.Other examples in Appendix 3 out-line strategies and action plans.

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Table 1: Households and rateof household growth

How to fill it out: For 1980 and 1990 fill in theboxes for each variable from U.S. Census data, theAnnual Housing Survey, local building permit records,and a possible windshield survey. Calculate the percentof change between 1980 and 1990 for these variables.For 2000 and 2010, you will need to assume that the

same change will occur between 1990 and 2000 andbetween 2000 and 2010. If the area is growing rapidly,this will not yield reasonable projections. In that kind ofscenario, we recommend you talk to your local, countyor regional planner about what some reasonableassumptions might be. The local or county planningdepartment may already have estimates for these vari-ables.

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Appendix 1

Data gathering and analysis worksheets

Households and rate of household growth

1980 1990 2000(1) 2010(1)

Number of households # # % change # #

Population

Group quarters

Household population

Average household size

Total households

Household types

Elderly

Small family

Large

Single person

(1) projected

Table 2: Housing units by type andtenure

How to fill it in: For 1980 and 1990 fill in the boxesfor each variable based on local building permit recordsfor housing types. Calculate the percent of changebetween 1980 and 1990 for these variables. For 2000and 2010, you will need to assume that the same changewill occur between 1990 and 2000 and between 2000and 2010. If the area is rapidly growing, this will notyield reasonable projections. In that kind of scenario werecommend you talk to your local, county or regionalplanner about what some reasonable assumptions

might be. The local or county planning department mayalready have estimates for these variables.

For housing tenure calculate the ratio of single family tomultifamily units. Also look at the owner/renter ratiofrom the U.S. Census.

Sources of data: Local building permits, U.S.Census Annual Housing Survey, windshield surveys,and local or county planning agency.

Vacancy rate data you can usually get from home-builders, realtor associations and rental managementgroups.

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Housing units by type and tenure

1980 1990 2000 2010

Type # % of total # % of total # % of total # % of total

Single-family

Multifamily

Manufactured

Total units

Tenure

Owner-occupied

Rental

Vacancy rate

Owner-occupied

Rental

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Average housing costs

1980 1990 2000 (projected) 2010 (projected)

$ $ % change $ % change $ % change

House price1

Rental rate2

1 Average sales price for 3-bedroom, 2-bath unit2 Average monthly rate for 2-bedroom, 2-bath unit

Table 3: Average housing costs

Sources of data: Real estate and homebuilders asso-ciations for home prices. Assessors’ records can give anidea, but they may be out-of-date or not reflect currentprices. Apartment owner associations for rental costs.Also look at the newspaper for house and rental listings.

Household income characteristics

HouseholdsIncome level1 # % of total

< 50%

<80%

<95%

<110%

1Based on HUD median income for a family of four

Table 4: Household incomecharacteristics

Sources of data: U.S. Census divides the number ofhouseholds by various income categories, arranged bythe size of the household, tenure and by age.

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Table 5: Demand for additional hous-ing units

How to fill it in: Subtract group quarters from totalpopulation to obtain total household population.

Divide the total household population by the averagehousehold size projections for the same period.

Determine the increase in the number of householdsover the previous period. The results represent thenumber of new households that need housing.

Demand for additional housing units

1990 2000 2010 Total

Total housing demand1

Demand for additional units

Unmet housing needs

1990 2000 2010 Total

Total housing units

Vacancy rates

Total available units

Change in available units

Total demand

Demand for additional units

Unmet demand for additional housing

Table 6: Unmet housing needs

How to fill it in: Multiply the total number ofhousing units by the vacancy rate to obtain the totalnumber of available units.

Compute the number of additional available units foreach ten-year period based on historic and projected

rates of new construction and replacement loss of exist-ing housing stock.

Subtract the number of additional available units fromthe demand for additional housing.

1Equivalent to number of households

Table 7: Home ownershipaffordability

How to fill it in: Estimate the median selling priceof a home in your jurisdiction.

Determine total housing costs; and compare total costsagainst income levels.

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Average rents

Rental unit High Low Average

One bedroom

Two bedroom

Three bedroom

Overall average

Table 8: Average rents Sources of data: Realtor associations, apartmentassociations, newspapers

Home ownership affordability

Affordable Less tax Affordable AffordableIncome housing Less and mortgage Down selling

level cost utilities insurance PV payment price

50%-80%

80%-95%

95%-110%

Table 10: Unmet needs

How to fill it in: Determine the number of house-holds by household type (single, family, elderly) withhousing needs.

Determine the number of these households in assistedhousing; and calculate unmet needs by subtractingthose in assisted housing from those in need.

Sources of data: The local HUD office may be ableto assist you or have the data accessible. Also local hous-ing authorities, and the Rural Housing Service aresources.

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Affordability estimates

Family of four <50% <80% <95%

Maximum price of affordable housing unit

Maximum affordable monthlypayment

Estimated percentage of all owner units that are affordable*

Estimated percentage of allrental units that are affordable*

*These estimates are made without regard to unit size (number of bedrooms and are based on 1990 Censusvalue and rent distributions).

Table 9: Affordability estimates

This is a summary table of some previously gathereddata and calculations.

How to fill it in: You should be able to gather thisdata from the other tables that you have completed.

Unmet needs

Very low income1 Low Moderate TotalHousehold In assisted Unmet Income Income UnmetType In need housing2 need % served in need in need needs

Elderly

Family

Single

Total

1Homeless households are not included in these estimates.2Disabled low-income, single-person households are eligible for assisted housing. They are counted in this table in the

figures for family and elderly households in assisted housing.

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Table 11: Assisted Housing(number of households)

How to fill it in: This is a difficult table to fill out,because data is hard to get. Other housing organizations

in your area may have collected some of this data. Othersources are case management persons in your area andthe state and local social services agencies that deal withthese programs and people.

Assisted housing (number of households)

Total Elderly Small family Large familyunits households

2 or less bedrooms

Public housing

Section 8:

New construction

Certificates

Vouchers

Moderate rehabilitation

Section 236

Rural Housing Service

All programs

Table 12: Unmet needs by specialpopulation

How to fill it in: The process is similar to the abovetable on unmet housing needs

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Unmet needs by special population

Special need group Number Served byin available unmet Percentage

need resources1 need served

Homeless

Families

Single adults

Youth

Domestic violence

Prevention-emergency rent assistance

Physically disabled (disabled in need)

Frail elderly

Non-elderly

Developmentally disabled (in need)

Chronically mentally ill (in need)

AIDS

Farm workers

Total2

1If 0, the community has no resources available.2Excludes homeless prevention-emergency rent assistance.

All the tables here and the instructions are based on the following source: State of Washington, Department ofCommunity Development, Housing Division, Growth Management Division, Assessing Your Community HousingNeeds, June 1992.

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You should collect data for the age of the housing stock,units needing repair, substandard or unsuitable forrepair, and overcrowded units and concentrations ofovercrowding.

For age and condition, the local assessor's office is a use-ful place.

Another way to get information is to do a windshieldsurvey.

Appendix 2

Housing conditions assessment worksheet

Housing conditions

Indicators of substandard conditions

Area Number of Lacking Lacking Lacking Sub-standard Over-units complete complete insulation external crowded2

plumbing kitchen conditions1facilities

# % # % # % # % # %

North

South

West

East

Downtown

1Examples: roof and gutter replacement needed; structural problems; sagging roof, windows/doors out of line; foundation

problems; peeling paint

2More than one person/room

Windshield surveytechniquesThe housing task force must clearlydefine its objective for the wind-shield survey, then select from thefollowing items the specific elementsto meet that objective.

Getting startedIn planning for the windshield sur-vey, obtain and check the followingvaluable resources, as appropriate.

� Recent state highway map andlocal street map. Size and dis-tances have a direct influence onthe community’s housing mar-ket. Check the following items tomap out the survey or tour itin-erary:

� Proximity of town to major roadsand interstate highways

� Distances to other communitieswithin a 50-mile radius (notecomparative size)

� Other notable features: geo-graphic (major rivers, reservoirs),nearby state parks, (regional) air-ports, special institutions (e.g.,Job Corps site, etc.)

Source: State of Washington, Department of Community Development, Housing Division, Growth Management Division, Assessing Your

Community’s Housing Needs, June 1992.

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� Study the street pattern/layout:Identify local vs. collector vs.arterial streets. The layoutshould control the amount andspeed of traffic in residentialneighborhoods.

Phone book

� Study the white pages for cluesto the ethnic makeup of thecommunity

� Study the Yellow Pages—aninventory of local housingproviders (developers, builders,lenders, apartment complexes,etc.), housing-related businessesand government agencies,churches, transportationresources. Note their addresseson the local street map.

Local newspaper

� Study the housing classifiedadvertisements, real estate list-ings and “open houses,” pluspublic notice of zoning hearings,etc.

Windshield surveyprocess

As each of the sections is complet-ed, note the presence or absence ofthe items listed. If present, note andrecord their location, type, numberor amount, size, age, condition oruse as appropriate.

Location/access/circulation: Driveinto and around town, noticing theapproaches to the community,including:

� Type of highway(s)entering/leaving town

� Outlying housing (e.g., housingsprawl, suburbs)

� Streets: surface (paved vs. gravel,etc.), level of maintenance, curbsand gutters; designed for bothpedestrian and auto safety

� Signs for local housing develop-ments, businesses, churches, andservice clubs can reveal commu-nity identity (e.g., “The home ofthe.....”)

� Do railroad tracks divide thecommunity? Is housing on“other side of the tracks” differ-ent?

� Evidence of public transporta-tion—bus depot, taxi, senior citi-zen mini-bus?

Residential areas/neigh-borhoods

As you drive around, notice:

� Various neighborhoods and theircharacter: numbers of mailboxeson houses; cars parked on thestreet; evident racial/ethnic con-centration

� Variety of housing types: single-family, multifamily, townhouses,manufactured housing, nursinghomes, mobile home parks,(identifiable) subsidized housing

� Residents’ apparent ages (e.g.,toys in yards) and income levels(indicated by housing size andamenities, cars, boats, etc.)

� Compatibility of mixed/differenthousing types and densities

� Housing conditions, fire andsafety hazards, and zoning viola-tions

� Short walking distances to shop-ping; sidewalks in good condi-tion; off-street parking available(streets don’t become evening“parking lots”)

� Neighborhoods are all-residen-tial or include “life stage facili-ties” (e.g., child care and youthcenters, senior centers, etc.)

Educational, cultural andreligious facilities

Look for the following:

� Elementary, middle and second-ary schools. The school busparking lot may reveal approxi-mate size of the school district

� Age and condition of education-al facilities may indicate commu-nity pride, values, and/or level oflocal government indebtedness

� Public library, museum or cul-tural center(s), community the-atre, band shell, etc.

� A parochial or private schoolmay show strength of one reli-gious group

� Location and denomination ofchurches

Downtown and other busi-ness districts

� Commercial/service district all inone central area, on the outskirtsof town, integrated with resi-dences, or all of the above

� Types of businesses includechain stores and franchises

� Local and nearby communitylicense numbers on cars parkedat businesses

Municipal facilities/services

Find the following:

� City Hall and county courthouse.

� Health/safety: Police and fire sta-tions, hospitals, clinics, mentalhealth facilities

� Water/sewer facilities: Watertower and treatment plant,sewage treatment plant orlagoons

� Parks/recreation: Adult vs. chil-dren’s vs. mixed-age facilities;swimming pool, ballfields, andovernight camping facilitiesavailable

� Parking facilities adequate to sus-tain businesses and on-street res-idential parking.

Evaluation of neighbor-hood housing

In addressing community objectivesrelated to housing preservation orrehabilitation, the housing taskforce may wish to use the followingchecklist to perform an exteriorevaluation of each block or neigh-borhood. In addition to the itemsbelow, the local housing code maylist other exterior features and con-ditions that may affect the health,safety and general welfare of hous-ing occupants.

Judge housing condition and level ofmaintenance and repair in specific,measurable terms that can provide abasis for determining suitability forrehabilitation. Separate major fromminor repair needs, and try to avoidevaluations based primarily on aes-thetic values or preferences.

❑ Are sidewalks in goodcondition?

❑ Entry steps should be sound,with handrails if more than foursteps are present.

❑ Porch floor should be even andsound, without decayed wood,holes, or loose boards.

❑ Entry/stairs should have anexterior light.

❑ Storm doors and windows, plus(insect) screens should be inplace.

❑ Door/window frames should bein good condition and weather-tight; no cracked, broken, ormissing glass.

❑ Chimney should be structurallysafe with no missing mortar orbricks.

❑ Roof: no missing shingles orother defects that might admitrain or snow.

❑ Structural lines (roof ridge,walls) should be straight, leveland plumb, with no sags, bulgesor bows.

❑ Exterior walls/siding should bewithout holes, breaks orloose/rotting timbers that mightadmit rain or dampness.

❑ Gutters and downspouts shouldcarry water and snowmelt to theground without touching thehouse or creating puddles or icypatches next to the foundation.

❑ Exterior paint should not bepeeling, chipped or flaked.

❑ Foundation walls should haveno cracks wider than 1/4-inch.

❑ Accessory structures (garages,sheds) should be structurallysound and in good repair.

❑ Garbage and trash should bekept in closed containers; noaccumulation of rubbish orother sanitary hazards.

❑ Landscaping: well maintained,with no excessive weeds or tallgrass.

❑ Is off-street parking available inplaces other than lawns?

After the windshieldsurvey

To complement the windshield sur-vey, review housing/health/fire codeinspection reports, check on utilitydisconnections, or possibly conducta door-to-door survey in the neigh-borhoods of concern.

Source: Developing Community Housing

Needs Assessments and Strategies: A Self-

help Guidebook for Nonmetropolitan

Communities, Marjorie Jensen and

Christine Cook, September 1992 (see web

references in Appendix 4 to access this

guidebook).

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Below is an example of a housingplan prepared by the City ofSuperior, Wisconsin. It is specifical-ly part of a process to receive fundsfrom the U.S. Department ofHousing and Urban Development.A community profile, housing anddevelopment needs, and develop-ment strategies are outlined. A briefone-year action plan is alsodescribed.

Superior, Wisconsin—Consolidated Plan

Citizen’s summaryThe city of Superior is located atthe western end of Lake Superior inDouglas County, Wisconsin.Promoted to eastern interests as the“Chicago of the North” in the1800s, Superior quickly developedas a port, first handling lumber,then grain from the Red RiverValley, and by the late 1800s, ironore from the Missabe Range.Growth was rapid during this time,and housing was built inexpensive-ly, often employing less than desir-able construction methods. Much ofthat pre-1900 housing still standstoday.

Action plan

For the first year of theConsolidated Plan, housing needspredominate in the planned use of$1.4 million in CommunityDevelopment Block Grant (CDBG)funds.

Citizen participation

The city of Superior’s CommonCouncil designated its Departmentof Planning and Development asthe lead agency for preparing thisConsolidated Plan. Departmentstaff worked closely with themayor’s office and with several pub-lic and private organizations,including: the Common Counciland city administration, SuperiorHousing Authority, DouglasCounty, Northwest CommunityServices Agency, Salvation Army,Catholic Charities Bureau, SolidRock Mission, and dozens of otherlocal housing and service providers.

The city met with citizens and agen-cies to gain information and insightinto Superior’s housing and com-munity development needs. InAugust 1994 the city held a publichearing on housing and communitydevelopment issues and concerns; asecond hearing on the draftConsolidated Plan was held 2months later. Notice of each publichearing was published in the officialnewspaper, and notices were dis-tributed to other regional media.

Community profile

Superior’s motto— “Where SailMeets Rail”—underscores the com-munity’s economic foundation.Shipping and railroad operationscontinue to be important to thelocal economy. However, changes inworld markets, technology, andproducts have greatly reduced thenumber of people employed inthese enterprises. The government,retail, and service sectors have

become major local employers. Inmany ways Superior has become abedroom community to Duluth, itslarger sister across the bay.

One result of the shifts in theregional and city economies hasbeen a gradual erosion of higherpaying jobs and their replacementby generally lower paying retail andservice sector jobs. Between 1980and 1990, Superior experienced a 13percent decline in total employ-ment. When Superior’s increase inmedian income from $20,505 to$31,800 during the 1980s is adjust-ed to account for inflation, city resi-dents actually lost ground in com-parison to the rest of Wisconsin.

The general slide in the regionaland local economies was mirroredby a decline in population. From1970 to 1990, Superior lost about5,100 people, although recent esti-mates suggest that the populationhas stabilized at just over 27,000people. Much of this loss can beattributed to the out-migration ofolder workers who could not takeearly retirement or find newemployment locally. Superior’s pop-ulation also underwent a slightchange in composition. From 1980to 1990, the percentage of elderlyresidents increased from 16 to 18percent, and the proportion of chil-dren under age 18 decreased slight-ly. National and regional trends sug-gest that the number of elderly willcontinue to rise (with significantincreases in those over age 75) andthe number of children willdecrease.

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Appendix 3

Examples from plans

Over one-fourth of Superior’shouseholds have very low incomes,earning less than 50 percent of thecity’s median family income (MFI).Another 18 percent are consideredlow-income households (51-80 per-cent of MFI). Just under 13 percentof all Superior families were inpoverty in 1990. However, theeffects of poverty were felt dispro-portionately by certain demograph-ic groups: as many as 41 percent offemale-headed, single-parent house-holds lived in poverty in 1990.Superior’s small minority commu-nity has also been uniquely vulnera-ble: 72 percent of Asian Americansare in poverty, as are 39 percent ofNative Americans, 33 percent ofHispanics, and 21 percent ofAfrican Americans.

Poverty has exploded among localyouth. Between 1980 and 1990, thenumber of children living in pover-ty increased by 66 percent to 1,837.In 1990, 27 percent of childrenunder age 18 lived in poverty, com-pared to only 10 percent of elderlypersons.

Housing and communitydevelopment needs

Conditions

The gradual shift in the local econo-my to lower paying jobs is expectedto continue. Higher paying manu-facturing and transportationemployment is slowly disappearingand being replaced by lower payingpositions in other economic sectors.If unchecked, this process willrestrict the amount of privateresources available for the purchaseor rental of housing or for invest-ment in its rehabilitation by land-lords or homeowners.

Housing needs

Low-income households have a dif-ficult time finding affordable hous-ing when all housing costs are con-sidered. While many units have lowrents, their poor condition can leadto utility bills that easily double oreven quadruple monthly housingcosts. According to 1993 estimates,approximately one in seven owner-occupied homes and one in fourrental units in Superior were sub-standard.

Apart from the fundamental eco-nomic shift noted above, there areno major changes anticipated in thelocal economy or in specific neigh-borhoods that would create pro-nounced effects on Superior’s hous-ing situation. No large redevelop-ment or transportation projects areforeseen that would necessitate theloss of units, nor are there anymajor economic actions that wouldgenerate demand for new homes ordepress the market.

Housing market conditions

Superior’s housing stock totalsnearly 12,000 units, of which morethan one-third are rental. The rentalstock is well balanced, with 42 per-cent of these being two-bedroomunits, 36 percent being studio orone-bedroom units, and 22 percentbeing three-bedroom units.According to the 1990 census,Superior’s rental market had ahealthy vacancy rate of 5.3 percent.Since then, however, informal indi-cators suggest that the rental markethas softened.

Affordable housing needs

There are many people living inundesirable conditions, doubled ortripled up with friends and relativesor living in substandard housing.Many are temporarily living out oftown because there is no affordablehousing for them in Superior.Superior’s housing conditions con-tribute to affordability problemsand perhaps even homelessness.Many people rent a home or unit inthe summer, but once the heatingseason begins, find fuel costs to beexcessive. These costs, which can beseveral thousand dollars, eventuallyforce them to move out.

Homeless needs

There are no firm counts ofSuperior’s homeless population,although one recent estimate placesthe number at 50. Nearly half ofthese individuals are served byemergency shelter and 13 are servedby transitional shelter. There areabout 11 unsheltered homeless per-sons. However, both stringent resi-dency requirements for the provi-sion of welfare benefits and theavailability of more homeless serv-ices in nearby Duluth tend to diverttransient homeless or near-home-less persons away from the commu-nity. Superior has many individualswho may not be technically home-less but are living in overcrowdedconditions with friends or relativesor in exceptionally substandardhousing. If better quarters wereavailable and affordable, these indi-viduals would move.

Superior has several good facilitiesand services in place for homelessand near-homeless persons. Theprimary contact point for this pop-ulation is the Salvation Army, which

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helps to provide or coordinateemergency shelter, temporary hous-ing, emergency financial support,and other housing-related assis-tance. Two other facilities are theCenter Against Sexual andDomestic Abuse (CASDA) andSolid Rock Mission. CASDA pro-vides emergency shelter and short-term transitional housing forwomen and their children, as well aslegal support, crisis counseling, andcommunity education. Solid RockMission provides transitional hous-ing for men and operates a soupkitchen that serves 50 to 70 peopledaily.

Various homeless service providersreported, however, that there areseveral categories of homeless per-sons not adequately served inSuperior. These include: singlewomen and single women withchildren in nonabusive situations,single men with children, and intactfamilies that have lost jobs or haveother personal issues. In times ofexcess demand on Superior facili-ties, agencies will refer clients toprograms in Duluth, Ashland, andLadysmith.

Public and assisted hous-ing needs

The Superior Housing Authority(SHA) directly provides publichousing in two forms — large pub-lic housing developments and scat-tered-site housing. SHA’s currentpublic housing stock totals 464units, of which 19 percent are one-bedroom elderly households.

SHA’s units are typically full with avacancy rate of 3 percent or less.More recently, however, because ofvigorous campaigns by manage-ment and residents to get rid of

undesirable residents (for example,drug users or those affiliated withgangs), higher vacancy rates haveoccurred. As of September 1994,SHA’s vacancy rate was 11 percent,and the waiting list was empty. SHAis attempting to reduce this figurethrough marketing efforts and byseeking changes in regulations topermit remodeling of units to makethem more attractive to prospectivetenants.

In addition, SHA operates a self-sufficiency program that establishesan escrow account on behalf of par-ticipants who gain increasedemployment income. After 5 years,if successful completion of the pro-gram occurs, the money can beobtained by the participant for anypersonal use. SHA also supportsself-employment opportunities forresidents, including training, hiringof residents to conduct SHA work,and internships.

SHA also administers the Section 8program for housing certificatesand vouchers. As of September1994, SHA had 106 certificates and64 vouchers. Nearly half of the cer-tificates were for two-bedroomunits, and an equal percentage ofone- and three-bedroom units wereused (about one-fourth). Therewere 80 households on the waitinglists for certificates and vouchers, ascompared to 160 households theprevious year.

Other assisted housing is providedin Superior through numerous pri-vately sponsored communities,which provide subsidized housingfor the elderly, physically disabled,and low- and moderate-incomehouseholds. The privately devel-oped family communities are pro-

vided by Bartley Manor, WoodlandWay, and Superior Townhouse,which collectively provide 190 two-and three-bedroom units. The fourcommunities that provide the elder-ly with subsidized housing are Lundand Hill Apartments, Phoenix VillaSuperior, Royalton Manor, andSuperior Golden. Of these 506units, almost all of them are one-bedroom units.

Barriers to affordablehousing

There is a shortage of multifamilyhousing sites. Some undevelopedland zoned for this purpose isrestricted by the presence of wet-lands. Other sites are in neighbor-hoods where prevailing rents arenot high enough to financially sup-port a new development. In otherareas small lots prevent placementof a multifamily structure and therequired off-street parking.Anotherbarrier to affordable housing is thereluctance displayed by most neigh-borhoods to accept public housing.This includes neighborhoods thatfeel they already have too manysuch units and those with few or nopublic housing units.

Fair housing

The city promotes fair housingthrough its Community HousingResource Board, enforcement of thecity’s fair housing ordinance, andpromotion of the toll-free housingdiscrimination/conditions hotlineoperated by the Consumer AffairsDivision of the WisconsinDepartment of Agriculture.

Lead-based paint

Using census figures and nationalfindings, it is estimated that 66–84percent of Superior’s housing units

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have lead-based paint. This range isbroad but clearly defines the poten-tial enormity of this problem. SHAeliminated all lead-based paint haz-ards in its units by 1986.TheDouglas County HealthDepartment has received fundsfrom the Wisconsin Division ofHealth to conduct screening of chil-dren for elevated blood-lead levels,and the county will test any homeupon request. In the past year, thecounty tested 45–50 units, most ofwhich were in Superior, and all butone had lead sources. The county iscurrently meeting with state andU.S. Department of Housing andUrban Development officials toexamine expansion of the program,with the possible inclusion of fund-ing assistance for remedial actions.

Other issues

Special housing problems exist inSuperior for individuals with chem-ical dependencies, especially alco-holics. To help this population, thecounty subcontracts with theDuluth Detoxification Center toprovide initial emergency housingand programming. From there theseindividuals enter residential andoutpatient treatment provided bythe Recovery Center, Inc., which isunder contract to the county.

Mental health professionals havereported that persons with mentalillness experience housing discrimi-nation. They report the following: alack of affordable housing exists forthis population; most housing avail-able to these persons is substandard;there is insufficient compliance withthe updated housing rules and reg-ulations under the Americans withDisabilities Act; and there are gapsin the support services delivery sys-tem for these individuals.

There are no dedicated facilities orservices in Superior for personswith HIV/AIDS. Although the AIDSepidemic has not fully struck inSuperior, trends indicate that thenumber of cases will rise. Countyofficials use national estimates thatthe number of persons who areHIV positive may be 10 times thenumber of reported AIDS cases;this means that 40 to 50 more AIDScases could develop in Superiorduring the next decade.

A growing challenge to public hous-ing programs is to maintain the liv-ability of existing elderly housingunits while actively offering alterna-tive living arrangements. This caninclude in-home support services tohelp maintain the elderly house-hold’s current home. It may meanestablishing adult day-care servicesto provide more social contact forelderly residents and to allow familycaregivers to work, shop, or attendto other household business.

Community developmentneeds

Priority community developmentneeds exist in the areas of youthservices, energy efficiency improve-ments, and lead-based paint haz-ards. With regard to youth services,emphasis is needed on services thatconnect youth to the community,encourage responsible living, detercrime, and assist youth in resolvingcrises in their lives.

Housing and community development strategyHousing and communitydevelopment objectivesand priorities

Over the next 5 years, the city ofSuperior will focus on three maingoals for its housing and communi-ty development activities:

� An adequate supply of qualityhousing so that safe, affordable,and appropriate housing oppor-tunities are available for all resi-dents.

� Residential neighborhoods ofdesirable quality and stability,with each neighborhood com-prised of a representative mix ofSuperior’s citizens in terms ofrace, income group, and house-hold type.

� Creation and preservation ofcitywide employment opportu-nities across the entire spectrumof job skills, with special empha-sis on the creation of jobs. Thesejobs should be appropriatelycompensated and likely toremain in strong demand in theeconomy for the foreseeablefuture.

Housing priorities

The city of Superior has assignedhigh priority to assisting cost-bur-dened extremely low-income renterhouseholds, very low-income elder-ly and small-family renters, andlow- to extremely low-incomehomeowners living in substandardhouses.

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Nonhousing communitydevelopment priorities

Nonhousing community develop-ment priorities established in theplanning process are:

� The support of youth servicesfocused on providing opportuni-ties for recreation, job and skillstraining, access to services, andcounseling.

� The improvement of energy effi-ciency to reduce heating costs inthe city’s older housing stock.

� The reduction of residentiallead-based paint hazards.

Antipoverty strategy

Superior’s antipoverty strategy iscontained within a multilevelapproach to overall economic devel-opment. In coordination with theSuperior-Douglas CountyDevelopment Association, the citywill continue its overall economicdevelopment efforts to attract newbusinesses, encourage the expansionof existing ones, and support thedevelopment of indigenous busi-nesses.

Housing and communitydevelopment resources

To carry out its plan, the city ofSuperior will use CDBG funds, andthe city’s Department of Planningand Development will coordinatethe activities of numerous publicand private resources to address theneeds of this Consolidated Plan. Inaddition to these financialresources, the city also has access toundeveloped city-owned land andother public lands that may beavailable for housing and commu-nity development activities. The cityhas used this land in the past forhomeownership, new construction,

and economic development. Theseoptions remain available and will beexercised by the city for appropriateprojects.

Coordination of strategicplan

Superior’s Department of Planningand Development will coordinatedelivery of housing and communitydevelopment activities by workingclosely with the city, public and pri-vate housing providers, social serv-ice agencies, other housing serviceproviders, and those interested incommunity development. In addi-tion, the city plans to formallyestablish a Citizens AdvisoryCommittee to provide direction andcommunity input, assist in theannual planning process, and pre-pare recommendations to theCommon Council for the annualaction plan.

One-year action planDescription of keyprojects

For Fiscal Year 1995, the mainCDBG activities will consist ofhousing rehabilitation and publicfacility construction/rehabilitation.Key programs planned for the firstyear of the Consolidated Planinclude:

� Establishing a multipurpose jobcenter, or business incubationcenter, at 1505 North 8th Street.Rehabilitation activities at thislocation will include buildingalterations and an addition tothe structure ($150,000).

� Constructing a hydroponicgreenhouse at 39 North 25thStreet. The greenhouse willemploy recipients of Aid toFamilies With Dependent

Children and developmentallydisabled individuals ($150,000).

� Building an addition to theDeetz Center at 6th and Catlin toprovide a Boys and Girls Club toarea youth ($50,000).

� Rehabilitating 18 single-familyhomes citywide ($200,000).

Source: Consolidated Plans—HUD

For the complete list of Wisconsin’scommunities’ consolidated plans,visithttp://www.hud.gov/states.html

For only the executive summaries,see:http://www.hud.gov/cpes/wi/wisconsi.html

Denver ComprehensivePlan, 1988

Strategy 1: Stimulate housingdevelopment.

Action 1: Streamline permittingprocesses, implementing one stoppermitting.

Action 2: Centralize decision-making on site review and approvalof development.

Action 3: Evaluate gaps in theDenver housing market and developstrategies that address how andwhere these gaps can be addressed.

Action 4: Update the City’sUnified Housing Plan and biannualSkyline expenditure program

Strategy 2: Develop more hous-ing in and around Downtown.

Action 1: Develop a demonstra-tion housing project in the corearea, consisting of moderate density5-24

rentals which are targeted to a seg-ment of the market which isunserved at present.

Action 2: Amend the ZoningCode to encourage the constructionof moderate density housing intransition areas around Downtown.

Strategy 3: Assure affordable,acceptable housing.

Action 1: Expand code enforce-ment on a targeted basis as identi-fied through the neighborhoodplanning process and requests ofCouncil members.Target fourneighborhoods per year.

Action 2: Create financing mech-anisms for non-profits to takeadvantage of opportunities present-ed by the current poor housingmarket by buying bargain-pricedapartment buildings to assure theiraffordability into the future.

Action 3: Assist as needed theefforts of the Housing Authority tobuy FHA, VA and other repossessedhouses on a scattered site basis inorder to provide affordable housingin all neighborhoods and to returnabandoned housing to the condi-tion required for reoccupation.

Source: 1988 City of Denver

Comprehensive Plan. December 1988.

Denver, CO: Office of Planning and

Development.

City of Hudson,WisconsinComprehensive Plan

1993 Housing policies

� Promote fair housing.

� Discourage high concentrationsof low- and modest-cost housingin any portion of the City.

� Encourage the appropriate use ofFederal, State, local, and otherfinancial resources in order toobtain funds and other incen-tives that will promote theaccomplishment of an appropri-ate amount of affordable hous-ing and opportunities for reha-bilitation of the existing housingsupply.

� Adopt and enforce the necessarycodes and inspection procedures,including a Truth-In-HousingProgram, to insure the continuedmaintenance of Hudson areahousing.

� Continue to provide a balance inthe City’s housing stock in orderto provide a variety of housingtypes to serve all stages of the lifecycle. Investigate Federal, State,local, and other financialresources in order to obtainfunds and other incentives thatwill assist in promoting this vari-ety of housing.

� Allow the integration of varyingtypes and sizes of housing unitswithin the City when appropri-ate buffering and compatibilityissues have been addressed.

Housing implementa-tion program

The purpose of this section is toidentify the specific actions that theCity will undertake to ensure thedesired results of the previouslystated Housing Policies.

The City of Hudson has two dis-tinct housing styles. Housing in theolder part of town is typical ofhomes built before World War II.Narrow lots, short (20 feet or less)setbacks, and two-story porchedhomes exemplify housing in theolder parts of Hudson. In the newlydeveloped areas of Hudson and inthe Townships, a more rural-subur-ban style home is prevalent. Thesehomes are usually two-story ram-blers that touch a variety of archi-tectural styles and are placed onlarge lots, setback 30 feet or morefrom the lot line.

As the transition area between oldHudson and the unsewered ruralsubdivisions develop, the City has agreat opportunity to combine boththe traditional and rural aspects ofits housing stock. By doing so, newsubdivisions could reflect the moretraditional approach of the olderparts of town while providing thetype of housing that new homeowners demand and want. Basicallythis would mean a traditionalneighborhood look along the streetwith porched houses, garages in theback, narrow streets with sidewalksand boulevard trees. An open coun-try setting would be maintained inthe rear yards.

This can be accomplished in a vari-ety of ways. New subdivisions couldbe required to have narrow, longlots with short front yard setbacks.

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Back yards would consist of con-necting open space. Roads would benarrow with sidewalks and boule-vards. These boulevards would beheavily landscaped and wouldinclude native trees and frequentstreetlights. In areas near heavy traf-fic or industrial areas, bermingwould be required, as well as openspace suitable for separating dissim-ilar land uses.

By incorporating these elementsinto new subdivisions, the City willensure that there would be a posi-tive transition from the traditional“home town” feel of the central coreof Hudson to the curvilinear subur-ban tracts in the Township. In theend this will help maintain the val-ues of Hudson’s older homes, pre-serve the charm and small townattraction of Hudson, more effi-ciently use existing streets and utili-ties, and provide open space forrecreation, wildlife habitat, wetlandpreservation and country aesthetics.

Following are the actions the Citywill take to provide for this transi-tion and to ensure the availability ofthe quality housing for present andfuture residents.

Maintenance andrehabilitation

Since many of the City of Hudson’shousing units are relatively old, it isimportant that the City have inplace a series of actions designed tomaintain and preserve housing forits residents. Thus, the City ofHudson will take the followingactions to encourage the mainte-nance and rehabilitation of itshousing stock.

� Utilize regional, state, and federalmaintenance and rehabilitationloan and grant programs.

� Pursue loan and grant programsto increase the energy efficiencyof the Hudson area housingstock.

� Continue to monitor the condi-tion of its housing stock by con-ducting a housing survey everyfive years and adopting programsas necessary to maintain thequality of existing housing.

� Strictly enforce housing codesand inspection procedures toensure that the Hudson area’shousing stock remains in goodcondition.

� Adopt additional housing codes,including a Truth-In-Housingprogram.

� Examine the possibility ofexpanding the 3rd Street/VineStreet Historical District intomore residential areas of theCity, where appropriate.

� Create a new zoning ordinanceto support traditional housingdevelopments.

Housing affordability

In order to provide affordable hous-ing for all those who chose to residein the Hudson area, the City willtake the following actions.

� The City will encourage the useof regional, state, and federalhousing subsidy programs forlow and moderate incomehouseholds.

� The City will encourage scatteredsite development of low andmoderate income housing units.

� The City will encourage innova-tive clustering and zero lot lineapproaches.

� The City may consider increasesin densities of up to 25 percentwith guaranteed affordable pur-chase plans.

Aesthetics, woodlandpreservation and openspace

� Where new subdivisions occur,the City will encourage the fol-lowing actions to maintain andpreserve these areas and to pro-vide open space for City resi-dents.

� Require aesthetic easements topreserve wooded areas.

� Require reforestation of gradedareas.

� Maintain trees and retainingwalls near the right-of-way.

� Control construction, includingutilities, to minimize soil com-paction and root damage.

� Require narrower streets in newsubdivisions and provide side-walks whenever possible.

� Examine the ideal ratio of devel-oped area versus preserved areain wooded subdivision. Adopt atree preservation ordinance andmaster tree plan.

� Promote landscape require-ments, including landscaping forenergy conservation.

� Require the linkage of parks andopen spaces, schools and otherrecreational areas with walkingand bicycle trails.

� Encourage the development ofresident-owned open spaceareas.

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� Encourage narrow lots andshorter setbacks with connectingopen space in new subdivisions.

� Encourage parallel parking onmost streets. House lots, if lessthan 50 feet wide, should providealleys so that garage doors donot overwhelm the streetfacades.

� Require that buildings and treesbe aligned along streets andsquares in a disciplined manner.At local street intersections, theradius at the curb should notexceed 15 feet to maintain aviable pedestrian crossing dis-tance and to reduce the speed ofautomobiles making the turn.

� High capacity streets withinurbanized areas should have thegeometry of avenues and not ofhighways. Highways should bereserved for the countryside andin most cases built free of stripdevelopment.

� New subdivisions should adhereto ponding as set forth in thestormwater section of this plan.

Diversity of housing stock

In order to provide housing to allwho want to reside in the Hudsonarea, the City will implement thefollowing actions.

� Pursue a strategy of providing avariety of housing styles andtypes for residents of all incomelevels and housing needs.

� Diversify neighborhood areas sothat one housing style, density,or value does not dominate thearea. Pursue strategies to increasehomeownership in the Hudsonarea.

� At the same time continue toprovide adequate rental housingfor those who are not able or donot want to purchase a home.

Elderly housing

As the Hudson area populationages, there will be an increaseddemand on the City to provide avariety of housing types to seniors.In order to meet this demand, theCity should take the followingactions.

� Encourage the development ofhousing for residents of all lifecycles.

� Locate elderly housing in down-town areas so that residents arein close proximity to services andshopping opportunities.

� Provide a diversity of housingtypes for elderly residents,including single-family attachedhomes and high density residen-tial units.

Source: City of Hudson, Comprehensive

Plan, 1993.Hudson, WI.

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Belden, J. and Weiner, R. eds. 1999.Housing in Rural America:Building Affordable and InclusiveCommunities, Thousand Oaks,CA: Sage Publications.

This book covers a wide range oftopics from the conditions and con-text of rural housing to the range ofpeople and places that are lackaffordable housing to the role ofprivate and public money to cre-ative solutions.There are chapterson homelessness, housing for farm-workers, and housing for the elderly.

Belden, J. and Weiner, R.1995. AHome in the Country: TheHousing Challenges Facing RuralAmerica. Washington, D.C.:Fannie Mae Office of HousingResearch.

Bratt, Rachel, Chester Hartman,Ann Meyerson Eds.1986. CriticalPerspectives in Housing.Philadelphia, PA: TempleUniversity Press.

This book provides a thoroughbackground on housing issues inthe United States.

Daniels, Thomas L., John W. Keller,Mark B. Lapping.1995. The SmallTown Planning Handbook. 2ndedition. Chicago, IL: AmericanPlanning Association.

In this handbook, an overview of ahousing element as part of a com-prehensive plan is provided.

Dear, Michael. 1992.“Understanding and Overcomingthe NIMBY Syndrome.” Journal ofthe American Planning Association58, 3: 288-300.

Dolbeare, Cushing. 1990. Out ofreach: Why everyday people can’tfind affordable housing.Washington, D.C.: Low IncomeHousing Information Service.

Gramlich, E. 1991. ComprehensiveHousing Affordability Strategies: ACitizen’s Action Guide.Washington, D.C.: Center forCommunity Change.

Housing Assistance Council,Inc.1990. Conducting a local hous-ing survey: An action guide foryour community.Washington,D.C.: Housing AssistanceCouncil, Inc.

Marcouiller, David W. et al.1996.Recreational Homes and RegionalDevelopment: A Case Study fromthe Upper Great Lakes States(G3651). Madison, WI: Universityof Wisconsin Extension.

Merrill, John. c.1995. NIMBY:Minimizing Local Opposition toAffordable Housing. Unpublishedmanuscript.

Moore, Brenda. 1992. “Not in MyBackyard: Removing the Barriersto Affordable Housing—AReview and Critique.” PlanningAnd Zoning. April: 12–17.

Municipal Research & ServicesCenter. 1992. Affordable HousingTechniques: A Primer for LocalGovernment Officials, Kirkland,Washington. Report No.22, April.

This report lists 18 land use tech-niques that can assist a communityin providing more affordablehousing.

Ohm, Brian.1999. Guide toCommunity Planning (G3697).Madison, WI: UW ExtensionPublications.

This guide outlines planningresources and tools available tolocal communities. One chapterfocuses on housing.

Roleff, Tamara, ed.1996. TheHomeless: Opposing Viewpoints.San Diego, CA: Greenhaven Press.

Discusses such questions as: Ishomelessness a serious problem?What are the causes of homeless-ness? What housing options wouldbenefit the homeless?

Sherblom, Becky. c.1992. A NewApproach to Homelessness: a Guidefor Local Governments. The ICMAConsortium on Homelessness,Washington, D.C.: ICMA.

State of Washington. June 1992.Housing Your Community: AHousing Element Guide.Department of CommunityDevelopment, Housing Divisionand Growth ManagementDivision.

This report focuses on a processthat Washington State counties canuse to prepare a housing strategy. Itis useful to see how other states arelooking at this question.

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Appendix 4

References

State of Washington. June 1993.Assessing Your Community’sHousing Needs. Department ofCommunity Development,Housing Division and GrowthManagement Division.

As an extension of the previousreport, this one is a step-by-stepguide in how to conduct a housingneeds assessment.

State of Washington. June 1993.Small Communities Guide toComprehensive Planning.Department of CommunityDevelopment, Housing Divisionand Growth ManagementDivision.

Yet another report fromWashington State which outlineswhat a housing element within acomprehensive plan might looklike. It includes goals, policies andobjectives for each element of theplan.

U.S. Department of Housing andUrban Development. 1993.National Analysis of HousingAffordability, Adequacy, andAvailability: A Framework forLocal HousingStrategies.Washington, D.C.,November.

This report explains the federalgovernment’s framework for localhousing strategies which is basedon the passage of federal legisla-tion, the National AffordableHousing Act of 1990. This actrequired states and localities toprepare a Comprehensive HousingAffordability Strategy(CHAS).This report allows forstates and localities to comparetheir situation with regional andnational housing trends.

U.S. Department of Housing andUrban Development. 1991. “NotIn My Backyard: RemovingBarriers to Affordable Housing”Washington, D.C. Weisberg,Barbara. 1993.

“One City’s Approach to NIMBY:How New York City Developed aFair Share Siting Process.” TheJournal of American PlanningAssociation 59,1: 93-100.

Web sitesAmerican PlanningAssociation

http://www.planning.org/

This site offers a variety of informa-tion about the association. It has alarge publications list that is veryuseful to all kinds of planning relatedissues.

Also see APA policies by going toAPA; select legislative and policyissues.

http://www.planning.org/govt/govtaffr.html

Another useful spot is the PlanningAdvisory Service. PAS reports can beaccessed at

http://www.planning.org/pas/pas.html#REPORTS

When you go to the housing sectionof this site, it has a list of data, reportlinks, and related sites links.

U. S. Census

http://www.census.gov

The housing section of this site listsdata, report links and related sites.

Cornell University:Department of Urban andRegional Planning

http://inet.crp.cornell.edu/home

This site has useful links to datasources and other links. Choose Linksfor Planners to get there.

The Co-Housing Network

http://www.cohousing.org

This is a coalition of people workingto promote cohousing and help peoplestart cohousing communities.

Internet Resources for theBuilt Environment

http://www.cyburbia.org

This site has a list of over 7,500 linksin its resource directory. There is aplanning resource directory whichhas a list of housing related sites.Also, an architectural resource direc-tory that focuses on buildings, con-struction, historic preservation andgreen architecture.

U.S. HUD

http://www.hud.gov

This site lists all the available pro-grams from HUD.It also has infor-mation on mortgages, best practices,etc.

HUD’s Wisconsin Office

http://www.hud.gov/local/mil/

This site is focused on Wisconsin’shousing and community needs.

Consolidated Plans—HUD

http://www.hud.gov/states.html

For the complete list of Wisconsin’scommunities’ consolidated plans.

For only the executive summaries, see

http://www.hud.gov/cpes/wi/wisconsi.html

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HUD user

http://www.huduser.org/

This is an information site—the pri-mary source for Federal Governmentreports and information on housingpolicy and programs, building tech-nology, economic development, urbanplanning and other topics.

USDA—Rural Development

Development ideas that work

http://www.rurdev.usda.gov/ideas/idea_menu.html

This site highlights case studies thateffectively demonstrated aspects ofrural development.

Developing CommunityHousing Needs Assessmentsand Strategies: A Self-helpGuidebook forNonmetropolitanCommunities, MarjorieJensen and Christine Cook,September 1992.

http://www.exnet.iastate.edu/Pages/housing/data-assess.html

Next, select American Association ofHousing Educators to reach theguidebook.

This is a thorough and easy to reachand use guidebook. It covers lots ofaspects of housing, although it focuseson housing affordability.

Department ofAdministration, Division ofHousing, State of Wisconsin

http://www.doa.state.wi.us

From select a page, choose Housing

This site includes data on fair marketrents for Wisconsin counties and pro-gram information for a wide varietyof programs such as HUD’s consoli-dated plans, Housing Information

Service, homeless programs, energyassistance, CDBG Small Cities hous-ing program and housing cost reduc-tion initiative.

Housing Assistance Council

http://www.ruralhome.org/

The Housing Assistance Council is anational nonprofit corporation creat-ed to increase the availability ofdecent housing for rural low-incomepeople. Established in 1971, HACprovides seed money loans, technicalassistance, program and policy analy-sis, research and demonstration proj-ects, training and information servic-es to public, nonprofit and privateorganizations. Contact HAC forinformation on local resources.

Migrant Farmworks: HUDResources on Farmworkersand Colonias

http://www.hud.gov/migrant.html

This section of the U.S. Departmentof Housing and Urban Developmenthome page contains listings and linksto a wide variety of resources forindividuals and organizations inter-ested in farmworker housing.

State of the Nation’s Housing1998 (a report)

http://www.gsd.harvard.edu/jcenter/sonh1998

This site is a report that can bedownloaded and printed.

Affordable housing

http://www.planningcenter.com/Ahousing.htm

National Association ofHome Builders

http://www.nahb.com

National Housing Institute

http://www.nhi.org

This non-profit organization focuseson affordable housing in a communi-ty context. It publishes Shelterforcewhich is available by subscriptioneither on-line or in hard copy.

National Low IncomeHousing Coalition

http://www.nlihc.org

This site focuses on affordable hous-ing issues.

The Very Best HousingStatistics

http://www.housingusa.com

This site is subscriber based, but somedata is available, mostly at a metro-politan level and only some metroareas are selected.

Congress for the NewUrbanism

http://www.cnu.org

This organization “advocates for therestructuring of public policy anddevelopment practices t o support therestoration of existing urban centersand towns within coherent metropol-itan regions.”

Fannie Mae Foundation

http://www.fanniemaefoundation.org

The mission of the foundation is to“Transform communities throughinnovative partnerships and initia-tives that revitalize neighborhoodsand create affordable homeownershipand housing opportunities acrossAmerica.”

The Cohousing Company

http://www.cohousingco.com

An architectural and consulting firm.

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Your community has identi-fied land use as part of itsvision. Why do communities

need to be concerned about thistopic? Because land use defines acommunity and can create a com-munity image.

Land use planning considers boththe current and future use of landin the community. The plan andtools to implement it shape devel-opment and form the basis for zon-ing evaluations and other kinds ofdevelopment decisions. See theglossary in Appendix 1 for a defini-tion of terms involved in land useplanning.

The land use task force’s job is toevaluate the need for a land useplan and to define its direction,scope and scale. In addition, thetask force can evaluate the currentregulatory framework (zoning andsubdivision ordinances) and thepublic participation process. It canalso conduct a survey to understandthe community’s views on growthand development.

In this chapter we recommend thatthe task force focus on two areas: 1)developing a land use vision; and 2)the pre-planning work necessary tocreate or update the community’sland use plan. We do not recom-mend that the task force prepare anactual land use plan. We recognizethat some communities may chooseto develop a vision only for land useand not the overall community. Theprocess described here will suggest aprocess for public participation indeveloping the vision and a plan forenacting it.

In considering a land use vision anda plan for planning, keep in mindthe connections between land useand the other key areas in this man-ual and areas that could be affectedby land use decisions. Some of theland use questions that communi-ties face are:

� Is there enough land in the com-munity’s stock to meet all landuse needs in the next 20 years?

� How much land is earmarked toaccommodate future residentialgrowth?

� Is there enough land? How aboutfor all other kinds of land uses— commercial, open space,recreation, institutional, etc.?

� What is the current range of landuse in the community?

� Is the amount of available landincreasing, (for example, throughextending urban service areas orannexations) with the pace ofgrowth in the community? Or isthe amount of available landdecreasing in your community?

� If our economic developmentstrategy is to attract new manu-facturing firms, is there enoughindustrial land to accommodatenew firms or expansions in ourcommunity?

� Is the land use distribution well-matched to the future land useneeds in the community?

� Are some areas blighted?Abandoned? Polluted?

The process

Pre-vision The land use task force that wasorganized at the end of the generalvisioning workshop should coordi-nate the land use workshop. Beforeorganizing this event, the land usetask force should consider the fol-lowing:

� Why are we interested in exam-ining land use?

� What do we hope to accomplishwith a vision of land use?

� How will a land use visionimprove existing communityplanning efforts?

� How will a land use vision com-plement the community vision?

� How will the land use visioncomplement other identified keyareas?

6-1

Chapter 6

Land use

Make no little plans; they

have no magic to stir men’s

blood and probably them-

selves will not be realized.

Make big plans, aim high

in hope and work.

Remember that our sons

and grandsons are going to

do things that would

stagger us.

—Daniel H. Burnham, American

architect and planner

Land use workshop The land use task force should con-vene a land use workshop to pre-pare a key area vision statement andidentify key sub-areas. To organizethis event, refer to the first chapteron conducting the communityworkshop.

The kinds of people that should beinvited to this event include:

� Regional, county, city planners.

� Real estate developers.

� Real estate agents/brokers.

� Engineering/planning firms inthe area.

� Land trust organizations.

� Conservation/environmental/outdoor groups.

� Business and industry.

� Transportation officials and bicy-cle/pedestrian advocates.

� Elected officials, such as mayor,town, village, county board, andcity council.

� Plan commission.

� Local utilities.

Note: Do not forget to invite thegeneral public.

One approach to developing avision is to use the following ques-tion to help participants identifywhat they consider desirable landuses for the future:

It is the year 20xx (20–25 years inthe future). Your community has suc-cessfully created the desired local landuses in your community. Describeyour community in terms of thoseland uses.

The facilitator should keep the fol-lowing questions in mind duringthe land use workshop.


� Does our community visionaddress land use issues?

� What is our current developmentpattern?

� What are the implications of thispattern?

� What is the link between planningand land use? Environment/natu-ral resources and land use?Housing? Transportation? Etc.?

� What are the land use issues thatneed to be addressed?

� What distribution of land uses dowe want in our community?

� In the next 10 to 20 years, whatdo we want our community tolook like?

Alternatively, see Appendix 2 for asample visioning workshop.

Preparing a land usevision statement Refer to the ingredients of a visionstatement in Chapter 1. Appendix 2provides sessions that can assist thefacilitator in guiding the stakehold-er group to define a land use vision.The vision statement prepared inthis workshop will be critical whena land use plan is formulated. Theland use plan will need to conformto the land use vision to be accept-able to the community.

Below are examples of land usevision statements. Appendix 3 con-tains a sample of a vision statementfrom the town of Lanark,Wisconsin. Although the following

visions are from Oregon, they rep-resent good examples of land usevisions.

The Corvallis, OR 2020vision statement

Corvallis in 2020 offers balanced anddiverse neighborhoods, incorporatingmixed-use, that is accessible to resi-dents without driving, which formthe building blocks that support ahealthy social, economic, and civiclife. Neighborhoods can be defined bythe characteristics of neighborhoodidentity, pedestrian scale, diversity,and the public realm. These charac-teristics are protected and enhancedin exiting neighborhoods and areincluded in the design of new neigh-borhoods.

Forest Grove, OR visionstatement

Small Town Atmosphere Maintained– Forest Grove remained a uniquecommunity, a town with a friendly,relaxed personality and turn-of-thecentury charm. The focus of the com-munity, downtown, is exciting bothfor its active mix of retail, entertain-ment and office uses and the well-maintained facades of its historicbuildings. The downtown and PacificUniversity have grown together, aclose relationship of campus beauty,pedestrian shopping opportunitiesand cultural amenities. Through pro-tection of open space areas, a definedgreen belt around the communityand agricultural land, Forest Grovehas also maintained its rural heritageand character.

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Newberg, ORChehalem FutureFocus - II

Plenty of open space with larger lotsin the outlying areas; livable neigh-borhoods in the cities. Transportationchoices include walking, biking, ordriving. The Riverfront is linked tothe cities’ core areas.

Stayton, OR—Road tothe Future

Balanced Development – We envisiona community that balances and coor-dinates development to make for amore livable whole. “Mixed-use”development combines residentialand commercial uses with open spaceand natural areas in a manner thatenhances these individual elements.Pedestrian and bicycle paths linkneighborhoods and the downtowndistrict, reducing traffic congestionand promoting alternative modes oftransportation.

Although each of these visions issimilar in many respects, theiruniqueness shines through so that avision of place becomes possible.

First steps for a land useplanNow that the community has com-pleted its land use vision, the taskforce can move forward with figur-ing out how to make the vision areality. This section is intended forthe land use task force as it formu-lates the initial stages of a land useplan. It is not intended that the taskforce actually prepare a land useplan, but rather that it conduct thenecessary pre-planning. The taskforce can then recommend to thelocal government whether a new orupdated land use plan is needed. If

a new plan is deemed necessary, thetask force can further recommendthe elements it should contain, theprocess to use and the areas thatneed particular attention.

As the task force begins the nextphase of the visioning process, it isimperative that individuals andgroups reconvene to share the infor-mation they have gathered. Storethe data in one spot where everyonein the sub-area task force can haveaccess to it as they gather and ana-lyze information.

Analyzing land use inyour community What can your community do toaffect land use policies? How canthe public become more involved inland use decisions, planning andpolicy making? This section willhelp the land use task force becomemore knowledgeable on local landuse issues, the plans and regulationsthat govern how land use decisionsare made and the kind of effort thatis needed to create or update a landuse plan.

This section is also intended toassist the task force in creating a setof recommendations for the localgovernment. It focuses on makingdecisions about whether to recom-mend creating or updating a landuse plan. Zoning codes, subdivisionand other regulations are theenforcement tools or mechanismsthat ensure the implementation of aland use plan. Although it is not arequirement in Wisconsin to pre-pare a plan, enforcement tools areonly as effective as the plan they arecreated to implement. Note that thestate’s definition of comprehensiveplanning has changed under thenew Smart Growth Law.

Many existing community plans areout of date (more than 20 years old)and do not represent current landuse patterns or community goals. Insome instances, because of the rapidpace of growth, plans may becomeoutdated quickly. In addition, manyplaces do not have a land use plan.According to a recent survey inWisconsin, “as of the summer of1998, 25 of 71 counties (35%) haveland use plans; 152 of 189 cities(80%) have land use plans; 145 of395 villages (37%) have land useplans; and 231 of 1266 towns (18%)have land use plans.” (Ohm andSchmidke 1998).

It is important to recognize that fora land use plan to be effective andmeaningful in the long run, itshould be endorsed and approvedby the local government—the com-munity’s elected representatives (thecounty, town or village board orcity council). Because the local gov-ernment regulates development, itmust not only support the commu-nity’s desire to pursue land useplanning, but be prepared toendorse, approve and implementthe plan. Procuring the local gov-ernment’s willingness to participatein a land use planning exercise ispart of the task force’s and coordi-nating committee’s responsibility.

To learn more about communityplanning in Wisconsin see TheGuide to Community Planning inWisconsin (G3697) by Brian Ohm.This guide will help your task forceunderstand the importance of aplan, how it provides the basis forregulations in your communitywhich governs how and wheredevelopment occurs.

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Review plans andprogramsOne of the first tasks is to collectthe various land use plans, zoningcodes, subdivision regulations, andother implementation tools thatguide development in your commu-nity. It is useful to gather plans fromyour local government, your countyzoning or planning office, theregional planning commission andstate agencies, such as theDepartments of Transportation andNatural Resources.

It is also useful to find out what wastried in the past—to understandwhat succeeded, what failed andwhy. The land use task force mayfind initiatives underway that areaddressing the issues they want tostudy. If that is the case, there maybe ways for sub-area task forcemembers to get involved in otherorganizations to help them achievetheir goals.

Establish sub-area taskforces At the visioning workshop, sub-areatask forces need to assemble togather the necessary data andaddress the issues that follow. Set upa sub-area task force for each data-gathering exercise. You may want toreassemble your land use task forceafter completing the data-gatheringsection to relay the information thatwas obtained. The task force canthen take on the next step which isconsidering recommendations. Hereagain you should divide the taskforce into sub-area task forces.

Data gathering andanalysis There are several areas that a com-munity should focus on in gather-ing and analyzing data on its landuse: 1) the supply of land; 2) thedemand for land; 3) organizationsinvolved in land use; 4) understand-ing your community’s current regu-lations and other tools; 5) examin-ing the public participation process;and 6) understanding the commu-nity’s values in regard to growthand development. While a specificproblem may have been identified,consider each land use issue. Tohelp in this step of the process,Appendix 4 contains a worksheet tohelp your task force summarizeinformation and keep you organ-ized and focused.

The supply of land

To understand the supply of land,your group needs to identify thevarious land uses in your communi-ty. You will need a base map, themost current one available, thatdepicts your community’s officialboundaries, blocks, lot, publicstreets, etc. Get an accurate tax mapfrom the assessor. A recent aerialphoto of your community, if avail-able, is also good. Make copies of allthese maps and photos so that youcan change what you see in anynumber of ways.

The first step is to conduct a recon-naissance survey. This can be coor-dinated with the housing groupwhich also needs to conduct areconnaissance survey of housingconditions, and the natural resourcegroup which will conduct an inven-tory of soil types and topography.On the map mark the type of landuse on each parcel. The tax asses-

sor’s map is useful, since you mayfind houses on double lots, forexample. During the reconnais-sance, mark where you find prob-lems, such as poorly signed streetsor railroad crossings, lack of side-walks and gutters, etc. When thesurvey is complete, add up thenumber of acres in each land use.You will need to categorize thekinds of land uses you are lookingfor prior to conducting your survey.

You will also need to talk to localgovernment officials to understandtheir expectations about the growthof your community. Do they expectany annexations in the next five toten years? If your community is anunincorporated area, a town, areadjacent communities growing rap-idly? Do you have any cooperativeboundary agreements with adjacentjurisdictions that you should con-sider? It is recommended that youinventory the land uses adjacent toyour community’s boundaries toanticipate the availability and usesof land in the future.

You will need to talk to your publicworks department to know wherethe water and sewer lines are inyour community and what thecapacity of both systems are interms of future growth. You need toknow which areas in your commu-nity (and outside of it) are easy ordifficult to service. There shouldalso be some discussion of costsinvolved in extending water andsewer lines and increasing thecapacity of these systems. The com-munity will need to anticipate thefuture costs of extensions andcapacity building. For more guid-ance on assessing your water andsewer systems, see the chapter oncity services.

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The demand for land

The future demand for land isbased on population growth fromboth internal and external sources.Like the housing group, you willneed to make some population pro-jections based on past populationgrowth and what is happening inyour region. Is the region growingfast or slow? Does it experiencebooms and busts based on the eco-nomic climate? Once you have areasonable figure for future popula-tion, you can estimate the numberof households and from there, thenumber of housing units you willneed in the future. Refer to the firstchapter on the general visioningprocess and Chapter 5 on housingto find several worksheets on gath-ering and organizing this kind ofdata.

You will need to work closely withthe housing group for the next step.This group will have figured out thenumber of housing units in yourcommunity that need replacement.This figure plus the new number ofhousing units yields the total num-ber of housing units needed. Fromthis figure, your group can calculatehow much land is required forfuture housing. Remember to notonly add in how much land is need-ed for one house, but the landrequired for easements, rights-of-way and parks, schools and anyother public facility that requiresland, such as a landfill.

Like the demand for housing, a sim-ilar analysis is necessary for com-mercial and industrial land. Thereare several alternative ways of calcu-lating the demand for commercialland.

1. Estimate the current amount ofspace in square feet used by non-industrial firms in your commu-nity. Calculate the square footageper person. Assume that the needfor new space per person willincrease at the same ratiothroughout the planning period.If the population is expected toincrease by 100 people and theratio is 400 square feet per per-son, then the need for new com-mercial space is 100 x 400: about40,000 square feet.

2. Estimate the amount of newcommercial space built or con-verted outside the central busi-ness district during the past 20years.

3. Ask the experts. Survey all firmsabout expansion plans within thenext 5 to 10 years.

4. If your community has accuraterecords of building permits, youcan construct a trend line or abar chart showing the amount ofnew commercial space addedover the past 20 years.

The same kinds of techniques canbe used in calculating industrialland.

Source: Daniels et al. 1995: 112.

Organizations involvedin land use

In a community, any number ofthings can affect land and how it isused. Always talk to some of themajor players. The local govern-ment, through its planning officeand/or planning commission, regu-lates land use through zoning andother regulatory instruments. Manylocal governments are too small to

have a planning office and develop-ment decisions are made by thetown board.

Whether the location is a town, vil-lage or city, it is a good idea to dis-cuss land use issues with local gov-ernment officials. Attend planningcommission and town, village, orcity council or board meetings toget an idea of how decisions aremade. Most of these decisions affectland in some way. Developers play amajor role in how land is used, butunless there are local developers inyour community, it will be difficultto talk with them about local landissues or concerns. The countyand/or regional planning commis-sion also play a role in land useissues. It is useful to discuss localland use issues with these bodies aswell. (See Appendix 5 for a work-sheet to help the sub-area task forceassess interest in this land use visionand the outcomes of this pre-plan-ning exercise.)

It might be useful to find out aboutnon-profit agencies that areinvolved in land use issues. Onesuch agency is a community landtrust. If there are any in your com-munity, find out what they do. Ifthere are no community land trustsin your community you can findthe one nearest you by accessing theGathering Waters web site (seeAppendix 10).

These various actors should bemade aware of your community’svisioning process and asked to par-ticipate. Their plans for the regionor area could affect land use in yourcommunity.

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Understanding yourcommunity’s currentregulations

To help the task force understandhow zoning and subdivision regula-tions affect development, the fol-lowing exercise can be useful andthought provoking. While there areother tools to examine, we will con-centrate on these two. See Guide toCommunity Planning in Wisconsin(G3697) for more information onthe other kinds of tools that yourtask force might want to examine.

1. The task force needs a base mapfrom your local government, thecounty zoning or planningdepartment, or the regionalplanning commission.

2. Through an analysis of your zon-ing and subdivision regulationsdraw on the map the kind ofdevelopment that is allowed. Forexample, if there is a 5-acre min-imum lot size draw this size loton your map (to the extent ofthe current boundaries). Thendraw where a house or buildingwould be placed on this lot.There are, of course, multiplevariations, but by drawing outone simple case (the minimumlot size), your task force candecide whether the kind ofresulting development is comple-mentary to the land use vision.

Other visual exercises

Because land use maps and zoningand subdivision regulations are dif-ficult to visualize, Appendix 6 lists anumber of exercises that can assistthe task force in picturing the kindof development it likes and dislikes.

Examining the publicparticipation process

The best way to analyze the publicparticipation process is to partici-pate in it. Members of the task forceor a sub-area task force shouldattend meetings of the plan com-mission and the county, town, vil-lage board or city council. Try tofollow one particular project ordevelopment from start to finish, orat least for three to four meetings.(You should ask the clerk, or a plan-ner about a project that can giveyou a good idea of the process).

Ask the clerk to send the sub-areatask force an agenda. It is oftenposted at the town, village or cityhall. The sub-area task force will geta good sense of how much publicparticipation occurs. Most decisionsrequire some form of public partici-pation; the sub-area task force candetermine how much is required bylaw and how much takes place. Ifthe sub-area task force is dissatisfiedwith the amount or kind of publicparticipation, it should begin tothink about ways to increase publicparticipation or to change the kind ofpublic participation that is occurring.This issue will be revisited in the sec-tion on Recommendations.

Understanding the com-munity’s values ongrowth and develop-ment

To understand your community’sviews on growth and development,we suggest sending a survey to allcommunity residents in the geo-graphic area which you identifiedwhen the general community visionwas prepared. Appendix 7 containsan Extension article on using sur-veys and a sample community sur-vey. Along with the other data col-lected, this survey will give you abetter idea of how residents viewthe rate of growth, and the kind ofdevelopment (residential, commer-cial, industrial, etc.) they are likelyto support. You can use the surveyto test support for particular facili-ties and regulations.

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To plan or not to plan?Now that the task force has com-pleted its data gathering and analy-sis, it can begin to focus on the nextsteps. The following checklist is auseful guide to determine if yourcommunity needs a new plan or aplan update.1

1. Does your communityhave a land use plan?

❑ Yes ❑ No

If you answered no, the nextsteps in the process will help youdecide how serious your com-munity wants to get aboutpreparing a land use plan.

2. Is your community’s landuse plan less than sevenyears old?

❑ Yes ❑ No

If you answered no, then yourcommunity should examinewhether the plan is achievingcurrent needs and projectedfuture ones, and whether it coin-cides with your land use visionstatement. If the plan does notcoincide with your land usevision, then the communityshould consider either updatingor preparing a new land use planbased on your vision. If youanswered yes, make sure the landuse plan remains up to date.Sometimes plans can go out ofdate quickly, because of the rapidpace of growth.

3. Is your map of existingland uses up to date?

❑ Yes ❑ No

If you answered no, your landuse map should be updated toreflect current land uses in yourcommunity.

4. Do you have a zoningmap?

❑ Yes ❑ No

If you answered no, it would beuseful to have one prepared sothat in the future different kindsof development can take place inan efficient and orderly manner.

5. Does your map of futuredesired land uses agreewith your zoning map?

❑ Yes ❑ No

If you answered no, then thezoning code and map need to beupdated. Since both of thesedocuments are legally binding onthe community, they should beprepared by professionals.However, the land use task force,if deemed part of your recom-mendations, should work withprofessionals to make sure thecommunity’s vision is reflectedin the zoning code and map.

6. Do your zoning ordinanceand subdivision regula-tions further the vision ofyour community plan?

❑ Yes ❑ No

As mentioned previously, if youanswered no, the zoning ordi-nance needs to be updated toreflect your vision.

7. Does your current land useplan accurately representthe land use vision?

❑ Yes ❑ No

If you answered “yes” to all thequestions, your community’scurrent land use plan shouldserve your land use vision. Youmay want to consider recom-mendations for the public par-ticipation process and furtherexamine the community landtrust option.

If your task force answered “no” toany of these questions, you havesome work to do. Question 7 is crit-ical in terms of the land use visionyou arrived at earlier. If youanswered “no” to question 7, but“yes” to all the others, your taskforce needs to work on recom-mending how the land use plan andits supporting regulatory frameworkmight be updated to reflect yourland use vision. Appendix 8 gives aseries of questions about land useissues that will help your task forceto systematically analyze land use inyour community and aid in refiningboth your land use vision and thenecessary ingredients of a land useplan. With the data gathered fromthe previous exercises, the land usetask force will be well on its way toidentifying the direction, scope andscale of the planning process andthe plan itself

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1 Questions 1–6 are adapted from: Daniels, T., J. Keller, M. Lapping. 1995. The Small Town Planning Handbook, p. 7.

At this point, revisit your land usevision. If the land use task force isstill pleased with it, don’t do any-thing more. On the other hand, ifthe land use task force agrees thatthe information learned from thepast exercises and questions hasmade the vision seem too vague,too prescriptive, too cutting edge ortoo status quo, your task force maywant to think about going throughanother visioning exercise thatreflects everyone’s newfoundknowledge.

Creatingrecommendations The land use task force has reacheda point where it has finished gather-ing and analyzing data and hasanswered the questions in Appendix8 to the best of its ability. The nextstep is to put all that informationinto a form that addresses the kindsof issues that the task force hasexamined. The previous questionsshould have helped the task force totranslate its vision into what itmight mean in reality in terms offuture land use and developmentregulations. Appendix 9 provides atable of contents for a request forproposal (RFP), if your task forcewith the local government decidesto prepare a land use plan.

Land use plan

The task force needs to come to adecision about whether a new landuse plan or an update is necessaryor whether the current land useplan can achieve the land usevision. If a new plan or an update isnecessary, the land use task forcewill need to set out the preferredprocess it sees the community

engaging in to achieve a land useplan that reflects its vision.

The land use task force also willneed to set out the direction theland use plan should take; that is,the planning process and the finalplan should strongly and consis-tently reflect the land use visionidentified by the community.

The land use task force should rec-ommend the scope of the land useplan, that is the broad strategiesthat can achieve the land use vision.Scope is meant to imply the breadthof possibilities for achieving theland use vision. This means that anumber of alternative strategies andactions might be possible. Refer tobooks such as Rural by Design byRandall Arendt to consider suchelements as cluster housing andmixed use development.

The land use task force also needsto discuss the scale of the land useplan; the depth of detail is necessaryto achieve the vision. Scale refers tothe degree to which the land useplan specifies actions. The datagathering exercises and the exten-sive questions should help the taskforce identify a list of recommenda-tions for the land use plan.

The regulatory frame-work

Having analyzed the zoning andsubdivision ordinances, the taskforce can consider making a seriesof recommendations to changethese documents to reflect the landuse vision. If the vision includespreservation of rural character, forexample, cluster subdivisions mightbe a recommendation. If the landuse vision indicates a return to

mixed uses in downtown areas, thetask force could recommend includ-ing a new zone into the zoningordinance.

Public participation

Another area the task force can con-sider is the decision-making processby which land use plans and devel-opment occur in general. One areato pursue is how to increase theamount and quality of public par-ticipation. One recommendationthat many communities pursue is toestablish a Citizen’s Advisory Board.You should refer to the Small TownPlanning Handbook by Daniels et al.for more information on this typeof board. Other references, such asthe University of Wisconsin-Extension or the AmericanPlanning Association’s web site(under citizen participation) willhelp you to get a further handle onthe types of recommendations yourtask force can make to increase par-ticipation and its quality in thedevelopment process.

Organizing a communityland trust

Another recommendation the taskforce might want to consider is totry and organize a community landtrust. Such trusts are usually set upto foster more open space in com-munities, often with an emphasison conserving particular naturalareas. However, emphasis or focuson open space should not precludeanother focus. Appendix 11 pro-vides references to land trust organ-izations. These organizations canhelp the task force think about howto pursue organizing a communityland trust.

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Community feedbackGetting community feedback is theresponsibility of the coordinatingcommittee. The purpose of gettingcommunity feedback is to makesure that the land use vision that isarticulated and the recommenda-tions outlined make sense given thegeneral community vision and theother key area visions that each taskforce has worked on over the pastseveral months. We assume that thisworkshop will be large, since all thetask forces and the coordinatingcommittee in addition to communi-ty members will be present. A vol-unteer from the land use task forceshould be ready to read the land usevision statement and outline therecommendations for a land useplan, and/or any other recommen-dations your task force might have

concerning public participation inthe process, revising the regulatoryframework, and organizing a landtrust. To discuss the questionsbelow, divide everyone into smallgroups. It is important to make surethat members of each task force arespread among the small groups.Some questions to ask the groupmight be:

� Does the land use vision state-ment agree with the communityvision statement? Are there anycontradictions?

� Does the land use vision state-ment contradict or agree withany of the other thematic visionstatements?

After receiving feedback for the landuse vision and recommendations,there may be a need for the taskforce committee to revise them.

A final exerciseAppendix 10 contains a worksheetto help you assess support for yourrecommendations. It asks you todissect each recommendation andassess the helping and hinderingforces associated with each.Although a force field analysis wasdone at an early stage to assess theacceptance of the process you haveundertaken, this analysis is nowmore precise since each recommen-dation is examined individually.

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Comprehensive plan — Thistype of plan “presents long rangegoals and objectives for all activi-ties that affect growth and devel-opment in the community. Thecomprehensive plan serves as aguide for public rulings on publicand private development proposalsand for the budgeting of publicmoney” (Daniels et al. 1995: 12).

Land use map — This type ofmap “show[s] the current andfuture land use patterns of thecommunity. The first map depictsthe existing land use patterns ofthe community, and the secondindicates the desired location anddensity for future development.Both land use maps should indi-cate the town limits and includeany developed areas just outsidethe town limits” (Daniels et al.1995: 44).

Zoning map — This type of map“provides an important illustra-tion of the location and size ofdifferent land use zones and dis-tricts. Each zone and district list-ed in the zoning districts must beidentified on the zoning map. Thezoning map must be consistentwith the future land use plan map,but may contain more detail. Thezoning map must be kept up todate to reflect the changes in thezoning ordinance” (Daniels et al.1995: 170, 172, 173).

Zoning ordinance — “A set ofland use regulations enacted bythe local governing body to createdistricts which permit certainland uses and prohibit others.Land uses in each district are reg-ulated according to type, density,height and the coverage of build-ings” (Daniels et al. 1995: 294).

Subdivision regulations —“Subdivision is the legal processof dividing land into smallerunits called lots for future saleand development. Subdivisionregulations help to ensure thatnew buildings are properly placedon lots, traffic patterns are nothampered, and new areas ofdevelopment have sufficientaccess to necessary utilities. Thesubdivision ordinance establishesstandards for the division of lotsand spells out what services andamenities the subdivider mustprovide before any lots can besold or construction can com-mence (Daniels et al. 1995: 194).

Planning commission — Thereare five main purposes of a plan-ning commission: “1) to establisha planning process; 2) to draft acommunity plan for future publicand private development withinthe town or county; 3) to draftregulations on land use zones andthe subdivision of land into newlots; 4) to draft a land use mapshowing the location, permitteduses, and densities of land useswithin the community; and 5) torule on new development propos-als according to the communityplan, the land use map, and thezoning and subdivision regula-tions” (Daniels et al. 1995: 9).

Planning department — “theplanning professional, the personwho delves into data collectionand research, comes up withanalyses, and makes recommen-dation to the planning commis-sion and the policymakers. Alocal government staff isemployed by the city and respon-sible to the planning commission(or responsible to the chiefadministrative officer, [such asthe town clerk,] but working withthe commission” (Smith 1993:147, 151).

For more detailed information, seeGuide to Community Planning(G3697) by Brian Ohm.

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Appendix 1

Glossary

Plan for the weekend meeting tolast about a half day to a whole day.Count on at least 10–20 partici-pants/stakeholders or more for theworkshop.

The table below outlines samplesessions. Some of the sessions arethe same as the community work-shop; refer back to those sessions.The facilitator may need to adjustthe times based on the number ofpeople and the sessions that areincorporated.

Session 1: Welcome,overview, introductions

Choose a simple and quick methodfor the introductions. Possibly showa video or slide presentation (seeUW-Extension’s video ManagingGrowth and Change in Wisconsin;another video is offered by Citizensfor a Better Environment (see webreferences). This kind of presenta-tion will help to get the participantsthinking about the possibilities, andalternatives, rather than focusingonly on what they know. When thevideo or slide presentation is fin-ished, begin the following type ofsession:.

Procedure: Divide the room intosmall groups. Each group shouldanswer the following questions.

� What do you want your area tolook like in the future?

� What areas should be developed?

� What areas should be protected?

List three places you like to takeout-of-town visitors.

List three places you avoid takingout-of-town visitors.

Name three sites you consider “pub-lic places.” These are places wherepeople can meet freely to discusscommunity issues.

Name three natural and man-madefeatures that make your communityspecial and unique.


Pennsylvania.

Session 2:Creating ideas

Brainstorming rules:

� All evaluation and criticism ofideas is forbidden.

� Wild and crazy ideas are encour-aged.

� Quantity, not quality of ideas isthe goal.

� New combinations of ideas aresought.


Title: Brainstorming

Purpose:This is a technique to gather asmany ideas as possible, beforedeciding which ones to discuss indepth. It avoids the frequent mis-take of spending too much timediscussing the first suggestionoffered so that not enough time isleft to discuss other, and perhaps,better suggestions.6-12

Appendix 2

Land use vision workshop

Sessions Title Time

1 Welcome, overview, introductions 1–11⁄2 hours

2 Creating ideas 1⁄2–1 hours

3 Developing the vision statement 1–2 hours

4 Identifying particular themes 1–11⁄2 hours


6 Next steps 1⁄2 hour

Total 6 sessions 41⁄2–8 hours

Procedure:It is necessary to give people a littletime in 2’s or 3’s to bring their ideasto the top of their minds first. Thebrainstorming should then be donequickly, one facilitator drawing onepoint at a time from participantsand another recording onnewsprint. Comments and discus-sion on individual points shouldnot be allowed until all the sugges-tions have been collected.

Brainstorming is only a startingtechnique. Afterwards, in-depth dis-cussion of individual points is nec-essary, otherwise the group will feelthat everything is dealt with super-ficially.

It should be emphasized that this isa non-judgmental exercise. All ideasgenerated are worthy of discussion.

Time: About 1 hour.



Transformation.

Alternative sessionAsk the participants to imagine thatthey are reading an edition of theirlocal newspaper ten years from thedate of the session. What would theheadline say about your community?

Use small groups to elicit the initialdiscussion.

Use the questions in the previoussession to guide the discussion. It isimportant that the facilitator get thegroup to think about the communi-ty’s values.

Session 3: Developingthe vision statement

Purpose:To prepare a general vision state-ment that reflects the two previousexercises.

Procedure:Divide the whole group into groupsof about 5–7 people. You may haveas many as 8 groups. Each smallgroup should begin to write a visionstatement. Using the responses fromboth of the previous exercises, eachgroup should write a short 2–3paragraph statement about thecommunity and its future. Eachsmall group should develop its ownstatement. Because the statementswill ultimately be combined, thegroups should not get overly con-cerned about wording or grammati-cal issues. What is important is toflesh out ideas and dreams aboutthe community’s vision.

Each sentence should be written onnewsprint/flip chart for sharingwith the larger group.

After about 15 minutes, the largegroup should reconvene. In succes-sion, each small group should pres-ent its vision.

Divide the group into four. Ask eachgroup to consider the vision state-ments, and again to rewrite a vision.A facilitator should be assigned toeach group to make sure that every-one has a chance to interact.

Reconvene the large group afterabout 15 minutes and share each ofthe visions.

Divide the group in half. Assign afacilitator to each group. The groupshould consider the previous state-ments and again prepare anothervision.

After 15 minutes, reconvene intothe larger group. The two groupsshould read their visions.

Considering both these visions, thelarge group should try to collapsethe two visions into one. If there aresticking points, those issues shouldbe included in the vision at thispoint.

If the vision statement cannot beresolved within 15 minutes, theindividuals that oppose particularstatements or areas should volun-teer to resolve and prepare thevision statement for a vote by theworkshop participants prior to theend of the workshop.

Time: about 11⁄2 hours

Materials: paper, pens, flip chart


Pennsylvania

Session 4: Identifyparticular themes

Procedure:Give index cards to each person.Participants first work alone; thenin small groups. Participants self-select the sub-area task force inwhich to participate.

Individuals in each group list threeactivities and projects that will gotowards defining the key areavision. Then each individual sharesin the group. These are sharedround robin in the group and all are

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recorded on newsprint. Time per-mitting, each group shares its listwith the whole group.

Time: 1–11⁄2 hours




This is a continuation of the previ-ous session. The facilitator helps thegroup to recognize themes throughthe activities and projects identified.

Session 6: Next steps

The following worksheet can beused for this session. It should allowthe task force and sub-task force tobegin to outline what they want todo, how they need to do it, who theresponsible parties are, and toestablish a time frame. At this pointthe task force and sub-task forcesshould not be identifying goals,strategies or projects, but should bethinking about the next steps in thelong-term version which includesreviewing plans, projects and pro-grams, and data gathering andanalysis.

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Program/ Action Item Responsibility Timeline Resources Obstacles

Item 1

Item 2

Item 3

Item 4

Item 5

Next steps planning worksheet

We envision that in 2018 Lanark willbe...

� a distinctively rural communityblending into a beautiful naturalsetting;

� home to productive family farmsworking large blocks of tillableland;

� an environmentally aware com-munity with distinctive openspace, natural features and pro-tected habitats;

� a diverse and progressive com-munity working together toaddress issues of local impor-tance;

� a growing community, withgrowth concentrated in designat-ed areas and occurring in waysthat protect the rural characterof the town.

What do you think the futureholds? The document that you areholding describes a vision for theTown of Lanark in 20 years. Thisdocument is a result of an open dis-cussion with the residents of theTown of Lanark about the future.You’ve had an opportunity to com-ment on this Vision Statement. ThisVision Statement leads Lanark intothe future. It is based on your ideas,strategies and suggestions, andanswers the question, “How do yousee Lanark in 20 years?”

What Lanark Could Become.....

This Vision Statement addressesnew, emerging issues such as thechallenge of a growing populationbase, growing demands on our nat-ural resources, and a variety offorces acting to affect the “ruralcharacter” we all cherish. It explorescreative ways to build on our senseof community, and looks at oppor-tunities to grow and prosper with-out degrading the quality of life thatwe have grown accustomed to. Itstrives to capture the values andconcerns of our community as welook to the future.

We believe that some of Lanark’smost significant opportunitiesinclude the preservation of produc-tive agricultural land, open spaceand environmental corridors. Wealso believe there is room for us togrow, but in ways that will maintainand enhance the values of rural liv-ing that we enjoy today. To do thiswe must build upon our communi-ty’s strengths and unique qualities;avoid complacency by promotingcreativity, leadership and creativeproblem solving; and be willing towork together to address a varietyof difficult problems we will surelyface in a rapidly changing future.

Help ensure that this visionbecomes reality. Work with yourLand Use Committee.

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Appendix 3

A vision statement about the town ofLanark, WI

This worksheet can be filled in asyou go through the data gatheringphase. Although you will have amap, it may be useful to summarizesome of the information on a work-

sheet. Once you have completed thesupply and demand sections of thedata gathering section, your taskforce should be able to fill in thisworksheet fairly easily.

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Appendix 4

Summary worksheet:Land use classification and areas

Additional acres of land needed

Land use types Current acres 2010 2020 Total

Residential

Commercial

Industrial

PublicBuildingsParksOther

InstitutionalPrivateSchools

Unclassified

Total developed land

Vacant land

Incorporated area

Adapted from: Daniels et al. The Small Town Planning Handbook.

Land use classification and areas

This exercise can be carried out bythe sub-area task forces after theyhave discussed/interviewed themajor land use players. This kind ofanalysis helps the sub-area taskforce decide whether hinderingforces in particular can be persuad-ed to support the visioning processand its resulting recommendations.


Purpose:This model should be used withgroups that have already analyzedtheir situations and decided on amajor goal. Often this goal is veryambitious and not immediatelyattainable. Force field analysis canhelp find useful intermediate goalsthat will help move the situationtowards the major goal.

It is helpful to look at the forceshelping to reach the goal, and thosewhich are hindering (or pushing inthe opposite direction). The workon the diagrams stimulates aprocess of intense communicationin the group and helps them towork out a strategy involving one or

more clear sub-goals which will beconcrete steps toward the majorgoal.

Procedure:It is best to work with this model ingroups of 3–5 people who share acommon goal and work in the samesituation.

Ask the group to draw the followingdiagram on paper, defining brieflythe present situation and themajor goal. Group membersshould write one summary state-ment about each of these along thevertical lines.

Then ask the group to list thestrength of the forces that are push-ing the present situation towardsthe goal.

On the right hand side, list the hin-dering forces that prevent change orreduce its power. Again use longeror shorter arrows to indicate thestrength of these forces.

Explain that one can move towardsthe goal either by increasing the

helping forces or by weakening thehindering forces.

Sometimes the more pressure thatcomes from the helping forces, themore resistance develops in the hin-dering forces. In such cases, it isoften best to start by reducing thehindering forces.

Now ask group members to chooseeither one of the helping forces thatthey could strengthen, or one of thehindering forces they could reduceor weaken.

Taking this ‘force’ as the new situa-tion, ask to identify the goal inregard to working with this force.

Once again, draw a new diagramlisting the helping and hinderingforces related to this new sub-goal.This process can be done 2 or 3times.

Time: 2 or more hours.

Materials: Flip chart, paper,markers and tape.


Transformation. p.107

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Appendix 5


Helping forces Present situation Hindering forces Goal

First impressionsCommunity members organizereciprocating visits to other com-munities. This activity has severalfunctions: it gives participants achance to look at other communi-ties; provides an opportunity toobserve carefully what other com-munities have done; and encouragesparticipants to think about whatthey like and dislike. Also, since thevisits are reciprocal, each visitingdelegation is able to give the hostcommunity its “first impressions,”the kind of fresh look often unavail-able to longtime residents accus-tomed to their surroundings.

ParticipatoryphotographyCommunity members useInstamatic or disposable cameras totake pictures of their communities.One method is to ask participantsto take pictures of spaces and placesthat they value and that representdifferent types of land uses. Theresults are sometimes surprising. Aplace that some consider of littleinterest, or perhaps even an eyesore,may be a valued place for others.Participants can also be directed totake pictures of land uses, such asparticular developments (residen-tial, office, commercial or industri-al) that they consider attractive andunattractive. The photographs,when developed, can be used dur-ing the creation of the vision forland use.

Community or visualpreference surveyCitizens for a Better Environmenthas a prepared slide show that canbe used to conduct a communitypreference survey. It is a particularprocess to help communities decideon the kind of development theywant.

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Appendix 6

Visualization exercises

Gary Paul Green

Gary Korb

University of Wisconsin-Extension

Wisconsin communities are increas-ingly interested in conducting sur-veys on a variety of local issues,such as land use, economic develop-ment, government services and nat-ural resource preservation. Toooften communities initiate a surveywithout knowing what type ofinformation they are seeking, howthey will use the information andwhich technique is most appropri-ate to obtain the information theyneed. This fact sheet briefly discuss-es when a survey is most appropri-ate and how to choose the mostappropriate technique for a com-munity survey.

When is a survey appropriate?Community surveys are frequentlyused for a variety of purposes.Among the most common reasonsfor conducting a community surveyare the need to obtain citizen par-ticipation and to collect informa-tion on the attitudes, opinions, val-ues and behavior of local residents.Citizen participation may beobtained through a variety of othervenues, such as open meetings andpublic hearings. If the goal is toimprove citizen participation in

local issues, surveys have a fairlylimited impact and communitiesshould consider using them alongwith some of the other strategies.The sequencing of these variousforms of citizen participation alsoshould be considered. In many casesit may be more useful to conduct asurvey after a series of openingmeetings have been held to identifythe issues for the community.

If the primary goal of conducting acommunity survey is to collectinformation, communities shouldconsider whether other approacheswould be more efficient and appro-priate. There are a variety of ways tocollect information on the commu-nity, such as conducting focusgroups, analyzing indicators (basedon information available throughthe census or other publishedsources), key informant interviewsand analyses of administrative andmanagerial records.

Focus groups, for example, are usedto obtain in-depth informationabout residents’ attitudes on variousissues. Focus groups are usefulwhen you are uncertain as to whatthe real issues are in a communityor to understand why residents feelthey way they do. It often makessense to consider conducting focusgroups prior to investing in a com-munity survey.

A large volume of statistical dataalready exist on a variety of topics,including economic and incomelevels; spending patterns; employ-ment; health conditions; and hous-ing conditions. These data are sys-tematically collected over time andare available for other communitiesas well. Community surveys areusually collected in only one com-munity at one point in time.

Key informant interviews or surveysare usually conducted with recog-nized leaders or representativeswithin the community. Thisapproach has the advantage of pro-viding insight into who is likely tosupport or oppose proposedchanges and an assessment of whatissues are likely to emerge as com-munity problems. The results areobviously not generalizeable, butthey do provide useful and validinformation on community needsand issues.

In many cases, communities canobtain important informationthrough a review of managerial andadministrative records. Thisapproach is especially useful if thecommunity wishes to obtain infor-mation on use of services.

To evaluate whether communitiesneed or should conduct a surveythey need to first identify exactlywhat information they need and

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Appendix 7

Community surveys:When to conduct them and how to choose theappropriate technique

how they will use the information.Next, they need to assess whetherthe information is available throughother sources. Communities need toconsider all the alternatives toexamine whether a community sur-vey is the best way to obtain thetype of information they need.

Choosing thetechniquesThere is no single “best” techniquefor conducting surveys. Most arefamiliar with mail surveys, but face-to-face and telephone surveys areused increasingly in many areas.Depending on the resources avail-able and the type of informationthat is being obtained, usually onetechnique will be more appropriatethan the others. Below we brieflydiscuss the chief advantages anddisadvantages of each survey tech-nique.

1. Face-to-face

Face-to-face interviews have severalimportant advantages over theother techniques. They provide thebest response rate, usually over70%, and allow the interviewer touse visual aids or fairly complexquestions. This technique alsoassures the community that thedesired respondent is answering thequestionnaire. Finally, communitiescan use relatively long question-naires with this technique—manyinterviews can take as long as anhour to complete.

Face-to-face interviews, however,are usually the most expensive ofthe three techniques (unless volun-teers are conducting the interviews).Even when you have volunteers, thistechnique can be very time-inten-

sive, requiring someone to train theinterviewers and to ensure that theinterviewers complete the surveys ina timely fashion.

2. Mail

Mail surveys are probably the mostfrequently used technique for con-ducting community surveys today.Among the three techniques consid-ered here, mail surveys are probablythe cheapest method for conductingsurveys. The cost, however, dependslargely on the number of mailingssent. It is possible to use maps andother visual aids in mail surveys,but the instructions have to be veryconcise and understandable.

Mail surveys generally have the low-est response rate among the threecommunity survey techniques.Many communities will send onlyone wave of questionnaires, with aresponse rate in the range of 30 to50 percent. A follow-up postcardusually yields another 10 percentand a replacement questionnairewill produce another 10 to 20 per-cent to the response rate. Of course,the response rate will regard to thepopulation that is being surveyedand the topic that the questionnaireis addressing (the more specific andthe more controversial, the greaterthe response rate).

There are several disadvantages tousing mail surveys. It is very diffi-cult to assure that the desiredrespondent completes the question-naire. The length of mail surveysshould be relatively short comparedto other techniques so communitiesare limited in how much informa-tion they can expect to obtainthrough this method. Similarly, it isvery difficult to ask complex ques-tions through mail surveys.

3. Telephone

Telephone surveys are used increas-ingly by communities to obtaininformation from residents. Thecost of conducting a telephone sur-vey is generally higher than mailsurveys but lower than face-to-faceinterviews. The cost may vary, how-ever, based on how decisions abouthow many calls will be made tohouseholds and whether individualswill be sampled in each household.

The chief advantages of telephonesurveys are that they can be donerelatively fast, the response rate isalmost as good as face-to-face inter-views, and the interviewer does havethe ability to probe for additionalcomments from the respondent.One of the major disadvantages isthat you cannot use any visualmaterials in a telephone survey.

ConclusionsConducting a survey requires a timeand financial commitment fromcommunities. Communities need toask themselves several questionsbefore embarking on such a project:What do we want to know? Who isthe information intended to informor influence? How will this infor-mation be used? Is a communitysurvey the best way to obtain theinformation that we need? What isthe time and financial commitmentof the community to conducting asurvey? If a community survey iswarranted, which technique shouldbe used?

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Sample Community Survey, Sauk County, WI

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General directionsIf you have decided to create orupdate the land use plan and itssupporting regulatory framework,the following questions may help toclarify the elements you can recom-mend to the local government.

The data gathering exercises shouldhelp you answer the questionsbelow. It may help to answer thequestions and gather data simulta-neously. The risk in doing this isthat if different groups or individu-als are answering different sets ofquestions, they may duplicate datagathering efforts.

In answering these questions, yourtask force will be faced withwhether or not these questions areimportant to your community oryour vision. All the questions arewritten in a yes/no format. If youanswer “no” to any of the questions,you need to delve deeply into eachone. The first question provides alist of additional questions that canbe adapted as you go through thisprocess. The questions can get veryspecific and by answering them, youwill end up with a list of elementsthat are important to a future landuse plan.

� Rule of thumb: If you answerno to more than half of thesequestions, you will need to rec-ommend to the local govern-ment that a new land use planand planning effort is necessary.If you answered less than half ofthe questions with a “no,” youmay only want to recommend an

update of the current land useplan. However, this is only a ruleof thumb. You will need todecide, based on your land usevision and the list of elementsthat you identify, whether anupdate is sufficient or a new landuse plan is called for.

Promote orderly and effi-cient land use

1. If your community has a landuse plan, is it consistent withthe community’s ability to serv-ice existing and new develop-ment?

Why is the plan inconsistent?

What can make the land useplan consistent with servicingnew and existing development?

2. Does the current land use planaddress how much industrialand commercial land yourcommunity can afford to serv-ice with roads and sewer andwater lines? In other words, theplan should be able to respondto reasonable demand ratherthan unrealistic expectations.Many communities have zonedland for industrial and com-mercial uses without the meansto provide the necessary servic-es; most of these sites are stillvacant.

3. Does your community promotecompact development patterns,especially for new residentialdevelopment? Compact devel-opment is easier and cheaper toservice, is more energy effi-cient, helps to preserve open

space, and encourages a greatersense of community. A reviewof zoning and building codesand subdivision regulations is agood step in discovering ifcompact development isallowed under current regula-tions.

4. Does your community have anyintergovernmental agreementsor an annexation policy?

5. Are your community’s land usestrategies and actions consis-tent with the strategies andaction initiatives of the otherfunctional areas of the vision?Be sure to check the other keyareas.

Adapted from: Daniels, p.114.

Encourage environmentallysensitive, pedestrian-friendly residential areasand a mix of compatibleuses.

Protect, and where neces-sary, improve the quality oflife in all residential areas.

1. Do current land use plans andregulations stress the need tomaintain the quality of existingand residential neighborhoods?

2. Is it the policy of the local gov-ernment to encourage the dem-olition of vacant, dilapidatedhouses?

3. Is it the policy of the local gov-ernment to encourage theremoval of incompatible, illegaland nonconforming uses with-in residential areas?

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Appendix 8

Land use questions

4. To develop land in your com-munity, are development crite-ria applied that maintain thequality and character of futureresidential areas?

5. Do current regulations providefor or require an effective tran-sition between residential usesand adjoining nonresidentialuses through the imaginativeuse of urban design and thedevelopment of effectivebuffering techniques and stan-dards?

6. Do current regulations recog-nize the special environmental,historic and cultural characterof residential areas?

7. Do the current plan or any reg-ulations provide guidance onresidential area densities?

8. Does your land use plan delin-eate a circulation network in amanner that diverts throughtraffic from local streets andprovides adequate buffering ofmajor traffic from residentialdevelopment?

9. Does your land use plan delin-eate a pedestrian circulationsystem that encourages walkingand biking?

10. Do regulations contain stan-dards to minimize variousforms of noise, water and airpollution?

11. Do the current regulations orthe land use plan encourage thedesign of land uses so that ade-quate preventative stormwatermanagement measures areapplied concurrently withdevelopment?

12. Are your subdivision and landdevelopment regulations flexi-ble enough to allow designinnovation?

13. Does your local governmentencourage historic preserva-tion?

14. Does your local governmentthrough its policies maintainthe character of existing resi-dential areas?

15. Do current regulations encour-age open space developmentthat clusters housing and pre-serves open space?

16. Does the land use plan orientresidential areas to adequate,appropriate community facili-ties such as availability andcapacity of facilities?

17. Is it the policy of your localgovernment to develop residen-tial areas in conjunction withscheduled public facilityimprovements?

18. Does your community providea range of housing to meet theneeds of different householdages, sizes and income levels?

19. Are your residential areasdesigned to minimize vehicularthrough traffic?

20. Does your local governmentthrough its land use plan linkresidential areas to communityfacilities, transportation facili-ties, employment areas andother living areas by a continu-ous system of pedestrian walk-ways?

21. For new developments, isbuffering in the form of land-scaping, open space, attractivefencing, and/or other creativesite planning techniques uti-lized to protect residential areasfrom commercial, industrialand other incompatible uses?

22. Is housing prohibited in unsafeareas such as wetlands, flood-plains and unstable soils?

Create more diversity in jobopportunities and enhancethe economic base of thecommunity.

1. Does your local governmentencourage increased employ-ment opportunities for com-munity residents by encourag-ing new and high quality retail,office and industrial develop-ment in appropriate locations?

2. Does your local governmentmaintain existing employmentareas where appropriate, whileavoiding their expansion intoareas inappropriate for suchuses?

3. Does your local governmentlimit industrial activities tosites that produce minimaladverse effects on adjacent landuses and traffic circulation?

4. Does your local governmentlocate employment centers inareas that minimize land useincompatibilities and minimizethe impact on public facilities?

5. Does your local governmentdiscourage creation of addi-tional small, scattered industri-al sites?

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6. Does your land use plan identi-fy existing and future locationsfor industrial/commercialdevelopment?

7. In conjunction with the landuse plan, has the local govern-ment considered future trans-portation improvements andsewer and water expansion andimprovements?

8. Does the local government uti-lize infill development andredevelopment where possible?

9. Does your local governmentidentify and promote utiliza-tion of brownfield sites?

10. Does the local government dis-courage the use of greenfieldsites and instead consider someof them for preservation asopen space?

11. Does the land use plan and thepolicy of the local governmentprotect existing and proposedemployment areas fromencroachment by other perma-nent land uses?

12. When employment area pro-posals are made, do theyinclude an analysis of anticipat-ed internal traffic circulation,as well as any potential impactof the development on the localand regional transportationsystems?

13. When employment activitiesthat will generate substantialvehicular traffic are approved,are they located and designedto minimize disruptive effectson traffic circulation and adja-cent land uses?

14. Do current regulations encour-age on-site separation ofemployment area traffic (auto-mobile parking and truck load-ing and standing areas)?

15. Is it the policy of the local gov-ernment to site access roads toemployment areas to border orpass around, not through, resi-dential neighborhoods?

16. Do the land use plan andimplementation tools aim toseparate employment areasfrom living areas by the use ofappropriate buffering, designedand placed to minimize sight,sound, and dust?

17. Do current regulations encour-age industrial land developersto preserve natural amenitiesand to incorporate natural fea-tures and environmentally ben-eficial landscaping into theirdevelopment proposals?

Protect prime farmlandfrom development.

1. Through your local governmentand available regulations, arethe lifestyles of rural communi-ties preserved?

2. Have land use conflicts in agri-cultural areas been minimizedin your community throughthe actions of local govern-ments, and through planningand implementation?

3. Has your local government con-sidered protecting farmland sothere is a sufficient market foragricultural support services?

4. Are agricultural productionand marketing targeted to largenearby metropolitan markets?

5. Are there any programs thatencourage donations of farm-land easements to land trustsand government agencies? Dothese kinds of donations occurin your community or area?

6. Has your local governmentadopted agricultural protectionzoning?

7. Do current regulations reflectsetbacks and other require-ments on adjacent residentiallyzoned land to avoid conflictsbetween residences and agricul-tural activities?

8. Are prime agricultural soilsmapped in your area?1

9. Has your local governmentconsidered or investigated theuse of transfer of developmentrights for farmland preserva-tion?

Adapted from: EPA, Green Communities

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1 You should find out what the definition of prime agricultural soils is in your area. Look to the Department of Natural

Resources or your county or regional planning commission for a definition.

The purpose of a Request forProposal is to solicit proposals frominterested vendors to provide pro-fessional services to a County Boardof Supervisors, a Town Board or aCity Council and its Plan Steering

Committee for the purpose ofdeveloping a comprehensive plan.For those communities that decideto move ahead with preparing acomprehensive plan, you will prob-ably decide to hire a consulting firm

to carry out the bulk of the work.An RFP defines the scope of workthat is expected from a consultingfirm. Below is a table of contentsfrom an RFP for the JeffersonCounty Comprehensive Plan.

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Appendix 9

Request for Proposal (RFP)

Section 1. Overview andscope

A. Purpose

B. Description of County

C. Reference to supporting documen-tation

Preplanning packet

Proceedings report

Economic profile

Resolution No. 95-35

D. Scope

E. Contact

Section 2. Instructions

A. Proposal due date

B. Proposal format

C. Oral presentation

D. Proprietary information

E. Incurring costs

F. Prime vendor responsibilities

G. Acceptance of proposal content

H. Nondiscrimination

I. Insurance and hold harmless

J. Evaluation of proposals

K. Acceptance/rejection

L. Contract negotiation

M. Estimated schedule of events

Section 3. Proposalrequirements

A. Management summary

B. Approach

C. Background information on firm

D. References

E. Vendor terms

F. Costs

G. Assurance of deliverables

Attachment A - Suggested Insuranceand Hold Harmless Agreement

Source: Steve Grabow, Jefferson Plan2020...preserving the quality of life inJefferson County, Request for Proposal,Jefferson County Comprehensive Plan,January 1996.

For more information and to get acopy of Jefferson County’s RFP, con-tact:

Steve Grabow, University ofWisconsin–Extension, JeffersonCounty Office, 920-674-7295.

This worksheet should be used bythe sub-task force to assess the landuse vision with the recommenda-tions. Make a separate worksheetfor each recommendation. The pur-pose of this worksheet is to help the

sub-task force to thoroughly analyzeand assess how it can get supportfor its recommendations. Animportant facet of this analysis is apolitical assessment. A formalacknowledgment and assessment of

the local political situation can pro-vide you with more informationabout whether to move ahead withthe next phase of the process.

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Appendix 10

Assessing support for yourrecommendations

1. Assessing fit of vision and recommendations

What is your vision theme?

What is your recommendation?

Why are you making this recommendation? (purpose or desired outcome)

Who will potentially benefit from this recommendation?

Who will potentially be harmed by this recommendation?

2. Analyze the situation

Where does this recommendation fit into current community priorities?

Are there any groups working on related recommendations?

Have there been past attempts on this or similar recommendations?

Who does it affect positively (individuals and groups)?

Who does it affect negatively (individuals and groups)?

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3. Assess helping and hindering forces

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�Who are the decision makers (formal and informal, individuals and organizations, internal andexternal) who can help or hinder this recommendation?

�Who is likely to oppose the recommendations and who should contact them? When con-tacting opponents, ask what they think of the vision and recommendations; what are their specific objec-tions? What would they like to see as an outcome and how would they carry out the recommendations?

Decision makers Who makes the contact?

What strategies will we use to influence the decision makers?

�Who is likely to support the recommendations in the community and who shouldcontact them? When contacting supporters, ask what they think of the vision and recommendations,what they would like to see as an outcome and how they would carry out the recommendations.

Likely supporters How do we enlist their support?

Likely opponent

Contacted by Objection

Strategy to overcome objection

Likely opponent



Likely opponent



Arendt, Randall. 1996. Conservationdesign for subdivisions: a practicalguide to creating open space net-works; with site plans and per-spective sketches by Holly Harper,Stephen Kuter, and NicoleKeegan. Washington, D.C.: IslandPress.

Arendt, Randall. 1994. Rural bydesign: maintaining small towncharacter. Chicago, Ill.: PlannersPress: American PlanningAssociation.

Baxter, James H. 1992. Wisconsinland use issues for the 90s. EauClaire, WI: National BusinessInstitute.

Beatley, Timothy and KristyManning. 1997. The ecology ofplace: planning for environment,economy, and community.Washington, D.C.: Island Press.

Beatley, Timothy. 1994. Ethical landuse: principles of policy and plan-ning. Baltimore, MD: JohnsHopkins University Press.

Burby, Raymond J., editor. 1998.Cooperating with nature: con-fronting natural hazards with landuse planning for sustainable com-munities. Washington, D.C. :Joseph Henry Press, 1998.

Calthorpe, Peter. 1993. The nextAmerican metropolis: ecology, com-munity, and the American dream.New York: PrincetonArchitectural Press.

Cullingworth, J. Barry. 1993. Thepolitical culture of planning:American land use planning incomparative perspective. New Yorkand London: Routledge.

Daniels, Thomas L., John W. Keller,and Mark B. Lapping. 1995. TheSmall Town Planning Handbook.Chicago: Planners Press,American Planning Association,2nd edition. This book is highlyrecommended and can beordered through the AmericanPlanning Association.

Freilich, Robert H. and David W.Bushek, editors. 1995. Exactions,impact fees and dedications: shap-ing land-use development andfunding infrastructure in theDolan era. Chicago, Ill.: State andLocal Government Law Section,American Bar Association.

Kivell, Philip, Peter Roberts, GordonP. Walker. editors. c.1998.Environment, planning, and landuse. Brookfield, USA: Ashgate,Aldershot.

Klein, Richard D. 1990. Everyonewins!: a citizen’s guide to develop-ment. Chicago, Ill.: PlannersPress.

Moore, C. Nicholas. 1995.Participation tools for better land-use planning: techniques case stud-ies. Sacramento, CA: Center forLivable Communities.

Ohm, Brian and Schmidke, Erich.1998. An Inventory of Land UsePlans in Wisconsin, ExtensionReport 98-3, University ofWisconsin–Madison.

The report provides a comprehensiveinventory of land use plans in theState. Every county is includedexcept for Menominee County. Thereport is organized by regional plan-ning commission. Those counties notin an RPC, are listed separately asthe last chapter. The appendix pro-vides a series of maps based on eachRPC that shows the adoption ofcounty and town zoning.

Ohm, Brian. 1999. Guide toCommunity Planning (G3697)1999. University ofWisconsin–Extension

This guide outlines planningresources and tools available tolocal communities. It includes adiscussion of the state’s laws andregulations relating to planning,zoning and subdivision, and a dis-cussion of special topics such as thetransfer and purchase of develop-ment rights.

1000 Friends of Wisconsin’s LandUse Institute. 1998. A citizens’guide to land use in Wisconsin.1st ed. Madison, WI.

Parkin, James. 1993. Judging plansand projects: analysis and publicparticipation in the evaluationprocess. Brookfield, Vt.: Avebury.

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Appendix 11

References

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Rosenberg-Dishman, Marie, PatriciaShifferd, and Harriett Moyer.1976. Community decision-mak-ing: a guide to effective participa-tion. Madison, WI: University ofWisconsin–Extension.

Smith, Herbert H. 1993. A Citizen’sGuide to Planning. Chicago, IL:American Planning Association.

Stein, Debra. 1992. Winning com-munity support for land use proj-ects. Washington, D.C.: UrbanLand Institute.

Thomas, John Clayton. 1995. Publicparticipation in public decisions:new skills and strategies for publicmanagers. San Francisco: Jossey-Bass Publishers.

Van der Ryn, Sim and PeterCalthorpe. 1986. Sustainable com-munities: a new design synthesisfor cities, suburbs, and towns. SanFrancisco: Sierra Club Books.

Wiedman, Wilbur A. 1992. Involvingcitizens: a guide to conducting citi-zen participation. Madison, WI:Wisconsin Dept. of NaturalResources, Bureau of Informationand Education.

Wisconsin Department ofTransportation, Division ofPlanning and Budget. 1993.Wisconsin public participationprocess for metropolitan planningand programming: guideline formetropolitan planning organiza-tions and communities in develop-ing a public participation process.Madison, WI.

The Wisconsin Land UseResearch Program.

The Wisconsin Land UseResearch initiative involves a con-sortium of schools. The broadfocus of this program is on theimpacts of development at theurban/rural fringe and in rurallandscapes. Contact ProgramManager: 608-265-9160.

Wright, Robert R. 1994. Land use ina nutshell. 3rd ed. St. Paul, Minn.:West Pub. Co.

Web sites American Farmland Trustwww.farmland.org

This site’s mission is to work tostop the loss of productive farm-land and to promote farming prac-tices that lead to a healthy environ-ment. The site includes a currentlegislative agenda, conferences,tools and resources, an on-linestore with a publications section.

American PlanningAssociation www.planning.org

Contains land use planning, regula-tory, legislative information alongwith an extensive hands-on publica-tions list. For the Wisconsin chapterof this organization contact:

www.uwm.edu/~frankn/wapa.html

Center of Excellence forSustainable Development—Success Stories: CommunityProjects that Work www.sustainable.doe.gov/manage-ment/sstoc.htm

Success stories on a variety of topicsof which land use is one. It is usefulfor the range of case studies itprovides.

Citizens for a BetterEnvironment152 W. Wisconsin Ave., #510,Milwaukee, WI 53203http://www.cbemw.org

This site contains a communitypreference survey. It is a particularprocess for which CBE helps com-munities. A video looking at thedifferences between sprawl develop-ment and pedestrian friendlydesign is also available. These areboth available to buy.

Commongroundwww.oncommonground.org/

On Common Ground Foundationis a 501(c) 3 non-profit organiza-tion established in 1997 dedicatedto public involvement in the devel-opment of rational land-use poli-cy. On Common Ground’s missionis to enhance the “level of think-ing” about land use in Wisconsinby improving public access to andparticipation in the land-use dis-cussions which affect them. Theypublish On Common Groundmagazine.

Congress of the NewUrbanismwww.cnu.org

This site provides lots of informa-tion on restoring and revitalizingand creating urban places.

Cyburbia.orgwww.cyburbia.org/

Internet resources for planning andarchitectural resources; over 1,000Internet connections. Links tomany sites related to land useissues.

EPA – Green CommunitiesAssistance Kitwww.epa.gov/region03/greenkit/4landuse.htm

Provides a step-by-step guide forplanning and implementing sus-tainable actions. It provides a mul-titude of information on tools,resources (financial, data andother) and case studies.

Gathering Waterswww.gatheringwaters.org/

This organization focuses on landconservation. It was formed in1995 to assist land trusts,landowners and communities intheir efforts to protect Wisconsin’sland and water resources.

Land Trust Alliancewww.lta.org/

The Land Trust Alliance promotesvoluntary land conservation andstrengthens the land trust move-ment by providing the leadership,information, skills and resourcesland trusts need to conserve landfor the benefit of communities andnatural systems.

Local Government Centerwww.uwex.edu/lgc/

Contains numerous links underGrowth Management. Also offerssmart growth law information.Videos, publications, and work-shops available.

Oregon Land Use InformationCenterwww.uoregon.edu/~pppm/landuse/land_use.html

This site provides a wealth of infor-mation about Oregon’s land usepolicies with connections to localland use plans and departments.

Sensible Land Use Coalitionwww.SensibleLand.org/

This is an organization devoted toland use. While they focus onMinnesota and the Twin Cities inparticular they offer a series ofinteresting workshops and have avariety of useful materialsavailable.

Smart Growth Network(growth management) www.smartgrowth.org

As its title suggests, this site is ded-icated to smart growth. It offerstools, case studies, funding optionsand information. Mission: to helpcreate national, regional and localcoalitions to encourage metropoli-tan development that is environ-mentally smart by protecting airand water quality, enhancingaccess to nature and encouragingbrownfields redevelopment. It isfiscally smart: by paying for itselfand providing high quality munic-ipal services without constantly ris-ing property taxes. Economicallyand socially smart: by promotingcommunity economic vitality, liv-ability, resource efficiency, equityand sense of place.

Urban Land Institutewww.uli.org

This organization’s primary inter-est is in land use policy and realestate development. It publishesmany useful publications, such asUrban Land and Smart Growth.It conducts many useful workshopsand conferences on a variety ofland use and real estate issues.

Wisconsin Land Use Councilhttp://www.doa.state.wi.us/olis/

The Wisconsin Land Council playsan instrumental role in identifyingcritical land use issues, problems,opportunities and solutions. It is asuccessor to the State InteragencyLand Use Council (ILUC), whichproduced “Planning Wisconsin,” areport to Governor Tommy G.Thompson, published on July 1,1996.

Wisconsin Land InformationProgramhttp://badger.state.wi.us/agencies/wlib/

This site is dedicated to regulariz-ing Wisconsin’s land useinformation.

State Agencies and othersources of land informationfor Wisconsinhttp://badger.state.wi.us/agencies/wlib/sco/pages/lidir.html

A series of web sites related to landinformation.

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7-1

The role of naturalresources in thecommunityThink globally, act locally. This is asimple concept, but one that can bechallenging to implement. Thischapter will discuss how to act onthe natural resources vision createdby your community.

Why do communities need to beconcerned about natural resources?Air, water, land, flora and fauna arepart of our everyday life. For themost part we accept their existencewithout thinking about them. In acity or village it is more obvious tonotice what is going on in thedowntown area or with new hous-ing developments. We generally donot take note or care when a wet-land is filled in or a few trees arefelled for a new industrial or resi-dential development. Many com-munities, however, are beginning torecognize that wisely managed nat-ural resources play a major role incommunity satisfaction and eco-nomic development.

Communities have changing rela-tionships with their local naturalresources. More than likely duringtheir early history, economic devel-opment was based on the extractionof natural resources. Wausau grewbecause the logging industry wasable to use nearby forests.Sheboygan, Green Bay, Fond du Lacand other communities were locat-

ed on lakes that allowed them tobecome distribution points fortrade prior to rail service.Wisconsin Dells originally promot-ed the beauty of the WisconsinRiver to foster tourism.

Depending on where your commu-nity is located, the natural environ-ment may play a role in local imageand quality of life. Many communi-ties rely on local natural resourcesfor beauty, as an economic resource,and/or for recreational opportuni-ties. In Wisconsin there are manynatural resource-based businesses;for example, logging, paper manu-facturing, agriculture, gravel andsand pits, and increasingly, tourism.Your community probably has someconnection with local naturalresources, whether for tourism,industry or recreation.Communities located by the GreatLakes, national forests, rivers, wet-lands and prairies are often definedby those resources.

Local natural resources provideimportant functions to communi-ties. Much of our undevelopedlands act as a water storage systemslowly seeping water into lakes andwells. Tree and plant roots holdvaluable soils in place. Used nutri-ents are never lost, but recycled.Best of all, natural areas act asnature’s purifiers gradually renew-ing polluted air and water. Naturalareas provide aesthetically pleasingenvironments (Andrews 1980).

More specifically, an area’s naturalsystems include:

� Plant and animal diversity.

� Aesthetic qualities.

� Surface water quality protection.

� Structural flood control.

� Maintenance of the groundwatersystem.

� Economic development andrecreational opportunities.

� Education and spiritual enrich-ment. (Town of Dunn 1979)

In addition to the functions of nat-ural resources, communities shouldbe aware of the condition of localnatural resources. Change is a partof natural ecosystem dynamics, butair, water, land or an ecosystem canbecome degraded through humanactivities. Surface water (lakes, riversor streams) may degrade over time;water can become murkier, algaeblooms may appear regularly or thewater may become too acidic —clear and lifeless.

Closely allied with degradation isthe reduction of natural resources.There are fewer trees, prairies andwetlands, as well as decreasingnumbers of birds, animals andplants associated with these kinds ofecosystems. Eventually some of thesenatural resources—plants and ani-mals—may disappear completely.

Pollution often degrades naturalresources. Pollution comes from

Chapter 7

Natural resources

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point and non-point sources. Non-point source pollution is the mostdifficult to address. Urban streetsand agricultural fields are commonsources. Point sources in contrast,are specific. Some examples of pointsource pollution are manufacturingfirms, such as paper plants, or utili-ties, such as coal-fired power plants.Point sources are outputs from aproduction process. Clean waterand air are used as part of the pro-duction process, but the output ofwater or air is “dirtier” than it waswhen it was used as an input.Reduction, degradation or loss ofnatural resources also translates toloss of beauty and loss of ecosystemfunctions, such as air and waterpurification, sediment filtration andwater flow control.

Few communities have consideredthe complicated needs of the natu-ral systems included within theirpolitical boundaries. Laws, strate-gies or programs such as the follow-ing address parts of our ecologicalsupport system: sewage treatmentdistricts, shoreland preservationregulation, priority watershed plans,lake management districts, farm-land preservation zoning, and well-head protection zones. But no zon-ing law or planning system requiresthat communities understand howall the parts interact to maintain theintegrity of natural systems. It is upto the community, county orregional planning system to under-stand local natural resources andincorporate potential managementneeds into a documented planningsystem.

Natural resourceissuesTrying to understand natural sys-tems is like trying to understandhow the human brain works. Thephysical and biological conditionsthat enable natural systems to func-tion are very complex. Humanshave learned through accidents andintentional tinkering that we do notunderstand all the requirements.

While we continue to improve ourunderstanding of the componentsof natural systems and their poten-tial benefits to global health, wemust still proceed with caution inmanagement decisions. We nowknow, for example, that wetlandsserve important functions.1 In thepast, soils present in wetland areaswere valued primarily for their agri-cultural potential. Wetlands wereoften drained for the perceived eco-nomic benefit of crop sales. The lossof potential long term economicand environmental benefits fromwater quality/quantity protection,aesthetic appeal and recreationaluses was ignored.

The following is a list of environ-mental resources that are importantto communities. Their managementmay have economic impacts.

� Aesthetic qualities/scenicresources

� Agricultural land resources

� Cultural features

� Food systems

� Geographic setting and soils

� Human health/environmentalhazards

� Plant communities

� Wildlife and wildlife habitat

� Surface water resources/watersupply

� Groundwater/water supply

� Waste reduction practices

See Appendix 1 for a description ofeach issue.

The process

Pre-visioningThe natural resource task forceorganized at the end of the generalvisioning workshop should coordi-nate the next sub-community work-shop. Before organizing this event,the task force should consider thefollowing questions.

� Why are we interested in naturalresources?

� What do we hope to accomplishwith a vision of natural resources?

� How will a natural resourcesvision improve existing communi-ty planning efforts?

� How will a natural resourcesvision complement the communityvision?

� How will the natural resourcesvision complement other identi-fied key areas?

1 Wetlands help to maintain water quality, reduce the chances of flooding, offer habitat for numerous species and provide asource of water in dry years.

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Natural resources workshopThe task force should convene anatural resources workshop to facil-itate a process for preparing a keyarea vision statement and identifykey sub-areas. To organize thisevent, refer to the chapter describ-ing the community workshop.

The people to invite to this event,aside from the general publicinclude:

� Regional, county, city planners.

� Land trust organizations.

� Conservation groups.

� Outdoor recreation groups(hunters, fishermen, snowmobil-ers, skiers, etc.).

� Federal and state agencies (EPA,DNR, Department of Interior,USDA, etc.).

� County and other sub-state levelagencies (related to naturalresources).

The facilitator could begin to devel-op a vision by using the followingquestions to help participants iden-tify what they would consider forlocal natural resources in the future:

It is the year 20XX (20–25 years inthe future). Your community hassuccessfully conserved the ideal anddesired local natural resources inyour community. Describe yourcommunity in terms of those natu-ral resources.


The facilitator should keep the fol-lowing questions in mind duringthe natural resources workshop.

� What do you want conserved interms of natural resources?

� Are there special areas, wetlands,bird watching areas, hiking trailsthat the community wants to pre-serve?

� What do you want created interms of natural resources? (hikingtrails, bird watching areas?)

� What does your community wantto change in terms of how naturalresources are used?

Preparing a naturalresources visionstatementRefer to the ingredients of a visionstatement in the first chapter. SeeChapter 1 for examples that canassist the facilitator in guiding thestakeholder group to define a natu-ral resources vision.

Below are examples of a naturalresources visions.

Weyauwega, WI

In the 21st Century, the City ofWeyauwega and the surroundingTowns of Weyauwega and Royaltonwill have developed a spirit of coop-eration focused on the protection ofthe area’s most precious naturalresources: recreational water, wildlife,forest and agricultural lands.

Sun River Terrace, IL

Parks and recreational areas will becomplete with pavilions, playgroundsand shelters accessible by all agegroups. The riverfront will bedesigned for boating, fishing, andcamping. Wooded areas will be pre-served for nature study and a histori-cal visitors center, located near theKankakee River shore, will tell theSun River Terrace story.

Yachats, OR

We value the natural environmentand beauty of our surroundings —the ocean, forests, rivers, hills andbeaches. We strive to protect andrestore our physical environment andthe natural and human habitat itprovides.

Stayton, OR

The natural environment is the basisof all life and livelihood. A communi-ty that does not respect its environ-ment ultimately does not respectitself. Respect for, and stewardship of,our natural environment is theresponsibility of all community mem-bers and an integral part of ourvision for the future.

Newberg, OR

Natural areas and habitat have beenpreserved. Agricultural land andopen space preserve the view fromsurrounding hillsides. Automobilesare used less, preserving air quality; agreenway system links pedestrianpaths along clean rivers and streams.Residents are actively involved inprotecting and conserving the naturalareas. Plenty of space is provided forenjoying animals and the earth.

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Preparing the strategicnatural resources planAs the natural resources task forcebegins the next phase of the vision-ing process, it is essential that allinvolved reconvene to share theinformation they have gathered.Store collected data so that every-one in the sub-area task force canhave access to it as they gather andanalyze data. One useful way to col-lect information is to have a mapillustrating where natural resourcesare located and how they are used.If available, data can be comparedusing a geographic information sys-tem (GIS).

Review plans, programs,projectsOne of the first tasks is to collectthe various plans, regulations, pro-gram and project documents thatguide the use, conservation andpreservation of natural resources inyour community. Gather plans fromyour local government, your countyzoning or planning office, theregional planning commission, andstate agencies, such as theDepartment of Natural Resources.

Also try to find out what was triedin the past—to understand whatsucceeded, what failed and why. Thenatural resources task force mayfind that there are initiatives under-way that are addressing the issues itwants to study. If that is the case,sub-area task force members maydesire to get involved in the otherorganizations.

Establish sub-area taskforcesAt the visioning workshop, sub-areatask forces need to be assembledthat will gather the necessary dataand address the questions that fol-low. Set up a sub-area task force foreach data gathering exercise. Youmay want to reassemble your natu-ral resources task force after gather-ing the data to inform all membersabout what was found. The taskforce can then take on the next stepwhich is to consider recommenda-tions. Here again you should dividethe task force into sub-area groups.

Data gathering andanalysisThere are three main areas that acommunity should consider when itgathers and analyzes data on its nat-ural resources. While the focus maybe on a specific problem, considereach natural resource issue identi-fied.

� What kinds of local naturalresources do we have and how iseach likely to change in thefuture?

� How do we value differentresources? (Is our groundwatersupply more important to ourcommunity than humanhealth/environmental hazards?)

� Do different segments of thecommunity have different values(ethnic, user and age groups;stage in the life cycle, such asfamilies vs. singles)?

� How do we use our local naturalresources in the community andregion and how is our use likelyto change in the future?

� What are the institutions (organ-izations and laws and regula-tions), both inside and outsideour community, that affect ourlocal natural resources?

Based on the above questions thetask force will want to collect andanalyze resource data to get a moreaccurate picture of naturalresources needs.

Natural resourcesinventory

The first step is to conduct a naturalresources inventory. Use theEnvironmental Resource PlanningChecklist in Appendix 2 as a firststep. Appendix 3 provides a series ofworksheets and more detailedexplanations. For a more sophisticat-ed inventory, take a look at soils,water, forests, minerals, geologic for-mations, plant and animal speciesthat are inside your planning area.Base maps and other kinds of mapscan assist you in figuring out yournatural resources inventory (seeWisconsin State Cartographer’s officein Appendix 7).

After you have completed an inven-tory of natural resource and relatedorganizations, your task forceshould be ready to develop a set ofstrategies.

Develop goals andstrategiesThe goals and strategies that followcorrespond with the issues outlinedpreviously. However, it is recom-mended that each community comeup with its own strategies. Refer toAppendix 4 to understand howgoals can link to later monitoringactivities. In Appendix 5 there arethree examples of natural resourcegoals, strategies and policies.

Aesthetic qualities/scenic resources

Goal: Enhance the qualityof life through the preserva-tion of scenic resources.

Strategies:

� Protect lakes, rivers and streamsand their buffers and preservethem for public access.

� Promote conservation buffers.

� Increase the number of bikewaysand pedestrian pathways.

� Work to preserve rural land-scapes through agricultural landpreservation, conservation devel-opment and other sensitive landuse measures.

� Support the protection of desig-nated scenic rivers and designa-tion of additional stream seg-ments.

� Preserve visible ridgelines thatcontribute to the community‘sscenic character.

� Preserve and enhance scenicqualities along major roadways,especially gateways to the region.

� Encourage the design of newdevelopment to complement acommunity’s scenic and historiccharacter.

� Utilize scenic easements to pro-tect the settings of historicresources.

Agricultural landresources

Goal: Protect prime agricul-tural soils from develop-ment.

Strategies:

� Map prime agricultural soils.

� Propose comprehensive planningand growth management pro-grams in rural areas under devel-opment pressure.

� Encourage donations of farm-land easements to land trustsand government agencies.

� Adopt agricultural protectionzoning.

� Discourage division of agricul-tural trusts into parcels that aresmaller than a typical core farm.

� Establish setback requirementson adjacent residentially zonedland to avoid conflicts betweenresidences and agricultural activ-ities.

� Investigate the use of transfer ofdevelopment rights for farmlandpreservation.

� Implement farming conservationmeasures such as diversion, ter-races and grassed waterways inconjunction with contour stripcropping and crop rotations.

Cultural features

Goal: Enhance the qualityof life through the preserva-tion of historic resourcesthat are significant for theirhistorical, architectural,archaeological and culturalvalue.

Strategies:

� Promote an understanding ofand appreciation for the area’shistoric and cultural landscaperesources.

� Promote and encourage a cultur-al landscape approach to thearea’s historic resources.

� Use the area’s historic resourcesand cultural landscape as a basisfor revitalizing and creatingstrong urban, suburban andrural landscapes.

� Encourage compatible develop-ment within and adjacent to his-toric districts and significant cul-tural landscapes.

� Promote the area’s historic andcultural heritage in tourism andeconomic development pro-grams.

� Encourage the preservation,rehabilitation and adaptive reuseof historic buildings.

� Support the identification anddesignation of eligible national,state and local historic proper-ties.

� Coordinate closely with and sup-port state and federal agenciesworking to protect historicresources.

� Allow property tax credits for therestoration of historic sites.

7-5

� Provide financial assistanceoptions for the preservation ofhistoric sites.

� Provide density credits, tax cred-its or other incentives for theretention of open space aroundhistoric sites.

� Consider historic preservationoverlay zoning.

� Designate local historic districtsas a tool for citizens to havegreater control over change intheir area.

Food systems

Goal: Decrease reliance onnon-local food.

Strategies:

� Increase food security.

� Preserve and manage large areasof prime agricultural soils to sup-port a sustainable food supply.

� Target agricultural productionand marketing to nearby metro-politan markets.

� Promote community gardens.

� Establish relationships with com-munity supported agriculture.

� Create food cooperatives.

� Initiate food-related micro-enterprises.

� Establish a food policy council.

Geographic settingsand soils

Goal: Decrease develop-ment in problematic set-tings and soils.

Strategies:

� Preserve steep slopes.

� Promote erosion and sedimentcontrol.

� Promote soil conservation prac-tices to reduce erosion and sedi-mentation.

� Encourage development that iscompatible with the area’sunderlying geology.

Human health/environmental hazards

Goal: Promote pollutionprevention practices toachieve sustainable use ofnatural resources and pro-tect the environment andhuman health.

Strategies:

� Promote clean industry.

� Improve the community’s airquality by linking land use andtransportation planning to reducevehicular miles traveled and byreducing energy use at home andin business and industry.

� Ensure businesses comply withstate and federal air quality emis-sion standards.

� Target and prioritize efforts bygeographic area or resource, typeof generator (residents, stores,offices, industry), type of pollu-tant and cost to society.

Plant communities

Goal: Protect the physicalenvironment and enhancethe character, quality andlivability of the communityby preserving natural plantcommunities.

Strategies:

� Restore and improve naturalplant communities.

� Reinforce the value of existingforest, prairie, wetland and ripar-ian areas and implement appro-priate measures to protect them.

� Increase planting of naturalplant communities (trees,prairie, etc.).

� Protect existing natural plantcommunities and encouragerestoration.

� Explore opportunities such asprivate land trusts, wetlands orwoodlands banking, and pur-chase of easements or develop-ment rights to protect importantnatural features.

� Develop strategies to preserveand manage forested lands.

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Wildlife and wildlifehabitat

Goal: Protect the physicalenvironment and enhancethe character, quality andlivability of the communityby preserving the naturalenvironment as an integralpart of the developmentprocess.

Strategies:

� Increase or maintain wildlifehabitats.

� Protect rare and endangeredspecies and maintain habitatthrough the promotion ofwildlife corridors.

� Preserve and manage large natu-ral environments for wildlifehabitat and scenic values andtheir contributions to groundwa-ter recharge, improved air quali-ty and erosion control.

� Preserve and manage habitatsnecessary for survival of existingrare, threatened and endangeredspecies identified by DNR.

� Conserve large contiguous tractsof woodland to reduce forestfragmentation, maximize wood-land interiors and reduce theedge/area ratio.

Surface waterresources/water supply

Goals: Increase or maintainquality and quantity of sur-face water.

Strategies:

� Implement regional lake, riverand stream water quality stan-dards.

� Reinforce waterways as a region-al natural resource.

� Protect a safe, long-term supplyof water that is adequate for alluses.

� Support water conservation andencourage measures to reducewater supply demands.

� Preserve and enhance the exist-ing network of lake, river andstream watersheds and theiraquatic habitats.

� Prevent development in flood-plains to protect public safetyand water quality, and reducepublic costs from flood damage.

� Preserve wetlands for their eco-logical and hydrological func-tions.

� Preserve and enhance bufferareas around water bodies tomitigate environmental andvisual impacts from adjacentuses and activities.

� Encourage a sustainable watercycle balance within watershedsas development occurs.

Groundwater/Water supply

Goal: Increase or maintainquality and quantity ofgroundwater supplies.

Strategies:

� Protect and enhance the qualityand quantity of groundwater.

� Support water conservation andencourage measures to reducewater supply demands.

Waste reduction

Goal: Improve local wastereduction practices.

Strategies:

� Promote a waste reduction andrecycling program.

� Prepare and distribute a guide tolocally available energy-smartproducts and services.

� Identify state and federal legisla-tion that supports and providesincentives for pollution preven-tion and recycling; consideradopting local legislation.

� Develop a pollution preventionand recycling strategy thatincludes businesses, industriesand government agencies in thecommunity.

� Establish targets for waste reduc-tion that can be used by thecommunity’s private and publicsectors.

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Community feedbackGetting community feedback is theresponsibility of the coordinatingcommittee. This step is outlinedmore thoroughly in Chapter 1. Thepurpose of getting community feed-back is to make sure that the natu-ral resources vision that is articulat-ed and the strategies outlined coin-cide with the general communityvision as well as the other key areavisions. After receiving feedback forthe natural resources vision andstrategies, the task force committeemay need to revise them.

� Does the community visionmesh with this natural resourcesvision?

� Will those elements you want topreserve and those you want tocreate achieve the future visionof your community?

Developing action plansNow that the natural resourcesvision and strategies are preparedand accepted by the community, itis time to prepare detailed actionplans on how to achieve the visionand implement the strategies. Thenatural resources task force shouldask each sub-task force to reviewthe strategies that pertain to its area

and develop a detailed action plan.In Chapter 1 there are two exercisesthat can aid in identifying the steps.Often there are many interveningsteps before the final strategy can berealized. See Appendix 6 for a seriesof strategies for immediately realiz-ing some of your action plans.

After each sub-task force has devel-oped action plans based on thestrategies that pertain to its specificarea, the task force should convenea workshop with the full naturalresources group. Each action planshould be discussed in front of thewhole group to avoid duplication.

Aesthetic qualitiesResource reviewconsiderations

This is one of the hardest categoriesto review objectively, yet may beamong the most important for thelocal quality of life. The aestheticqualities of the community alsoserve to attract tourists, an impor-tant component of Wisconsin’seconomy.

This section focuses on the aestheticqualities of the natural resource,but these qualities in the built com-munity are important as well.Aesthetic qualities of the built envi-ronment can be enhanced byemphasizing certain natural fea-tures, such as a scenic waterway orprairie plants, native trees andnative shrubs in community plant-ings. The built community canenhance the natural beauty of sur-rounding resources by emphasizingbuilding materials and colors thatblend with local scenery.

Aerial photography is recommend-ed as an ideal way to review aesthet-ic resources. Variety and unique fea-tures are important components.Categories for evaluation include:

� Topography: slope, variation inrelief and feature relief (forexample, a cliff or bluff face).

� Land use: diversity; percent ofpossible uses such as forests,farmland, wetlands, prairie, smallcommunities, urban communi-ties, utilities and highways.

� Water related areas: stream—ori-entation, width, gradient, shore-line, vegetation, unique features;lakes—size and shoreline geolo-gy, vegetation and topography.

� Landforms: characteristics ofhills, plains, valleys, glacial andother geological features.

� View potential: view elevation;vistas or panoramic views; land-scape views from close, mediumand distance perspectives; featurelandscapes such as a waterfall;and screening.

� Impacts on potential views.

Other factors to considerinclude:

� Roadside views of hedgerows,woods, lakes, streams, wetlands,shores and farmland.

� Roadside vegetation.

� Views from within a natural areathat maintain the integrity of thenatural experience.

� Views of attractive urban sky-lines.

� Placement of night lights in ruralareas.

� Maintenance of acoustic isola-tion of natural areas.

Agricultural landresourcesResource reviewconsiderations

Agriculture is a significant econom-ic component of most Wisconsincommunities. When evaluating theagricultural resource, the two mostimportant aspects to consider areproductivity and size. Start byinventorying all local agriculturalactivities including forest crops.Determine the major form ofincome at each agricultural site.Consider whether current agricul-tural activities are suited to thepotential productivity of the land.Are there any changes or trends inlocal agricultural practices thatshould be explained?

Potential productivity for tradition-al agricultural activities can bedetermined through a review ofagricultural land, looking at the fol-lowing characteristics:

� Slope.

� Soil particle size.

� Depth of root zone.

� Depth to groundwater table.

� Available water.

� Amount of organic matter.

� Permeability of soils.

� Length of growing season.

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Appendix 1

Environmental resource descriptions

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Productivity can be judged by com-parison to an indicator crop or useof an agricultural lands rating sys-tem. Corn is used as the indicatorcrop for the southern part ofWisconsin, oats for the northernpart of the state. A systematic pro-cedure designed to allow compari-son of production capacity of farm-land parcels is available from theNatural Resource and ConservationService. The rating system is knownas the Land Evaluation and SiteAssessment Procedure, (LESA).LESA users combine a numeric rat-ing from a land evaluation compo-nent based on soil types with thenumeric rating from the site assess-ment factors identified by the localcommunity to develop an agricul-tural use importance rating for eachparcel.

Size of the land may also be impor-tant for best use as agricultural pur-poses. Some crops and farmingpractices require the use of largeequipment or other managementpractices that can govern optimalsize for a farm unit. Cost of trans-portation to markets is another fac-tor that influences use of land forany particular crop. Economic effi-ciencies factor into this land usedecision.

Communities may wish to classifytheir agricultural lands for decision-making purposes. One classificationscheme suggests four categories:

1. Best suited to row or field cropagriculture (alternative - dairy,fruit trees, sod, etc.)

2. Moderately suited to row or fieldcrop agriculture

3. Poorly suited to row or field cropagriculture

4. Unsuited to row or field cropagriculture

Potential agricultural activity typesfor each community will dictate thechoice of classification scheme.

Cultural featuresResource review considerations

Cultural features include historical,architectural and archeologicalstructures and sites. They may alsoinclude sites that have no historicalimportance, but have local interest.Cultural features and sites mayinclude a building, a group ofbuildings, natural features (such asan Indian mound), trails, gardens,cemeteries, old farms, stage coachroutes and many other sites. TheWisconsin State Historical Societyor local clubs can help identify sitesfor review.

Review of cultural features and sitesusually leads to a decision aboutpreservation, but may also be usefulin decisions about whether to adapta significant site for recreational,educational or economic objectives.Determining the relative signifi-cance of cultural features shouldpartly depend on the community’svision of itself. Interest or concernfrom the Wisconsin State HistoricalSociety or other professionalgroup’s might also help in the con-sideration.

Pay special attention to sites thatmay be significant for more thanone reason. Keep all aspects of a

site’s significance in mind for com-munity planning purposes.Significant aspects may be missedwhen: multiple resource uses exists,(for example, wetland vs. historicalsite); multiple cultural considera-tions exist, (archeological vs. histor-ical); units are not significant ontheir own, but are significant as partof a district, (e.g., a group ofCornish miners’ houses).

Some qualities to review at suspect-ed sites of interest include:

Historical significance

� level of connection of site tohistoric idea, event, person, etc.

� number of historic themesrelated to site

� representation of period typeor style

� level of importance to locality,region, state, nation

� recognition of authorizedorganization

Scarcity

Condition

Environment

� relationship between the siteand the environment

� presence of detracting humanmade feature

� development pressures

Social value

� adaptability to current use

� research potential

� educational value

� recreational value

Public access

Food systemsResource reviewconsiderations

Life depends on food. In fact, thehistory of the development ofhuman civilizations is very muchthe history of an ever more complexsystem of procuring or producing,processing and distributing food.

The web of relationships that makeup the food system now stretcharound the globe affecting peopleand their environments in disparateand inequitable ways. The system ishighly dependent upon non-renew-able resources, and affects environ-mental quality, land tenure patternsand social justice in every corner ofthe world.

The economy, or food system, thatdelivers these goods is at the pinna-cle of its historical complexity. Theway food is produced, processed,distributed and consumed affectsthe physical, economic and environ-mental health of communities. Ifdiet related diseases plague our resi-dents, if people in the communityare hungry, if our farmland disap-pears, if chemicals and biotic wastescollect in our drinking water, we arenot healthy. For these reasons, thestate of the food system can act as abarometer of a community’s well-being.

Another part of the food system iscomposed of the organizations thatinfluence its operation. The govern-ment has programs to ensure foodsecurity, i.e., emergency food assis-tance and nutrition education, forthose families and individuals thatqualify. Another aspect to examineis the use of community gardensand community supported agricul-ture in your community.

To examine a community’s foodsystem, you can conduct a foodasset mapping exercise that can tellyour community where food isaccessible and to whom in relationto transportation corridors andhousehold incomes. This kind ofstudy looks at all food relatedorganizations from supermarkets toconvenience stores to food pantriesand soup kitchens, to restaurantsand fast food. Also, you can esti-mate the environmental impacts,such as energy consumption, watercontamination and food trans-portation. You can examine theeconomy in terms of the number ofemployees in the food sector and itsgrowth over time and estimate foodexpenditures by income. One aspectof an economic study is to look atfood pricing to determine if inex-pensive food for all householdincomes is equally accessible.

Source: Fertile Ground: Planning for the

Madison/Dane County Food System

Geographic settings/soiland mineral resourcesResource reviewconsiderations

The topography, drainage patterns,soil characteristics, mineral depositsand other geological features of thestudy area can influence and be influ-enced by a variety of activities withinthe community. Geological and geo-graphical considerations affect com-munity aesthetics, wildlife habitat,economic resources, location ofroads, soil erosion, surface waterrunoff and many other land use fac-tors. Geology also affects the com-munity water supply. Water supply istreated in more detail in a differentsection.

A first step to understanding thegeographic setting is to map water-sheds and their drainage patterns.Subsurface geology governs landformations including drainage pat-terns. Understanding local rocktypes and deposits allows predic-tions of potential impact from pro-posed development.

Subsurface geology also providesinformation about potential eco-nomic resources such as gravel orminerals. Communities will want tocompare surface uses, such as resi-dential, agricultural or wildlifehabitat, with subsurface resources toanalyze potential conflicts.Maintaining the possibility of pro-duction of metallic or non-metallicresources may be as significant tothe community as the potentialenvironmental impacts. Factors thatcontribute to evaluation of the sig-nificance of the mineral resourceinclude:

� Supply (abundant or scarce).

� Quality.

� Deposit size.

� Ease of extraction.

� Water supply.

� Demand for the resource.

� Land use conflicts.

� Threats to the accessibility of thedeposit.

Geological phenomena such as out-crops, bluffs, cliffs, glacial features,sand dunes and caves are significantfrom both aesthetic and wildlifehabitat perspectives. These featuresneed to be mapped and their signif-icance evaluated. Beauty, ecologicalsignificance, frequency of occur-rence, fragility, significance as a sci-

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entific area and recreation potentialshould be considered. Geologicalphenomena can have an importanthuman impact which should not beoverlooked. Geological featuresserve as a component of quality oflife and a component of touristinterest in the locality.

Human health/environ-mental hazardsResource reviewconsiderations

Air and water quality, climate andnoise issues are not normally con-sidered when assessing naturalresources. Unfortunately, we cannottake clean air and water and a quietenvironment for granted. Air, waterand noise need to be one of ourland use planning considerations.We have less control over the localclimate, but climate factors affect airquality and noise and should beconsidered part of community eco-nomic decisions.

Air quality concerns are part of thelandscape no matter where you livein Wisconsin. Urban conditionsnext to Lake Michigan, LakeSuperior and the Twin Cities—St.Paul and Minneapolis—are at great-est risk of non-compliance with airstandard regulations. However, pes-ticide use and other agriculturalactivities in rural areas, construc-tion, non-metallic mining and vehi-cle exhaust all contribute contami-nated dust and fumes.

Gathering baseline data on air,water and noise in the study areabecomes particularly importantwhen making development deci-sions. While a site may be ideal for abusiness, factory or highway in eco-

nomic terms, a change in local air,water or noise may affect the healthof surrounding human, plant oranimal communities. Recent air andwater regulations also limit permit-ted discharges of pollutants. Whencommunity facilities reach permis-sible levels, no new discharges canbe added without reducing currentdischarges.

Finally, recent studies have shownthat community populations withlower political or economic strengthare more likely to have their localenvironments impacted by develop-ment decisions rejected by otherparts of the community. Carefulmonitoring of community humanhealth categories is needed toensure fair distribution of commu-nity businesses or services thataffect local air, water or noise levels.

Plant communitiesResource reviewconsiderations

Natural vegetation provides localscenery, contributes to the quality oflife in the community and providesa destination for recreational activi-ties. Vegetation is also significant forthe role it plays in the ecology ofthe area and in maintaining ade-quate water supply. Ecological inter-actions include soil quality, wildlifehabitat, nutrient cycling and climateimpacts. Presence or absence of veg-etation and the type of vegetationaffects the ability of the land toabsorb water and to conserve soiland nutrients. Vegetation affectscommercial decisions when nativecommunities are eliminated orrestored as part of agriculture orwood crop management decisions.

Every land use decision thatchanges the current vegetationresults in a variety of trade-offs.Identifying current plant communi-ties and evaluating their aesthetic,recreational, ecological and conser-vation impacts will help communi-ties discover where change shouldbe encouraged and where it shouldbe avoided.

Determine the location of existingplant communities and their gener-al types through interviews withlocal residents and advice fromregional and state agencies thatmonitor natural resource features.The Wisconsin Department ofNatural Resources has alreadymapped wetlands and ecologicallyunique plant communities aroundthe state. After plant communitieshave been identified, summarizetheir character through qualitiessuch as:

� Size.

� Frequency of occurrence.

� Fragility.

� Elevation.

� Diversity or variety within thecommunity.

� Significance.

Careful evaluation of each plantcommunity includes many morefactors. Consult a natural resourcespecialist to help the communitydevise and conduct an evaluationscheme. Detailed evaluation proce-dures are available from theWisconsin Department of NaturalResources, the Nature Conservancyand other groups for the followingcategories:

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� Commercial wood and fiber pro-duction.

� Forest hunting.

� Forest, grasslands and wetlandsresearch and education.

� Forest, grasslands and wetlandsrecreation - non-motorized.

� Forest, grasslands and wetlandsrecreation - motorized.

Evaluation tools consider: plantcommunity/species types—trees,shrubs, grasslands, groundcover; ageof plants; canopy cover and open-ings; density of plant stands; signsof physical or insect damage; andlocation in relation to other fea-tures.

Wildlife and wildlifehabitatResource reviewconsiderations

Wildlife includes turtles, snakes,salamanders, frogs, toads, fish, birdsof prey, songbirds, waterfowl, furbearers and insects. All need habitatfor their food, resting, mating andshelter needs. The amount andcharacteristics of the habitat spacevaries from animal to animal. Birdsand animals travel along “corridors”of habitat that also include flightpaths. For some species, these “cor-ridor” habitats are vital to their sur-vival.

To understand what a particularwildlife habitat could include, it isimportant to review informationabout presettlement conditions inthe area. The WisconsinDepartment of Natural Resourceshas identified a number of areas notaltered by human intervention.

DNR professionals can providelocal advice about the location ofthese areas.

Undisturbed areas have many bene-fits for the community as well aswildlife, such as education, naturestudy and outdoor enjoyment.Natural areas are also an importantsource of comparative informationfor resource managers studying theeffects of human impacts on land.“Maintaining lands in a natural ornear natural condition holds openthe land management alternativesavailable to future generations. Ifthese resources are degraded, alter-natives for the future are narrowed,for the recovery of converted natu-ral features, if at all possible, isextremely slow” (W. Tans, R.Dawson, Natural Area Inventory,1980).

Some communities may wish toview natural resources habitat fromthe perspective of recreation, hunt-ing or fishing opportunities. Localnatural resource managers can pro-vide specific advice about habitatrequirements for desired species.

Suitability of forests and wetlandsfor hunting is determined by the:

� Quality and availability ofwildlife habitat.

� Regional abundance of majorgame species.

� Demand for hunting facilities.

In Wisconsin, the quality of forestsand grasslands for hunting is judgedby the presence of the followingspecies: white-tailed deer, blackbear, ruffed grouse, bobwhite quail,Hungarian partridge and ring-necked pheasants. Wetland hunting

potential is judged by the presenceof mallards, blue-wing teal, andother ducks and geese.

Surface waterresources/water supplyResource reviewconsiderations

According to the results fromWisconsin’s Critical ResourceInformation Program (CRIP), alllakes, rivers and streams within thestate should be designated as poten-tially useful. These are valuable nat-ural resources that support:

� A range of natural systems,which rely on their presence.

� A source of drinking water forhumans and water supply foragriculture, industry, tourism.

� An avenue for transportationand waste disposal (industrial,agricultural, utility, sewer, andurban runoff).

� Recreation and passive enjoy-ment.

Surface water resources are integralto numerous natural systems—arole almost invisible to communi-ties, and as a result, often not val-ued. Natural systems function incycles. Water, minerals, and gasescycle through living and non-livingsystems. Surface waters are a com-ponent of the hydrologic cycle andmany biological, geological andchemical cycles. They replenishatmospheric water lost in precipita-tion and accept surface runoff.Plant and animal ecosystemsdepend on a certain quality, tem-perature, rate of flow and volume ofwater.

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There is no ideal natural state for alake or stream; they continuallyevolve and change. However, theirmany uses justify optimum man-agement.

Evaluation of surface waterfeatures should consider:

1. Alteration of lakes, rivers orstreams as a result of humanactivity. Some considerationsinclude: population and growthprojections, the path of develop-ment, modification by structuresor by artificial control, increasedwaste load and increased waterdiversions.

2. Scarcity of quality surface water.Some considerations includerecharge of groundwater supply,unique recreational waters,waters of high recreational quali-ty, unique or quality fish habitat,water undisturbed by humanactivity.

3. Water resource hazards. Considerhazard areas that present a threatto human health and property,such as flooding.

4. Resource sensitivity. Considerareas where increased shorelanddevelopment or waste loadwould be incompatible ordegrade the water resource andits accompanying role in the nat-ural system. Sensitive areasinclude: wetlands, areas of higherosion potential, and areas ofpoor soil suitability for land dis-posal of wastes.

Groundwater supplyResource reviewconsiderations

Groundwater currently provides alarge percentage of Wisconsin’swater needs. Agriculture and manyindustries depend on large suppliesof high quality groundwater. Insmall communities and ruralhomes, groundwater is the onlyeconomical source of high qualitywater for domestic use. As it replen-ishes surface waters, it also con-tributes plant growth nutrients atits points of discharge—streams,lakes, wetlands. Nitrogen and phos-phorus enter groundwater from fer-tilizer and as decomposed by-prod-ucts of organic matter such as cropresidue, leaf litter, decaying animaland vegetative material. This addi-tional source of nutrients affects thewater quality of surface waters.Quality and availability of ground-water can vary locally on a site-to-site basis, depending on the specificgeologic and hydrologic conditionsof the area.a,c

Groundwater is sensitive to localcontamination, depending on pol-lutant characteristics and soil per-meability. Once present in ground-water, pollutants can travel at therate of groundwater flow or dis-perse at a faster rate, depending ontheir chemical characteristics. Flowrates are affected by gravity and thepermeability of the soil or rock.b

Human health and the quality ofthe local surface water can be affect-ed by groundwater contaminants.

The supply of groundwater is notinfinite. It must be rechargedthrough the hydrologic cycle inwhich precipitation percolates intothe ground or enters the groundfrom surface water bodies. Poorlyconstructed wells, improper wellspacing and excessive pumping canlead to pronounced decreases inwater storage, interference betweenwells, interchange of water betweenaquifers or basins and interferencewith surface water levels.

Evaluation of groundwatersupplies should consider:a,c

1. Supply and uses. Consider limi-tations in quality and quantity.Track populations and land usepatterns. Monitor the quality ofthe water in different settings,especially to ensure that any pro-tection strategies are working. Beaware that high quality or plenti-ful supplies may encouragehuman activities.

2. Sensitivity and threats. To deter-mine groundwater vulnerabilityto contaminates, consider soiltype and depth, water table level,flow patterns, bedrock character-istics and human activities in thearea. Identify sources and prop-erties of pollutants. Note thatpaving and buildings reduce theopportunity for groundwaterrecharge. Land disposal of wastesin septic systems, sewage orsludge lagoons, settling ponds, orapplication of liquid waste allhave potential to contaminategroundwater supplies.

a Many comments in this section are quoted or adapted from the CRIP Phase III Report, Environmental Monitoring and DataAcquisition Group, 1974.

b Town of Dunn Open Space Preservation Handbook, 1979

c Some points in this section are found in A Guide to Groundwater Quality, Planning and Management for Local Governments,1987 and EPA Handbook: Ground Water and Wellhead Protection, 1994.

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Contaminants from belowground sources, such as storagetanks or pipelines, can migratedirectly into groundwater.

3. Hazards. Consider floodingpotential from high water tables.

Waste management andreductionResource review considerations

Many human activities result inunwanted by-products, or wastes.Wastes can contribute to localresources if properly managed(recycled into useful products), butoften are troublesome. Unwantedwastes cause two main problems:too much volume and hazardousconditions. Manufacturers andmunicipalities work to reduce bothproblems, but long-term communi-ty health depends on vigilance andplanning.

Wastes come from many sources —some regulated, some unregulated.They may be solid, liquid or gas.They may be emitted from a sitepurposefully or by accident. Evenregulated sources may not be man-aged most effectively because lawsare often difficult to enforce. As aresult, communities benefit fromtaking the initiative to plan for andmonitor good waste management.

The first principle of waste manage-ment is to not have any waste. Someretail and industry groups helpmembers identify and implementwaste reduction opportunities.Government funds also supporttechnical assistance training andassessments. Individuals can imple-

ment source reduction techniquesat home and in the work place.

A second principle is to know whatyou have. Wisconsin regulationsrequire regular reporting aboutsome waste management activities.Community right-to-know lawsrequire industries and others toprovide data on high volumesources of hazardous wastes. Acommunity waste reduction initia-tive reviews local activities and dataand accounts for waste manage-ment strengths and weaknesses atthe local level.

When evaluating local activi-ties, consider the following:d

1. Do activities reduce the source ofwastes, by:

� Product changes—substitution,conservation, change in com-position?

� Source control—change ininput materials, technologychanges, good operating prac-tices?

2. Can wastes be recycled, by:

� Use and reuse—return to origi-nal process, substitute for rawmaterial?

� Reclamation—process forresource recovery or by-product?

dEPA Manual for Waste Minimization Opportunity Assessments, 1988

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Directions—Review actionsaddressed in your current land useplan or local records. If the itemdoes not apply, leave it blank.Which management choices are sat-isfactory and which need furtherattention? “Community Aware”refers to community knowledge ofthis planning initiative.

Appendix 2

Environmental resource planningchecklist

Actions Satisfactory Needs action Community aware

Environmental resources identified

Geographic setting and soils

Land ecosystems

Plant communities

Wildlife habitat

Water ecosystems

Plant communities

Wildlife habitat

Water supply

Cultural resources

Human health

Air quality

Water quality

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Environmental resources witheconomic potential identified

Agricultural land resources

Mineral resources

Recreation resources

Scenic resources/aesthetic quality

Cultural and archaeological resources

Land and water recreation sites

Food systems

Growth managment strategiesin place

Clustering of development

Environmental corridors/natural areaseasements

Growth control plan

Historic building reuse

Purchase of development rights plan

Development restrictions in place for

Prime agricultural land

Soil erosion

Floodplains

Groundwater recharge areas

Stream banks

Lakeshores

Higher elevations

Steep slopes

Poor soils

Wetlands

Wildlife habitats

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Quality of life elements for

Scenic overlooks and “viewsheds”

Beauty zones

Town commons

Tree plan—planting and preservation

Rural byways

Historical or architectural zones

Archaeological site preservation

Green space or environmental corridors

Trail systems/park areas for

Bicycles

Cross-country skiing

Hiking

Walking

Snowmobiling

ATV use

Nature study

Connecting environmental areas

Public access to public waters for

Fishing

Swimming

Canoeing

Camping

Multiple uses

Restoration possibilitiesidentified for

Prairie

Woodland

Wetlands

Presettlement conditions

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Actions Satisfactory Needs action Community

Compliance with state/federalregulations & standards

Abandoned wells

Air quality

Drinking water supply protection

Groundwater protection

Highway and street standards

Soil erosion

Surface water

Shoreland zoning

Sewage treatment

Solid waste management

Septic system sanitary codes

Storm water run-off

Underground storage tanks

Waste reduction

Wetland protection

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Worksheets

Identify the location(s) for study inyour community. The worksheetswill help you explore and documentdetails needed to determine pre-ferred strategies and actions.Choose the worksheets most appro-priate to the site you wish to study.Check the background sheetsand/or involve an expert when youneed more information about atopic. Below is a list of the work-sheets.

Aesthetic qualities/scenicresources

Agricultural land resources

Cultural features

Food systems

Geographic setting/soil andmineral resources

Human health/environmentalhazards

Plant communities

Wildlife and wildlife habitat

Surface waterresources/water supply

Groundwater/water supply

Waste reduction

Community environmentalresource inventory

Community environ-mental resources studyarea or topicThe purpose of choosing an area tostudy is to help the communityunderstand what natural andhuman resources the area provides.When the community understandsthe natural history and humanpotential of the resource, it canevaluate its quality and its potentialuses. This background will allow thecommunity to develop policies thatprotect valued resources.

Reasons for choosing a particularnatural area to study will vary fromcommunity to community andfrom decade to decade. In somecases, the community may need tomake a decision about locating anew school, identifying an industri-al park, or approving zoning for anew apartment complex. Othercommunities may plan to incorpo-rate a bike path, or preserve a popu-lar wooded area. In each case, whena decision needs to be made abouthow land will be used, the commu-nity will benefit from a thoughtfulevaluation of all the possible valuesof the land.

If there is no specific problem thatneeds immediate consideration, aninventory can help prepare thecommunity for future decisions.The inventory and checklist canhelp determine priorities for action.Discussion of checklist results canserve to guide the community to

select specific local naturalresources for further investigation.

Making the decision to study a par-ticular natural area does not com-mit the community to maintainingit as such. A community couldchoose to use a particular site orland area for one or more of thefollowing purposes:

� Cultural interests.

� Commercial or economic uses.

� Education or research benefits.

� Natural systems protection.

� Open space.

� Recreation.

Study of the area will alert the com-munity to strengths or barriers thatthe resource provides when ana-lyzed for specific human or naturalqualities. After studying the geo-graphic, agricultural, water supplyand aesthetics of several sites forexample, the community maychoose to maximize the geographicpotential for one site by approving agravel pit, and for another site byprotecting it for aesthetics andrecreation.

Finally, it is important to identifynatural areas that should be pro-tected so that these areas are notlost by accident or neglect.Considerations in evaluating aresource for this possibility include:

Appendix 3

Environmental resources inventory

� An area with unusual natural orhuman features.

� A natural area which is crucial toan ecological system.

� An area that contains natural,scenic or historic areas endan-gered as a result of currenthuman activities.

Sources: Critical Resources Inventory

Program for Wisconsin, 1974

Preserving Local Resources—A

Guide for Town Officials, 1980

Rural Environmental Planning

for Sustainable Communities, 1992

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Cultural

community identity

archeological site or setting

historical or cultural site or setting

maintain high quality opportunitiesfor cultural expression

Commercial, economic,residential

building site/housing

clean air requirements

commercial wood and fiber production

crop types

fishing

hunting/trapping

nonmetallic mineral sources

metallic mineral sources

pasture land

tourist attraction

Education, research

adult group visits

school group visits

nature study

research site for:_______

wildlife observation

Natural systems

aquifer discharge

aquifer recharge

plant and animal diversity

feeding habitat

flood control

flood plain protection

animal movement corridors

nesting/resting/breeding/burrowhabitat

nutrient and sediment control

surface water quality protection

wintering/migratory habitat

Open space

aesthetic considerations such asfeature landscape, long distanceview, screening, spiritual enrich-ment, variation in landforms, varia-tion in topography

buffer zone between compatible land uses

space where education, research,natural systems and recreationalactivities can take place

Recreation

boating, motorized

boating, non-motorized

camping

corridors for walking, biking, hiking,skiing

picnic/playground

swimming

wild foodgathering

TABLE 1. Resource use possibilities.

Worksheet prepared by: Date:

Study area:

Name

Geographic location, community map correlation

1. Describe the landscape.

Variation in topography?

Landforms of visual interest (cliff, large hill, valley, waterfall, glacial feature)?

Dominant land cover (forest, wetland, prairie, farm fields, human-built features)?

2. Describe community features.

Appearance of human-built features?

Geological features of popular interest?

Landmarks?

Long distance views?

Natural areas that enhance community appearance —environmental corridors, scenic greenbelts and

open space?

Views found along roadways?

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Aesthetic qualities/scenic resources—worksheet

Unusual water/land interfaces—scenic stretches of shores, rivers, streams?

Mix of features—how does diversity create interest?

Landscape appearance from close, medium and distant perspectives?

3. What specific land use activities take place in this study area?

4. Describe any current land management plans in place.

5. Describe the quality of the aesthetic features in the study area. Consider: accessibility, condition, diversity and sig-

nificance to the human community.

6. What additional data is needed to evaluate the study area: additional resource data, a site visit, help with interpre-

tation of site data or visit?

7. What are the goals for this resource or site: other use possibilities, management options?a

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a See table 1 for use options.

Agricultural land resources—worksheet


Study area:

Name


1. What specific agricultural activities take place on this land?

2. Describe any current agricultural management plans in place.

3. Describe soils, soil conditions and the LESA rating (Land Evaluation and Site Assessment).a

4. Describe the potential for groundwater contamination on this site.b

5. Describe the quality of these lands for agricultural purposes. Consider: accessibility, condition, nearby uses, and

significance to the local and regional economy.



7. What are the goals for this resource or site: other use possibilities, management options? c

a The LESA procedure measures production capacity of farm parcels and is available from the USDA Natural Resource andConservation Service.

b The University of Wisconsin Extension Farm*A*Syst fact sheet series provides groundwater risk assessment tools for farm prop-erty owners.

c See table 1 for use options.

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Cultural features—worksheet


Study area:

Name


1. List and describe the cultural features in the study area:

Architectural features

Archeological features

Cultural features

Historical features

2. Which features, if any, are recognized by an authorized organization (state or federal designation, for example)?

Name the feature, the organization and the designation.

3. Are there any management plans in place for the current or future use of any cultural features in the study area?

4. Describe the quality of the cultural features in the study area. Consider accessibility, condition, nearby uses and

significance to the human community.

5. What additional data is needed to evaluate the study area: additional resource data, a site visit, help with

interpretation of site data or visit?

6. What are the goals for this resource or site: other use possibilities, management options?a

a See table 1 for use options.

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Food systems—worksheet


Study area:

Name


1. List and describe the food system in the study area:

economy

employment

pricing

expenditures

environment

energy consumption

water contamination

transportation

2. Are there any management plans for supporting alternative organizational forms such as Community Supported

Agriculture (CSA), community gardens, farmer’s markets?



4. What are the goals for this resource or site: other use possibilities, management options?

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Geographic setting, soil, mineral resources—worksheet


Study area:

Name


1. Describe soils, soil conditions and the LESA rating (Land Evaluation and Site Assessment).a

2. Describe site drainage characteristics: permeability; depth-to-bedrock; wet, poorly drained and organic soils; etc.a

3. Map the watershed(s) for this area —where does water from this area flow

(what body of water or groundwater supply)?

4. Describe any soil and/or drainage limitations for development.

5. Describe the landscape terrain: rock types, elevation and slope, rugged terrain, high relief topography, soil

erosion potential?

6. Are there any mineral deposits in the study area, metallic or non-metallic?

7. Describe the quality of these geographic resources. Consider: accessibility, condition, nearby uses and significance

for mineral extraction, development or recreation.



9. What are the goals for this resource or site: other use possibilities, management options?b

a The LESA procedure measures production capacity of farm parcels and is available from the USDA Natural Resource and Conservation Service. Other information about local soil resources is available from County Conservation District offices andfrom the University of Wisconsin-Extension Geological and Natural History Survey.

b See table 1 for use options. 7-27

Human health/environmental hazards—worksheet


Study area:

Name


1. Describe the climate for the study area: air movement trends, humidity, precipitation.

2. What specific land use activities take place in this study area? Are there any activities that add to the general

noise level of the study area?

3. What is the history of the air quality in the study area?a

What is the overall quality of the air?

What pollutants (if any) are known to be present in the air?

What are the sources of pollutants?

�Transportation corridor issues: congestion, selected traffic patterns?

�Industry/commercial development issues?

�Concerns about non-metallic mining, construction, other land uses that create dust?

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4. How do air quality concerns affect human activities: schools, residential, workplace?

5. What is the history of the water quality in the study area?b

Where do residents obtain their drinking water—wells or municipal services?

What land uses take place at the geographic location of the drinking water source?

Is the surface water quality and availability adequate to meet recreation demands?

6. Describe how air or water waste discharges from industry, commercial and other land use activities are

monitored: pollution prevention activities observed, “brownfields”zoned or managed to encourage development?

7. Describe the significance of environmental health conditions to the human community, local or regional

ecosystems.a




a The Wisconsin Department of Natural Resources, the Wisconsin Department of Health and Family Services, and the Universityof Wisconsin-Extension Environmental Resources Center can provide information about air and water resource quality andimplications for human health.

b See table 1 for use options.7-29

Plant communities—worksheet


Study area:

Name




3. If woodlands are present, describe species and communities represented.a

4. If woodlands or grasslands are present, describe plant communities represented.a

5. If wetlands are present, describe plant communities represented.a

6. List any unique, rare, remnant, threatened or endangered plant communities or species that should receive

special attention.a

7. Describe the quality of the plant communities. Consider: accessibility by people, condition, nearby uses and

significance to local or regional ecosystems.a




a The Wisconsin Department of Natural Resources and the University of Wisconsin-Extension Geological and Natural HistorySurvey can provide information about local plant communities and species.

b See table 1 for use options.

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Wildlife habitat—worksheet


Study area:

Name




3. What wildlife species and populations use the study area?a Which are used for fishing, hunting or trapping?

4.What is the Wisconsin Department of Natural Resources Habitat Designation for the study area?a

❑ Class I ❑ Class II ❑ Class III ❑ Class IV

Comments

5. What wildlife needs are met by the study area? Comment on each.a

Breeding -

Feeding -

Movement corridor -

Resting -

Wintering -

Migratory habitat -

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6. List any unique, rare, remnant, threatened or endangered habitat or wildlife species that should receive

special attention.a

7. Describe the quality of the wildlife habitat. Consider: accessibility by people, condition, diversity of species,

nearby uses and significance to local or regional ecosystems.a




a The Wisconsin Department of Natural Resources and the University of Wisconsin-Extension Department of Wildlife Ecologycan provide information about local animal communities and species.


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Surface water resources/water supply—worksheet


Study area:

Name


1. What specific waterways and land use activities take place in this study area?

2. Describe any current land or waterways management plans in place.

3. Describe the surface water resource.a

Lakes/ponds—resource description, assessment rating, and water quality ratings

Rivers/streams —resource description, assessment rating, and water quality ratings

4. Describe surface water supply—quantity, quality, availability—and current or potential uses.a

Agriculture -

Domestic -

Industrial/commercial -

5. Describe any discharges to surface water—point source and nonpoint source activities.a

Agriculture -

Industry/commerce -

Urban/suburban community sources -

(Consider roads, parking lots, building roof runoff, public and private property practices) 7-33

6. List unique natural water communities: wetlands, shorelands, bogs, floodplains, estuaries.a

7. Describe water recreation uses and opportunities.a

8. Describe overall quality of these surface waters. Consider: accessibility, condition, nearby uses, and significance

to human community, local or regional ecosystems.a




a The Wisconsin Department of Natural Resources, the University of Wisconsin-Extension Geological and Natural HistorySurvey, and the University of Wisconsin-Extension Environmental Resources Center can provide information about surface waterresources and their uses.


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Groundwater resources/water supply—worksheet


Study area:

Name




3. Describe groundwater supply - quantity, quality, availability - for current and potential uses.a

Agriculture -

Domestic -

Industrial/commercial -

4. List activities that discharge to groundwater.a

Agriculture -

Industry/commerce -

5. Describe the groundwater system and its dynamics.a

How is groundwater supply used and where does groundwater discharge to surface water—locations and

description? What is the quality of the groundwater discharging into lakes, streams and rivers?

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How is the groundwater supply or aquifer recharged - area of land where this occurs and its description?

What is the quality of the recharge water?

Is the groundwater recharge rate in balance with the discharge rate? What are the resulting water quality and

supply considerations?

6. Describe the quality of the groundwater. Consider: accessibility, condition, nearby uses, and significance to human

community, local or regional ecosystems.a




a The Wisconsin Department of Natural Resources, the University of Wisconsin-Extension Geological and Natural History Survey, and the University of Wisconsin-Extension Environmental Resources Center can provide information about groundwater resources and their uses.

b See Table 1 for use options.

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Waste management and reduction—worksheet


Study area:

Name


1. Map location of waste production and management in relation to other community facilities.

2. Describe community recycling and source reduction—needs, outreach and services.

Residential?

Business?

Government/school?

3. Describe household hazardous waste source reduction and waste disposal—needs and services.

Public outreach?

Service?

4. Describe farm and business—very small quantity hazardous waste source reduction and waste disposal—

needs and services.

Public outreach?

Service?

5. Describe industry pollution prevention needs and audit services.

Public outreach?

Service?

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6. Describe energy use reduction needs and services.

Public outreach?

Service?

7. Describe the location and effectiveness of local waste management activities and services. Consider significance

to the human community and to local or regional ecosystems.

8. What additional data is needed to evaluate waste management: additional resource data, a site visit, help with


9. What are the goals for community waste management, management options?

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Overall assessment Sample indicators Possible sources ofobjective information

Characterize importance of Number of school field trips to natural areas Local schoolteachersecosystem to local education

Number of visitors to local arboretum, bird Management office of relevantsanctuary, or state and national parks organization (e.g., arboretum)

Assess flood control services Qualitative indicator based on flooding Newspaper archivesprovided by local wetlands history of area with wetlands and similar Local land-use officials

areas where wetlands have been lost to Local emergency management development officials

Assess availability of land for Acres of land/open space available for Local land use officialsrecreation recreation per 1,000 people in the community Local or state parks and

recreation officials

Characterize level of Annual number of activity days for U.S. Fish and Wildlife Service,recreational activity (e.g., rafting and kayaking, fishing, hunting, National Survey of Fishing,upon ecosystem and visitor days to local resorts and Hunting, and Wildlife

campgrounds) Associated Recreation,published every six years

Trends in beach closures or fishing advisories State Comprehensive OutdoorRecreation Plans; contact statetourism and recreation agency

Fate and effects of sanitary waste and refuse County or municipal recordson ecosystems for sanitary treatment and

waste removal from recreationsite

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Appendix 4

Sample information sourceAssessing the linkages between

ecosystems and local quality of life

Source: U.S. EPA. 1997. Community Based Environmental Protection: A Resource Book for Protecting Ecosystems and Communities.

EPA 230-B96-003, September, pp. 3–33.

City of Hudson,Wisconsin—1993Comprehensive Plan

Environmental protectionpolicies

1. Continue to implement andadminister federal and stateprograms to preserve andmaintain and further enhancenatural ecological systemsincluding: lakes, ponding areas,aquifers, drainage areas, andwetlands with federal and statetechnical financial assistancewhen available.

2. Protect lakes and other waterbodies from negative impactsof development through theadministration and enforce-ment of shoreland regulations.

3. Protect both surface andgroundwater from hazardouswaste, fertilizers, and pesticides.

4. Support DNR efforts to protectsurface water from intrusivevegetation that would disturbor destroy the natural ecosys-tem of the body of water.

5. Continue to strictly controldevelopment in floodplainareas of the St. Croix River andLake Mallalieu.

6. Continue to encourage andassist businesses, organizationsand private citizens in theirefforts to beautify and other-wise enhance the environment.

7. Pursue all reasonable opportu-nities to reduce and controlnoise and air pollution.

8. Adopt reforestation standardsthat require reforestation ofareas cleared by development.

9. Discourage development onsoils that are unsuitable fordevelopment and require prop-er correction of problem soils.

10. Insure that the public health isprotected by requiring that on-site sewage systems conform toState requirements.

11. Carefully regulate the quarryingof resources such as sand, dirt,gravel, and peat to mitigatepotential environmental andvisual impacts such as: dust,noise, and erosion on neigh-boring properties.

12. Restrict development in landsadjacent to designated wildliferefuge areas where adverseimpacts of such developmentcannot be adequately mitigated.

13. Develop a natural resourcesmaster plan to inventory natu-ral areas such as: wetlands,woodlands, fens, and hillsideareas. Opportunities to pre-serve such areas should becoordinated with County, State,regional, federal, and privateprograms.

14. Expand the community’s envi-ronmental education andawareness program to includethe proper use and disposal ofsuch pollutants as hazardouswaste, fertilizers, and pesticides.

15. Encourage public and privaterecycling programs.

16. Encourage the incorporation ofwoodlands and wetlands intodevelopment plans or park andopen space areas as an alterna-tive to the destruction of theseresources.

17. Protect the Lower St. CroixNational Scenic Riverway bycontinuing to adhere to theMaster Plan Guidelines andWisconsin DNR Chapter NR118 regulations as they pertainto this Riverway.

Source: City of Hudson

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Appendix 5

Example policies

Case study—DaneCounty

Conserving Our Land andWater Resources

Dane County residents want to pre-serve our wonderful land and waterresources. We enjoy the recreationalopportunities our parks and trails,rivers, streams and lakes give us. Weneed clean water to drink and cleanair to breathe. And, in our increas-ingly busy lives, we cherish thecalming beauty of peaceful, scenicvistas and our open spaces, whetherlarge or small.

Dane County citizens have long rec-ognized the beauty of our steepwooded hillsides, the value of thetimber in some of those woods, andthe susceptibility of those slopes toerosion. Groundwater scientistshave also discovered that theseslopes can also function as impor-tant recharge areas for springs andstreams.

Dane County has 37 fish-filledlakes, 475 miles of beautiful streamsand rivers, and 14 miles of the spec-tacular Wisconsin River formingour northwest border. Use of theseresources is increasing significantlyas our population grows. For exam-ple, daily boat launches at countyfacilities on Dane County lakes haveincreased by 41% since we startedkeeping those records in 1983. Thisbeing Wisconsin, our recreationaluse does not stop when the coldand snow start. For example, DaneCounty currently has a county-wide, 300 mile system of snowmo-bile trails.

Dane County currently owns 5,411acres of park land and open space,less than 1/10 of one percent of the

county’s total land area. Of thisarea, there are twenty county parksand eleven county resource areas

Dane County’s population is pro-jected to continue to grow rapidly— it is conservatively estimated thatan additional 72,000 people will livein Dane County in twenty years. Inorder to provide for the needs ofcitizens today and to protect ourvaluable resources for future gener-ations, we must plan for growththat will not harm the health of ourland and water resources.

We know that it is better and cheap-er to take care of these importantresources now than to try to clearthem up or reclaim them later. Wemust develop strategies and takesteps to ensure that future growthand development can occur in waysthat preserve our valuable resourcesfor the benefit of all Dane Countyresidents.

Thanks to the efforts of the ParksCommission, the Dane CountyBoard, and hundreds of interestedcitizens, we know what lands weneed to protect. The Dane CountyParks and Open Spaces Plan setsforth specific goals for acquiringcertain types and amounts of landin project areas throughout DaneCounty.

We must act quickly. The rapidgrowth in Dane County is drivingall land prices higher with no indi-cation that these values are levelingoff. This trend faces us with a diffi-cult choice. Find additional funds tobuy or protect more lands morequickly or miss those opportunities.If we choose the latter course, thelands will be developed or pur-chased later at much greater cost.Sometimes, one must invest to save.

Dane County should invest now tosave the lands essential to preserv-ing our natural heritage.

We also know more about protect-ing our resources than we ever have.Scientists, many of whom work inDane County for the University orDepartment of Natural Resources,have learned how runoff hurts ourstreams and lakes and have mappedthe groundwater flows and rechargeareas of Dane County. We need touse this knowledge as the basis for anew generation of stewardship forour natural resources. Our ParksDepartment’s exemplary volunteerprogram reminds us of how effec-tive we can be at protecting andrestoring our natural resources.Over the last decade, for example,two volunteers have restored theWalking Iron Park prairie so that itis now one of the healthiest prairiesin the upper Midwest.

Recommended actions

The County should:

1. Create a Dane CountyStewardship Fund to ExpandAcquisition of Parks,Recreation, Open Space andFarm lands.

Despite the creation and expansionof the Conservation Fund and anextremely professional and success-ful acquisition effort over the past 8years, Dane County currently ownsfewer acres of park/open spacelands per capita than, for example,similar Wisconsin counties such asBrown, Milwaukee and Waukesha.We should expand our open spacefunding sources through a varietyof means involving the public andprivate sectors:

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A. Propose a major countywide ref-erendum to create a significantannual funding source for coun-ty, local government, and privatenon-profit acquisition and man-agement of natural resourcelands, parks and trails over thenext ten years. Currently, DaneCounty alone would have tospend about $4 million annuallyover the next 10 years to meetthe objectives of the Parks andOpen Spaces Plan. Also use thisfund as a potential source ofmonies to purchase farmlandpreservation easements.

B. Partner with the financial, legal,business, agriculture, and envi-ronmental communities toestablish a parks/open spacefund raising campaign andCounty endowment program toencourage donations of land,easements, and/or money.Provide recognition programs,estate planning/tax assistance,and other incentives for programparticipants.

C. Evaluate using existing legalauthority to create a countywideimpact fee on new developmentto pay a fair share of the capitalcosts of County parks, play-grounds and other recreationalfacilities. Sunset this fee if andwhen the referendum succeeds atgenerating the additional fund-ing needed for park acquisition.

2. Create buffers aroundcounty parks and other pub-licly owned lands.

In order to protect the public’sinvestment in open space and recre-ational areas, buffers should be cre-ated around these special areas toshield them from the impacts of

neighboring development. Ownersof land next to parks or resourceareas often experience an increasein land value because of the pres-ence of the park or open space. It isreasonable, then, to protect thepublic investment by requiring theneighboring landowners to avoidtypes of development that wouldharm the park or resource area.

3. Prepare a countywideatlas of important naturalresources and features.

Although a variety of maps existidentifying certain natural resourcesand features, we should inventorythe data and consolidate it in a con-venient, attractive atlas. People canuse this atlas to readily identify ourimportant natural resources andfeatures, such as floodplains, shore-lands, wetlands, water basins, envi-ronmental corridors, steep slopes,hilltops, groundwater rechargeareas, prime agriculture soils, andwoodlands. This inventory and atlascan provide useful information tolandowners, planners, and localcommunities and county officials asthey make development decisions.

4. Update county ordinancesregarding proposed develop-ment activities in shore-lands, wetlands, hilltops,steep slopes and other valu-able natural resource areas.

A. Dane County’s shoreland zoningordinance has had only minorrevisions since the state modelwas adopted in 1985. It needsupdating to incorporate betterenvironmental standards to pro-tect environmental corridors andcontrol erosion.

B. Update and amend the Countyerosion control, shoreland, sub-division, zoning and relatedordinances to better protect ournatural resources (such as shore-lands, wetlands, environmentalcorridors, groundwaterrecharge/protection areas, steepslopes, hilltops and highly pro-ductive soils.) Establish perform-ance standards to protect theseresources from unsuitable devel-opment activity. In regard tosteep slopes, set performancestandards for slopes of 12% ormore and restrict developmenton slopes in excess of 20%.Provide flexible design standardsand incentives for developmentsthat further natural resourceprotection goals.

5. Implement the county con-struction site erosion controlstandards by fall of 1999.

The Dane County Board adoptedan ordinance requiring countywideconstruction site erosion controlstandards. While enforcement of theordinance to date has been limitedto unincorporated areas of thecounty, the County erosion controlstandards legally apply within theentire territorial limit of DaneCounty.

The Dane County Lakes andWatershed Commission has beenworking cooperatively with munici-pal officials and developers on astrategic plan and timeline forimplementing the County’s con-struction site erosion control stan-dards throughout the County. Theirwork should continue.

We hope that this cooperative effortwill be successful. In the spring of2000, Dane County will begin to

7-42

enforce the construction site ero-sion countywide, except where amunicipality adopts and enforcesthe county standards.

6. Develop a countywidestormwater managementprogram.

A. The increased impervious sur-faces resulting from develop-ment, such as pavement androoftops, cause water to run off asite very rapidly. This increasedstormwater runoff can floodneighboring lands and also con-taminate nearby waterways.Improper agricultural practicescan also contaminate our waterresources. Stormwater issues donot start or stop at municipalborders. A coordinated approachto stormwater managementmakes the most sense for protec-tion of the resource, efficiency ofgovernment and consistency forthe developer. Dane County canhelp in achieving uniform andeffective stormwater manage-ment practices throughout DaneCounty by:

Coordinating an exchange ofinformation by local govern-ments and groups in DaneCounty who have stormwatermanagement experience to findout what works best, identify

concerns, and showcase success-es. The local governments, devel-opment community, industry,drainage board, farmers, andenvironmental interests shouldall be included in this process.Based on this effort, DaneCounty should then take the leadin preparing a model stormwaterprogram, technical standards,and ordinance. The Countyshould also consider utilizing itsexisting legal authority to createan impact fee to help pay for thecapital costs of stormwater man-agement facilities. In light of thethree major floods that haveoccurred in Dane County in the‘90s and flooding that is occur-ring in prime farm areas, espe-cially in eastern Dane County, weshould complete this process assoon as possible.

B. The County should assist theDane County Drainage Board inmapping the drainage districts inDane County so that this infor-mation can be used to helpaddress stormwater runoff andflooding concerns.

7. Pursue groundwaterprotection measures.

Groundwater supplies nearly all ofDane County’s drinking water. EachDane County resident uses over 150

gallons of groundwater per day inDane County. Growth not onlyincreases groundwater withdrawalsfor water supply, but it can alter thepattern and rate of groundwaterrecharge.

Moreover, the excessive use of roadsalts, fertilizers, and pesticides andpoor maintenance of some animalwaste and septic systems have hurtgroundwater quality in some partsof Dane County.

Dane County should take the fol-lowing steps to help protect ourdrinking water:

A. Provide technical assistance tolocal governments in assessingthe groundwater impacts ofdevelopment proposals;

B. Seek funds from the federalDrinking Water State RevolvingFund for wellhead and ground-water protection activities ($1billion per year authorized); and

C. Amend Dane County’s manurestorage requirements to addressall types of storage and to pro-mote nutrient management.

Source: County Executive. Design Dane.

pp. 21–27.

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A number of simple voluntaryactivities are available to achieveecosystem protection goals(Greenfield and LeCouteur, 1994).These activities encourage commu-nity pride and may produce imme-diate, visible results. In additionthey may produce additional bene-fits such as lowering urban temper-atures, purifying air and controllingstorm-water runoff. These activitiesinclude:

� Stream, beach or rivercleanups—Many communitieshave organized efforts to pick uptrash and debris from rivers,beaches, or streams, either onceor on an ongoing basis.

� Storm drain stenciling —Many people do not realize thatrunoff collected by storm drainsmay pass untreated into a riveror harbor. Stenciling “Do NotDump” or other instructions onstorm drains alerts communitymembers that they should not usestorm drains to dispose of usedoil or other hazardous liquids.

� Pollution prevention—Recycling programs, car poolingnetworks and public transporta-tion improvements all reducepollution at its source.

� Education—Seminars at localschools can educate studentsabout their local environmentand encourage stewardship.Pamphlets encouraging recyclingand explaining proper disposalof household hazardous materi-als or showing maps of localgreenways and bike paths canincrease interest in local naturalresources. Some groups, such asfarmers, may benefit from infor-mation on ecosystem issues spe-cific to their occupations (forexample, the importance of notfilling in wetlands or benefitsfrom reducing pesticide runoff)Community organizations andindividuals also can find outmore about the presence of haz-ardous materials in their neigh-borhoods through the commu-nity-right-to-know provisionsthat are part of the Superfundremediation program.

� Amending CovenantsGoverning Condominiumand Homeowners’Associations —Covenantsgoverning condominium orhomeowners’ associations canaddress items like reducing theuse of fertilizer and pesticides onlawns or prohibiting the removalof native vegetation.

� Instituting Integrated PestManagement (1PM) onFarms and in Gardens—PMminimizes pesticide use in favorof natural forms of pest control.These include introducinginsects and animals that prey onthe pests, rotating crops, plantingtwo or more crops in the samefield (making it harder for peststo find their targets), and manyother techniques

� Encouraging and AssistingBusinesses to ConductEnvironmental Audits —Audits involve examining busi-ness practices to see if they areenvironmentally friendly (forinstance, does the business recy-cle paper and other waste prod-ucts?). Often, programs toreduce waste also improve busi-ness efficiency and cost effective-ness. Small businesses may beable to get assistance through theEPA Information Hotlines listedat the end of this section orthrough their EPA regionaloffice.

Source:

U.S. EPA. 1997. Community-Based

Environmental Protection: A Resource

Book for Protecting Ecosystems and

Communities, EPA 230-B-96-003, p .4-1.

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.Appendix 6

Low-cost, immediate-resultvoluntary strategies

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Aspen Institute — RuralEconomic Policy Program

http://www.aspeninst.org/rural/

This site fosters collaborativeapproaches to learning and eco-nomic development.

Center for Rural Affairs

http://www.cfra.org/

This organization focuses on work-ing to build sustainable rural com-munities through social and eco-nomic justice with environmentalstewardship.

Citizen’s Guide toGeographic InformationSystems

http://www.main.nc.us/GIS/

Citizens for a BetterEnvironment,152 W. Wisconsin Ave., #510,Milwaukee, WI 53203

http://www.cbewi.org

This site contains a communitypreference survey—a particularprocess for which CBE communi-ties has developed a slide presenta-tion. A video looking at the differ-ences between sprawl developmentand pedestrian friendly design isalso available. Both the slide setand the video may be purchased.

Ecoforestry Institute

http://ecoforestry.ca/default.htm

This site is dedicated to teachingand certifying holistic, ecologicallysound forestry practices that pro-tect and restore the sustainabilityof forests while harvesting forestproducts.

EPA Green CommunitiesAssistance Kit

http://www.epa.gov/region03/greenkit/

This site provides a step-by-stepguide for planning and implement-ing sustainable actions. It providesa multitude of information ontools, resources (financial, data andother) and case studies.

EPA Software

Environment Planning forSmall Communities

http://www.epa.gov/seahome/trilogy.html

This program offers a completeone-stop introduction to a widerange of environmental issues anddecisions that affect small andmedium-sized communities. Itoffers communities the chance tojudge their own needs and prefer-ences, and to make their owninformed decisions.

Lake Superior SteelheadAssociation ConservationProject

http://steelheaders.org/projects.html

Natural Heritage InventoryProgram

http://www.dnr.state.wi.us/org/land/er/nhi/nhi.htm

This site explains the program andprovides a listing of endangeredand rare plant and animal speciesby county.

Nonpoint Education forMunicipal Officials (NEMO)Watershed Project

http://www.canr.uconn.edu/ces/nemo/

Rocky Mountain Institute

http://www.rmi.org/

The mission of this organization isto foster efficient and sustainableuse of resources as a path to globalsecurity. You can find informationon resource-efficient buildings, sus-tainable economic development,and more general topics such aswater and transportation.

Sustainable Seattle

http://www.scn.org/

A volunteer network seeking to sus-tain the long-term cultural, eco-nomic, environmental and socialhealth and vitality of the PacificNorthwest.

Sustainable UrbanNeighborhoods

http://www.louisville.edu/org/sun/

A University of Louisville site.Focuses on many aspects of sus-tainability including communitydevelopment, economic develop-ment, housing, environmental jus-tice, etc.

Top 10 Watershed LessonsLearned

http://www.epa.gov/owow/lessons/

This site focuses on process withexamples, key contacts andresources. (available to download)

Appendix 7

Web sites

USDA Natural ResourcesConservation Service—Wisconsin

http://www.wi.nrcs.usda.gov/

On this site, you can find how-toinformation on backyard conserva-tion and conservation buffers.

USDA—RuralDevelopment

Development Ideas thatWork

http://www.rurdev.usda.gov/ideas/idea_menu.html

For case studies see this site. Thereis one case study pertaining to wet-lands in the City of SuperiorSpecial Area.

U.S. EPA—Surf YourWatershed

http://www.epa.gov/surf/locate/index.html

On this site you can find informa-tion on your watershed and relateddata, such as an environmentalprofile, water and land informa-tion and air quality.

Urban and CommunityForestry Program

http://www.dnr.state.wi.us/org/land/forestry

Go to “Urban and CommunityForestry”

This site has program and grantinformation, resource list, etc.

Watershed PartnershipStarter Kit

Know Your Watershed

http://www.ctic.purdue.edu/KYW/KYW.html

This site focuses on watershedissues of all sorts.

Wisconsin StateCartographer’s Office

http://feature.geography.wisc.edu/sco/sco.html

All sorts of maps are available here.Most of the maps your communitywould need to order are available.They include: base, earth-related,water-related, cadastral, govern-ment district, infrastructure, recre-ational and miscellaneous.

Yahara Watershed EducationNetwork

http://danenet.wicip.org/ywen/

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Andrews, Elaine. 1980. ALandowner’s Guide to PreservingNatural Land in Dane County,Dane County EnvironmentalCouncil.

Born, Stephen, Douglass Yanggen,and Alexander Zaporozec. 1987.A Guide to Groundwater QualityPlanning and Management forLocal Governments. WisconsinDepartment of NaturalResources, Wisconsin’sGroundwater Management Plan,Report #12, Wisconsin Geologicaland Natural History Survey,Special Report #9. Madison, WI:Wisconsin Geological andNatural History Survey.

Dane County Executive. 1998.Design Dane!: Creating a DiverseEnvironment through Sensible,Intelligent Growth Now. Countyof Dane, Madison, WI.

Daniels, Thomas L., John W. Keller,and Mark B. Lapping. 1995. TheSmall Town Planning Handbook.Chicago: Planners Press,American Planning Association,2nd edition.

Department of Urban and RegionalPlanning. 1997. Fertile Ground:Planning for the Madison/DaneCounty Food System, ExecutiveSummary. Madison, WI:University of Wisconsin,Madison.

DeStefano, Stephen et al. 1994. ALandowner’ Guide to WoodlandWildlife Management (G3578).University of Wisconsin–Extension, Madison, WI.

Doré, Jon. 1998. Step by Step Guideto Facilitating your Community’sPublic Participation Process: TheToken Creek Watershed ProjectCase Study. Madison, WI: DaneCounty Natural HeritageFoundation.

Environmental Monitoring andData Acquisition Group. 1974.The Investigation of a CriticalResource Information Program(CRIP) for Wisconsin: Phase IIIReport Recommendations for theAssessment, Inventory andImplementation of a CriticalResource Information Program forWisconsin. Report #8, Institute forEnvironmental Studies,University ofWisconsin–Madison.

Klessig, Lowell L. and MikeKroenke. 1999. Country Acres: AGuide to Buying and ManagingRural Property (G3309).University of Wisconsin-Extension. Madison, WI.

Lamm, W. Thomas. 1980.Preserving Local Resources: AGuide for Town Officials.Environmental Awareness Center,University of Wisconsin,Extension, Madison, WI.

Landscapes: Managing Change inChester County 1996–2020:Comprehensive Plan PolicyElement. 1996. Chester County,Pennsylvania.

Marcouiller, Dave and Terry Mace.1999. Forests and RegionalDevelopment: Economic Impacts ofWoodland Use for Recreation andTimber in Wisconsin (G3694).Cooperative Extension, Universityof Wisconsin– Madison.

McHarg, Ian L. 1971, c1969. Designwith Nature. New York: GardenCity, N.Y. : American Museum ofNatural History;Doubleday/Natural History Press.

Office of Sustainable Ecosystemsand Communities. 1997.Community-Based EnvironmentalProtection: A Resource Book forProtecting Ecosystems andCommunities. Office of Policy,Planning and Evaluation, U.S.Environmental ProtectionAgency, Washington, EPA 230-B-96-003.

Pothukuchi, Kameshwari andJerome Kaufman. 1998. Placingthe Food System on the UrbanAgenda: The Role of MunicipalInstitutions in Food SystemsPlanning. Mimeo. Madison, WI:Department of Urban andRegional Planning, University ofWisconsin–Madison.

Sargent, Frederic O. et al. c.1991.Rural Environmental Planning forSustainable Communities.Washington, D.C. : Island Press.

Town of Dunn. 1979. Open SpacePreservation Handbook. Town ofDunn, WI.

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Appendix 8

References

University of WisconsinCooperative ExtensionEnvironmental Resources Center.1998. An EPA/USDA Partnershipto Support Community-BasedEducation. Discussion Paper EPA910-R-98-008, Seattle, WA: EPA,Office of External Affairs, Region10. August.

University of WisconsinCooperative Extension. 1994. ACitizen’s Guide to GovernmentalRiver Management and ProtectionPrograms and Agencies inWisconsin. University ofWisconsin–Extension, Madison,WI.

Waupaca County Shoreland ZoningOrdinance. 1998. WaupacaCounty: Wisconsin.

Weyauwega Area Land/StormwaterManagement Plan—1998–2020.City of Weyauwega, Towns ofRoyalton and Weyauwega andWaupaca County Water QualityCommittee.

Wisconsin Department of NaturalResources. 1993. Protecting YourLand: A Guide for WisconsinPrivate Landowners. Bureau ofEndangered Resources andEndangered Resources Fund,Madison, WI.

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Chapter 8

8-1

Your community has identifiedpublic works as one of its keyareas. Public works and the

associated services that local gov-ernment provides to residents andindustry constitute the infrastruc-ture of a community; without thisinfrastructure, many activitieswould soon come to a halt. Localgovernments normally have author-ity over a wide range of publicworks, including municipal build-ings, local streets, parks and varioustypes of vehicles and equipment. Inthis chapter we focus on four essen-tial public works:

1) Water resources, especiallypotable water.

2) Sewer systems (also referredto as sanitary sewer or waste-water).

3) Stormwater facilities (alsoreferred to as surface water orstorm sewer).

4) Solid waste collection anddisposal.

In this chapter, the term “publicworks” refers to the capital facilitiesand services associated with thesefour areas only, with the under-standing that most communitieshave other facilities included underpublic works.

In Wisconsin, water, sewer andstormwater facilities are usuallycontrolled by local authorities,although some special districts

include more than one municipali-ty. Also, local governments are sub-ject to the regulations of varioushigher authorities. The WisconsinDepartment of Natural Resources,for example, is charged with over-seeing the state’s water resources.Solid waste collection and disposalare often contracted out to privatefirms, but may be handled by localauthorities. Hazardous wastes arenot usually handled by local gov-ernments and will not be discussedhere. Power supply (gas and elec-tricity) and telecommunications,although of obvious importance,are not usually under the control oflocal authorities and will not beaddressed here.

The importance ofpublic worksPublic works are part of the vitalphysical infrastructure that allows acommunity to function and grow.An adequate water supply is essen-tial for present and future residentsand attracts industry to an area.Properly functioning sewage facili-ties, whether private or public, arenecessary to meet the needs of resi-dents and industry, and to avoidenvironmental problems (such ascontaminating local sources ofpotable water).

Increased urbanization is usuallyaccompanied by a greater area ofland covered by impervious surfaces

(roads, driveways, parking lots,etc.). The stormwater system servesto collect and redirect water runofffrom these surfaces and therebyavoid flooding, erosion and waterpollution.

Disposing of solid waste is anotheressential task for any community,whether it is contracted out to aprivate waste management compa-ny or handled by local government.Efficient collection and disposal ofsolid waste, whether through incin-eration, landfills or other means,will continue to be an essentialservice. If anything, it will becomemore of a challenge as populationgrowth continues. Efforts to dealwith solid waste increasingly focuson decreasing the need for disposalby emphasizing recycling, reuse andsource reduction. Finally, decisionsabout public works can have far-reaching effects on the location,timing and type of future growth ina community.

This chapter focuses on two basictopics that should be consideredwhen developing a vision for publicworks.

1. Communities need to considerthe type of public works and thelevel of service they desire in thecontext of their overall commu-nity vision. For example, as partof its long-term vision, a townmay be interested in moderniz-ing its sanitary sewer system andconnecting local residents to it.

Public works

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2. In many towns and cities theprovision of public works isclosely linked to the location andtiming of future development.Decisions about public workscan affect local growth and thusaffect the future shape of thecommunity. Also, growth itselfcan produce demands for publicservices.

The vision for public works shouldbe created by a wide range of com-munity members, including repre-sentatives from local government,industry, community organizationsand the public. As a result of thevisioning process, the public workstask force should be able to makerecommendations to the local gov-ernment. These recommendationscould involve modifications of theland use plan, projects to be consid-ered for the capital improvementsprogram, amendments to localordinances, suggestions for furtherstudy and changes in the operationsof various local public works.

Although actual public works proj-ects are carried out by local govern-ments (with the exception of solidwaste collection and disposal incases where local authoritiesarrange to have it done by privateoperators), the visioning efforts ofthe public works task force shouldcontribute to better allocation ofpublic works in the future and bet-ter integration of public works withother elements of the communityvision.

Public works, landuse and growth A close relationship exists betweenpublic works, land use patterns andlocal growth. Daniels et al. summa-rize this relationship concisely:

When, where and how much atown invests in public servicesplays a large role in determiningwhen, where and how much com-mercial, residential and industrialdevelopment will occur (Danielset al. 1995: p. 217).

Kelly (1993), in a guide for localofficials, argues that the availabilityof water and sewer service is evenmore important than transporta-tion facilities and zoning as an indi-cation of where future growth willoccur. Development, whether resi-dential, commercial or industrial,will generally gravitate toward areasthat are served by public works,especially sewer and water. If, forexample, water and sewer lines havebeen extended past the current areaof development out to an airport,then land all along the new linesmay become attractive to develop-ers. Thus, by controlling its provi-sioning of public works a commu-nity can, to an extent, control localdevelopment and growth.

Another part of the relationshipbetween public works and growth isthe demand for public works thataccompanies growth. A new subdi-vision, for example, will need newwater and sewer lines. Providingthese services can be costly. In gen-eral, as city works are spread over alarger area their per capita costsincrease, which may result in a fiscalburden on local government.

Considering these relationships isan important part of the visioningprocess for public works.

When considering public works acommunity should consider therate at which it is growing and therate at which it wants to grow.Growth, in turn, depends in part onthe land-use decisions that a com-munity makes. For this reason thepublic works task force needs to beaware of the community’s vision forgrowth and land use. Ideally, thatvision would be incorporated intothe comprehensive plan and futurepublic works built accordingly.According to Kelly:

If the decisions about capital facili-ties [public works] follow or areconsistent with the comprehensiveplan, the facility expansions pro-vide powerful reinforcement for thecomprehensive plan. Problems arisewhen people making decisions aboutcapital facilities ignore the compre-hensive plan or envision a differentpattern of development than thatsuggested in the comprehensive plan(Kelly 1993: p. 3).

Local governments concerned withsprawl and other types of undesiredgrowth have developed methods formanaging growth through the regu-lation of public works. Onemethod, known as concurrency oradequate public facilities standards,withholds approval for new devel-opment until adequate services areavailable. This method potentiallyaffects both the location and timingof new development. Anothermethod, the urban growth bound-ary, attempts to control the physicalshape of the community by drawinga line around it and then limitingdevelopment outside that line.

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Creating a vision for public works,then, involves a consideration ofpresent and future land use pat-terns. Before proceeding with pub-lic works it may be useful to reviewthe chapter on land use planning.

Public works andthe capital improve-ments programMany towns and cities have a capi-tal improvements program (CIP). ACIP, as described by Bowyer, is a:

multi-year schedule of public physi-cal improvements. The scheduleusually covers a period of five or sixyears. The CIP sets forth proposedexpenditures for systematically con-structing, maintaining, upgradingand replacing a community’s physi-cal plant. Capital improvementprojects are typically major, infre-quent expenditures, such as the con-struction of a new facility or nonre-curring rehabilitation or majorrepair of an existing facility.(Bowyer 1993: p. 1)

The CIP “identifies needed publicimprovements, estimates their costs,discusses means of financing them,and establishes priorities” (City ofBrodhead 1994: 59). It contains adescription of each project, the datethe project will be undertaken(some projects may extend overseveral years), the cost, the sourceof funds and a priority ranking.Planning departments normallyupdate their CIP annually. The CIPitself fits into a town or city’s over-all budget.

Investments in facilities for water,sewer and stormwater managementare all standard items of a CIP. This

chapter is not intended to be aguide to preparing a CIP. That taskis properly the domain of the plan-ning department, the mayor orchief administrator, the chief fiscalofficer, and various municipaldepartments.

There are, however, important con-nections between the vision forpublic works and the CIP. First, theprocess of creating a vision for pub-lic works forces you to think aboutthe sorts of capital improvementsneeded to maintain, enlarge orimprove your community’s infra-structure. If your community doesnot have a CIP, the processdescribed here will be a good starttowards creating one. If your com-munity does have a CIP, then thequestion is whether the existing CIPreflects the vision for public works,which itself should reflect the over-all community vision. As a result ofcreating a vision for public worksthe task force might want to recom-mend a modification of the CIP tolocal officials.

The CIP also is closely related to thevision for public works because it isthrough the CIP that many of theelements of the public works visionare implemented. For example, ifone of your goals is to provide pub-lic works (especially water andsewer) to a certain area as a meansof guiding future development, thenecessary approval, budgeting andscheduling of those facilities willtake place largely through the CIP.

Finally, it is important to realizethat many of the proposed projectsthat may result from the publicworks visioning process will have tocompete with other projects forinclusion in the CIP.

The CIP itself should be closelyrelated to the comprehensive plan.“Ideally, the comprehensive planshould provide the long-range per-spective on which the mid-rangeCIPs are based” (Kelly 1993: p. 9).Sometimes planning for publicworks becomes divorced from thecomprehensive plan, or takes placein the absence of one. The visionprocess suggested in this guidebookcan help to integrate the communi-ty vision, the comprehensive planand the CIP.

IssuesHere are some possible issues youmay want to consider. The extent towhich these are salient for yourcommunity will depend, in part, onyour community’s size and location(rural, urban or suburban).

Water. What is the condition ofexisting facilities, both public andprivate? Is the capacity of existingpumping stations and treatmentplants sufficient to accommodatefuture needs? Do all existing resi-dents and businesses have an ade-quate supply of water for theirneeds? Are there current problemswith on-site wells? Is the local watersupply subject to any kind of con-tamination? Is a central municipalwater system needed? Would animproved water delivery systemmake the area more attractive toindustry? What will be the futuredemand for water? How will thatdemand be satisfied?

Sewer. What is the condition ofexisting facilities, both public andprivate (septic tanks and other on-site facilities)? Are the sanitarysewer needs of all existing residentsand businesses being met? Are old

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or damaged facilities causing envi-ronmental problems? What will bethe future demand for sewage treat-ment? How will that demand besatisfied?

Stormwater. Is stormwater han-dled in a way that avoids floodingand erosion? To what extent willfuture development increase theneed for stormwater facilities (gut-ters, storm sewers, ponds, detentionbasins)? Is stormwater runoff affect-ing water quality (known as non-point source pollution)? Is runoffbeing handled in such a way as toavoid polluting rivers, streams andsensitive habitats? Are adequateordinances in effect to control theerosion that can accompany newconstruction?

Solid waste. Is all solid wastebeing disposed of safely? Can effortsto reuse, recycle and reduce use beimproved? What will futuredemand be for disposal services?Will the community have access tolandfills, incinerators or other facili-ties? Are those facilities being oper-ated in an environmentally soundway? Are there possible long-termnegative consequences of currentarrangements?

The process

Pre-vision

The public works task force isresponsible for organizing a work-shop devoted to creating a visionfor public works. The general pro-cedures for organizing, publicizingand facilitating this workshop arethe same as for the initial commu-nity visioning workshop (seeChapter 1). Before organizing, how-

ever, the task force should takesome time to consider the followingquestions and clarify what it hopesto accomplish.

� Why are we interested in publicworks?

� What do we hope to accomplishwith a vision of public works?

� How will such a vision improveexisting community planningefforts?

� How will such a vision comple-ment the community vision?

� How will such a vision comple-ment the other key areas?

Workshop on publicworksThe workshop should accomplishthree main tasks:

1. Create a vision for publicworks

2. Identify the most impor-tant sub-areas

3. Create sub-area taskforces

It is important to involve as manystakeholders as possible. The visionfor public works is not confined towater mains, sewer lines andstormwater facilities. It also involvesconsideration of services peoplewant and the direction they wantfuture development to take.Drawing in participants with differ-ent interests and backgrounds willhelp ensure that the vision trulyreflects the community’s interest.See Appendix 1 for a list of poten-tial stakeholders.

Creating a vision forpublic worksThe process for creating a visionstatement for public works is verymuch like the process used to createthe overall community vision state-ment. The same group techniquescan be used (see Chapter 1). As away to get participants thinkingabout the future, you could use thefollowing exercise near the begin-ning of the visioning process:

Divide people into small groups(6–8) persons. All groups shouldbe given the same directions:Imagine it is the year 20__ (20–25years into the future). You (thecommunity) have successfully cre-ated and distributed the kinds ofpublic works that you prefer.Describe these services and theresulting pattern of developmentin your community.

Here are some questions that can beused to guide the visioning process.They are aimed at encouraging peo-ple to think imaginatively about thefuture.

� What parts of the current publicworks system are most important?

� What parts of the current systemdo you want to preserve?

� What parts of the current systemdo you want to change?

� What types of public works do youwant to create?

� What types of public works willmaximize local quality of life?

� How will this vision for publicworks mesh with the communityvision?

� How will those elements you wantto preserve and those you want tocreate achieve your community’sfuture vision, especially in regardto desired future land use?

Examples:Visions for public works

Few vision statements explicitlyaddress public works at any length.Here are three examples fromOregon and one from NorthCarolina.

Corvallis, OR

The community’s water supply, alongwith its streams and creeks, are cleanand clear. Water conservation effortsdecrease the amount of water cityresidents consume. Drinking waterquality has been improved by con-vincing upstream industries to stoppolluting the Willamette and its trib-utaries. Runoff from road, construc-tion and other pollution sources iscollected and treated, if necessary,before being discharged. We guardour precious aquifer closely, by exer-cising extreme care in disposing ofhazardous wastes, and we closely fol-low state and federal regulations.

Conservation and a vigorous curbsiderecycling program has greatly reducedthe material we send to local landfillsfor disposal. Household chemicalsand other dangerous materials arecollected, treated and safely disposed.

Forsyth County, NC

Our vision for the year 2015 . . .Development of communities with abalance of services, together with effi-cient provision of public services andfacilities, is now the norm. We canchoose to live in developments in newas well as older urban areas. Newcompact suburban developmentslocated in areas designated for growthhave taken place in an orderly man-ner in conjunction with cost effectiveand coordinated provision of trans-portation, water, sewer and otherservices.

Stayton, OR

We envision a community with anabundant supply of clean, healthywater for its needs. The city has con-tinued to upgrade and improve thesanitary sewer system to meet thedemands of the community. The cityhas encouraged its residents, busi-nesses, and industries to reduce thedemand for both water and sewerservices by using state-of-the-art con-servation and environmental prac-tices. The public acquired sufficientland to protect its water supply.

Forest Grove, OR

Forest Grove’s underlying, inter-twined structure of traditional servic-es, such as water, sewers, and newercommunication links have been well-maintained and updated to meetcommunity needs. Forest Grove hashad the foresight to expand andmaintain police, fire, water, sewerand electricity services, thus addingto the peace and comfort of our pop-ulace.

Establishing sub-areatask forcesAfter creating the vision for publicworks, participants should identifythe most important sub-areas andform corresponding task forces.These might be based on the cate-gories used in this chapter (water,sewer, stormwater and solid waste).If necessary, the sub-area task forcesshould seek additional memberswho can provide needed assistanceand expertise.

Each sub-area task force will study itsparticular issue, gather and analyzerelevant data, develop goals andstrategies, and devise action plans.The task forces will be expected tomeet on their own as often as neces-sary to complete their work. Thepublic works task force (the groupthat organized the workshop) shouldcoordinate the activities of the sub-area task forces, such as the collectionof data, to avoid duplication.

Reviewing plans, pro-grams and projectsBefore the sub-area task forces setout to study their respective areas,the public works task force shouldlocate and review all existing plansand programs related to publicworks that might impact the com-munity. The task force shouldfamiliarize itself with past and cur-rent efforts, to understand whatsucceeded and what failed. The taskforce may find that there are exist-ing initiatives or organizations thatare actively engaged in similar activ-ities; some sub-area task forces maywant to consider getting involvedwith them.

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Your community may be affected bythe planning of one or more ofthese organizations:

� Local planning department. Thecomprehensive plan and capitalimprovements program are keysources of information. InWisconsin, smaller municipali-ties may have a town plan thathas been developed by theregional planning commission orcounty planning department.

� Local department of publicworks. The department of publicworks should have detailedinformation on that part of theCIP involving public works. Thisinformation should indicateplanned expansion or upgradingof water lines, sewer facilities,etc.

� Adjacent municipalities. Plans byadjacent areas to grow or expandcould affect development in yourarea and thus affect publicworks. Also, annexation of landby adjacent incorporated areasoften is accompanied by theextension of sewer services,which could affect developmentin your community and yourefforts to plan for public works.

� Special purpose districts. Suchdistricts may be responsible forcertain public works for one ormore municipalities. InWisconsin there are sevenMetropolitan Sewerage Districts,covering 19 cities and 28 villages.

� County planning department. Itis often useful to know whatplans have been made at thecounty level. Also, in Wisconsinsome counties are activelyinvolved in managing solidwaste.

� Regional planning commission(RPC). In Wisconsin there arenine RPCs that assist communi-ties with a wide range of plan-ning needs, including publicworks.

� State department of naturalresources. In Wisconsin, theDepartment of NaturalResources (DNR).

Collecting andanalyzing dataFor each sub-area, data analysis andcollection has three aims:

1. To identify the parts of the cur-rent system (for example, thelayout of water mains and relat-ed facilities).

2. To assess the condition andcapacity of current facilities.

3. To examine trends that mayaffect future needs.

The organizations listed above, aswell as those mentioned in this sec-tion, are all potential sources ofdata.

To get a picture of the public worksin your community you couldinventory that part of your commu-nity’s infrastructure devoted topublic works. Appendix 2 is a work-sheet that can help you with thisactivity. Much of this informationmay be available from your localpublic works department. If not,

you may have to go out and collectsome of the data yourself.

Aside from compiling a writteninventory, it also is useful to indi-cate on a map where the variouspublic works (such as water and,sewer lines and treatment facilities)are located and where plans havebeen made for future public works.Some municipalities have facilitiesmaps that show this information.This map could then be comparedwith the land use map (or othermap that is part of the comprehen-sive plan) to see whether the cur-rent and planned arrangement ofpublic works corresponds to desiredland use patterns.

Public works’ capacity

It is important to consider thecapacity of various public works.Each public works system is com-posed of different facilities. A watersupply system, for example, mayconsist of storage towers, pumps,mains and treatment/filteringequipment. Each part of the systemhas a maximum capacity.Overburdening the capacity of apart of the system can result in poorservice delivery or other problemssuch as flooding from stormwaterrunoff or pollution from waste-water. Lack of capacity also canhinder growth—both residentialand industrial. For these reasons,learn the capacity and the currentlevel of usage for the major parts ofeach system. This information,along with demographic and landuse trends (see below), can providea basis for understanding futurepublic works needs.

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In Wisconsin, additional informa-tion regarding sewerage may befound in the sewer service areaplans. These plans operate in morethan 250 municipalities and are pre-pared by the RPC or local planningauthority. They are intended to“guide sewered development andprevent water pollution associatedwith such development” (Ohm1999: 27). The plans are adminis-tered by the DNR.

You could also check with privateservice providers about the opera-tion of current facilities and theirplans for the future. Waste manage-ment companies, for example,should have information concern-ing the amount of waste that isbeing collected and the capacity oftheir landfill, incinerator or otherfacility.

You may want to note the conditionof public works facilities in yourtown. Facilities have a limited lifeand eventually must be replaced,even if they are operating withincapacity. You will probably need toseek technical assistance to evaluatethe condition of the facilities. Insome rural areas private wells andseptic tanks are used. If these are inpoor condition the task force maywant to study the possibility of cre-ating a municipal water or sewersystem, or extending the lines of anexisting system.

Demographic and landuse trends

To understand the future need forpublic works you could look attrends in population, housing unitsand land use. The US Census canprovide much of this information.The Census of Population andHousing, in the section called

Population and Housing UnitCounts, contains data on the popu-lation and the number of housingunits for all counties and places forthe last three census counts (a“place” is a town, village or city).This section also includes data onpopulation density (population persquare mile) and housing density(housing units per square mile).

Data on the source of potable water(a public system, private well orother source) and the method ofsewerage (via a public sewer, septictank or other means) for residentialstructures can be found in theCensus of Housing in the sectioncalled Detailed HousingCharacteristics. This data is provid-ed at both the county and placelevel.

In Wisconsin, the DemographicServices Center supplements thedecennial US Census populationfigures with annual estimates ofcurrent population and projectionsof future population for villages,towns and cities in the state. Theprojections are given for five-yearintervals and extend to a maximumof 20 years. See Appendix 6 for theaddress of the Center’s web site.

By compiling this information forthe last several decades you can getan idea of the growth trends in yourarea. It may be also be useful tocompile the same information foryour county or for another city ortown so that you can make compar-isons.

One approach to studying the rela-tionship between future trends andthe need for public works is to con-struct and compare several differentscenarios. A common method is toprepare high, medium and low fore-

casts based on a factor such as pop-ulation or housing units. Anothermethod is to prepare various sce-narios based on a combination ofoutcomes. One scenario, for exam-ple, might be based on the assump-tion that the population growth rateand the pattern of growth in yourcommunity (where growth willoccur and whether it will be low- orhigh-density) simply follow thesame trends as in the past. Anotherscenario might assume that popula-tion growth increases at a faster ratethan before and that the pattern ofgrowth remains the same. A thirdscenario might assume that popula-tion increases at a faster rate thanbefore, but with a different patternof distribution.

However they are chosen, the sce-narios should represent a range ofrealistic possibilities. Each scenariowill result in a different level ofdemand for the provision of publicworks. This exercise can help clarifythe need for additional publicworks. It can also illustrate the rela-tionship between land use patternsand the provisioning of publicworks.

There are, of course, other factorsthat you may want to take into con-sideration. If the desired level ofservice is not financially feasible itmay be possible to

� Increase revenue to cover theservice by raising rates for otherservices.

� Reduce the cost of the facility(for example, by using differenttechnology), and possibly thequality of the service.

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� Reduce the demand for the serv-ice by changing patterns of landuse (for example, by encouragingdevelopment in areas thatalready have major facilities inplace)

� Reduce the demand for the serv-ice by reducing consumption(for example, through water con-servation, recycling, etc.)

Source: Adapted from Making Your

Comprehensive Plan A Reality: A Capital

Facilities Plan Preparation Guide. 1993.

State of Washington, Department of

Community Development.

Finally, we suggest that you reviewthe natural resources chapter in thisguide. It contains additional infor-mation about maintaining waterquality and dealing with waste inways that protect and conserve yourcommunity’s natural resources.

Developing goals andstrategiesBased on the vision that has beendeveloped and an analysis of rele-vant data and trends, the sub-areatask forces could develop goals andstrategies. Below, we provide exam-ples of general strategies that couldapply to all four areas of publicworks, and specific goals and strate-gies for each area. All of these areonly examples, as the vision, goalsand strategies of every communitywill be unique. See Appendix 3 forsome examples from Wisconsin,Iowa and Pennsylvania.

Water

Goal: Provide potable drinkingwater to all current and future resi-dents. Meet the water needs ofexisting and future businesses.Provide these services in an effi-cient, reliable and cost-effective

manner. Ensure that the watersource is not depleted and remainsenvironmentally sound. Coordinatewater planning with land use plan-ning as a means of directing devel-opment to appropriate areas.

Strategies:

� Provide water service to areaswhere well problems haveoccurred, if such extensions canbe made in a cost-effective manner.

� Promote water conservation todecrease the demand for water.

� Adopt an adequate public facili-ties ordinance as a means ofensuring that developmentoccurs concurrent with the pro-vision of public facilities (“con-currency”).

� Expand water service to supportdevelopment in urban and sub-urban areas.

� Restrict the extension of waterservice to rural and naturalareas.

Sewer

Goal: Provide adequate sanitarysewer facilities for all current andfuture residents and businesses.Coordinate sewer planning withland use planning as a means ofdirecting development to appropri-ate areas. Provide this service in anefficient, reliable and cost-effectivemanner. Collect and treat waste-water in a manner that does notendanger water resources.

Strategies:

� Study the possibility of buildinga local wastewater treatmentfacility.

� Study the possibility of hookingup with an existing sewer system.

� Adopt an adequate public facili-ties ordinance as a means ofensuring that developmentoccurs concurrent with the pro-vision of public facilities.

� Expand sewer service to supportdevelopment in urban and sub-urban areas.

� Restrict the extension of sewerservice to rural and naturalareas.

� Develop a program to monitorthe condition of on-site sewagedisposal systems.

Stormwater management

Goal: Provide facilities to handlestormwater in a manner that avoidsflooding, drainage problems, ero-sion and pollution of waterwaysand other natural resources. Providethis service in an efficient, reliableand cost-effective manner.

Strategies:

� Review current facilities.

� Repair or upgrade facilities ifneeded.

� If necessary, build new stormwa-ter facilities to alleviate currentproblems and prepare for possi-ble future situations, based onmodels of 100-year events.

� Adopt an ordinance requiringdevelopers to submit stormwatermanagement plans with all pro-posed site plans.

Solid waste collectionand disposal

Goal: Ensure that solid waste iscollected and disposed of in a man-ner that is efficient, cost-effectiveand environmentally sound over thelong term. Ensure that recycling is8-8

readily available to all residents andbusinesses. Promote methods andactivities that will lessen the overalldemand for solid waste disposal.

Strategies:

� Initiate or improve local recy-cling efforts.

� Study the need for a municipaldrop-off site to handle hard-to-recycle items such as appliances,grass clippings, large boxes, etc.

� Cooperate with the county orother municipality to create aprogram to handle paints, clean-ers, toxic chemicals and otherhazardous wastes.

� Promote composting as a meansof reducing the amount of wastethat needs to be collected.

� Investigate the long-term viabili-ty of current arrangements (e.g.,what happens when the locallandfill reaches capacity?)

Evaluating andprioritizing projects

Public works projects tend to becostly. Building new sewer lines andconstructing a new sewage treat-ment plant, for example, can be amajor expense for a community.Because public works projects are socostly, they must be carefully evalu-ated and prioritized. This is nor-mally done as part of the CIP.Although the members of the pub-lic works task force will not bedirectly involved in the CIP, theymay find it useful to have a frame-work for evaluating the variousprojects that they would like to pro-pose to local government. Appendix4 can be used for this purpose.

Getting communityfeedbackAfter the sub-area task forces havedeveloped possible strategies it istime to solicit feedback from thecommunity. The purpose of com-munity feedback is to ensure thatthe vision for public works and thegoals and strategies derived fromthat vision coincide with the overallcommunity vision and the otherkey areas. A community workshopshould be held at which the publicworks task force and the other keyarea task forces present the resultsof their efforts to each other, tolocal government and to all interest-ed members of the community.This step is outlined more thor-oughly in Chapter 1.

At the community workshop a rep-resentative of the public works taskforce should be prepared to presentthe public works vision statementand discuss the accompanying goalsand strategies. Some importantquestions for discussion are:

� Does the vision for public worksagree with the community visionstatement? Are there any contra-dictions?

� Does the vision for public worksagree with the vision statementsfrom the other key area? Arethere any contradictions?

� Does the community support thegoals for public works?

� Does the community support thestrategies for public works?

� Do people think the strategiesare feasible?

After receiving feedback the taskforce may need to revise some of itsgoals and strategies.

Devising action plansAt this stage in the visioning processthe task force would normally begindevising the action plans to startimplementing the vision. With pub-lic works, however, it is difficult forthe task force to realistically deviseaction plans because the actual jobof implementing public works iscarried out by local government,usually by the public works depart-ment and the public works commit-tee of the local board or council. (Ifa community is very small the taskforce may itself become directlyinvolved in public works projects.)

Instead of carrying out projects,then, the main “action plan” for thetask force will most likely consist ofmaking recommendations to localgovernment. These recommenda-tions could concern the CIP, theland use plan, subdivision ordi-nances, and general policies relatedto water, sewers, stormwater facili-ties and solid waste management. Insome cases the task force may rec-ommend that a more thorough ortechnical study be undertaken,whether by local government, theregional planning commission, theDNR, or a consulting engineer,depending on the particular case.The task force also may lobby forcommunity goals at higher levels ofgovernment (for example, thestate).

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FundingAlthough funding of public worksis the responsibility of local govern-ment, it may be useful for the taskforce to have some idea of the rangeof funding mechanisms and optionsthat exist. They include:

� General revenue funds.

� Reserve funds.

� Special assessments on benefit-ting property owners.

� Municipal bonds.

� Development impact fees. Theseare “financial contributionsimposed on developers by a localgovernment as a condition ofdevelopment” (Ohm 1999: 35).Impact fees can be used tofinance public works.

� Exactions imposed on develop-ers. An exaction requires a devel-oper “to provide or participate inthe cost of providing off-siteimprovements essential to a par-ticular subdivision” (Kelley 1993:17). Such improvements caninclude many types of publicworks.

� Community development blockgrants (CDBGs). These are avail-able, on a competitive basis,through the state. In Wisconsin,the Department of Commerceadministers the CommunityDevelopment Block Grant-

Public Facilities (CDBG-PF) pro-gram. Grants are intended tobenefit low- and moderate-income residents. Many of thegrants are for sewer and waterprojects.

� Department of NaturalResources (DNR). TheWisconsin DNR has several pro-grams related to naturalresources (streams, water quali-ty) and the environment.

� User fees.

� Special purpose district assess-ments. One common type ofspecial purpose district, the busi-ness improvement district (BID),is discussed in the DowntownRevitalization chapter.

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Local department of publicworks

Local planning commission

Regional planning commission

WI Dept. of NaturalResources

Adjacent municipalities

Special sewer or waterdistricts

County planning department

Private service providers:

� solid waste collection

� landfill/incinerator operators

� gas

� electricity

� cable

� other

Environmental groups

Outdoor/recreational groups (e.g., sport hunters and fishers)

Chamber of commerce

Downtown association

Real estate developers

Building contractors

Engineering consulting firms

Local industry

The public

Homeowner associations

Neighborhood associations

Special purpose districtassociations (e.g., BIDs)

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Appendix 1

Public works stakeholders

ex

am

ple

Purpose: To inventory existing public works and assess their condition.

Sources of data: Public works department, planning department, consulting engineers.

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Appendix 2

Inventory of public works

Purchase/ Current Source ofDept./ construction Useful level of Needs Replacement funds

Category Item date life Capacity use repair? cost (if applicable)

Water 4-mile water main 1975 50 years 60,000 50,000 no $350,000gal/day gal/day

Source: Adapted from Daniels et al., The Small Town Planning Handbook, 2nd ed.

Note: The terms used here may dif-fer from those used in this chapter.

Wisconsin

Weyauwega area, WIFacility recommenda-tions

Public sewer expansion:

� Encourage development to pro-ceed outward from existingdeveloped core of the city.

� Encourage use of existing collec-tion and treatment facilitieswhich have unused, unallocatedcapacity prior to the extension ofnew facilities.

� Discourage sewer extensions intoenvironmentally sensitive areas.

� Design and construct sanitarysewers so they will not perma-nently disrupt environmentallysensitive areas.

� Investigate the appropriatenessof innovative on-site systems inaddition to traditional systemsfor areas of known or potentialon-site problems.

Public water:

� Includes the same facility recom-mendations for public sewerexpansion.

� The city should continue recom-mended wellhead protectionpractices.

Stormwater managementplan

� 24 of 72 sub-basins were identi-fied . . . which could potentiallyexperience increases in pollu-tants . . .; these areas are targetedfor Stormwater BestManagement Practices.

� The plan proposes the locationof 11 regional detention basinlocations to accommodate andpretreat stormwater flows toensure improved water quality.

Recommendedimprovements:

� Manage frequent “nuisanceflows” through Best ManagementPractices.

� Develop a stormwater manage-ment ordinance.

� Investigate the feasibility of cre-ating a watershed managementdistrict.

� Encourage the creation of anerosion control ordinance forunincorporated areas.

� Develop a newsletter for proper-ty owners within the study areato address water quality topics.

� Study detailed designs forregional detention facilities asdevelopment proceeds.

Source: Weyauwega Area

Land/Stormwater Management

Plan–1998-2020

Village of Cecil, WIGoal: Provide community facilitieswhich adequately serve existing andfuture residents without creating anexcessive tax burden.

Objectives [partial list]:

� Design and build a municipalwater distribution system toserve existing residents, visitorsand businesses, and to providefor moderate future growth.

� Evaluate the capacity of existingsewage treatment system to serveexisting and future needs.

� Address stormwater runoffwhere problems presently existin the village and for all newdevelopment.

Source: Village of Cecil 1998 Community

Development Plan

Town of Hallie, WIWater utility

Goal 1: Provide public water utili-ties for all residences, businessesand industries desiring the servicein an orderly and efficient manner.

Policy 1.1: Water extensionsshould be planned in a staged fash-ion to areas contiguous to existingserved areas, where demand for theservice exists, and such extensionscan be made in a cost-effectivemanner.

Policy 1.2: Water extensionsshould be made on a priority basisto areas where private well waterproblems have developed and there

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Appendix 3

Examples of goals, strategies andaction plans for public works

is sufficient density of developmentfor cost-effective service.

Policy 1.3: Plans should be madeto eventually extend water service toareas in the town where no appar-ent private well water problemsexist and there is sufficient densityof development for cost-effectiveservice.

Policy 1.4: The developer orowner of a parcel receiving newwater service should pay the fullcost of the extension to serve thatparcel.

Policy 1.5: Where water linesextend past existing homes on pri-vate wells, a reasonable amortiza-tion period of no more than oneyear should be granted beforehookup is required.

Policy 1.6: Water lines should beadequately sized to handle addedwater volumes.

Policy 1.7: The Town of Hallieshould complete a wellhead protec-tion plan for the Sanitary District#1 - Town of Hallie well andShopko well.

Policy 1.8: The Town of Hallieshall request the Chippewa CountyBoard of Supervisors enact a well-head protection ordinance as rec-ommended in the Model MunicipalWater Supply Wellhead ProtectionPlan for Chippewa County,Wisconsin.

Sanitary sewer and waste-water treatment

Goal 1: Explore the potential forproviding the residents, businessesand industries in the Town of Halliecost-effective sanitary sewer service.

Policy 1.1: The Town of Hallieshould complete a study with suffi-cient detail to determine the desir-ability, feasibility, costs and benefits,and cost-effectiveness of establish-ing sanitary sewer service.

Policy 1.2: The Town of Hallieshould request to obtain in writingfrom the cities of Chippewa Fallsand Eau Claire their position onsewer service provision outside theirboundaries, cooperative boundaryagreements, service provision andrevenue sharing in accordance withAct 270, and cooperative planningwith adjacent unincorporatedmunicipalities.

Stormwater management

Goal 1: Protect the surface waterresources of the Town of Halliethrough a long-term water qualitymanagement strategy.

Policy 1.1: The Town of Hallieshall complete a stormwater man-agement plan for the Town of Halliewhich addresses the recommenda-tions of the Town of Hallie WaterQuality Management PlanningProject and all issues regardingnonpoint source pollution facingthe town.

Policy 1.2: The Town of Hallieshould develop and implementstormwater management and con-struction site erosion control ordi-nances that are compatible with anysubdivision controls that may beenacted by the town.

Policy 1.3: Stormwater manage-ment plans should be required forall new commercial, industrial, andgovernmental/institutional develop-ment, and for all residential subdi-visions over 10 acres.

Source: Town of Hallie. Comprehensive

Plan 1997-2020.

Other states

Sioux City, IAGoal: Promote a conservationethic as part of the daily life of thecommunity.

Some of the strategies to reach thisgoal are:

� Establish permanent recyclingfacilities (dropoff stations) orservices (curbside pick-up andsorting).

� Educate citizens regarding envi-ronmentally sound personalchoices that reduce electrical use,conserve water, recycle usablematerials, reduce solid waste, andrequire fewer and/or safer chem-icals.

Goal: Encourage developmentwhere adequate public infrastruc-ture will exist.

Some of the strategies to reach thisgoal are:

� Concentrate public improve-ments in areas expected to expe-rience significant growth.

� Create conservation areas allow-ing only open space uses or low-density residential developmentin areas where providing ade-quate public utilities is extremelycostly or physically impossible.

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Goal: Ensure that the water andsewer systems can handle growth.

The strategies to reach this goal are:

� Prepare an inventory and assess-ment of all sewer and water facil-ities to determine their condi-tions, remaining life and replace-ment costs.

� Develop an action plan forimproving maintenance of exist-ing infrastructure and providingfor maintenance of new infra-structure.

� Upgrade the water supply anddistribution system to ensureadequate service in all parts ofthe city.

� Develop a new reservoir in thesoutheast portion of the City toimprove water pressure andsupply.

� Develop new city wells to ensurean adequate supply of water wellinto the future.

Source: Adapted from Vision 2020: A

Plan for Change, Sioux City

Chester County, PAUtilities Goal: Provide utilityfacilities and services to meet needsin the county, protect the environ-ment and public health, and sup-port development consistent withland use plans.

Objective for sewer andwater facilities: Coordinatewastewater facilities and water sup-ply planning with land use planningto protect public health and naturalresources and to direct developmentto serviced areas.

Policies:

� Encourage coordination betweenmunicipalities and authorities toensure consistency with land useplans.

� Maintain or expand existingsewer and water facilities to sup-port development in Urban andSuburban Landscapes.

� Restrict the extension of sewerand water facilities in Rural andNatural Landscapes.

� Ensure the proper operation andmaintenance of on-lot sewagedisposal systems.

� Encourage innovative wastewatertreatment and disposal systemswith preference given to landapplication of treated waste-water.

� Provide a safe, clean, long-termsupply of water which meets theneeds of all users.

� Support water conservationmeasures to reduce water supplydemands.

� Encourage proper stormwatermanagement to protect the envi-ronment and public health andsafety by reducing runoff, ero-sion, flooding, and drainageproblems.

� Discourage wastewater disposalmethods which transport waterout of local watersheds.

� Encourage land use densities thatprotect water supplies in thoseareas not served by public water.

Objective for solid wastemanagement: Provide an effec-tive, environmentally sound, long-term, integrated waste managementsystem.

Policies:

� Encourage businesses whichprocess recycled materials intonew products to locate inChester County.

� Utilize the Lanchester SanitaryLandfill and the SoutheasternChester County Refuse AuthorityLandfill as essential elements inChester County’s long-term solidwaste management program.

� Develop a comprehensive net-work of municipal and privatesector recycling programs.

� Encourage every County residentand business to participate inrecycling and waste reductionactivities.

Source: Chester County, Landscapes:

Managing Change in Chester County:

1996- 2020

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Appendix 4

8-16

yes no not applicable

Will the project be a major benefit to:

commercial development

industrial development

residential development

community appearance

local health and safety

the long-term viability of local natural resources (water, land, etc.)

the conservation of valued lands (e.g. farmland) or habitats

Is the project in accord with:

the community vision

zoning ordinances and zoning map

subdivision regulations

Is the cost of the project to the municipality:

major

minor

The rating of the project is:

essential

desirable

acceptable

deferrable

Will the project generate revenue in the form of:

user fees

higher property values/taxes

other

Checklist for evaluating possible publicworks projects

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yes no not applicable

Will the project benefit:

all geographical areas of the community

specific areas or neighborhoods

all members of the community

specific members or groups

The project will be financed by:

general revenue funds

reserve funds

sale of bonds

the developer

special assessments on benefitting property owners

special district assessments

state and federal grants

user fees

public-private arrangement

other

Source: Adapted from Daniels et al., The Small Town Planning Handbook, 2nd ed.

Appendix 5

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Bowyer, Robert A. 1993. CapitalImprovement Programs: LinkingBudgeting and Planning. PASReport No. 442. Chicago:American Planning Association.

Cristofano, Sam M. and William S.Foster, eds. 1986. Management ofLocal Public Works.

Daniels, Thomas L., John W. Keller,and Mark B. Lapping. 1995. TheSmall Town Planning Handbook,2nd ed. Chicago: AmericanPlanning Association.

International City ManagementAssociation (ICMA). 1989.Service Delivery in the 90s:Alternative Approaches for LocalGovernments. Washington, DC:ICMA.

Kelly, Eric Damian. 1993. ManagingCommunity Growth: Policies,Techniques, and Impacts.Westport, CT: Praeger.

Kelly, Eric Damian. 1993. Planning,Growth, and Public Facilities: APrimer for Local Officials. PASReport No. 447. Chicago:American Planning Association.

Porter, Douglas R. 1997. ManagingGrowth in America’s Communities.Washington, D.C.: Island Press.

State of Wisconsin Legislative AuditBureau. 1996. Privatization ofLocal Government Services, A BestPractices Review. Madison, WI:State of Wisconsin. A recentreview of “best practices” used bylocal government for selectingvendors, developing contractsand monitoring service delivery.

Recommended reading

American Public Works Association(APWA)http://www.apwa.net

APWA - Wisconsin Chapterhttp://www.apwa-wi.org

American Planning Association(APA)http://www.planning.org

Wisconsin Chapter, AmericanPlanning Associationhttp://www.uwm.edu/Org/wapa/

International City/CountyManagement Association (ICMA)

http://www.icma.org

Demographic Services Center,Wisconsin Department ofAdministrationhttp://www.doa.state.wi.us/deir/boi.htm

Population estimates andprojections for municipalities in Wisconsin.

Environmental Protection Agency(EPA)

http://www.epa.gov/

Wisconsin Department of NaturalResources (DNR)http://www.dnr.state.wi.us/

Solid and Hazardous Waste EducationCenter (SHWEC)http://shwec.uwsp.edu/

SHWEC, part of UW–Extension, provideseducational and technical assistance for com-munities and industry on a wide range ofconcerns, including solid waste management,recycling, source reduction and pollutionprevention.

Recycling Council of Ontario(Canada)http://www.rco.on.ca/

A good source for information and links toother recycling sites.

Compostinghttp://www.oldgrowth.org/compost

Web site with information about all types ofcomposting

Solid Waste Association of NorthAmericaAssociation of solid waste professionalshttp://www.swana.org

American Water Works Associationhttp://www.awwa.org/

Nonprofit organization dedicated to the quali-ty and supply of drinking water.

Wisconsin Catalog of CommunityAssistancehttp://www.doa.state.wi.us/deir/wcca.htm

“A comprehensive listing of state aid programsdesigned to assist local government officials,community organizations and the generalpublic in identifying state programs that meettheir needs.”

8-19

Appendix 6


Bowyer, Robert A. 1993. CapitalImprovement Programs: LinkingBudgeting and Planning. PASReport No. 442. Chicago:American Planning Association.

Brodhead, City of. 1994.Comprehensive Planning Program.Prepared by the SouthwesternWisconsin Regional PlanningCommission.

Cecil, Village of. 1998. CommunityDevelopment Plan. Prepared bythe East Central WisconsinRegional Planning Commission.

Chester County. 1996. Landscapes:Managing Change in ChesterCounty: 1996-2020.Chester County, PA.

Corvallis, City of. 1997. TheCorvallis 2020 Vision Statement.Corvallis, OR.

Forest Grove, City of. 1991. ForestGrove Vision Statement. ForestGrove, OR.

Forsyth County. n.s.Forsyth County Tomorrow.Forsyth County, NC.

Hallie, Town of. 1997.Comprehensive Plan 1997–2020.Prepared by the Town of HalliePlanningCommission.Commission.

Kelly, Eric Damian. 1993. Planning,Growth, and Public Facilities: APrimer for Local Officials. PASReport No. 447. Chicago:American Planning Association.

Ohm, Brian. 1999. Guide toCommunity Planning in Wisconsin(G3697). Madison, WI: Universityof Wisconsin Extension.

Sioux City. 1994. Vision 2020: APlan for Change. Sioux City, IA.

Stayton, City of. 1994. Stayton 2020:Road to the Future. Stayton, OR.

Washington, State of. 1993. MakingYour Comprehensive Plan AReality: A Capital Facilities PlanPreparation Guide. Olympia, WA:State of Washington, Departmentof Community Development.

Weyauwega Area Land/StormwaterManagement Plan–1998-2020.n.d. Prepared by Foth & VanDyke.

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Appendix 7

References cited in text

Your community has identifiedtransportation as a key element

of its vision. Although we some-times take transportation for grant-ed, it is a crucial component of anymodern community. Localeconomies need adequate trans-portation facilities and virtually allaspects of community life, fromshopping to school to recreation,are affected by transportationarrangements. Looking ahead 10–20years, there is no reason to expectthat transportation’s importancewill diminish.

This chapter will guide you in creat-ing a vision for transportation inyour community, collecting andanalyzing data about your currenttransportation system, and develop-ing goals and strategies to imple-ment your vision. We encourageyou to think creatively. The variousmeans or modes of transportationthat are available locally, the layoutof streets and roads, the capacity oflocal roads and other facilities, theoptions for non-motorized trans-portation (walking, bicycling, rollerblading), the condition and appear-ance of local roads and other facili-ties—these are all factors that willdetermine not only how people andgoods move around in your com-munity, but also how the communi-ty itself will look and feel. Finally,changes in transportation arrange-ments can have a significant effecton future land use patterns in yourcommunity.

Transportation comprises a widearray of issues and concerns.Potential projects include buildingnew local roads, creating bicyclelanes, setting up a local public tran-sit operation and constructing orupgrading highways. Some projectsmay be simply too big for a localcommunity to undertake or theymay be under the jurisdiction of astate-level agency such as theWisconsin Department ofTransportation (WisDOT).

Even with big projects, however, thecommunity may still be able to havea say in what happens. ISTEA(Intermodal Surface TransportationEfficiency Act), the 1991 federal actthat made significant changes in thenation’s transportation policy, andTEA-21, the 1998 reauthorization ofISTEA, specifically mandateincreased public input regardingtransportation decisions at all levels.It is the official policy of the USDepartment of Transportation andWisDOT to encourage citizens tobecome informed about transporta-tion issues and to communicatetheir views to planning officials.When creating a transportationvision, then, the point is to thinkabout what you would like localtransportation to look like in thefuture and how it will contribute tothe rest of your community vision.

A list of issues that might beaddressed by the transportation taskforce is given below. The relevantissues in creating a transportationvision will differ from communityto community. Our list is intended

simply to help identify possibleissues and is not meant to be com-prehensive. Issues are listed alpha-betically.

� Aesthetics. Do scenic localroads need to be protected? If so,are they eligible for theWisconsin Rustic RoadsProgram? How do local roadsand roadsides contribute to ordetract from the attractiveness ofyour community? What kinds ofchanges, such as street- andlandscaping, barriers, and light-ing, will improve the aestheticimpact of transportation on yourcommunity?

� Congestion. Are there impor-tant local roads that are sufferingfrom congestion? What causesthe congestion? How can futurecongestion be avoided?

� Economic development. Isthe lack of certain transportationfacilities or upgrades hinderinglocal economic development?What changes in local trans-portation will be needed toaccommodate or promote futuregrowth? How can transportationbe improved so that it helps localindustries remain competitive,expand and create more localjobs?

� Environment. Are presentarrangements causing environ-mental problems? How canfuture problems be avoided?

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Chapter 9

Transportation

� Intermodalism. Do adequatelinks exist between differenttransportation modes (for exam-ple, between bus stops and park-ing for private vehicles, orbetween freight trucks and rail)?Are those links being utilizedfully?

� Non-motorized modes oftransportation. How pedestri-an- and bicycle-friendly is yourcommunity? What can be doneto encourage walking and bicy-cling?

� Optimizing use of currentarrangements. Are currenttransportation resources beingutilized to their fullest potential?Are they being promoted andenhanced? Are they in danger ofbeing lost?

� Public transportation. Whatwill be the future need for publictransportation in your commu-nity? Is there a need for more,better, or different forms of pub-lic transportation? Is inter- orintracity bus service needed?What part should public trans-portation play in the mix oftransportation options in yourcommunity?

� Safety. Do local safety hazardsneed to be corrected? What canbe done to make driving, bicy-cling and walking less danger-ous?

� Tourism. How does transporta-tion affect local tourism? Whatcan be done with transportationto sustain or increase touristactivity?

� Transportation and landuse. Are there planned develop-ments that are not served by thecurrent transportation system? Ifso, how will this be addressed?Also, are current transportationarrangements contributing tosprawl? How can current orfuture transportation arrange-ments be modified to curtailsprawl?

� Transportation needs forspecific groups. Are therespecific groups (the elderly, thedisabled, youth, those with lowincomes, workers in rural areas)that are underserved by presentoptions? How will their needschange over the next 10–20years?

Source: Adapted from WisDOT n.d.,

Summary of Regional Forums—

TransLinks 21

The processPre-visionThe transportation task force isresponsible for organizing a work-shop devoted to creating a visionfor transportation. The general pro-cedures for organizing, publicizingand facilitating this workshop arethe same as for the initial commu-nity visioning workshop (seeChapter 1). Before organizing, how-ever, the task force should takesome time to consider the followingquestions and clarify what it hopesto accomplish.

� Why are we interested in trans-portation?

� What do we hope to accomplishwith a vision of transportation?

� How will a vision of transporta-tion improve existing communityplanning efforts?

� How will a vision of transporta-tion complement the communityvision?

� How will a vision of transporta-tion complement the other keyareas?

Workshop ontransportationJust as it was important to have arepresentative group of peopleinvolved in creating the communityvision, it is important for the trans-portation task force to reach outand solicit input from a wide rangeof community members. The taskforce should make a concertedattempt to bring in as many trans-portation stakeholders as possible.Local industry, government offi-cials, transportation specialists andtransit providers are all obviousstakeholders, but representatives ofother groups, such as the elderly,youth, the disabled, and people withlow incomes, should also be includ-ed. See Appendix 1 for a compre-hensive list of possible stakeholders.

Creating a vision state-ment for transportation The process for creating a visionstatement for transportation is verymuch like the process used to createthe overall community vision; thesame group techniques can be used(see Chapter 1). To get participantsoriented to the kind of future focusthat visioning requires, you coulduse the following exercise near thebeginning of the process:

9-2

Divide people into small groups(6–8 persons). All groups shouldbe given the same directions:Imagine it is the year 20__ (20–25years into the future). You (thecommunity) have successfully cre-ated your preferred configurationof local transportation arrange-ments. Describe it.

Here are some questions to guidethe visioning process. They areaimed at getting people to thinkcreatively about transportation.

� What parts of the current trans-portation system are most impor-tant?

� What current transportationarrangements, modes and facilitiesdo you want to preserve?

� What current transportationarrangements, modes and facilitiesdo you want to change, expand orimprove?

� What kind of transportationarrangements, modes and facilitiesdo you want to create?

� Of the various trends related totransportation in your communityand region, which should beencouraged and which should bealtered?

� How will those elements you wantto preserve and those you want tocreate achieve your community’sfuture vision?

� What kinds of transportationarrangements promote a highquality of life?

Sample transportationvision statements

Here are some examples of visionstatements about transportation.These are only examples—the oneyour community develops may bequite different. The vision forBurnsville, although rather general,has been developed at lengththrough a series of goals, strategiesand action plans (see Appendix 2).The Chehalem Valley vision is shortand simple but does some offer agood indication of what its authorsvalue. The vision for Corvallis, amedium-sized city in Oregon,shows a concern with the particularmix of transportation options thatthe community hopes to have avail-able in the future.

Burnsville, Minnesota

The City of Burnsville, in cooperationwith its neighboring communitiesand public sector organizations, willbe a responsible and innovativeleader in promoting transportationsystems. The systems will provide forthe safe, efficient movement of peopleand goods necessary for a desirablequality of life and economic prosperi-ty. City streets, highways, interstates,public transit, bike trails, and walkways will be important componentsof this cooperative system.

Chehalem Valley, Oregon

A route provides safe and efficientaccess to and throughout the commu-nity. Downtown traffic is . . .[reduced] and is routed to enhancebusiness; state highways have beenremoved from downtown. There areadequate bikeways and pathways.Residents are actively involved inplanning transportation.

Corvallis, Oregon

The central city is tied to the largercommunity by numerous linkages . . .These linkages provide opportunitiesfor citizens to walk, bicycle and ridethe bus to downtown. . . . Public andprivate sector collaboration hasresulted in a regional transportationsystem which makes it easy foremployees to walk, cycle or ride masstransit to work. The regional systemalso links with the north-south high-speed rail system for those travelingto Eugene, Salem, or Portland. Publicand private incentives exist whichencourage employees to use masstransit. This, in turn, has reduced thereliance on the automobile as well aseased traffic congestion and air pollu-tion. . . . In addition, the CorvallisRegional Airport offers service . . .One can easily and safely walkthrough a neighborhood within 5-10minutes. The streets are an intercon-necting network with short blocks todisperse traffic and create convenientand direct routes for cyclists andpedestrians. Buildings and trees areclose to the street, providing an inti-mate outdoor room which is comfort-able to pedestrians.

Establishing sub-areatask forces After creating the overall trans-portation vision, the workshop par-ticipants can identify the two tofour sub-areas that seem mostimportant. Sub-area task forcescould then be formed for each.These task forces should, if neces-sary, seek additional members whocan provide needed expertise. Thesub-area task forces will be chargedwith the work of collecting andanalyzing data, developing strategies

9-3

and devising action plans. They willbe expected to meet on their own asoften as necessary to complete theirwork. The transportation task force(the group that organized the work-shop) should coordinate the collec-tion of data by the sub-area taskforces to avoid duplication of effort.

Reviewing plans,programs and projectsBefore the various sub-area taskforces set out to study their respec-tive areas, the transportation taskforce should locate and review allexisting transportation-relatedplans and programs that mightaffect the community. The taskforce should familiarize itself withefforts that are currently underwayas well as with previous efforts, tounderstand what succeeded (andwhy), and what failed (and why).The task force may find that thereare existing initiatives or organiza-tions actively engaged in certainaspects of transportation planning,in which case some sub-area taskforces may want to consider gettinginvolved with them.

Your community will most likely beaffected by the transportation plan-ning done by one or more of theseorganizations:

� Local planning department. Thecomprehensive plan, if there isone, is a key source of informa-tion.

� Local department of publicworks. The department may havea capital improvements programthat indicates planned expansionor upgrading of local roads. Also,planned extensions of water andsewer service can give you an

idea of where future develop-ment will occur, which will even-tually necessitate an expansion ofthe transportation system.

� Adjacent communities. It may beuseful to check with adjacentcommunities to find out if theyare planning any transportationor land use projects that mayaffect you. Future constructionin a nearby community, such aslarge-scale retail or commercialdevelopment (a new mall, forexample) could affect traffic inyour area.

� County planning department. InWisconsin many counties havetransportation departments andprepare transportation plans.

� Regional planning commission(RPC). In Wisconsin there arenine RPCs which assist commu-nities with a wide range of plan-ning needs, including trans-portation.

� Metropolitan planning organiza-tion (MPO). MPOs have beendesignated to oversee transporta-tion planning in certain urbanareas throughout the country. InWisconsin MPOs have been des-ignated for the following areas:Appleton/Neenah/Oshkosh,Beloit, Eau Claire, Green Bay,Janesville,Kenosha/Milwaukee/Racine, LaCrosse, Madison, Sheboygan,Superior/Duluth, and Wausau.See WisDOT’s web site for moreinformation about MPOs.

� State Department ofTransportation. State-initiatedprojects can have a significantimpact on local communities soit is advisable to find out as far

in advance as possible about anyplans that will affect your area.WisDOT has a 20-year highwayplan, as well as plans for bicycles,rail and other modes. The statealso has a six-year transportationimprovement program thatdetails the specific projects to beundertaken in the near future.There are eight transportationdistricts in Wisconsin (see website in Appendix 7 for contactinformation). WisDOT also hasseparate departments for variousprograms and services (airports,bicycles and pedestrians, publictransit, etc.), all headquartered inMadison.

Since WisDOT is so heavilyinvolved in transportation plan-ning, and since it is the main sourceof funding for many projects, wesuggest that you arrange to havesomeone from WisDOT addressyour entire transportation groupand discuss the state’s plans for yourarea and the various programs andfunding opportunities availablethrough the state.

Collecting andanalyzing dataBefore drawing up strategies toimplement your vision it is usuallyadvisable to spend some time col-lecting information about the cur-rent transportation arrangements inyour community. In addition toidentifying the parts of the system,you may want to gather informa-tion that will help you assess thecondition and adequacy of currentarrangements (e.g., are there localroads that are chronically congest-ed?) and the future trends that mayaffect your planning.

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Current transportationarrangementsA good first step is to inventory thecurrent transportation system.Appendix 3 can help you with thistask. It is often useful to draw thevarious parts of your local trans-portation system on a map so thatyou can get a visual image of howtransportation routes are laid outand where various facilities arelocated. The written inventory,along with the map, should give youa basic understanding of localtransportation arrangements. Youmay find that when everything istaken into consideration the systemis surprisingly complex.

Appendix 4 can be used to recordthe condition of local roads, bridgesand sidewalks. In many communi-ties the local public works depart-ment maintains detailed records ofall local roads, showing their condi-tion and indicating when significantconstruction or maintenance workwas performed. The public worksdepartment or WisDOT may beable to provide traffic counts, whichshow how heavily a road is beingused. Keep in mind, however, thatthe purpose of the transportationvision is not to get involved in thedetails of local road maintenance,but to think creatively about whattransportation arrangements couldbe like and what strategies can beused to realize your transportationgoals.

Land use changesGiven the close connection betweenland use and transportation needs,you should find out as much as youcan about expected changes in landuse over the next 10–20 years. Forexample, is a new shopping center,subdivision or industrial park in theworks? Sources for this informationinclude your local planning depart-ment, the RPC, the chamber ofcommerce or other business organi-zation, major area businesses andlocal real estate developers (see alsoChapter 6).

Demographic dataBasic demographic data (popula-tion, age distribution, income) canhelp you identify trends that mayaffect transportation needs. Themost important single trend toexamine is probably the overallgrowth of the local population. Youmay also want to look at trends forvarious sub-groups, such as theyoung, the old, the disabled, andthose with low incomes, who gener-ally use public transit more thanothers. Refer to Appendix 10 inChapter 1 for a worksheet on basicdemographic data.

The Census of Population: Social andEconomic Characteristics has data oncommuting patterns, such as placeof work (whether in or out of areaof residence), means of transporta-tion used, and travel time to work.

Travel surveysA household travel survey may beconducted to get detailed informa-tion on the travel patterns andtransportation habits of people inyour community. Household travelsurveys can be conducted by phone,mail, or through in-person inter-views. You can collect several typesof data with this survey. First, it canprovide information about actualtravel patterns. This is done by ask-ing people a series of questionsabout the trips they took on theprevious day. The data obtainedmight include:

� The origin and destination oftrips.

� The mode used (car, bus, etc.).

� The time of day of the trips.

� The purpose of the trips.

� Where they parked (for vehicledrivers).

Second, it can provide householdinformation such as:

� The number of household mem-bers who are able to drive.

� The number of motorized vehi-cles in use by household mem-bers.

� The number of workers in thehousehold.

� The number of household mem-bers who work outside thehome.

� The sex and age of householdmembers.

Source: Adapted from Stopher and

Metcalf 1996

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And third, the survey can be used tofind out about the transportationpreferences and concerns of localresidents. The specific questionsasked will vary considerably fromcommunity to community.

While a household travel survey canprovide information on local resi-dents, it does not furnish data onpeople who come into the areafrom elsewhere or who simply passthrough on their way to a destina-tion in another area. To get thiskind of information it is necessaryto survey the occupants of vehiclesthat are coming into or passingthrough the local area. This can bedone by stopping and briefly inter-viewing vehicles on selected roads,by handing return-postcard ques-tionnaires to the occupants of vehi-cles, or by recording license platenumbers and then mailing a ques-tionnaire to the owner a few dayslater.

Travel surveys, although capable ofgenerating valuable information, arenot always needed. You may want topartially develop your goals andstrategies before considering a travelsurvey. This will give you a chanceto get a better idea of the kinds ofquestions you need to ask beforeyou conduct a survey.

A general note on study-ing transportationTransportation planning tends to betechnical and data-intensive. Itoften involves the use of sophisti-cated computer modeling. In thissection we have mentioned only themost basic approaches to studyingtransportation. There are numerousother studies that professional

transportation engineers undertake(Pline 1992). You may want to getprofessional assistance if you findthat you need to do extensive datacollection and analysis. The RPCscan help communities with trans-portation planning. If specializedknowledge is needed, WisDOT maybecome involved. Private consult-ants may also provide expertise.

Remember, though, that the essen-tial tasks are to understand the basictransportation arrangements inyour community, to consider theconnections between transportationand other aspects of your commu-nity (e.g., land use, downtown revi-talization, economic development),and to think creatively about futurearrangements .

Developing goals andstrategiesAfter collecting and analyzing thedata, each sub-task force will begindeveloping strategies. There may bemore than one possible strategy forsome areas, so it will be necessary tocompare and evaluate various pro-posed strategies. Appendix 5 can beused to help evaluate potentialstrategies and projects.

Since some transportation projectsmay be large, costly and affect awide geographical area the taskforce will have to decide what canbe done locally and what mustremain the responsibility ofWisDOT and other agencies.Transportation projects fall roughlyinto three categories:

1. Those than can be initiated andfunded locally.

2. Those that can be initiated local-

ly, but will depend upon outsidesources for funding (county,regional, state or federal agencies).

3. Those that are initiated andfunded by outside agencies.

There are also transportation proj-ects that are undertaken completelyby the private sector and over whichthe community may have relativelylittle control. Some examples areprivate roads, driveways, bridges,rail spurs, harbor projects, and busshuttles for employees. Establishingwhether a project falls under thepublic or private sector is an impor-tant part of determining the feasibili-ty of local transportation strategies.

Many transportation strategies (forexample, highway construction) areinitiated and managed at theregional or state level. As mentionedpreviously, it is WisDOT’s policy toactively seek input from the publicand from representatives of localcommunities. For issues decided ata regional or state level, the taskforce could consider trying to affectoutcomes by lobbying for the com-munity’s needs and contributinginput to higher-level decision mak-ing. A helpful guide to transporta-tion advocacy is ImprovingPedestrian Access to Transit: AnAdvocacy Handbook..

When developing strategies, keep inmind that transportation projectsdo not have to be limited to projectsdirectly connected to streets androads. With the passage of ISTEAthe federal government committeditself to an expansive notion oftransportation needs for the coun-try and enlarged the range of proj-ects that qualify for funding. Theconstruction, maintenance and

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improvement of highways androads are, of course, standard trans-portation items. There is now anincreased emphasis, however, onpublic transit and other modes oftransportation such as bicycling,walking and rail. There is a newemphasis on making these othermodes convenient and providingappropriate connections betweenvarious modes (“intermodalism”).In other words, transportation isabout more than just building moreroads. See Hoyle (1995) for oneauthor’s provocative critique of tra-ditional traffic planning and roadbuilding.

TEA-21 requires a portion of fundsto be allocated for transportation“enhancements.” These are projectsthat enhance normal highway proj-ects. TEA-21’s definition of “trans-portation enhancement activities”illustrates the range of enhance-ments:

� Provision of facilities for pedes-trians and bicycles.

� Provision of safety and educa-tional activities for pedestriansand bicyclists.

� Acquisition of scenic easementsand scenic or historic sites, sce-nic or historic highway programs(including the provision oftourist and welcome center facil-ities).

� Landscaping and other scenicbeautification, historic preserva-tion, rehabilitation and opera-tion of historic transportationbuildings or facilities (includinghistoric railroad facilities andcanals).

� Preservation of abandoned rail-

way corridors (including theconversion and use thereof forpedestrian or bicycle trails).

� Control and removal of outdooradvertising.

� Archaeological planning andresearch.

� Environmental mitigation toaddress water pollution due tohighway runoff or reduce vehi-cle-caused wildlife mortalitywhile maintaining habitat con-nectivity.

� Establishment of transportationmuseums.

Source: Surface Transportation Policy

Project 1998, pp. 19-20

Communities have obtained fund-ing, through the enhancements pro-gram or other government pro-grams, for projects as varied as thefollowing:

� Improving public parking facili-ties.

� Providing better access for peo-ple in wheelchairs.

� Planting trees alongside roads.

� Improving sidewalk fixtures.

� Improving street lighting.

� Creating walking trails.

� Installing public art and banners.

� Improving the security and safe-ty of transportation facilities.

� Providing a day-care facility atan important transportationnode.

� Upgrading downtown streets.

� Improving crosswalks.

� Landscaping related to a trans-portation facility.

� Converting abandoned railroadcorridors to bicycle and pedestri-an pathways (“rails to trails”).

� Preserving historic transporta-tion-related landmarks.

� Setting up a Dial-A-Ride pro-gram.

There are also government-fundedtransportation programs for safetyprojects, wetlands mitigation,bridge replacement and rehabilita-tion, congestion mitigation and airquality improvement (for highlyurbanized areas), roads on federallands (including parks and Indianreservations), and public transit.Not all local projects, of course, willqualify for government funding, butit is helpful to be aware of the rangeof programs in operation.

Below we provide examples of somegoals that communities might wantto consider. Each goal is followed byseveral sample strategies. Keep inmind that these are only examples,as the vision, goals, and strategies ofevery community are unique. (Thegoals are not listed in any particularorder.)

Goal: Decrease transporta-tion-related injuries andfatalities.

Strategies

� Implement traffic calming tech-niques. High speed traffic onneighborhood streets creates ano-man’s-land that is unappeal-ing for pedestrians and danger-

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ous for children, the elderly andthe disabled. Traffic calmingrefers to a variety of measuresused to systematically slow trafficthrough redesign of street layoutand modification of roads andstreets.

� Improve crosswalks.

� Identify high-accident locationsand take corrective action.

� Improve visibility along trans-portation corridors.

� Improve rail crossings.

� Improve driver behavior througheducation and safety awareness.

Goal: Promote economicdevelopment through trans-portation.

Strategies:

� Improve traffic circulation in ornear downtown shopping dis-tricts as a means of contributingto a revitalized downtown.

� Improve parking facilities forbusiness districts.

� Create or improve intermodalfacilities (e.g., truck-to-rail) toserve local industry.

� Seek funding for transportationfacilities that will promote eco-nomic development. InWisconsin, the TransportationEconomic Assistance programprovides fast-track assistance andgrants (up to 50% of projectcosts) to help communities con-struct or acquire transportationfacilities that will attract employ-ers to Wisconsin or encouragecurrent employers to expand.

� Improve workforce accessthrough improved transporta-tion. TEA-21 contains a programcalled Access to Jobs that dealswith this. See also theCommunity TransportationAssociation of America.

Goal: Minimize transporta-tion-related environmentalproblems.

Strategies:

� Implement improved techniquesto handle stormwater runoff

� Promote high density develop-ment and other land use patternsthat decrease the demand forroads and conserve farmlandand countryside.

� Lobby for the preservation orcreation of protected areas (e.g.,wetlands) to offset land that ispaved over or disturbed by high-way or road construction.

Goal: Improve the aesthet-ics of local transportation.

Strategies:

� Apply to have local scenic roadsconsidered for the WisconsinRustic Roads Program.

� Develop scenic easements andoverlooks where appropriate.

� Beautify local highways and roadby means of landscaping, mow-ing considerations, and theAdopt-A-Highway program.

� Plant trees along neighborhoodstreets.

� Develop design ordinances forroadside development, includingsignage and billboards.

Goal: Promote non-motor-ized forms of transporta-tion.

Walking and bicycling are the twomost prevalent forms of non-motorized transportation. Streetand sidewalk improvements, whichcan range from simple maintenanceto major redesign, can promotewalking and improve the appear-ance of your community. SeeAppendix 6 for guides to makingyour community’s streets moreattractive and your sidewalks morepedestrian-friendly.

Strategies:

� Take steps to make downtownand neighborhood streets morewalkable. In some cases this maymean installing sidewalks.

� Investigate possibilities for build-ing a bike and/or walking path.

� Install bike lanes where feasible.

� Provide bike racks.

� Explore the possibility of con-verting a local abandoned railcorridor to a hiking/biking trail(“rails-to-trails”). A guide todoing this is in Appendix 6.

Goal: Increase transporta-tion options for specificgroups (i.e., the elderly, thedisabled, youth, lowincome)

� Identify the group(s) and assesstheir needs.

� Study various options.

� Investigate funding opportuni-ties specific to these groups.

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Goal: Increase local inputinto transportation deci-sions made at higher lev-els.

Strategies:

� Form a permanent task forcededicated to keeping track oftransportation issues at thecounty, regional, and state level.

� Investigate the possibility of localcitizens serving on citizen advi-sory boards at higher levels.

Goal: Increase the avail-ability of public transporta-tion.

If you are interested in expandingexisting local public transit or inpossibly creating a new public tran-sit service, collect data that providean accurate picture of current serv-ices and the need for additionalservices. WisDOT can help commu-nities plan local transit. Keep inmind that the public transit “sys-tem” in a small town may consist ofonly a shuttle van or a shared ridetaxi service.

Strategies:

� Study the costs and benefits of alocal transit system. This wouldinclude a careful survey of theactual demand for such services.

� Study local transit systems inother cities and towns of similarsize.

� Investigate funding possibilities.

Getting communityfeedbackWhen the sub-area task forces havedeveloped possible strategies, thenext step is to solicit feedback fromthe community and the other taskforces. A workshop should be heldat which the transportation taskforce presents its vision, goals andstrategies to the other task forces aswell as to interested members of thecommunity and local government.The purpose of the feedback is toensure that the vision, goals, andstrategies developed by the trans-portation task force are in sync withthe overall community vision andwith the visions, goals and strategiesof the other key area task forces.This is an opportunity for peopleoutside of the task forces to com-ment on the feasibility of the rec-ommendations and indicatewhether they would support them.When making the presentation it isbest to use as many visual props aspossible, such as graphs, charts,drawings, and photographs. Thisworkshop is described more thor-oughly in Chapter 1.

Devising action plansWhen the strategies have receivedapproval it is time to devise theaction plans. These are the concreteactions that members of each sub-area task force will take in order tostart making the transportationvision a reality. Action plans shouldbe specific enough to see prelimi-nary results in a reasonable amountof time (whatever your task forcedeems reasonable). Action plansshould specify the actual steps ortasks necessary to implement a

strategy, assign responsibility foreach step, and set deadlines. Wesuggest using a work schedule thatshows who is responsible for eachstep and when it will be performed.The appendices to Chapter 1 con-tain worksheets that can help youwith your action plans. The sub-area task forces should not hesitateto seek out additional communitymembers for assistance as itbecomes necessary. See Appendix 2for examples of transportationgoals, strategies, and action plans.

ImplementationAfter the action plans and workschedules have been finalized thesub-area task forces should beginimplementation.

For some strategies a major part ofthe effort may involve securing ade-quate funding. It may be possible tofund some projects through localrevenues. In some cases fees can becollected for using facilities. Manycommunities have a capitalimprovements program whichbudgets money for road mainte-nance and possibly also for expan-sion. New projects may need to beevaluated relative to existing oralready proposed projects. If roadsand other infrastructure are neededto support new development it maybe possible to have the developerpay, a practice that is becomingincreasingly common.

Large projects generally requirecommunities to seek funding fromthe state or federal government.Most federal transportation fund-ing, including TEA-21, is routedthrough the state. In Wisconsin itgenerally goes through WisDOT,which has many different programs,

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each with its own criteria. BrianOhm’s Guide to CommunityPlanning in Wisconsin discussesfunding available through WisDot.The RPCs can provide assistancewith transportation planning andoften function as intermediariesbetween local communities andWisDOT. The RPCs generally donot have control over funds fortransportation projects.

If a community thinks a projectmight qualify for funding throughWisDOT, it should contact itsWisDOT district office. WisDOTwill determine if the project is eligi-ble. If so, the community will thenhave to prepare a formal applica-tion, which may involve furtherstudy to establish the project’s feasi-bility.

Transportation enhancement proj-ects, discussed earlier, are subject toa competitive application process;all projects are not funded.Transportation enhancements mustinvolve a road or highway that iseligible for federal funding.

Agriculture/agribusiness

Airport board

Americans with disabilities

Banks/credit unions/financial institutions

Bicycle advocates

Bus lines

Chamber of commerce/commercial organizations

Community improvement groups

Commuter airlines

County engineer

County highway department

Downtown associations

Environmental groups

Health care providers

Homeowner associations

Intercity bus lines

Local government(city council, planning commission, planning department, park board, etc.)

Local industry

Local shipping/freight companies

Metropolitan planning organization (MPO): incertain urban areas only

Neighborhood associations

Pedestrian advocates

Post office

Railroads

Real estate interests/developers

Retail businesses

Schools

Senior citizens

Social service agencies(they may operate their own transit services)

Street superintendent

Taxicabs/limo services

Tourism industry

Transit providers: private

Transit providers: public

Truckers

Unions

Volunteer transportation providers

Wisconsin Department of Transportation(WisDOT)

Youth

Faith community

Source: Adapted from North Central Regional Center for Rural

Development 1996

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Appendix 1

Transportation stakeholders

I. Vision, Goals, andStrategies for Sioux City,IA

Vision

“The Community shall remain acompact City encouraging growth onamply available vacant land withincurrently developed and developingareas, taking full advantage of exist-ing transportation and infrastructuresystems and maximizing the publicinvestment in these systems.”

Goals

Some of the accompanying goalsare to:

Develop a program of short- tomid-range traffic improvements.

Improve circulation in the cen-tral business district (down-town).

Encourage development whereadequate public infrastructurewill exist.

Ensure adequate transit service.

Link local transportation toregional and national networks.

Strategies

Here are their strategies for the firstgoal, traffic improvement:

Maintain and extend as neededthe coordinated traffic signal sys-tem.

Implement remedial measures atexisting high-accident locations.

Provide channelization whereneeded on major thoroughfares.

Provide better access from I-29to downtown that will enhancethe Nebraska Street gateway.

Promote continuation of OuterDrive across the Floyd Riverbasin and east to the US 75/20bypass.

Upgrade West Fourth, MilitaryRoad and West 19th to providebetter access to and from DakotaDunes, Riverside and theHighlands area.

Source: Vision 2020: A Plan for Change,

Sioux City, IA

II. Goals of theLongview-Kelso-Rainier(OR) MetropolitanTransportation Plan

Goal 1: To provide for a conven-ient, safe and efficient transporta-tion/circulation network among themajor areas of trip generation in theLongview-Kelso-Rainier urban area.

Goal 2: To enhance the effective-ness of the existing transportationsystem by developing and improv-ing coordination among varioustransportation modes and localjurisdictions.

Goal 3: To provide a means ofpublic transportation and quasi-public transportation access for allurban area residents who requiresuch service.

Goal 4: To improve pedestrian andbicycle safety in the transportationcirculation system.

Source: Longview-Kelso-Rainier

Metropolitan Planning Organization

1998

III. Goals, Strategies,and Action Plans for theCity of Burnsville, MN

Goals

1. To increase I-35 river crossingcapacity over Minnesota River.

2. To play a major role in deter-mining solutions to regionaltransportation problems.

3. To reduce traffic congestion inBurnsville.

4. To improve traffic flow inBurnsville.

5. To expand use of transitresources.

6. To develop user-friendly bikeand walking trails which willprovide recreational opportuni-ties and link people to jobs andbusinesses, and retail locations.

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Appendix 2

Examples of transportation visions,goals, strategies and action plans

An example of a strategy:

Burnsville’s strategy for goal 6 isto”Improve bike and trail systemsthrough adding trails and providingsignage and education to improvetrail use and safety.”

Examples of action plans:

Here are their action plans (whichthey call “actions steps”) to imple-ment the strategy stated above.(Note: In our terminology theiraction plans would be closer tostrategies.)

Work with City and DakotaCounty to improve signage ontrails. . . .

Provide additional safe places toleave bicycles to encourage bicy-cling.

Develop educational planaddressing bike laws, bike safety,etc. for use at schools . . . .

Expand availability of bike trailmaps.

Pursue additional trails throughDakota County CapitalImprovement Program whichwould also be handicappedaccessible.

Support walkways and bikewaysacross the river on I-35 in finalEnvironmental ImpactStatement.

Develop bridges/walkways overand under major boundaries(e.g., CSAH 42, CSAH 6, I-35W,TH 13).

In response to our aging popula-tion and health awareness,expand walking trails with hand-icap accessibility.

Source: Partnerships for Tomorrow,

Burnsville, MN

IV. Strategies for theMobile-Baldwin (AL)Counties Region

1. Provide regional mass transitthat supports communityneeds and has a dedicatedsource of funding.

2. Evaluate the feasibility of aMobile-Baldwin-Pensacolaregional airport.

3. Have strategies in place toexpand the Alabama StateDocks as business needs dic-tate.

4. Establish intermodal coopera-tion and promotion among ourair, rail, water and road compo-nents.

5. Construct the roads andbridges as outlined in the SouthAlabama Regional PlanningCommission thoroughfareplan.

6. Develop one-stop centers forgovernment services and pro-vide transportation stops atthose centers.

7. Find an effective use for theformer Navy Homeport facility.

8. Establish a Causeway authorityfor Baldwin and MobileCounties.

9. Maintain an aggressive water-way management system.

10. Improve our air quality byusing alternative energy forbuses and other motor vehicles.

11. Accelerate paving of dirt roads.

12. Rebuild Airport Blvd. as aninterstate quality road.

Source: Envision Mobile-Baldwin

V. Goals, Objectives andAction Plans for EPAGreen Communities

These generic goals, objectives andaction plans are part of the EPA’sGreen Communities project. Someof the objectives and action plansmay not be applicable to smallercommunities. Note: Their “actionplans” are similar to what we callstrategies.

Goals

Provide an efficient transporta-tion system to maximize accessi-bility and the movement of peo-ple and goods. Increase opportu-nities for pedestrian and bicy-cling facilities.

Objectives

Design, develop, and improvethe transportation system as acomprehensive network.

Enable residents and employeesto minimize vehicular miles trav-eled, as well as total travel time,in order to minimize air pollu-tion and to conserve fuel.

Stage the development of thetransportation system to com-plement the overall developmentof the area.

Encourage mixed uses to allowthe integration of residential,employment and commercialcenters.

Locate employment areas whereadequate access exists or willexist for employees and forgoods movement.

Embrace the concept of transitoriented development.

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Use buffers between transporta-tion facilities and incompatibleadjacent land uses.

Separate truck traffic fromincompatible uses.

Encourage a mass transit systemwhich provides both an alterna-tive to the automobile and desir-able levels of service to its users.

Integrate pedestrian and bicycletrails into development plans.

Recommendations andGuidelines for Action Plans

Make recommendations toimplement the concepts andachieve the goals and objectivesfor circulation and transporta-tion.

Encourage transit orienteddevelopment with the appropri-ate mix of land uses and densityto support public transportationusage.

Make mass transit improvementsto improve utilization of facili-ties.

Provide park and ride lots toallow for transfer to transit facili-ties or for carpooling opportuni-ties.

Coordinate staggered hours forbusinesses and schools to relievetraffic congestion.

Require the development ofpedestrian and bicycle trails toprovide economical, noncongest-ing, and non-polluting means oftravel.

Propose a transportation systemintended to provide service forthe future population, employ-ment and through traffic expect-ed in the community.

Acquire and/or protect rights-of-way to provide for the futureextension or expansion ofplanned transportation facilitiesat reasonable costs, with mini-mum property displacement.

Design transportation facilitiesto minimize their physicalimpact on the environmentwhile providing the best possibleopportunity for development ofsuitable sites.

Locate and design intersectionsto facilitate safe vehicular andpedestrian access to employmentsites, shopping facilities, multi-family developments, and otherlarge traffic generators.

Streets provided in connectionwith employment areas shouldavoid conflicting movement ofcars with trucks. Industrial areaaccess roads should be providedto and from major highways.

Separate new development fromvisual intrusion by the use ofreverse frontage, minimum set-backs, landscaping and fencing.

Preserve street width in mixeduse and open space communitiesto reduce travel speeds, provideless impervious surface and bemore aesthetically pleasing.

Provide for sidewalks along com-munity streets.

Design parking lots that do notdetract from the aesthetics andfunction of the land use.

Source: US EPA Green Communities

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Purpose: To inventory the currenttransportation arrangements inyour community.

Sources of data: Various.Contact service providers whereapplicable. Local or regional plan-ning offices should have some ofthe information. Transportationcompanies such as truckers andtaxicabs can be located in the tele-phone book.

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Appendix 3

Current transportation arrangements

Highways, roads, streets, sidewalks, bike trails (intracity and intercity) (refer to map).

Intracity bus service

major routes

ridership level:

Intercity bus service (including regional and national service)

major routes:

ridership level:

terminals and pickup points:

Light rail

major routes:

ridership level:

Railroad

freight lines:

local destinations:

passenger lines:

local destinations:

Private transit services (name of provider and targeted group. ex.: Mercy Hospital, elderly outpatients)

Waterway transportation services and facilities (ferries, barges, harbors, ports, etc.)

Airports (note if public or private, and average number of flights per day)

Taxicabs

Shuttles/shared ride services

Trucking companies

Delivery companies

Major intermodal nodes (note location and modes served. ex.: corner of Broadway and 5th St., bus stop/rail-

road connection)

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Purpose: To inventory the currentconditions of roads and related fea-tures of the local transportation sys-tem.

Sources of data: Visual inspec-tion and a systematic observation oflocal roads should provide much ofthis information. The public worksdepartment may have informationabout local roads. The police should

have information about accidents. Ifthere are questions about the struc-tural integrity of a local bridge youwill need to have an expert examineit.

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Appendix 4

Information about local highways, roadsand streets

Roads that are frequently congested:

Roads in need of repair:

Roads with safety hazards:

Locations where accidents have occurred frequently:

Condition of bridges:

Condition of bike paths:

Condition of sidewalks:

Residential and commercial district streets that lack sidewalks:

Areas with chronic parking problems:

Issues very negative negative neutral positive very positive (worse) (better)

Conformity with community vision

Conformity with other transportation strategies/projects

Conformity with current land usepatterns

Conformity with desired future land use patterns

Sprawl

Short-term traffic congestion

Long-term traffic congestion

Availability of alternatives to driving

Condition of sensitive lands or habitats

Air pollution

Noise pollution

Community appearance

Local scenic beauty

Local tourist industry

Viability of central business district

Attractiveness of area to existingindustry

Attractiveness of area to industry that might relocate here

Mobility for vulnerable populations1

Integrity of the community2

Traffic safety

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Appendix 5

Evaluating or prioritizing transportationstrategiesPurpose: To evaluate the merits of various proposed strategies. Complete this sheet for each proposed strategy.

1 The elderly, children, the disabled, low income.2 For example, will a new road or highway physically divide a neighborhood?

Allen, Jeff and Tom Iurino. 1996.Acquiring Rail Corridors: A How-To Manual. Washington, DC:Rail-to-Trails Conservancy. Acomplete guide to acquiringabandoned railroad lines that canbe converted to trails for hiking,jogging, and bicycling.

Arendt, Randall. 1994. Rural byDesign: Maintaining Small TownCharacter. Chicago: AmericanPlanning Association. A chapterin this book discusses the protec-tion of local scenic roads.

Bailey, John A., Michael J.E. Sheflin,Burton W. Marsh, and Wilfred M.Post, Jr. 1986. “Transportation.” InSam M. Cristofano and WilliamS. Foster (eds), Management ofLocal Public Works. WashingtonD.C.: International CityManagement Association.

Borich, Timothy O. and Janet Ayres.1996. Transportation Action: ALocal Input Model to EngageCommunity TransportationPlanning. A hands-on guide tolocal transportation planning.Ames, IA: North Central RegionalCenter for Rural Development.

Chester County. 1995. RuralCommunity Design Guide.Available from Chester County,Pennsylvania. A visual guide toimproving and maintaining thecharacter of rural communities.Includes suggestions on roads,signs, bridges and roadside struc-tures. Available from ChesterCounty Planning Commission,601 Westtown Rd., Suite 270, POBox 2747, West Chester, PA,19380-0990.http://www.chesco.org/.

Community Transportation.Magazine of the CommunityTransportation Association ofAmerica (see web site listing).

Community TransportationAssociation of America. 1997. TheNational Transit Resource Center’s1998 Resource Guide. A productof the National Rural TransitAssistance Program (FederalTransit Administration) and theCommunity Transit AssistanceProgram (Department of Healthand Human Services).

COMSIS Corporation. 1990.Guidebook for Planning SmallUrban and Rural TransportationPrograms. 2 volumes.Washington, DC: US DOT. Aguide to planning local transitprograms.

Downs, Anthony. 1992. Stuck inTraffic: Coping with Peak-HourTraffic Congestion. Washington,D.C.: Brookings Institution. Anoverview of issues and remediesrelated to traffic congestion.

Ewing, Reid. 1997. Transportationand Land Use Innovations: WhenYou Can’t Pave Your Way Out ofCongestion. Chicago: AmericanPlanning Association. A goodgeneral overview of current trans-portation issues, including therelationship between transporta-tion and land use. Also discussestraffic calming and ways toencourage walking and bicycling.

Frye, Eilrich, Doeksen, LaRue, andBritton. 1998. “An EconomicAnalysis of a Public TransitSystem to Serve Shawnee,Oklahoma.” Rural Development,Oklahoma Cooperative ExtensionService, Oklahoma StateUniversity. An example of a studyto determine the need for addi-tional community transit and thecost of implementing a programto fill that need.

Hoyle, Cynthia. 1995. TrafficCalming. PAS Report No. 456.Chicago: American PlanningAssociation. Describes trafficcalming techniques. Also discuss-es eight “myths of transportationplanning.”

International City/CountyManagement Association(ICMA). 1994. TransportationPlanning Under ISTEA. MISReport v. 26, no. 4 (4/94). Anoverview of ISTEA.

Nelessen, Anton. 1994. Visions for aNew American Dream: Process,Principles, and an Ordinance toPlan and Design SmallCommunities. A detailed guide toplanning small communities. Hasmany suggestions for makingtowns more pedestrian-friendlyand improving street layout anddesign.

Ohm, Brian. 1999. (G3697)Guide toCommunity Planning inWisconsin. Madison, Wisconsin:University of WisconsinExtension.

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Appendix 6

Recommended reading

Thompson, Elizabeth. 1998. TEA-21User’s Guide: Making the Most ofthe New Transportation Bill.Washington, DC: SurfaceTransportation Policy Project.

WalkBoston. 1998. ImprovingPedestrian Access to Transit: AnAdvocacy Handbook. Advice ontransportation advocacy and sug-gestions for making streets, side-walks and intersections safer andmore appealing to pedestrians.Washington, D.C.: Federal TransitAdministration.

Wisconsin Department ofTransportation. 1995. Translinks21: A Multimodal TransportationPlan for Wisconsin’s 21st Century.Madison, WI: WisDOT.

Wisconsin Department ofTransportation. 1997. Wisconsin’sRustic Roads ... A Positive StepBackward. Madison, Wisconsin:WisDOT.

Wisconsin Department ofTransportation. 1999. Draft StateHighway Plan 2020, TechnicalReport, dated February 3, 1999.Madison, WI: WisDOT.

WisDOT maintains a library ofbooks, periodicals, technical stud-ies and other materials related totransportation. The library isopen to all citizens interested intransportation. The address is:

Wisconsin Department ofTransportation Library4802 Sheboygan Avenue,Room 803Madison,WI 53707(608) 266-0724

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Wisconsin Department ofTransportation (WisDOT)http://www.dot.state.wi.us/

Wisconsin TransportationDistrictshttp://www.dot.state.wi.us/dtim/bop/discontacts.html

Wisconsin RegionalPlanning Commissionshttp://www.dot.state.wi.us/dtim/bop/rpccontacts.html

US Department ofTransportation (US DOT)http://www.dot.gov/

Federal HighwayAdministration (FHWA)(part of US DOT)http://www.fhwa.dot.gov

A FHWA site containing a detailedguide to maximizing citizen partic-ipation in transportation planningcan be found at

http://www.fhwa.dot.gov/reports/pittd/cover.htm

Federal TransitAdministration (FTA) (partof US DOT)http://www.fta.dot.gov

Environmental ProtectionAgency (EPA)http://www.epa.gov/region03/greenkit/4transport.htm

Transportation element of theGreen Communities initiative

American PlanningAssociation (APA)http://www.planning.org

The APA catalog is a good source forguides to transportation planning.

Community TransportationAssociation of Americahttp://www.ctaa.org/

A non-profit organization thatadvocates for public transit as ameans of making transportationmore accessible, especially for thedisabled, the elderly, and those whoare poor or unemployed. Their website lists their publications and hasselections from their magazine,Community Transportation.

Surface TransportationPolicy Projecthttp://www.transact.org

This web site contains more than100 examples of funded communi-ty transportation projects, includ-ing transportation enhancements.

City of Portlandhttp://www.trans.ci.portland.or.us/

Traditional and innovative meth-ods for slowing and calming trafficon local streets.

Bicycle Federation ofAmericahttp://www.bikefed.org/

Bicycle and pedestrian advocates.

Bicycle Federation ofWisconsinhttp://www.bfw.org/

Citizens for a BetterEnvironment http://www.cbemw.org

Nonprofit organization concernedwith sprawl and environmentalissues. It has produced a 15-minutevideo called Back to the Future:Designs for WalkableNeighborhoods. (414) 271-7280.

Center for LivableCommunitieshttp://www.lgc.org/clc/pub.html

Web site contains information onvideos about transportationplanning

Rails-to-Trails Conservancyhttp://www.railtrails.org/

National TransportationEnhancementsClearinghousehttp://www.railtrails.org/ntec/

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Appendix 7


Appendix 8

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References cited in textBurnsville, City of. 1993.

Partnerships for Tomorrow.Burnsville, MN.

Corvallis, City of. 1997. TheCorvallis 2020 Vision Statement.Corvallis, OR.

Gresham, City of. 1991. Vision 2020.Gresham, OR.

Longview-Kelso-RainierMetropolitan PlanningOrganization. 1998. 1999-2001Transportation ImprovementProgram. Prepared by theCowlitz-Wahkiakum Council ofGovernments, Washington.

Mobile-Baldwin (AL) CountiesRegion. n.d. Envision Mobile-Baldwin.http://www.mobcham.org/final.htm. Viewed February 8, 1999.

Newberg, City of. 1995. ChehalemFuture Focus II: Community VisionStatement. Newberg, OR.

Ohm, Brian. 1999. Guide toCommunity Planning inWisconsin. Madison, WI:University of WisconsinExtension.

Pline, James L. (ed.) 1992. TrafficEngineering Handbook, FourthEdition. Englewood Cliffs, NJ:Prentice-Hall.

Sioux City. 1994. Vision 2020: APlan for Change. Sioux City, IA.

Stopher, Peter. R. and Helen M.A.Metcalf. 1996. Methods ofHousehold Travel Surveys.National Cooperative HighwayResearch Program. Synthesis ofHighway Practice 236.Transportation Research Board.Washington, D.C.: NationalAcademy Press.

Wisconsin Department ofTransportation. n.d. Summary ofRegional Forums —WisconsinTransLinks 21.http://www.bts.gov/smart/cat/srf.html.

Authors: Gary P. Green is a professor of rural sociology with the University of Wisconsin–Madison and a community develop-

ment specialist with the University of Wisconsin–Extension, Cooperative Extension. Anna L. Haines is an urban and regional plan-

ning research associate with the University of Wisconsin–Madison and the University of Wisconsin–Extension, Cooperative

Extension. Stephen Halebsky is a doctoral candidate with the University of Wisconsin–Madison Department of Sociology.

Issued in furtherance of Cooperative Extension work, Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of

Agriculture, University of Wisconsin–Extension, Cooperative Extension. University of Wisconsin–Extension provides equal oppor-

tunities in employment and programming, including Title IX and ADA requirements. If you need this information in an alternative

format, contact the Office of Equal Opportunity and Diversity Programs or call Extension Publishing at 608-262-2655.

© 2000 by the Board of Regents of the University of Wisconsin System doing business as the division of Cooperative Extension of

the University of Wisconsin–Extension. Send inquiries about copyright permission to: Director, Cooperative Extension Publishing,

201 Hiram Smith Hall, 1545 Observatory Dr., Madison, WI 53706.

You can obtain copies of this publication from your Wisconsin county Extension office or from Cooperative Extension

Publications, 45 N. Charter St., Madison, WI 53715, 608-262-3346. Outside Madison, call our toll free number: 1-877-WIS-PUBS

(947-7827). Before publicizing, please check on this publication’s availability.

To see more Cooperative Extension publications, visit our web site: http://www.uwex.edu/ces/pubs/

Building Our Future: A Guide to Community Visioning (G3708) I-07/2000-.75M-6000

Photography credits

Aerial view, woman holding pies and sailboat on lake are courtesy of the Wisconsin Department of Tourism.

Street scene and railroad right of way courtesy of Gary Green

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