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Dream Center Work Session Copyrig hted March 1, 2021 City of Dubuque Work Session - Top # 1. City Council Meeting ITEM TITLE: 5:00 PM - Dream Center SUMMARY: Robert Kimble from the Dubuque Dream Centerwill be presenting a report on the organization's programming and outcomes. SUGGESTED DISPOSITION: ATTACHMENTS: Description Type Dubuque Dream Center Work Session-MVM Memo City Manager Memo Staff Memo Staff Memo Presentation Supporting Documentation Operational Support Request Supporting Documentation Citizen Input_UPDATED 3/1/21 Supporting Documentation Dubuque THE CITY OF � ui-Aseria cih DuB E , . � . , � II � Maste iece on tj2e Mississi i zoo�•zoiz•zois YP pp zoi�*zoi9 TO: The Honorable Mayor and City Council Members FROM: Michael C. Van Milligen, City Manager SUBJECT: Dubuque Dream Center - Work Session DATE: February 25, 2021 Economic Development Director Jill Connors is transmitting information for the Dubuque Dream Center Work Session. Robert Kimble from the Dubuque Dream Center will be presenting a report on the organization's programming and outcomes. Y Mic ael C. Van Milligen MCVM:jh Attachment cc: Crenna Brumwell, City Attorney Cori Burbach, Assistant City Manager Jill M. Connors, Economic Development Director Dubuque Economic Development Department THE CITY OF � 50 West 13th Street All•AmericaCiiy Dubuque, lowa 52001-4864 U� � NA°NA"�`}'"�� Office(563)589-4393 1 I I�I TTY(563)690-6678 http://www.cityofd ubuq ue.org 2007*2012*2013 Masterpiece on the Mississippi 2oi�*Zoi9 TO: Michael C. Van Milligen, City Manager FROM: Jill M. Connors, Economic Development Director SUBJECT: Dubuque Dream Center—Work Session DATE: February 24, 2021 Robert Kimble from Dubuque Dream Center will be presenting a report March 1, 2021 at 5:00 p.m. on the organization's programming and outcomes. , / / � , � � � I � - - Im actin Youth . . , _ p � . , , !', , .. �. �, , � � ,�' I;��I r� � , �.�� Stren thenin Families . ,,.. � , . , , , ,, g � �� I � �I:I I �� I i � � � � � � .I �I � . . . � ti � �� ,II � ��- � � ' � -; Bu� ld� n Commun� t . _ � �. -�. � � � � y �� ' � �' �� I�I �ii - -� . .� �ti ti,� I � � . . . � �i �� -- _ � �, � - , '� ti �'� � � I� � � �� r. �� I I I I I � '■- � . __I:�I�III � � � ` ' - ,: �� - D II� ' � , ! . . .�� , � �� B � � � - - �� ` '-�- .�� F -i r�k. �� Q , _.�� _ � � � -� -�` C E N T E R . I • � • � � . . . � . . . , • - . � . . . - � • • • • � � . � � � • • • • I • • • • �� . .. - _ • ' . • ' • • • w a REAM Impacting Youth. Strengthening Families. Building Community. C E N T E R � � , � � • , � I � https://drive.�oo�le.com/file/d/1tWRfwOt cqr46AVCzbKxAOniHUw3z 4z/view?usp=sh arin� �=.. . �� _ , � �� -�� :� �1I�� _ '� �� + � i = '�� - 4�' 1�# ' ��'`.�� J � �. .� � �_*7 - � � r �o �� . + 'k I " _ � �� . _ . - � �y l f . � ` z�� + _ *� � i " �� Y �{ ' � � � � - � �� :� � t � . �,. �. � �� a R�AM Impacting Youth. Strengthening Families. Building Community. C E N T E R � • � � � � � � 1 I I � 1 • l I n You r Life Mentorin g � � School and S a rk p Parent . . . . Activities Partnershi p � a REAM Impacting Youth. Strengthening Families. Building Community. C E N T E R I I I ' I 11 "Robert, Tim asked Tommy and I to join his table, and we were honored . Gotta say, I 've dragged my hubby to many events. I 've never seen him walk to the car to get his checkbook. Wonderful event tonight. Thank you . Tommy left saying "this is the most important thing happening in Dubuque." I agree !" Ellen Goodman �� a REAM CENTER I I I ' I 11 ��The boys I teach who have been a part of your community are thriving in ways only solid relationships can provide, and the impact it is having on others is tremendous" A FULTON ELEMENTARY SCHOOL TEACHER a REAM CENTER D rea m Ce nte r School Con nectors � Continue School Day Curriculum by teachin� what is applied to students during the school day. . - • Teach students skills though their Spark Activity that students can continue in high school and potentially college. � . . . . � Instill values in students through personal relationships, mentoring, and character development curriculums. � Go into schools and meet with our students and teachers to further assist in improving academic and B � , character outcomes. ' • Personally connect with parents to build relationships centered around child and family needs. Impacting Youth. Strengthening Families. Building Community. �� ., � - � � �-�- P ro ra m St r u ct u re : = �_ g � , _ �� _- �� y��p� a� �t �k.. �.• r'�.�� 'i �.. ,. � � ��.� .\��-wl� /�� "_ d•. 4. •4,��.' � � �../ � ��. �� ;( 1.. q. - ,� � _ =f�. � � � ,_ l � ' .- '�=,� Academic - _ =�� - .� � ��`ta _ , ,, Meal Center: ,�� .,� _ � �.� � :�� ; � :� �� Mentorin �� ,, . � , �. . � g Continue � .�/ , . School Da j��`� , i� .�� r' '� • . Y �� ' Curriculum - =� - . _ , . . , �� - � � - - _ _�. ; . - - ' '�'\ �,'� .-,�`. -� �� '� � _ _ � � � �� E�� jr - � Spa rk � � 1� � � � � � �.= ,':1� . . . �� -- � -�- � - �� Act�v�ties � � ` � '� . � � t - ,, - - � ��r ,1 � -� - �s,, ,� Club Sports � �, , - . �.� � � . ��; Performing Arts :��o, -.� � Impacting Youth. Strengthening Families. Building Community. I I I I • a REAM Impacting Youth. Strengthening Families. Building Community. C E N T E R �: � � a - ��-.1-> ;' f P ��.r'��t �p: . ••� •c r�'� .�i. � ��►�d' i Daquon a D.D.C. Alumni, is one of the original students of the Dream Center in 2013-14 and participated in the D.D.C. 2014-2019 through his senior year. Daquon had the honor of being selected as Homecoming King at Dubuque Senior High School in 2019. Daquon is highlighted in our latest Dream Center promotional video for stealing the ball and scoring the game winning shot to send Dubuque Senior to the state basketball tournament in 2019. Daquon received a basketball scholarship to attend Clarke College in Dubuque lowa in 2020, where he now attends and majors in Sports Management. a REAM CENTER F I 7 � L� � 1 • Eli a D.D.C. Alumni, is one of the original students of the Dream Center in 2013-14 and participated in the D.D.C. 2014-2019 through his senior year. Eli participated in the D.D.C. Career Development program and volunteered to mentor younger students at the D.D.C. from 2017-2019. Eli now gives back through employment at the D.D.C. as a School Connector for 1St and 2nd grade students. Eli attends the University of Dubuque, plays football for U.D. and majors in Secondary Physical Education. a REAM CENTER YO UTH 1 MPACT STORI ES �_v-, � _. � � . - - - -- . - �_ - - --_ ---- �-- _ �- -_'� _ -.-� � =.-� _ _ _ -- - . r,._- - �- - " Y'_ i�e _ _ _¢=__ , _ __ ._�} +�. q- . '�� _ _ � �}�_�'"'1iaSy - ��}�_'_ __ =�r�� -�'i$�y�= ' J -� +��' 3�r --_ = - - � l_� ��. �;-�� _ _ ' -� �__ _ 4� ��--.ti -'�'�� ' - � _ - _ � `�4 � - -- z -___ =- �- _ - �ytr��`�_�-`=yti . _��"'�' '''�-� =�� " _- " _ � _ "��_ - Y' - �_K - - - - -�--_ �� -'-_. _ - -'-��,.�_� - - _ �� - �- �-_4 . � _ � - - _ _� . �� - '' --�s---_ y�_� _ � �� Y_-�� - - - . _�L�-_�-�� -�m-.r- " _ _;� �.��'�- '- -.� '�- _- � ��:=� � - � -- - .��- , - - - ��_- - s�� ,�`�_-�:�-- .- F ;' _'�� _ �ry� � �-�' .� � -�- - _ _ - _ - � _' - - " - �-- " � - - - - '_��= __ _ `�. -- _ .=. - _- - } _ - _ _ - r-♦�r�P� bi�-rr-�c#�� tr,�: �"'��_ �_ - - J �-- - . _--_��-�. _ - - - ! � � , � � � . � � � � . # �� Nicholas enrolled in the Dream Center in the 2015-16 school year. He is presently a 9t" grade at Hempstead High School. In 2019 Nicholas ended the school year with a 4.0 GPA. He made major improvements in school office referrals. He went from 8 referrals in 7th grade, to only 1 referral in 8th grade! Nicholas' mom said she is most impressed with his overall behavior and respect. She is impressed how he addresses women as "ma'am" and men as "sir." He has also improved on listening to advice from others. She said, "he is a totally different kid from four years ago and none of this would be possible without the Dream Center." �� a REAM CENTER « � ��, �_�� ; - � l � � - - C c Cheyenne enrolled in the D.D.C. in 2017. She presently attends Washington Middle School and is in 7t" grade. During the Covidl9 school transition schedule, Cheyenne's family chose the virtual learning option. Cheyenne originally struggled with the online learning transition. The D.D.C. Music and Arts School Connectors engaged to support Cheyenne and she improved from failing all of her classes to presently receining "A's and B's" after School Connector support. a REAM CENTER f� ' ' 1,�� i �. r �� R _� � . � r � .--�-� .. � � � L, ,� P � � ;� �,,- � V _�. -��- l;,� � �- � � � � �� 4 � _. �/� �� .ti.. Ben enrolled in the D.D.C. in 2018. He presently attends Jefferson and is in 6t" grade. During the Covidl9 school transition schedule, Ben's family choose the Hybrid learning option. Been originally struggled with the Hybrid learning transition. The D.D.C. Music and Arts School Connectors engaged to support Ben and he improved from failing most of his classes and presently has a 3.5 G.P.A. after School Connector support. Ben's teacher at Jefferson stated he is "Definitely showing more initiative to complete his work." a REAM CENTER �-� � f 1 '� �� '� J � J ��f � J � � �� . � �. �` �. Jamaria just completed her first year in the program in 2019. Her coach says, "Jamaria is very helpful, focused, and accountable during our academic station. She has impressed me with her maturity inside and outside of the classroom. She has shown determination in this first year of being on the basketball team and is a very motivated individual. We are so grateful to have her as a part of our program !" Jamaria is a model student when it comes to academics. She's at reading and math proficiency for her grade level, but that does not stop her from pushing herself to excel further. She was awarded the American Legion Award this year. This award is determined by a rubric that encompasses standardized test scores, student involvement in activities, and positive behavior choices. Jamaria's mother also added that, "she is more outgoing, social, and has enjoyed making new friends at the Dream Center. She really loves being a part of a team at the Center. Being at the center has helped her build more confidence in herself as far as trying new things. �� a REAM CENTER � � . w _ � � y, .�° � . �� ' • • � � _ � \�G� � L _ � [ � � '- '- �� C- �. � � � � . � .. . �. . �� . � k ` . � ��'�� When speaking to Landon's coach and teacher about his biggest improvement this school year, they both said the same thing: his attitude and effort. His teacher, Mrs. Davis, said his biggest improvement was his attitude towards writing during his independent work every day. She also said how proud she was of him for meeting his Math MAP testing goal. Coach Blake said Landon really came out of his shell this year and gave a great effort when learning new things, such as reading, which did not come easy. When looking at the data from the past two school years, it all aligns. Landon has moved from being at "high reading risk" in 2nd grade to "some reading risk" in 3rd grade. He has also improved his Reading MAP score from 161 at the beginning of 2nd grade to 193 in the winter of 3rd grade. This is only 3 points below where he needs to be to be considered at reading proficiency in the winter of 3rd grade. He has also made big improvements on his Math MAP test by going from a 179 at the beginning of 2nd grade to 198 during the winter of 3rd grade. This puts him at math proficiency for his grade level ! It is without a doubt that, with Landon continuing to work hard, he will meet his reading proficiency goal next year and continue to excel above the expectation in both reading and math ! 1�� a REAM CENTER � , � � � I I I • � � i . i , , i a REAM Impacting Youth. Strengthening Families. Building Community. C E N T E R � --r� � - ' F � t F t - � �� t - ' � � - � T h� ��f��i�n�I �� '�� _�� f�f ��f-r�Ur�� r�i�� ir��l U��= � � � � � �� -�� ' � � � �� r� ��'�r� � � �� l�� r �� _ - �� - � � _� �� r �� '�� r.r�� • • - • . _ • Facility Renovations begin in 2021 � / � • licensed Child Care Center by 2022 • DHS Child Care Assistance for low- Income Families • Dream Makers Student Sponsor Supplement . - . . . - . a REAM Impacting Youth. Strengthening Families. Building Community. C E N T E R � � . I I a REAM Impacting Youth. Strengthening Families. Building Community. C E N T E R • � • a REAM Impacting Youth. Strengthening Families. Building Community. C E N T E R _ - - { �� . �` � � =�w �F. 4 _ _ M1�� _- � � - �� ti�1 ry- " __ � � ��ti�� - �_--� -- _ -_ - _ . .l��i-. ��F �y , _ � _t _ - _� . � ' ��. ` _ ' _ ' _" � . _ "�� _ ,� � I 1 � - - - � �� . �� • � • • • • • • IMPACTING YOUTH. FAMILIES. BUILDING COMMUNITY. D B Q � ENTEI� INDEX WHO WE BENEFIT........................................................................................................................PAGE 1 THE UNMET NEED........................................................................................................................PAGE 1 CffiLDCARE AND COVID-19......................................................................................................PAGE 2 WHATMAKES US UNIQUE.........................................................................................................PAGE 3 STUDENT SUCCESS STORIES....................................................................................................PAGE 4 YOUTH CAREER DEVELOPMENT PROGRAM......................................................................PAGE 5 OPERATIONAL BUDGET FUNDRAISING STRATEGIES.....................................................PAGE 6 SUSTAINABLE INCOME PLAN FOR OPERATIONS..............................................................PAGE 6 TRANSITIONAL INCOME SUPPORT NEED AND OPERATIONAL REQUEST................PAGE 6 WHO IS SERVED AND IMPACTED BY CITY SUPPORT.......................................................PAGE 7 COST PER STUDENT AND SERVICES PROVIDED................................................................PAGE 7 ORGINAL CITY PROPOSAL.......................................................................................................PAGE 7 STUDENT AND TEAM SPONSORSHIPS...................................................................................PAGE 8 IMPACTING YOUTH. RENGTHENIN FAMILIES. BUILDING COMMUNITY. � � - � r� _ Preparing the future workforce and supporting the present workforce The Dream Center seeks to prepare the future workforce, by influencing the academic outcomes and employment soft skills of school aged youth to prepare them for high school, college or career. The Dream Center seeks to support the present workforce, by providing quality after school and summer care to school aged children of working families. In particularly in areas of concentrated poverty where quality care for children are in short supply. � By supporting the Dream Center, the City of Dubuque will be supporting an organization that is becoming established and known in the community as a Quality After School and Summer Care Site for the children of working families. Although the Dream Center targets low-income families in need, families from diverse racial-social economic backgrounds view the Dream Center as a quality option for after school and summer care for their children. The Dream Center serves students from every local public school in Dubuque as well as private school students. Childcare is a critical infrastructure that supports working families and drives economic growth. However, Centers need the proper staff support to meet the ratio of the kids we serve. lowa's labor shortage makes the need for childcare increasingly urgent. Access to quality early childhood education is critical for attracting and retaining a quality workforce Dubuque employers struggle to fill vacant positions. 28% report unfilled positions are increasing and Childcare access is a primary barrier to workforce participation, especially for low-income households and women. • Single parents making >$10.82/hr lose childcare assistance • 70% of poor, nonworking adults w/young children are not working due to family responsibilities • For each 10% increase in childcare expenses, employment rate of married mothers decreases 5-6% • 83% of millennials would leave their jobs for one with more family-friendly benefits Childcare boosts productivity and firm performance. � • One Dubuque-area employer estimates that childcare issues cause 50% of absenteeism. • Childcare-related absenteeism in the US costs businesses $4.4 billion a year. • After providing childcare, 85% of employers report improved recruitment and 2/3 report reduced turnover. Sources: Greater Dubuque De� Corp; lowa Policy Project, American Enterprise Institute (2016); Zilliak et al(2008); Care@Work Better Benefits Survey, Project HOPE Childcare Needs Assess- ment; in-person interviews; Child Care Aware, Child Care Partnership Project Employer Toolkit 1 . � IMPACTING YOUTH. RENGTHENIN FAMILIES. BUILDING COMMUNITY. r��rer��-��-�� - � • - • � � � � � - At the outset of the pandemic, nearly two-thirds of child care providers said they could not survive a closure that extended longer than one month. The Center for American Progress estimates that the country could lose half of its licensed child care capacity without government intervention. Millions of American workers, hoping to get back to their jobs once the public health risk has suciently decreased, will not be able to do so until they have safe, reliable, and aordable child care. This has major consequences for the reopening of the economy but also has important implications for income and educational inequality, racial equity, geographic equity, and a potentially significant decline in the number of mothers in the labor force. COVID-19 appears to have taken a greater toll on Hispanic and Black communities, both in terms of the public health threat and the economic impact. Prior to the pandemic, most child care deserts were in low- and middle-income communities, including many predominantly Hispanic neighborhoods, and were practically ubiquitous across rural America. Communities that already lacked sufficient child care before the coronavirus are likely to be especially affected by the crisis as unemployment hits these communities harder and families are less likely to have savings to weather the economic downturn. Child care is essential for families and for the broader economy. This was true before the coronavirus crisis and may be even more widely accepted now that millions of people are working from home or laid off or furloughed until it is safe for most businesses to reopen. But the precarious state of the child care sector prior to this disruption cannot be overstated. Even in a good economy, child care programs and families with young children have a hard time financing high costs with little public funding c+ -� � � . ; .. . . . �.. . . � � � �;* �� • ` � . . 'f F NM'� - s , . � r�+L!ir iii �� . - 1` '^ •' + � "F •tisi�+ �V �'� r�'- • F + �-�� ;� � �N � � � . ; � #• J � �f. ��+r � ;' � * _5 ■ � � • + � � a�.�� * t' ' .�f � � � f �.�.i ■ � .w r� .* x�� , � � -� • � � �� F` • � ` r�..-.- _� •� i��a � F M�+��t+��YtlFM � �; ' + �'� +� - G8�_ F �, ~ ,r. �=f" � �r � ' .� � y , �K.H�w , � " �i' a��: �i � • * ''�L- 4�� .. r� � ♦ �F r �•� ? b4+h'qer� � i i � �� • }� ** + �T� �* � # � � ��{Iiho-d'�i M n � �• � w5q�t.• ��' �' ° � � ! • Eask Ou6�ue * ��} � ��:�*iR. * , k ` # ti�. .� . isii�r.:vrvr,-r. .,rr.�l ' ' n � . ..,._ iw+.x�,��.,K Source: Rasheed Malik, Katie Hamm, Won F. Lee, Elizabeth E Davis, and Aaron Sojourner, The Coronavirus Will Make Child Care Deserts Worse and Exacerbate Inequality, June 2020 2. IMPACTING YOUTH. �ENGTHENII�� FAMILIES. BUILDING COMMUNITY. . . �, Although the Dubuque Dream Center is seeking to become a licensed childcare facility, our unique model as an academic center and academy is designed to prepare students for college and career. Our long-term model to serve students beginning in early childhood through 12th grade. Through the Dream Center Youth Career Development and Employment Program, we focus on the future to impact generational poverty by developing the future workforce. Our Youth Career Development and Emp/oyment Program benefits from our early school age feeder system: Youth enrolled in Dream Center programming are students who have been identified by school teachers, counselors, or administrators based on academic, social and emotional development needs during their elementary ages, K-5th. Over 80% of students who enrolled in our Youth Career Development program in the summer of 2019 have been participants in Dream Center programming since 2014, having discipline and character development values instilled and are now middle or high school students. Students have the option to enroll in our Youth Career Development and Employment program from grades 8th-12th at this time. Students enrolled receive an individual career assessment, soft skills development, and job & career readiness training in partnership with Northern lowa Community College (NICC). Students can earn Employment opportunities and Stipend through a partnership with Dubuque Works and Private Donor. Soft skills provide a critical foundation for success at school and work. Nationwide, 62% of business decision-makers have more difficulty recruiting candidates with soft skills than technical skills. 55% of Dubuque-area employers consider work ethic a major skills gap; 50% cite communication skills. Additionally, 90% of decision-makers believe soft skills are developed more easily in early childhood than later in life. Sources: Greater Dubuque Dev. Corp; lowa Policy Project, American Enterprise Institute (2016); Zilliak et al (2008); Care@Work Better Benefits Survey, Project HOPE Childcare Needs Assessment; in-person interviews; Child Care Aware, Child Care Partnership Project Employer Toolkit 3. IMPACTING YOUTH. �RENGTHENI� FAMILIES. BUILDING COMMUNITY. . . - Landon- Academic Improvements Landon was a 3rd grader at Fulton Elementary School this past school year. When speaking to his coach and teacher about his biggest improvement this school year they both said the same thing, his attitude and effort. His teacher, Mrs. Molly Davis, said his biggest improvement was his attitude towards writing during his independent work every day. She also said how proud she was for him meeting his Math MAP testing goal. Coach Blake said Landon really came out of his shell this year and give a great effort when learning new things, that may not always be easy, especially in reading. When looking at the data from the past two school years it all aligns, Landon has moved from being at high reading risk in 2nd grade to some reading risk in 3rd grade. He has also improved his Reading MAP score from 161 at the beginning of 2nd grade to 193 in the winter of 3rd grade. This is only 3 points below where he needs to be to be considered at reading proficiency for in the winter of 3rd grade. He has also made big improvements on his Math MAP test by going from a 179 at the beginning of 2nd grade to 198 during the winter of 3rd grade. This puts him at math proficiency for his grade level! It is without a doubt that with Landon continuing to work hard he will meet his reading proficiency goal next year and continue to excel above the expectation in both reading and math. Nicholas- Behavior Improvements Nicholas was an 8th grader at Jefferson Middle School this past school year. He ended the school year with a 4.0 GPA. He also made great improvements in school office referrals, going from eight in 7th grade to only one referral in 8th grade. Nicholas' mom said she is most impressed with his overall behavior and respect. She is impressed how he addresses women as ma'am and men as sir. He has also improved on listening to advise. She said he is a totally different kid from 4 years ago and none of this would be possible without the Dream Center. 4. IMPACTING YOUTH. 'RENGTHENI� FAMILIES. BUILDING COMMUNITY. � . . . � , . . . . . . 20 students and provide oversight for our College and Career Development program in partnership with NICC and Dubuque Works. See program outcomes below. Dubuque Dream Center Youth Career Development Summer Program Outcomes 70 hours 35 hours of 10,466 meals � � � �� of coaching cooked& served Academic Tutoring/Assistant Teaching O � 8'X 12' carpentry and maintenance � � KWWL, KCRG, & TH 20 16 students enrolled in our students graduated and Youth Development Program received a Certificate of training with NICC _� - _.� r� l�-�- - �y.� � iLI 5 �� Y _ �I ' 4 � ' � � �r � I � � � �� {l ....!'� ! L r -- 5. IMPACTING YOUTH. ��'T�"�� FAMILIES. BUILDING COMMUNITY. � - . - - • . - . . . . . - . . . . - . - O � O 0 � �� 0 Private Donors other The DC raises 73% of our operational budget through fundraising from generous private donors from the community of Dubuque to support low income and working families who need affordable care for their children. 19% Grants. 8% other. � - . - - . . . - . - ' . . • . - . . In order to progress towards sustainable income to continue to provide quality and affordable care to the children of working families, the DC is seeking to become a Licensed Child Care Facility and generate funding support from the State of lowa by2021. � "� * � � � r � � ��► �� i �� I�4� � � ��. �� r � ,� � 0 ��. � � ■ �� 4 � �i • • • • - • • • - - • • • • • • - • • • - • • • - • - • • 1 • • - The DC seeks to become a Licensed Child Care Facility in order to generate income to serve low income and working families who need our support, but struggle to afford quality after school and summer care. City Funding will Support - / Low Income Students nts K-12th Grade As a CitY Top Prioritv, the Dubupue Dream Center is askinq the Citv of Dubuque for 33% of its operationa/budget, $264,000.00 for2021. Our proposed operations request of$264,000 will provide support funding for the Dream Center during the economic uncertainty of the COVID-19 Pandemic and allow us to focus on continuing to Impact children of low-income and working families as we prepare for our campaign to become a licensed childcare facility in 2021. 6. IMPACTING YOUTH. ��"��Tu�^��"� FAMILIES. BUILDING COMMUNITY. . - - . . . . . - . . . . . These 66 low income students are children K-5th grade who were most recently added from our waiting list with the help of one-time gifts from generous donors. Presently there are 90 K-5th grade students on our waiting list. The Dream Center is in need of temporary support to serve these students and their families as we seek to become a Licensed Child Care Site and receive income from the State of lowa. The Dream Center becoming a licensed childcare facility means access to affordable childcare for working families. From the mid-1970s to 2012, workforce participation rates for mothers of young children rose from 40% to 65%. In lowa, 3 out of 4 househo/ds with children under age 6 have all parents working yet childcare is inaccessible to many who need it. � - . - - . . . . . - . - . . - - . . - . The operational expense per student for fhe Dream Center is$4,000 per year for year-round services that includes: �� ' �� l ��Hea/thy Meals Transportation . � � � � Year-Round Activities and Summer Camps � � � . Schoo/Day Curricu/ums, � � Supplies and � r Academic Support � � � � _�� Character Development Administrative Overhead Curriculum and Registration Support • . . . . . . On September 10th, 2019 the Dream Center originally requested 52% ofDream Centeroperational budget $406,600 that would have supported and sustained 135 K-5th grade students. The Dream Center would still welcome and gratefully accept the original requested funds, however we would also be grateful for the minimum request of$264,000 to support 66 students for 2021. 7. � 1 �'� I� • ' �� ( -� � � �:� -- ��ii � _ � � �' '1� � :� � { �+�,�� '' `�` Q _.,�, �lir. � y� �':. � � ;'_ CENTER - ''�a � ` _` �_ � � _, � • �� -, ��. -� � � ��u� t "� 1600 White Street � Dubuque, IA, 52001 � 563.845.7591 I .� � 1 � . �� "� Impacting Youth,Strengthening Families,euilding Community r. _, � A Ministry of Radius Church Dubuque,IA —� Dream Maker Student Sponsor and Licensed Childcare Highlights The Dream Maker Student Sponsorship Model was established in April 2019 to help connect donors' dollars directly to student progress. Student sponsors support the costs associated with the benefits that students receive from the Dubuque Dream Center's holistic "In Your Life Mentoring" Model. Dream Center programming operates year round for students K-8th grade.All designated Dream Maker giving levels from $150 to $4,000 are specifically centered around supporting or sponsoring a student for a full year, school year, and/or summer session (see reverse side). Complimentary to the Dream Maker Model, the Dream Team exists to provide a more long term option far donars that would like to schedule an annual gift for multiple years to provide a student with the opportunity to receive greater impact. The Dream Center's goal for 2021 is to have 200 students full�ponsored for a FULL YEAR of programming. We are fundraising for student sponsorships beginning October 2020. The Dream Center's long term goal is to become a Licensed Childcare Center, which will generate revenue to assist in covering students'program costs. Due to the COVID-19 pandemic the timeline of this projec�has been extended to 2022, however the building renovation and administrative process is eXpected to begin in 2021. Once the Dream Center is functioning as a licensed childcare, in 2022, families that request support with Dream Center program costs will be asked to complete the application for DHS State Child Care financial assistance for their students in grades K-6th. Low-income families that apply for DHS assistance could receive full support or partial support based on their household income and other state guidelines. The Dream Center recognizes that some families may not meet the requirements to receive any DHS assistance, but they may still need financial support towards Dream Center program costs due to various circumstances. In the future, it is our desire and goal to utilize our Dream Maker Student Sponsarship System to support all families who do not qualify for full or partial State Assistance but still need financial support to cover Dream Center program costs. ILL YOU CONSIDER BEING A I N 2021? s s �� $4,000 - Sponsors one student through a FULL YEAR of Dream Center Programming (includes holistic services such as Continued School Day Curriculum, Healthy Meals, Skill/Character Development and more!). $2,500 - Sponsors one student through a 9-MONTH school year session of Dream Center Programming. $1,500 - Sponsors one student through a SUMMER session of Dream Center Programming (includes full day structured programming and transportation). $500 - Supports one student's enrichment activities for a FULL YEAR of Dream Center programming (includes athletic tournament/league expenses, field experiences,performing arts equipment). $150 - Supports one student's Academic & Character Development Curriculum for a FULL YEAR(includes classroom materials and supplies). sp � �- � r dubuc�uedreamcenter:networkforgood.com � or mail in a check to 1600 White Street Dubuque,IA 52001 Checks should be made out to Dubuque Dream Center memo:Dream Maker Adrienne Breitfelder From: Roy D. Buol Sent: Sunday, February 28, 2021 5:04 PM To: Adrienne Breitfelder Subject: Fwd: "Contact Us" inquiry from City of Dubuque website FYI Sent from my iPhone Begin forwarded message: From: Citizen Support Center<dubuqueia@mycusthelp.net> Date: February 28, 2021 at 9:50:26 AM CST To: "Roy D. Buol" <rdbuol@cityofdubuque.org> Subject: "Contact Us" inquiry from City of Dubuque website Contact Us Name: Doug Stillings Add ress: Ward: Phone:5635996341 Email:dhstillings@msn.com City Department:City Council Message: Honorable Mayor and Council, I have reviewed the funding request to the City of Dubuque from The Dream Center,and have a couple questions that I am sure will be addressed in your consideration, but wanted to mention. 1.Was this request for Operational Support provided as a response to a Request For Proposal the City sent out to numerous non-profit entities?What other non-profits have responded with alternate proposals? 2.Where in their Fundraising Strategies(p.6)would these City monies fit in?Where are they in reaching their goal of 73% Private Donors, 19%Grants and 8%other? 3.What happens if the City cannot provide that funding? Program cuts?Staffing cuts? 4.Are they currently spending$4,000 per student for the 190 Students K-12th Grade they currently serve(p6.). 5. Is it prudent for the City to provide$264,000 to a single non-profit in our community,especially in these times of uncertainties COVID has brought into our lives.What might we wish to provide for the numerous small business entities teetering on bankruptcy,or the hundreds in our city who do not have enough to eat, in spite of the valiant efforts of numerous groups to keep our citizens fed? These questions are not questioning the need the Dubuque Dream Center meets, or the validity of the programs they provide. Thank you for all your efforts on our behalf,and for reviewing my concerns. Doug Stillings 1255 Locust St Dubuque, IA 52001 1 Click here to report this email as spam. 2