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Follow-Up Material to Blum Site City Council Work Session May 13, 2019 Copyrighted J une 3, 2019 City of Dubuque Consent Items # 12. ITEM TITLE: Follow-up to Blum Site City Council Work Session Presentation SUMMARY: City Manager transmitting information related to follow-up questions from the May 13, 2019 Blum Site City Council Work Session presentation. SUGGESTED DISPOSITION: Suggested Disposition: Receive and File ATTACHMENTS: Description Type Follow-Up to Blum Site City Council Work Session City Manager Memo Presentation-MVM Memo Staff Memo Staff Memo Blum Site Part I - 5-13-19 Work Session Supporting Documentation Blum Site Part I I - 5-13-19 Work Session Supporting Documentation THE CITY OF Dubuque � AIFA�erlwGh UB E '�� III► Masterpiece on the Mississippi Z°°'�w'2 7A13 2017 TO: The Honorable Mayor and City Council Members FROM: Michael C. Van Milligen, City Manager SUBJECT: Follow-up to Blum Site City Council Work Session Presentation DATE: May 29, 2019 Leisure Services Manager Marie Ware is transmitting information related to follow-up question from the Blum Site City Council Work Session presentation. �� Mic ael C. Van Milligen �� MCVM:jh Attachment cc: Crenna Brumwell, City Attorney Teri Goodmann, Assistant City Manager Cori Burbach, Assistant City Manager Marie L. Ware, Leisure Services Manager THE CTTY OF Dubuque �" ui��eNe�ary DUB E 'il��i;' Masterpiece on the Mississippi Z°°' Z°'Z 2013 2017 TO: Michael C. Van Milligen, City Manager FROM: Marie L. Ware, Leisure Services Manager SUBJECT: Follow-up to Blum Site City Council Work Session Presentation DATE: May 28, 2019 INTRODUCTION The purpose of this memorandum is to share information related to a follow-up question from the Blum Site City Council work session presentation. The request was to "share the study information which speaks to race relations and teenage arrest rate improvements by way of community center installation." BACKGROUND This memo sets forth studies on the potential for community centers and other leisure activities to impact positive youth development and prosocial behavior. As noted in the Dubuque 2010 Study on Crime and Poverty conducted by Northern Illinois University, however, no two communities are the same and the context in which we are operating always matters to outcomes. https://www.citvofdubuque.orq/DocumentCenter/View/2742/Dubuque-2010-Studv-on- Crime-and-Povertv-Summarv-R?bid Id=. There is no "one-size-fits-all" solution or strategy that can be prescribed for the City of Dubuque or any other city. As discussed below, there is not a mysteriously elusive program or policy decision that can be implemented to change the complex factors that contribute to the presence of crime in a community. As the study team confirmed in the search of the literature, there is not a singular recommendation available to direct a community on how to fight crime—every strategy must be tailored to the needs, context, values and assets of the individual community. P. 74-75 Academic research has also pointed to a number of promising strategies to address crime-susceptible neighborhoods with concentrated public or assisted housing. Foremost among these strategies is the following: public housing units should be located in garden-style settings, widely geographically disbursed into neighborhoods with sufficient social resources. This helps ensure that residents are supported socially, can create defensible space where residents can control their immediate external surroundings, dampens the fuel that fires crime hotspots, and, has been proven not to diffuse crime into the surrounding neighborhood. In addition, police should engage residents by involving themselves into the problem neighborhoods. Since no single community policing strategy can be applied successfully in every setting, the guiding principles should be to increase contact with residents, pursue community partnerships, and be proactive in preventing crime. P. 78. Neighborhood attachment, informal social control and social capital are all associated with lower levels of crime fear. Oh and Kim (2009) studied the effect of neighborhood attachment on fear of crime. Neighborhood attachment was measured by the number of friendships held with other neighborhood residents, amount of socialization with neighbors, social cohesion (are neighbors trustworthy and is the community tight knit), informal social control (would neighbors take action if they saw kids misbehaving in public), and participation in neighborhood watch programs. Of those variables, higher amounts of neighbor socialization, social cohesion and informal social control significantly lessened fear among neighborhood residents. P. 115. As a Leisure Services Department we were asked to research and consider ways to create safe parks and with a goal to effect violence reduction in 2015. Recreation Division Manager Dan Kroger put together the attached research completed at that time. It highlights how city government, specifically recreation and policing can help to create safe spaces and reduce crime in lower income areas. It points not to stopping crime but rather displacing the opportunity to commit crimes in these areas through greater community involvement and participation. A focal area for the department was Jackson Park and as Downtown Neighborhood President Joe Noel can attest there have been significant reductions and he credits the work of the city and specifically the Leisure Services Department activities. DISCUSSION It was requested of the team we "share the study information which speaks to race relations and teenage arrest rate improvements by way of community center installation." The following is a compendium related to the requested information. There have been a multitude of studies, reports and proven examples over the years on the positive effects that infrastructure improvement, community engagement and/or programming have especially in low-income areas. One of these studies goes back to 1969 when a Stanford psychologist, Philip Zimbardo, conducted an experiment on a broken-window theory which details how dilapidated structures and spaces that are not cared for nor repaired, increase the opportunity for and types of crime as well as decrease community moral and perceptions. This theory was later published in 1982 in the Atlantic Monthly by James Wilson and George Kelling titled Broken Windows (https://www.theatlantic.com/maqazine/archive/1982/03/broken-windows/304465/). 2 More recently, at the NRPA (National Recreation and Park Association) annual conferences in both 2017 and 2018, examples from cities like Philadelphia, Louisville, St Louis, and Raleigh were presented in sessions around public safety, youth programming and park infrastructures and the effects that their improvements have had on crime and public perception in their specific spaces. In each case, these improvements have increased the community's usage of these spaces which in turn reduced the amount of crimes committed with these public spaces and in the immediate surrounding area. The positive effects that intentional changes to park infrastructure, youth programming, and space available to youth can have on communities range from socio-economic improvements, health education, community pride and involvement, as well as on crime. Specifically, in the area of crime, as a park and recreation department (Leisure Services in Dubuque) we are not necessarily responsible for working to rehabilitate nor change the behaviors of the individuals who commit crime. However, as an accessible and equitable department with resources to educate, mentor youth, program for the community and provide other opportunities for information sharing and physical/emotional outlets, we can have a very positive impact on crime reduction and/or displacement in our public spaces and places. The Benefits of Recreational Programming on Juvenile Crime Reduction:A Review of Literature and Data was a review (http://www.nccu.edu/formsdocs/proxv.cfm?file id=2907) published in 2014 by NRPA provides in detail the roles we can play as a public organization. This publication cites numerous studies and research on the topic. Throughout the remainder of this memorandum, we share the proactive approach to reduce crime over time as park and recreation departments play a substantial role not only through providing safe spaces to recreate but also by programming for youth and young adults especially in lower income areas where many of these youths go throughout their day without any structure or positive influences. Community centers located in these same areas can have a similar effect. Community centers are safe places and spaces for youth and adults to go throughout the year. Numerous programs need a physical space to happen thus a community center becomes that place where the programming described below can happen. It is only a building until you fill it with programs and bring it alive with the programs and results described below. Studies Related to Teen Arrest & Impact of Increased Opportunity for Leisure Programming As park and recreation professionals, it is our duty to our community to provide programming that will help youth grow to become fully functioning adults by providing services that will help youth develop important skills, such as conflict resolution, independent thinking, problem-solving, and interpersonal communication. Any kids sport pick-up game with no adults present does this. Parks and recreation departments are key to crime prevention, as well as improving outcomes for youth who have participated in the juvenile justice system. 3 According to the National Recreation and Park Association (NRPA), park and recreation professionals play a key role in 5 areas of youth development: 1) The need to establish an identity; 2) The need to establish autonomy; 3) The need for achievement; 4) The need to develop a moral compass; and 5) The need to develop close relationships. Through recreational activities, youth have the potential to learn how to negotiate with peers, resolve conflict, and work together for communal goals. Youth also can experience safe places to try out different roles and interact informally with members of the opposite sex. Another important role for park and recreation departments is that youth can develop relationships with nonparental adults who may serve as important mentors or role models. These relationships are often central to helping youth develop into healthy adults (Witt). ' According to Witt the literature on the link between delinquency and out-of-school time provides four interrelated perspectives for understanding that relationship (Caldwell and Smith, 2006), including the: • Filled-time perspective—Time filled with prosocial activities cannot be filled with deviant activities. Youth with stronger attachment, commitment, involvement and belief in positive social norms, activities and institutions are less likely to be involved in association with deviant peers (Gottfredson and Hirschi, 1990). • Association with deviant peers perspective—Certain activities are more likely to instigate deviant behavior or association with a deviant subculture. Youth are differentially motivated or tempted by situations and those who commit crimes do not necessarily reject conventional values, but rather seek excitement, conspicuous consumption, and toughness (Osgood, Wilson, O'Malley, Bachman, and Johnston, 1996). • Activity structure perspective—Time spent in informal and/or unsupervised activities is likely to promote deviance, while time spent in supervised activities protects against it. Structured activities offer fewer opportunities to engage in deviant behavior because youth are engaged in doing something (as opposed to nothing like hanging out, for example) that is engaging and positive. • Person-environment interaction perspective—How activities are structured, organized, and led is critical. Effective programming must take account of individual factors associated with participants when planning programs. It has been reported that structured activities are linked to low antisocial behavior, while involvement at an unstructured center has been found to be associated with high antisocial behavior (Mahoney and Stattin, 2000). The researchers noted that: ...the issue is not whether an individual is engaged in an activity—the issue appears to be what the individual is engaged in and with whom. In terms of antisocial ' Witt, Peter A., and Linda L. Caldwell. The Rationale for Recreation Services for Youth: An Evidenced Based Approach. National Parks and Recreation Association, 2010, www.n rpa.orq/qlo ba lassets/research/witt-caldwel I-ful I-research-pa pe r.pdf. 4 behavior, it may be better to be uninvolved than to participate in unstructured activity, particularly if it features a high number of deviant youth (p. 123). According to the National League of Cities, community-based resources, such as recreation and leisure programming play an important role in helping youth reintegrate into their community after returning from the Juvenile Justice system. Furr et al.z states the following: "Action Step: Implement a continuum of high quality community-based services. A robust continuum should aim to meet the individual needs for support and accountability of youth involved in the juvenile justice system. City officials can provide funding directly or lead efforts to raise and coordinate private funding for a variety of programs, including: • Restorative justice programs, including teen courts, community panels, Civic Justice Corps crews or community conferencing, as in Baltimore; • Cognitive behavioral modification programs, such as anger management programs or cognitive behavioral therapy, as employed in the Becoming a Man program in Chicago; • Behavioral health services, including mental health treatment, counseling and substance abuse treatment; • Evidence-based interventions, such as multi-systemic therapy or family functional therapy; • Youth development programs, including mentoring, jobs programs, work readiness and skills training, recreation or sports programs and community service opportunities, as offered through Washington, D.C.'s YouthLink; and • Educational supports, such as dropout reengagement and alternative education centers or programs. Youth at the "low" end of the juvenile justice system, such as those charged with vandalism or loitering, may benefit from a very brief community service/restitution opportunity combined with youth development or education supports. Youth facing more significant charges and needs could benefit from evidence-based interventions or cognitive behavioral modification programs. In addition to services and supports keyed to the nature or apparent causes of the offense, young people can also benefit from integrated approaches that address key developmental tasks such as acquiring job skills and completing educational qualifications"3. According to the National Parks and Recreation Association, structured recreational programming can reduce juvenile crime. "At-risk youths have been found to especially benefit from guided recreation programming. Low-income, at-risk youth experience improved test scores in both reading and math after they begin participation in after- z Furr, Laura E., et al. "NLC Municipal Action Guide: Increasing Public Safety and Improving Outcomes for Youth through Juvenile Justice Reform." Models for Change, National League of Cities, 8 Dec. 2014, www.modelsforchanqe.net/publications/717. ' Ibid. 5 school programs. Data has also shown that students who reported spending no time in afterschool extracurricular activities were 57 percent more likely to drop out of high school, 49 percent more likely to use drugs and 27 percent more likely to have been arrested than students who spend as much as four hours in structured activities."^ Allowing youth access to structured recreation programming can deter youth from engaging in delinquent behavior or in crime, provide youth who have been in the juvenile justice system with opportunity to reform, and help youth grow into healthy adults. After School and Summer Programs 6000 Hours, Author Robert Putnam states in his book, OurKids: The American Dream in Crisis: "Over the last 40 years, upper-income parents have increased the amount they spend on their children's enrichment activities by 10 times the amount of their lower- income pears. Meanwhile students from low-income families' have increasingly less access to engaging activities, new experiences, caring adults outside their families, and fewer opportunities to build academic, social and emotional skills." The book goes on to say that by 6�h grade, upper and middle-class students have spent 6000 more hours learning than do children in poverty. Of that number 4000 are in afterschool and summer programs. This opportunity gap cannot be filled through school alone. Research shows that quality after-school programs increase academic scores, improve social-emotional skills, attendance in schools, and reduce negative behavior. Reference The 6000 Learning Gap https://www.expandedschools.orq/ Click the Learning Gap, scroll down to Click here to learn more to see research related to this topic. Anatomy of a 6000 Hour Deficit http://hechinqered.orq/content/anatomv-of-a-6000-hour-deficit 6457/ Importance of Afterschool/Summer Programs in Limited Income Communities Afterschool and summer programs are critical partners in helping to ensure that all children are afforded the opportunities that will help them thrive and meet their full potential. Afterschool programs can enact meaningful change by encouraging children to explore different interest areas to find their passion, finding new and creative ways to keep kids excited about learning, offering academic help to students who are struggling ° Kurts, David. Structured Recreation Programming Can Help Reduce Juvenile Crime. The National Recreation and Parks Association, 1 Sept. 2015, www.nrpa.orq/parks-recreation- maqazi ne/2015/septem ber/structu red-recreati on-proqramm i nq-can-he I p-reduce-i uven i le-cri me/. 6 with their school day lessons, and helping keep their students from being hunger by providing snacks and meals. The demand for afterschool and summer learning programs in limited-income communities is high. As reported in America After 3pm: Afterschool in Communities of Concentrated Poverty5: . The demand for afterschool programs in communities of concentrated poverty is much higher than the national average, where more than half of children (56 percent) not in an afterschool program would be enrolled in one if it were available to them, compared to the national average of 41 percent. . Two out of three parents living in communities of concentrated poverty (66 percent) would like their child to take part in a summer learning program, 15 percentage points higher than the national average of 51 percent. . Afterschool program participation in communities of concentrated poverty is higher than the national average. Close to 1 in 4 children living in communities of concentrated poverty participate in an afterschool program (24 percent), compared to less than 1 in 5 children nationally (18 percent). . More than 4 in 10 parents living in areas of concentrated poverty (41 percent) report that their child took part in a summer learning program, 8 percentage points higher than the national average (33 percent). Studies have found that access to afterschool and summer learning opportunities greatly impact people's lives. Children living in communities of concentrated poverty are more likely to attend schools where the test scores are low, live in neighborhoods with higher crime rates and have limited after-school options. With consideration of struggles and barriers facing families living in low-income communities, quality after- school programs, which include before school, afterschool and summer learning programs are critical systems of support that can help bring back into balance opportunity at all levels. Afterschool programs provide students a number of supports, including a safe environment, academically enriching activities, mentors who care about them, healthy snacks and means and opportunities for physical activity. Many programs also provide parents additional opportunities to become more involved in their child's education, offer supportive services for entire families, and give parents peace of mind about their child's safety whey they are at work or looking for work. According to the study by Afterschool Alliances, there are challenges for families seeking afterschool programs: accessibility and affordability. 5 America After 3PM Special Reports. Afterschool in Communities of Concentrated Poverty. http://www.afterschoolalliance.orq/researchReports.cfm 6 http://afterschoolalliance.orq/documents/AA3PM-2015/National-AA3PM-Summer-Fact- Sheet-6.11 .15.pdf 7 Accessibility . More than 2 out of 3 parents living in communities of concentrated poverty (67 percent) report that finding an enriching environment for their child in the after school hours was a challenge, compared to 46 percent of parents living outside of these areas . Parents living in areas of concentrated poverty were more likely than their higher- income counterparts to report that lack of a safe way for their children to get to and home from afterschool programs (51 percent versus 39 percent), hours of operation (47 percent versus 31 percent) and inconvenient locations (41 percent versus 33 percent) were important factors in their decision not to enroll their child in a program. Affordability . More than 6 in 10 parents living in communities of concentrated poverty (61 percent) agree that current economic conditions have made it difficult for them to afford placing their child in an afterschool program, 14 percentage points higher than parents living outside of communities of concentrated poverty (47 percent). . Close to 3 in 4 parents living in communities of concentrated poverty (73 percent) say that program cost was very important in their selection of an afterschool program, with more than half reporting that cost was extremely important in their decision (53 percent).3 Among parents living outside communities of concentrated poverty, 67 percent report that cost was an important factor in choosing a program, with 44 percent reporting that it was an extremely important reason. . Among parents who do not have a child in an afterschool program, almost half of parents living in communities of concentrated poverty (47 percent) report that the cost of afterschool programs was a very important factor in their decision not to enroll their child in a program, compared to 43 percent of parents living outside of high-poverty areas. A study released by the National Recreation and Park Association (NRPA), 2018 Out- of-School Time Report (https://www.n rpa.orq/conte ntassets/c76ea3d5bcee4595a 17aac298a5f2b7a/out-of- school-time-su rvev-resu Its-re po rt-2018.pdf http://afterschoolalliance.orq/afterschoolsnack/Park-and-recreation-afterschool- proqrams-make-a-real-difference 01-11-2019.cfm), highlighted the ways that local park and recreation before school, afterschool, and summer programs are positively impacting the lives of children and their families. With nine in ten park and recreation agencies offering afterschool services, millions of children across the country are benefitting from safe and supportive places to spend time outside of school. The top five benefits of afterschool programs provide youth with: 1) Safe spaces to play outside of school hours 2) Free or affordable spaces to engage in health and wellness opportunities 3) Opportunities to socialize with peers 4) Exposure to nature and outdoor experiences 5) Educational support and supplemental learning opportunities 8 Why Afterschool Quality Matters https://naaweb.orq/imaqes/Final NAA 1 E .pdf Afterschool Programs Make a Difference: Findings From the Harvard Family Research Project http://www.sedl.orq/pubs/sedl-letter/v20n02/afterschool findinqs.html The Ecobiodevelopmental Framework: How Developmental Science Translates into Lifelong Outcomes — Implications of Poverty on Student Outcomes "Early childhood adversity and toxic stress, factors in the new developmental contract called Adverse Childhood Experiences, or ACEs, are now referred to by the American Academy of Pediatrics as "new morbidities" (Garner, A. S., Shonkoff, J. P., Siegel, B. S., Dobbins, M. I., Earls, M. F., McGuinn, L., & Wood, D. L., 2012). The need for new, creative ways to address these morbidities in a more effective way is essential to improve the physical and mental health of children, as well as the social and economic well-being of the nation. Pediatricians and other health care professionals have long been responsible for developmental assessments and the overall monitoring of a child's wellbeing. Because the early roots of problems in both health and learning typically occur outside of the walls of a medical office or hospital setting, the boundaries of concern must move beyond the clinical setting and acute medical care of children and expand into the larger ecology of the community, state, and society." "Policy advocacy plays a critical role in promoting changes in well-established systems that influence child health and development. Translating advances in developmental science into effective interventions and lifelong health will require a fundamental shift in the way the general public and policy makers view and invest in early childhood." https://implicationsofpovertv.sauarespace.com/science-1/2016/12/8/the- ecobiodevelopmental-framework-how-developmental-science-translates-into-lifelonq- outcomes "Children growing up in low-income households not only face a greater likelihood of being exposed to strong, frequent, and/or prolonged adversity — but the adults in their lives are often exposed to significant adversity as well and, therefore, are not as well- positioned to mitigate the harm of these stresses in their kids' lives." https://kaboom.orq/resources/plav research/toxic stress and carinq adults Community Center Overview How Does a Community Center Enhance a Neighborhood? A quality community center is a valuable asset to any neighborhood. A well-run community center serves as a thriving hub of activity for youth, families, senior citizens, civic organizations, parks and recreation departments, and more. 9 Community Centers Have a Positive Impact on Community Youth A vibrant community center can have a stabilizing effect on the lives of young people. By providing safe and adequately equipped spaces for physical activities like dance, martial arts, yoga, basketball, and other sports, community centers instill discipline, healthy exercise habits, and teamwork. Community centers create the pertect setting for local mentorship programs, providing guidance and leadership development for the youth of the community. The role of community center is especially crucial for communities that lack the necessary facilities to keep their children in safe environments. After school programs provide a refuge for at-risk youth, helping to reduce crime rates, court costs, and other costs to the community. Ensuring community youth have a healthy outlet for their creativity and energy is an important step towards long-term community improvement. Discipline, self-esteem, and leadership are all qualities that are fostered in youth-focused programs. Community Centers Provide an Opportunity for Education A top-notch community center can have dedicated rooms for social clubs and academic programs to supplement the school experience for students. Perhaps best of all, these opportunities are afforded to local youth and their parents at little to no charge. A community center provides a place where devoted coaches, teachers and staff members create an environment of growth and learning for young people. A community center can foster community pride and bring people together. Providing opportunities for interaction, inclusivity, and community learning help contribute to economic development and a safe community. Community Centers Promote an Active and Healthy Community Maintaining an active lifestyle is a fundamental aspect of a happy and healthy life. Fortunately, community centers don't solely cater to young people. Walking clubs, fitness programs, athletic opportunities, arts and crafts classes, and various cultural activities are made available to those of all ages by community centers and partner organizations. A community facility helps to develop a culture of physical wellbeing, mental health, and nutritional education. With intelligent programming and effective community outreach, a community center can be a central component to enact change at the community level. Once again, there is little to no cost associated with participation in these programs, which is a significant benefit for those living on a fixed income. A National Example that Parallels the Blum Proposal - Civic Commons http://civiccommons.us/ Reimagining the Civic Commons is a three-year, national initiative with projects in five U.S. cities that revitalize and connect civic assets. A collaboration of national foundations (The JPB Foundation, Knight Foundation, The Kresge Foundation and The Rockefeller Foundation) and a network of local partners, the initiative is working toward four main goals: civic engagement, socioeconomic mixing, environmental sustainability and value creation. 10 They focus on civic assets as community connectors. As communities have segmented by income, technology has advanced and priorities have shifted, support for civic assets has declined. Due to underinvestment and apathy, they assert our civic assets are no longer providing the connective tissue that bind together and anchor neighborhoods. The result is more than overgrown ballfields and lackluster libraries: research shows that Americans spend less time together in social settings, trust each other less and interact less with others whose experiences are different. Reimagining the Civic Commons intends to create great public places that are shared by everyone, a neutral ground where common purpose is nurtured. Reimagining the Civic Commons is advancing a vision for renewed and connected urban public places— and reinventing how cities manage public assets. Central to their approach is the belief that our shared public places are a portfolio of assets that have the power to influence positive social outcomes. Based on this, they are working with teams to design, manage and operate their civic commons in a manner that: . Recognizes the intrinsic value of existing buildings, assets, neighborhoods and people that others disregard . Brings people of all backgrounds back into public life, reconnecting communities to civic assets where trust can be formed . Generates stewards and advocates for the assets that shift the behavior of citizens from consumers to producers . Provides the best quality for all and can compete with alternatives in the private market . Welcomes everyone and creates opportunities for shared experience among people of all incomes and backgrounds . Increases access to nature for residents and invites visitorship via walking, biking or transit . Provides ecological benefits to the surrounding neighborhood . Attracts additional investment in the surrounding neighborhood to create tax revenue to support the assets in a way that serves longtime residents To achieve these outcomes, the funders are supporting collaboration among and across city departments, local non-profits, community groups and a diverse range of community members in the five demonstration cities. These partnerships are working to foster public places that thoughtfully respond to community needs while making progress toward our four main goals. An important part of their initiative is measurements (http://civiccommons.us/app/uploads/2018/01/Measurinq-the-Civic- Commons.pdf). Civic Commons mirrors our BHAG that the Blum presentation outlined and connects with the potential work that was imagined. When one adds the Bee Branch Creek Greenway, Comiskey Park as well as Audubon School you have major civic connections to the Blum site. The major private foundation funders of Civic Commons work on the basis of data and performance just as we do. They would not be behind such a project did they not believe in the outcomes. 11 Local Teen Arrest Data Research specific to teens in Dubuque has shown that crime committed by or against teens occurs on school days between 3:00 pm — 6:00 pm. Teen arrest records from Dubuque Police Department for individuals aged 17 and under were compiled and evaluated. Years/dates included were 1/1/2016 to 11/28/2018. Of the 1 ,932 charges reported, 1 ,252 were males and 680 were female (some of these charges belong to the same individual). Breakdown of ages of individuals charged: age 17 (417), age 16 (407), age 15 (348), age 14 (293), age 13 (207), age 12 (153), age 11 (82), age 10 (22), age 9 (3). Total arrests during this time span were 1 ,524. 1 ,525 charges were reported during the school year, with 408 charges happening in the summer. Charges by race were white (1040), black (868), Asian (17), unknown (4), Indian (3). Top 5 charges were disorderly conduct (393), assault (315), theft (207), criminal mischief (178), and interference with official acts (157). Localized Dubuque data placed on geographical map shows larger concentration of charges near Hillcrest Family Services, Hempstead High School, Senior High School, Alternative Learning Center, between Central Ave and Elm Street from 11�n_32"a Street, Locust/Almond St/Ellis St, Loras Blvd/Henion St-Locust, and Windsor/Merz. (this list is NOT in order relating to amount of charges). The largest of those concentrations being in the downtown areas between Central Ave and Elm Street from 11�n_32"a Street. Time of day: Day of the week: Earl Mornin 12:OOam-5:OOam 197 char es Monda : 309 Mornin 5:01am- 11:59am 515 char es Tuesda 343 Afternoon 12:00 m - 230 m 316 char es Wednesda 339 Late afternoon 231 m- 5:00 m 287 char es Thursda 273 Earl evenin 5:01 m- 8:00 m 293 char es Frida 278 Evenin 8:01 m-10:00 m 187 char es Saturda 194 Late Evenin 10:01 m-11:59 m 137 char es Sunda 196 This data was provided by the Dubuque Police Department and compiled by Leisure Services AmeriCorps Partners in Learning Director. How Does a Community Center Connect to All This Information on Youth and Teen Arrest Rates? The data and research presented above clearly makes connections to youth and teen and negative behaviors and the positive effects of programming as well as involvement of persons in those young people's lives. As the presentation shared, Leisure Services has very limited programming space indoors. We currently offer programs throughout the community and in this neighborhood with many, many more programs in this neighborhood throughout the summer because they can be held outside. The square footage to run programming indoors is virtually non-existent especially when one considers the number of households in the area. Leisure Services does use school 12 sites as much as we can however we are always second, third or more in the pecking order and often have activities cancelled for school events. As the NIU study pointed out no two communities are alike. Each city and each neighborhood have its own crime, socioeconomic levels and demographic profile. Each city and neighborhood have its own physical infrastructure. NIU shared that there is no "one size fits all" solution or strategy that can be prescribed for the City of Dubuque. This means we must know the data, know the neighborhood, understand what we offer and could potentially offer. We must also know our partners and their strengths and ability to play a role in the solution or strategy. NIU shared "there is not a singular recommendation available to direct a community on how to fight crime" and that was backed up by their literature. Our presentation did not say that we could totally solve race relations or the teenage arrest rate. We can be a strategy (and a strong one based on the data shared above) working with various departments and organizations to collectively impact the teen arrest rate through a place and programming. What about race and our relationships with one another? If you have ever been around children and especially children on a playground you know that race does not come in to play when deciding whether to play together. Those children come together because they have a common goal—they want to play and have fun. They meet and welcome others that want to play and have fun just like they do. We have so much to learn from our children. A park or community center by itself does not improve race relations. As government staff, our focus should be on improving relationships between ourselves and the communities we serve, and it is our collective effort to ensure equitable delivery of our services to communities of color that is most likely to have an impact on race relations in this sense. Each departmenYs equity plan and continued evaluation and improvement of our service delivery, along with our review of our facilities and infrastructure through an equity lens is where governmenYs primary role in race relations lies. Accessibility to improvements in how we deliver our services and our how these community members can access city services is a prime example as was outlined in the presentation. Often people have heard said, "location, location, location". Looking at the potential of a site that is easily accessible on foot as well as the Jule and by vehicle as well is just a start in equitable service delivery and equitable access to one of our most diverse neighborhoods. Government can influence race relations by creating places--whether parks or community center or civic spaces--where we come together with common goals or common interests, we too will slowly make friends and break down those barriers in our mind. When a parent, foster parent or grandparent sits at that playground or in a comfy waiting area while their child participates in a program they connect over that common bond. It can be a bond of the children themselves or it can be a bond that slowly 13 develops because of being in the same space in the same time. When you see your child or children playing with another it is not uncommon for the parents to create a connection through those young children. They start talking about anything from the cute outfit one is wearing, commenting on the strength or leadership of a child or maybe even joining in with the kids pushing them on swings or having the children on their laps. Relationships start with one nod, one conversation, one common moment. It starts with a place that is welcoming, that is cared for, that is open, that sets a tone of we are excited you are here and will help—whether child or adult. The research above does not call out race specifically but relates to persons of all races. We have seen what building a welcoming environment has done for the Multicultural Family Center. In five years it outgrew its small building and moved into its current building and now 10 years later we are adding on as it is bursting at the seams. Programs and a space— that is what the MFC is about and yet it is so much more. It is our welcome mat, it is inviting to both children and adults. It seems like your living room that invites you to sit down and chat. I see the relationships across cultures bloom all the time there. It starts sometimes in that front room and sometimes at a program. We have a successful model that is working in the Downtown Neighborhood. This proposal is the next extension of that successful strategy that started 15 years ago as an idea just like this Blum proposal is. The Blum presentation and our BHAG is not a part of the fifteen 2018-20 Policy Agenda items specifically. It could fall under the high priority of Crime Prevention Program if it was happening in that timeframe. What it does fall under is the 2035 Vision and the city mission statement and most importantly it meets the Goals for 2024 of Vibrant Community, Livable Neighborhoods and Housing, Financially Responsible, High Performance City Organization, Sustainable Environment, Partnership for a Better Dubuque, Diverse Arts, Culture, Parks and Recreation Experiences and Activities as well as Connected Community and I could argue that it also meets Robust Local Economy. Seldom does a potential project meet every council goal. The Blum presentation and BHAG resonates loudly when reviewed against the Council approved outcomes and values to residents that are the focus of most staff work and our measurements. We as city staff consider, think, brainstorm, research, meet, discuss, and focus constantly on outcomes. This idea is beyond just the cleanup of a brownfield which is required and a maintenance shop which is needed for the area. It could meet the goals, the outcomes and the value residents shown below. Robust Local Economy: Diverse Businesses and Jobs with Economic Prosperity Outcomes • Create a resilient regional Dubuque economy • Have the infrastructure and amenities to support economic development and growth • Embrace diverse populations to support a diverse multicultural workforce with equitable job opportunities Value to Residents 14 • Young professionals want to live here and college graduates want to stay • Children and grandchildren want to stay or return to raise their families • More retail, services, recreational and entertainment opportunities — keeping sales tax and dollars in Dubuque Vibrant Community: Healthy & Safe Outcomes • Continue to become an inclusive and equitable community in which all feel welcome, included, and leaving no one behind • Have an efficient public health system that focuses on prevention and wellness • Have residents feeling safe in any neighborhood and throughout the community • Have residents feeling that they are part of the solution Value to Residents • Everyone is welcome in the Dubuque community • Equitable treatment for all • City services are available for all and delivered in an equitable and fair manner Livable Neighborhoods and Housing: Great Places to Live Outcomes • Increase the visual appeal and beauty of the city with attractive gateways, corridors, neighborhoods, homes and businesses • Have safe, healthy, inclusive neighborhoods citywide Value to Residents • Choice of livable neighborhoods • Opportunities for our children to stay in Dubuque • Protection of home and property values Financially Responsible, High Performance City Organization: Sustainable, Equitable and Effective Service Delivery Outcomes • Provide City services responsive to the community • Provide easy access to City information and services for all Value to Residents • Financially sound and responsible City government • Easy, convenient access to City information and services • Service value for taxes and fees • Opportunities to become involved in City governance and planning • Customer-focused City service delivery Sustainable Environment: Preserving and Enhancing Natural Resources Outcomes • Reduce the community's carbon footprint (50% by 2030) • Reduce the potential flooding through flood plain management, mitigation and protection 15 • Become a resilient city using sustainable and affordable technology for water, energy, transportation, health and wellness, discard, community engagement—a model community for the world Value to Residents • Protecting the natural resources and environment of Dubuque • City government using sustainable practices in daily operations • Healthy living environment: homes, neighborhoods and community • Clean water and air • Creating a more livable, viable and equitable community • Opportunities for a healthy lifestyle including local food products Partnership for a Better Dubuque: Building our Community that is Viable and Equitable Outcomes • Increase resident engagement in the City governance processes • Have non-profit institutions, private businesses and educational institutions contributing toward implementation of the Imagine Dubuque plan • Have opportunities for residents for upward mobility and empowerment across all demographics • Engage contracted and purchased service partners in advancing Council goals and community betterment • Become an inclusive and welcoming community for all Value to Residents • Sense of community pride and commitment to the Dubuque community • More ownership of"end" products — residents involved in the process and support outcomes • Protection of residents' interests • Access to wealth and social capacity—financial, spiritual, social, etc • Better access and use of City facilities Diverse Arts, Culture, Parks and Recreation: Experiences and Activities Outcomes • Have well-built, well-maintained and upgraded parks and park amenities • Have welcoming community events and festivals that bring the Dubuque community together— residents meeting residents • Have family-oriented programs and activities • Expand arts and cultural opportunities with access for all Value to Residents • Opportunities for all to experience diverse arts and culture • Choice for residents' leisure time • Family oriented activities for all generations • Accessible, equitable and diverse recreational and enrichment programs, facilities and activities • Access to quality parks, facilities and park amenities for all • Enriches quality of life 16 Connected Community: Equitable Transportation, Technology, Infrastructure & Mobility Outcomes • Have well maintained, improved transportation system—vehicles, roadways, sidewalks and trails Value to Residents • Reduced traffic congestion and improved traffic flow • Greater economic opportunities • Choice among alternative transportation modes ACTION REQUESTED This memo is for informational purposes only to share research and data related to race relations and teenage arrest rate improvements by way of community center installation as well as ties that research and data to equity impacts, outcomes and the value to residents. cc: Steve Sampson Brown, Project Manager Dan Kroger, Recreation Division Manager Heather Satterly, AmeriCorps Director Steve Fehsal, Park Division Manager Jackie Hunter, Multicultural Family Center Director Kelly Larson, Human Rights Director Jerelyn O'Connor, Neighborhood Specialist Mary Rose Corrigan, Public Health Specialist Teri Goodmann, Assistant City Manager Cori Burbach, Assistant City Manager Mark Dalsing, Police Chief Crenna Brumwell, City Attorney Gus Psihoyos, City Engineer Deron Mehring, Civil Engineer 17 ��.�� . "' �� ` *. A' �'• �', � � +� �� .t�n � T. � .• , • ,� �• , v� + � 4 ' �. •� . �' � �, �. 4 1 I ` _y r� � ' I- ♦ . ) YI� \•. � � �� , I . } +��.' 1 .�.�� f 1 r- v '�' 1 .e 1 V- ' �C • _ - _ ��- ��:I �- � �-•�.�h , !� �` � � • � � ,.�� _ . _ , _ __ � �.�' :�. �- � . .,r-'�► :, �.::'�,�. ' _ -r"� . .�.� ��1t.��..i�_+!' Safe Parl�s How to Reduce Violence In and Around Parks Dan Kroger / November i6, aoi5 18 When referring to public spaces, American Urbanist William H. Whyte once said, "So- called 'undesirables' are not the problem. The best way to handle the problem of undesirables is to make the place attractive to everyone else" (NRPA, zoiz). The basic concept of a park or neighborhoods safety is people. Having more people being active in these spaces deters the others who want to cause problems. This concept is consistent in all parts of the world. Researchers from the Commission for Architecture and the Built Environment (CABE) based in the UK, have done exhaustive research on how park/community design combined with demographics play a major role in anti-social behavior. The National Recreation and Park Association (NRPA) along with along with Universities have also done research on safe park environments and the role of neighborhood parks as crime generators. In addition, the U.S. Department of Justice developed a Community Police Response Guide for "Dealing with Crime and Disorder in Urban Parks." Communities in our largest urban areas (New York, Chicago, Philadelphia, Las Angeles, etc.) have all created programs to help reduce the amount of crime in their public spaces. Throughout all of these publications there are 3 main themes. i. Infrastructure and Design z. People/Participants 3. Community Infrastructure and design can directly relate to anti-social behavior. Where amenities are located, how well lit the park and wallcways are, tree location, and more can all contribute to whether or not a public space is safe; however, infrastructure and design also relates to amenities. Does the area have activity generators that people actually want to use? Do these generators draw in people from both the community and other areas? According to the U.S. Department of Justice, parks with more activity generators experience less crime (Hilborn, zoo9). These activity generators can be passive and/or programmable. A passive activity generator is something within the park that a patron can participate by themselves or with friends without the need for programming. Quality wallcing paths, outdoor chess sets, outdoor ping pong tables, playgrounds, splash pads, graffiti walls, etc. are examples of passive recreation. Programmable recreation generators are ball fields, basketball courts (can also be passive), band shells, etc. where city staff or community members can hold structured activities. The ultimate goal of infrastructure and design is to bring people to the park. The design and setting of a park determines whether it is well used. Well used parks have enough legitimate users to monitor what goes on in them (McCord & Groff, zou). Studies show that the more people are in the park, the less opportunity for crime. These patrons in the park can be considered natural guardians (Hilborn, zoo9). These guardians are ordinary citizens whose presence serve as a reminder to potential offenders that someone is watching. This idea reaches outside of the park borders. In many neighborhoods, 19 patrons wallc to their local park area. It is just as important that the access routes to and from the park have quality wallcways that are well lit at night and in good repair. Encouraging foot traffic around the park, expands the natural guardianship into the neighborhood. Just as important as infrastructure and design is the cleanliness and attention provided to space. The decline in a park's condition creates the opportunity for antisocial behavior to become dominant. Much like the Broken Window theory, negligence creates an atmosphere that states no one is watching nor cares. If someone walks by an old building with broken windows, the chances are greater that they may try to break any remaining solid windows. Obviously no one cares about this building and its ok/fun to throw rocks at it. Even worse, people may choose to use this building for drug purposes or other crimes. In a playground, if graffiti is not taken care of immediately, playground equipment is in disrepair, and lights are out regularly this provides an impression to potential at risk youth and other criminals that no one is watching nor cares. Essentially this space would be considered an easy target for someone wanting to commit a crime. To the everyday patron, a consistent lack of attention can provide the perception that the park is unsafe which will result in the lack of use. Programming utilizes the amenities to another level for patronage of a park and/or neighborhood. Programming expands the outreach of programs and services to attract a greater number of people to the area. It also typically includes staff which are able to monitor park activity at a higher capacity than the average patron. This can include weekend festivals, basketball leagues, playground programs, teen nights, art fairs, etc. The overwhelmingly most influential part of park/neighborhood safety is the community. In every successful neighborhood turnaround project researched, the support and buy-in from the people who live in these areas had the greatest impact. This buy-in can also be defined as a "personal sense of place." Without personal meaning there is little motivation to get involved in crime prevention (Hilborn, zoo9). There is also an accelerated reaction to view a park/neighborhood as unsafe for those individuals who are not vested in the neighborhood. In response to this reaction, organizations such as CABE and the Project for Public Spaces have been developing models for place-making. As one example, youth and young adults (ages iz to z5) are often involved in park/neighborhood crime. This activity can range from loitering throughout the neighborhood to serious crimes involving drugs, vandalism, or much worse. In an article posted on the Project for Public Spaces website (�vww.pps.org) examples were provided on how cities throughout the world have worked with their young people to solve issues within their neighborhoods. By being actively engaged in youth-friendly spaces, young people can feel like they have an investment in their community and they can develop a strong sense of ownership in these places (Millard, zoi5). In the article's examples, these cities were able to change the way their public spaces were utilized through engaging young people in the planning process. These processes included updated amenities, design, and community 20 watch programs. The more that the youth felt a part of the space, the more active they became as well as attentive to inappropriate behavior. Conclusion Creating safer public spaces cannot be accomplished by one person, group, or entity. In other words the City cannot do it alone. It is the effort of everyone with the vested interest in these spaces that has the greatest impact on whether or not they are safe. It is going to take a critical look at infrastructure of these parks and surrounding neighborhoods along with increased and intentional programming by both staff and the community to drive positive change. This change can reshape community wide perceptions toward an area's safety as well as value. References CABE. (zoo4, November). Policy Note: Preventing Anti-Social Behavior in Public Spaces. Retrieved from Cabe Space: http://www.cabespace.org.uk CABE. (zoo5). Decent Parks? Decent Behavior? The Link Between the Quality of Parks and User Behavior. Retrieved from Cabe Space: http://www.cabespace.org.uk Hilborn, J. (zoo9, May). Dealing With Crime and Disorder in Urban Parks. Retrieved from COPS, U.S. Department of Justice: http://www.cops.usdoj.gov McCord, E., & Groff, E. (zou). The Role of Neighborhood Parks as Crime Generators. Security Journal, i-z4. Millard, C (zoi5, June z). Young People and Placemaking: Engaging Youth to Create Community Places. Retrieved from Project for Public Spaces: http://www.pps.org NRPA. (zoiz). Creating Safe Park Environments to Enhance Community Wellness. Retrieved from National Recreation and Park Association: www.nrpa.org 21 DUBUQUE 2010 STUDY ON CRIME AND POVERTY SUMMARY REPORT RELATIVE CITINGS The Dubuque 2010 Study on Crime and Poverty Summary Report conducted by Northern Illinois University (NIU) provided a literature review on general effective strategies/policies for preventing crime in mid-sized communities and effective strategies/policies to alleviate the perception of crime. They shared, "Though the literature provides for multiple strategies that may be appropriate for mid-sized communities such as Dubuque, it is important to note that no two communities are alike, nor have any of the authors been able to generalize their Study's findings. Each municipality's existing landscape of crime, demographics and policies must be taken into consideration, including the legal, fiscal, and technical feasibility as well as the political acceptance of each strategy and/or combination of strategies."' "The City of Dubuque has been committed to a professional approach to managing its affairs based on analysis, expertise, review, dialogue, and objective decision- making. From this orientation and recognizing that crime remains a chief concern among residents, the City asked that a broad study of crime and poverty be undertaken. In this context, the purpose of the analysis that has been presented here is not to identify a "silver bullet," but to establish a foundation of understanding based on objective data analysis and sound research principles that will be useful to frame future dialogue regarding crime and poverty in Dubuque. There is no "one-size-fits-all" solution or strategy that can be prescribed for the City of Dubuque or any other city. As discussed below, there is not a mysteriously elusive program or policy decision that can be implemented to change the complex factors that contribute to the presence of crime in a community. As the study team confirmed in the search of the literature, there is not a singular recommendation available to direct a community on how to fight crime— every strategy must be tailored to the needs, context, values and assets of the individual community. However, by 1) gauging resident perceptions, 2) comparing crime attributes with similar communities, 3) examining patterns of crime in Dubuque, 4) exploring potential connections of various demographic groups to crime, including Sec. 8 participants, and, 5) canvassing the academic literature regarding crime and poverty, this study provides Dubuque policymakers with an objective assessment of local crime and poverty that can move the discussion beyond competing perceptions toward reasoned solution."8 "Research shows that these neighborhoods suffer from cumulative disadvantage, where the simultaneous presence of negative factors such as families below the poverty line, families receiving public aid, the unemployed, and female-headed households with children in a dense setting combines to create social and physical disorder. As disorder increases and crime blossoms, residents feel that they are unable to exert formal and informal control over the neighborhood and become fearful of crime, further weakening � Dubuque 2010 Study on Crime and Poverty Summary Report; Northern Illinois University. https://www.citvofdu buaue.orq/DocumentCe nter/V iew/2742/Dubua ue-2010-Studv-on-Cri me-a nd- Povertv-Summarv-R?bidld= Page 7. 8 Ibid. Page 74-75. 22 collective efficacy and social networks. This creates hotspots of crime that can be difficult, if not impossible, to immediately reverse. It is the concentration of low incomes and poverty in resource-poor neighborhoods that can be blamed for many high-crime neighborhoods. Nonetheless, academic research has also pointed to a number of promising strategies to address crime-susceptible neighborhoods with concentrated public or assisted housing. Foremost among these strategies is the following: public housing units should be located in garden-style settings, widely geographically disbursed into neighborhoods with sufficient social resources. This helps ensure that residents are supported socially, can create defensible space where residents can control their immediate external surroundings, dampens the fuel that fires crime hotspots, and, has been proven not to diffuse crime into the surrounding neighborhood. In addition, police should engage residents by involving themselves into the problem neighborhoods. Since no single community policing strategy can be applied successfully in every setting, the guiding principles should be to increase contact with residents, pursue community partnerships, and be proactive in preventing crime."9 "With this in mind, the research team offers the following broad principles to assist in developing strategies to address crime and poverty: • Utilize this study as a springboard for objective dialogue — Decision-making absent information can create dangerous perceptions and exacerbate existing conditions. The report offers a wealth of data and analysis to help understand crime and poverty in Dubuque. Policymakers, staff, and residents are encouraged to adopt the analytical approaches contained within the study now and into the future to guide public discourse on these vital community issues. • Invest in, partner with, and empower at-risk neighborhoods— By rehabilitating housing stock, addressing physical and social disorder, establishing relationships between police and neighborhood residents, partnering with neighborhood businesses and nonprofits, Dubuque policymakers can help those living in suffering areas to reclaim their neighborhoods. ... Residents in these areas must have trust in each other and police in order to reclaim their neighborhoods. • Address downtown crime hotspots — Focusing resources toward these areas through efforts such as saturation patrol and minimizing disorder can have a tremendous effect upon crime; however, it is important to note that these efforts are most effective after community policing strategies to build relationships in troubled neighborhoods have been successfully implemented. • Address poverty wherever it occurs — As poverty and low income are the greatest predictors of crime, Dubuque policymakers would be wise to provide assistance to the impoverished so that they can regain their financial footing. Such efforts could prove to be the most significant crime prevention strategy available and could help ensure that other neighborhoods do not fall prey to the cycles of poverty and crime."'o 9 Ibid. Page 78. 10 Ibid. Page 80-81. 23 "Neighborhood attachment, informal social control and social capital are all associated with lower levels of crime fear. Oh and Kim (2009) studied the effect of neighborhood attachment on fear of crime. Neighborhood attachment was measured by the number of friendships held with other neighborhood residents, amount of socialization with neighbors, social cohesion (are neighbors trustworthy and is the community tight knit), informal social control (would neighbors take action if they saw kids misbehaving in public), and participation in neighborhood watch programs. Of those variables, higher amounts of neighbor socialization, social cohesion and informal social control significantly lessened fear among neighborhood residents. Social capital (defined as the level of social resources one has available through one's social network) has been shown to affect fear and perception of neighborhood crime, according to a study by Kruger and Hutchison (2007). Crime fear was an itemed scale. The items were: • How feartul are you about crime in your neighborhood (very fearful to not at all feartul)? • How safe is it to walk around the neighborhood in the daytime? • How safe is it to walk the neighborhood at night (extremely dangerous to completely safe)? • Compared to other neighborhoods, the crime rate in my neighborhood is... very high to very low. The social capital was measured as an itemized scale: asking if neighbors are willing to help each other and how trustworthy their neighbors are. For people ages 10 to 24 and 50 or older, social capital had a significant negative relationship with fear of crime. Because social capital, informal social control and neighborhood attachment are important predictors of crime, promotions of activities like community gardens and neighborhood watches are recommended."" " Ibid. Page115. 24 ��.-�-- - .`t yaws'•.:.�d� ., � ..r -F..-�e� _ - _'��'.r.��1 ��..,�„h - .r-.. ,�� .� .r "� � ._ �... _ � ��- �� r�-�"' - 4 _�.`.. �� ' - ' r L, _ - Y 4-+ -� ,.:�: y ` -'�-� Y �+r � \�� _ .. . -.. i � �� __ ' ��'_ T�-�/ . '� .,<r r �� ^ `� ��'�� _ T��' �, �i _ �.� �,.�� - � _.� -- � � - - � -� � Blum Site Overview � _ � � . � . ._i .._ �_ --¢ �_.� _i ... - . ..Y-.. .. . � �-q� "�� CREATING AN EQUITABLE � -`� �� _z ' COMMUNITY OF CHOICE ��'��`� �� a � � _ - '~:Yi : , .;::- �,.1,`,,. _ . � . iJ,'N`x• t 4 �� Connected Communit y • Connected communities are more resilient. • They are better able to spring back when hard times hit, protect and prepare themselves against global issues. • Research shows they are happier and healthier. Nowhere else in the City do we have a connected community space like the eee eranch Creek Greenway. 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Ho w We G o t Here • Location for a maintenance facility, storm shelter, and public restrooms • Needed more green space - so we looked at the West Blum Site • EPA Brownfields Cleanup Grants for existing site — capping contaminated soil • Condition assessment of structures on site — Look at saving the building on the West side along Elm St. and redeveloping for future use • Community engagement (required for grant): What type of activities and equipment does the public want to see in the future recreational space? � ' . � � • • � �i�1�? d� C�� c�Er�kxs�!r�wf�}� ��r�� fiia-ans �ur�vey� �ve �ornm�, • 37% disagreed with the statementthattheyfeel safe in the Downtown � �� • � : � � • 25% disagreedwiththestatementthattheyfeelsafeintheNorthend . 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G O O D T O PASSION EQUITY & - � - � �;� MIVII� IVITY' INCLUSION CENTER & PARK . � JIM COLLINS Imagine an... a°��; '° "'_' BEST AT �CCESSo � LE �f� � WELCOMING PLACE with all kinds of services and programs -- for and with -- all kinds of people. • � — • • 2017 City Expo: Dot Exercise • Online Forms: Almost 600 responses from Sept. — Dec. 2017 � � 1 � �=� - � � , . � � -- �� '�E WA �IT YOUR IDEAS ! � �� :�i for the future recreatronal space along the Bee Branch Creek � "`"' � - ��11" ' - �" �' Vote fo� yoar 3 favorite concepts! ,.., • '}a ' � yr�. ��> �` b ' - ,- _� -s-. � �, ,. % % _ �;� a4 -� f� .�-- �_ ro ,'�� ,+ � p` ' X'A t}_• . �� ' '° ~ i1 � - � ��1 � rt�./ - _r �� y��\\1 . i"'� � 'Y �.t' ��` � T '�\.i ;yMr _ i� �j� �� ..-� ��y, ' ' �� .. -- � ,,,. .�� \ � F-Kt �' .�:�I LR � ,.�.� .a�t .�� '- �%� �:e;: � , ' �,� ', . ; ..,,,b� � i • .� ,1 e: � � � '.: �l .�i • • • '�1 � , �"�. 1 �,�9 � . ',�1�RI � f / .1� , F �'. � i / / , Z g* . t i Y �� • � i ,�� L' :�. �1�� 1� �� _�� ' �a �_i'f � .i �� T " ,� ,�A� �� ''�, �� °r�� a.� � �� `�� Caring for our vibrant historic �`� ��' � �� `�� ',��"'� � o u e u a u e •`s ,_,. ,�. � 1'' . ,. . . 6� • �: ,. , ` ' ..-� °.:rt- . ,; �� ,��`�TH neighborhoods and businesses. � ��._ - - ,_ • . ,�� . `��'y, f�. ✓� . _ a.:m , ,:,'` �9 PRIORITY 2 � � �� „� / y' Identification and pursuit of the redevelopment, reuse and � , ��' ,, , repurposing of commercial and/or industrial assets with the ��' `� � � -� ' �� \ y�d! greatest opportunity for a "transformative" effect. : � � � � �� • .; � , . ' :`•� � � t �_.. � �` � � Identify key commercial or industrial properties whose � � - �r -�' , � � g m � 8 � redevelopment, reuse or repurposing would have the ' ' "' . �•��' � � � greatest positive economic, environmental and cultural `�` � � „ "� � �w . � m � impact for the community or neighborhood. � � �` " -� 8 ' " � - . �°�. � '- � . r�� ' .� �°e' --s : . . /";_c,��, . � °�rRt' � ' >•?:. �+ , . • � �/ . - IMAGINE SOCIAL + CULTURAL V18RANCY is closely linked to our individual, . D V B V Q � E community, and economic well-being. To enhance this vibrancy, �� residentssuggested: • Enhance eventaccess and participant diversity • Improve perceptions of community safety • Promote healthy lifestyles • Increase eco-education programming, particularly for children �.l� e . . . . . : : : : : . � . : . , � _ � � � - ��, - , � . � A � � +� ��, ,, � I � , \ _ � � ,. _�� - , ��o��eq9 � J k � � �,i � Q��-. • . , � � c. � w "'� �Si a l 1 \yR �. ' , � l � �� — • • ' . . . _ Y - � � y.� �rr n� a � . � • 1� �! 'rc t�l . ' -+ �r� �u� �,� , . `� �� ; 1 �� , , ` � ' . ��,� r , ,, � : . .. � �,� � � � � � , � � . . • ��. . �_ i � ;/` �= � . . � •��.. . � , , ' ..' . . . . � . . . . ' .c+� � i � w;� �J�:rl�' �� . •\ i � _ �. ` �'� ^ • • Iv � � IMAGINE : DUBUC� l1E ��.��_� -� ��:� �T� �� rL �:�' � 1� �� ' �• • Public recreation investments are a prime means for building Use recreation investnnents inclusion through programming, community activity, and space. as �c��.��t�,f enhan�,� :. Construction of a community center with indoor aquatics, and renovation and re-programming of park spaces, both P�pY9round and park enhancements, were cited throughout the public engagement process as as well as lighting, can be targeted for badly needed, and a means to enhance equity and updates that create safe, accessible connections among Dubuque residents. spaces attracting people from well beyond the immediate neighborhood. � n o.� f Keeping an "equity eye" in the siting, -�n �'ti�P Ma�`��J'm�� planning and design of these ' lP�h��hooc(� � �pQ.1��QY��or investments will benefit Dubuque. Qir�- z `,`�.�� '1�.-�c�� .d '�'�" . � • � �4, • � IMAGINE ; DU � UC� UE ��:�.�f! _�_ �� C�`��.I' �:��['_ �►.�' 1 � ��1� �� • • RECOMMENDATIONS �¢si��,� ��.�,>> _ : "Dubuque needs a better Community �' "'s - �� +'°�{^"'�'"°=�� Center/LeisureServices. OurLeisureServices Recreation M � . � , tu�;�; a � ��,� -- aw «�^��,,s. ;-1 Department does well with what they have ��1� ��`_ r� " �1� , �`'y but their acilities are limited. In m vision Initiate a feasibility evaluation for a � � :�"i� J 1 f y L ww � WF .u^U' f'�" y�,.�2A1.� , �,�, � �P,�,+;e, of Dubuque we would have a Community Community Center, potentially including � � 4 � -��p,�° �°��,",; ,�;,.w��,� � tfi �� „�;,; �,,,.; Center with classes for children, youth, and indoor recreation and indoor/outdoor ,,,�„ ,�~,; .. ,•�� -w w,r= , � �?."'!S�.'F"� pdults.....like gymnastics, tumbling, pottery, aquatic facilities, with an eye towards exerciseclasses, conversational language creating a multi-generational and central ra�r'��!�,<;;,;r.� , ,,.� classes.... other communities where I have � �, �._., ,,� ..- community gathering place that '��"'."� �'y�' ' Y ��; lived have these kinds of activities for supports health, wellness, and soCial � �� 1�' ��`'"��' � �';��' people of all ages. Our Leisure Services have some o this but the lack o acilities 1 am interaction among residents. -':- '��1�,�-��'�W r�".F- „M�•� f ff v�,, `,;�.,N,�;�,F,�� - '��'� sure make this very hard to make work." ,�°nrn��e, . lI� t ? iwt .klbAt.MtM.a'tm�_ r� .. a,�,.,� -��;�� , . • • . • - . � `rf . �$yy� �' "�Y�'�� .f f S Tt1^'.�c ynF� �� _ � � _ � P'^ �t g�J�"' � � a � . 'S p � h L r. � .. �, ._ � . pg n�-�L, � �� R �• ��d .• � " ' b �, �� .,4 � d _ l Y kt�A . . . �4- � � r tAw �' �- '� b� ' i q��'`,r �� , . > � -a� ' � �^ �, � f i A. , � � '. i\ y , ' �� L• a � I' , �A�' - ss M � _ ..� S'"''a�rt� — - �� t�° -� �— � 4�' ' ��`� < � , t � r r' ,i x �,� !� � � p�� : � i(. : � ;1�' R "�*� i - '� , "�._ � �. ,i�, - r � ! „ � �� ,.� +' �f . � �,,�"w�'F _ � �� ,�s` �c_�` �. � m• '- ��' � � ' � �6' il �r+�` ` .f �� - �o im�` �:, �/� - • � .,�' -v, j�� IR';'� ' �.'r �,'q ,�� . r , `� �„""/, ��V�n � � � � �'' ,.. � � y � ti� � 7� ` ' ' ,.�� I =r�. . �;,. . � � , m- -1' . /��,,e,`� � ' �,�, � �` t �' �= 3�+,�IE ��af'„�,'�-a�_"Z'; � � � �� -t � '�" ._ � c` Y� � ' X f� �' �"� � � � �S1 �� - ; � ` _ "f � +a'� ' �. - �+ ��, '�` ��£8�4 " 4;_,�°�r. r' ';. . -- � �`; �l rz�` �,';�l,i,�+a�! w, !„x�� 'l �," _ � . , j _.�L-.fi=y� ' �. " ._ " — _.��`z • � �� '� '• f}T ' LI. � �� g > ".. � ' � �� c y�'.(C '. � � ! I . y( I � � � � f -G • Y'2 �i..� qri. �i �. 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'"cu° _ � . , . . �w�Fa.. � . —.._ _a - _ . .. - . _ • Families • Retirees • Young Professionals : • ' - • � ' • • ' • Kids • Millennials , �' � ' � ��_; �� r �� "We know each day is an opportunity - � �• v �,►T for us to bring people from varied V ��a- c < "'- - ` r -,� � backgrounds together into one space y � � - _ �� to share, learn and celebrate each �, `�. -;k - ��a. / r - '�. �-.. - �. ��, other„ �' . ; � Jacqueline Hunter, MFC Director . - - - -i� , I, i , �, ;,�,�, � _ " �� r' • �' �. r �' +� I_ • "� � - , ` -, -��v us, � _ � ." � "' k , ' I � _ � .• �Y, � \ ��'� • , ..�� 'l� � l � I�� r , L „�� , - `� - � , � � - ,. �J� � � '� � ', A,. X I i °� � r _ ; 1 ,, - , . � �. d' .r�e i .� ° .!4� % � `�'��p�� s � � - � � f ,�:/ �. � — ` • Fishing • A Place to Gather • Art & Science � ' • • Exercise • Healthy Foods • Youth & Adult Programs �- _.;r. � - -�� — �, ,; — - ,� � •• � 1 _� ` -� . � - � - �,,,,,,,� � �(�� . . - � ��, _ t� ,;� �,, ,� �..r.� , ,. : �. � � .� : � � � iG � w�if- �/ � ' . �, q ` o _ _ � a� � -- �. _ � - _ _ a�3 - � � ��. �h � - �° si . �- -�r 1 � _ � ,x .��: . j� \ � r� Si° � _ - k `� '�'� � � tl'•i � �� :� � ' v'. 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I _i: � � i � -�1I <.�n�♦ J , : 'I � '� ~l � , µ`� i "µ�.. � i I �., �I� To bring people together and break � i �� :�� .-�; �� , ,� �� ; �_ down barriers you have to: x� � ; . .. � � �. : �t ,�,. , � , � , � .�y � %'. � � � , • Serve people where they are °";�,. , . ��;�y� ��, .}�� , . ; , � �.s>: �� • Become a member of the neighborhood �� -' � 'o�. � �;� � � • Create comfortable spaces to gather, relax, and learn . ^ ��,� ----s - - -- , • Offer opportunities and programming for people to get to ' � � yt'�`�� . �'''�� knowtheir neighborsand fellow community members - � ' ` p� + � ! � �. � �� ` � '. � i � �� , r- • . • � • ' . PF ; Multi-modal Accessibility � � � . '` :� • Walking :,�, ��-. - ��',�, ^ _ � �' �� a �; ,y� ;�� g� � • Biking � L�`�' _ � , , , Public Transit � � >' 2661 +' • Vehicles ""�� —_ � � �-� ��_ � _ _r�_ _ ` _ ,..� ' � • Y ,� � ' I�� ` ,- � I,�_1 �-. _-� � - � � , �1r � � � �� t � J. � '� .i � , 7rrr i �� r � 1 ��`':. � � ' w • `' � � -`f �:��`� � �' �`� � ' � _ '�' "'� ;�,�_ C � �,,� � ! ;,ae:�,�. �` ;ti � - ' ", � The Jule E�� r � x , �r� , � � �_• _ ,i,... � �� 1 .�'�� . \ _ _ : � � � t. � . '. 4 :.�. ♦ " � . . - . � . . / , � q�r,{.� �L`�`y� 3 , q° �I rI 1 �I 7 { 1I Fl k�`��'ra�y�f}� f� '� �wllbpB�� q ' , � JJ J��I��J,,l� fl�J+� �IJ.JI�I '.�,flrl�� i� Uf11J.J l ti �4 �� . 6 �Nep ��o C S " � , . • • � yl Ay /�{ ;` .x q��o\,�,��`�`q, '°�� . �,�I� UU ;i�"�i�J.ti�ial rl�1Jr.��.� � y� ' °,° `, o``; 2,: 0�"4 : i ; .� �< �'��°�Z�� C��,��`�C; ° <,'«�„�« a ,<'.6/�> , , ; � � � � � `ti!e•? � � ��`":s�w! _ �� °��/ �•Je CONNECTIVITY � '��%, ' ``�`a�d�`��`°`��i�o;��.=;1?%p�d:''.�;�';•°'' , . j °°a°�°�a ��10a< �� ' S��. '�^eF0. a 0�°1�° .'peT�j/�/� �j/ . . - . � �� I+O�°o°�0.��e�� ! e�P o 0pB b 9aA Beat J� . s t �•a� � ••`l i�`�t .��Aa J�j�� +��'''� ,°y�� ' �'lt�`, �� ,'� el �f��,�/ ,�%Pd . '� .-� t , : . ,. . ,, ,�� t Z . 3 ' � I Y �'» • «, �'r�' �,' � 'e�1j � � y I b;!«`,,,�*>,«;�r1 �� e`d»', ,��' - �'�/�l- -��p .�- �' .��'► Residential address within °, .,,:�aw;,*%,�. •w��1,t �„ % , ,, �::^� !,: �@t r , �s'"°,,;'i •o �v�4 . 1 �� jt n �,a�xpo^e Moe e . �o o � a � �,�y� '. , ,«,„,•»�,«.:�e > , i ,t� . . ; 'Y .�M+nputp�j�My�yWM�itiZ� ��`�`y� � .. ' � ' a.,.,r„ � �'°i0•0g. �e ,�� 09�,n . . __ . � f 1 '°^'� � " ` � �.t ,.��yo`�� `a��a��OuOp of the` � a i'^"° °�'S� � 1�� r��a ,° _ � �`- .. � ,�_ a r�� ;e . . �. t . - � �_�� . �,� , « � i� � \ ,. � r c � � � . F� r��' ��`� ' .�l1` q�. � P- � � . �: - Bee Branch .� ..� , , . ,,, ' ; . �- � - , , t.o' , �. �, � ,. f r y� �r F S N,! � ��• - Resitlentialatltlress Creek Greenway s ' : ` _. '. 1 r ,s�a a �, V ♦ • t�t'. Parks y Y ��9?� r � V t � � / r ! � � •'> vN � '� �� /,/ � � t � 12mileofGenemlBeeBranchArea F rp i ✓ f _ ' ./ . �'�� . l� �,�vy� j, �T .y�' :! J - Y ��, lKec�_fi1 'frj� ��• �. f -.. _ • R rac alEhnic ConbentratedAreas ofPoverryby�B/osk Gro'ap , .�e��,� � . ..,,_ . i � .e� �s�,� � .,a��.aa� r', . � -- __ 58'-V,�.... -- /a�,' � i `�, �� ;;o � ` 2018 NRPA Study - Recreation Centers eG� ��°� ` R „o�a�, .�.�� -,s, % ,��i secz .,pc.e�a /V n oz rrenn ac z BG] Retl � 1101 p�. ' BG2 � 151 iretl5BG3 • Nationally: 1/27,000 residents ;,o; _ •re��s�, 9G1 T�acI8BG3 TretlSBG T2cI6BG: � � • Mid-West: 1/21,000 residents `� � ��°� , ,�, � � �, „a:�,�� — ...n ,a, Tavi38Gt �� Tetl • National average for square footage is 11,000 _ ,,- ,; "_ '°'�3 r,� -, 7��„�, a�'19003 � _ _ BQI : 4 I iretl I hetl ,o� ,o��< : ,�,d , a�3 � ,az '� i /' BG3 irecl9 BG R ', � /� � /'Y r y i �EGEND � RacialiElbnicConcenUaletlAreasofPovetlya120%R/E�M1resM1oltl � >40%of population belmv poveM and dose to 20%WE tM1resM1old � RaciallEthnicmncentalionexceeds20%IFresM1Oldantlr.loselo40%poveitylM1msM1old � 2010&ock Gmups � Dubuque Ciry Limits • • • � � • • . • • , ' • Comiskey Building ( BB) 1, 624 • Free Pre-school & Community Meetings • Allison Henderson — Upper 1,080 • Youth Enrichment ( 18 mo . to 5 years) • Allison Henderson — Lower 900 • Arts (dance, music, art, etc. ) • Resource Room ( Prescott) ( BB) 500 • MFC ( Multi-Purpose Room ) ( BB) 800 Total Indoor Space 4,904 square feet \ � j� • iF � � �.->,\ � / • • � ■ • - • �'r/`-� � �. �<� � � �'r� /,:�1�--.. � n�� • ° �\ •' ''. • 100% ADA Accessible � '� .. � � � ^ - .�, t , . • Space for large community meetings .,�; ,�y,• f U, �, -. �. _� , � �� , � �y �(, � +� ' ' - • One-stop shop for City services: �� ' ��, � ��,. • Sign up for recreation programs ��,� • Pay utility bills and parking tickets '�` ` `� � � • Connect residents to resources ' ,� a „ • Easy parking �-T l' � = s �� • A social gathering place for people of all ages �� ' ' �� and backgrounds �, �, � � -� - ,�� 3 � ._ . • • • • - � ' . - • :, `, � " _. 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Y �Laik � � i � w � � ,�' � � � . . . . - .4 � � N' I � / ��._ /,� ` ,j � . �� . � � � , �..� Connecting the Young and Old Dances, teens teach tech to seniors, a place for daily coffee and conversation � • � . • • • , ' — � . ,. �, . � � Y'-� ��, � - - :�� ,e.��. �� R � _ �h� H..A'%� _ _ - _ � ... ..�, - �' � - - I ,.�.... I . � i � I ��---�_-. �: � � ,�.� � �� h �� W� �, �� it� � . � ��, -��; � .� �� -�* _ -� ., ��, �/� / V 1f i I � � � l • ' �. l . , P , _ . . 1 �"� i .. .,� . �� ^� ,. <`Y�� _ - •� . . � �� ' 4 , _u _ $ � � � s q� � d�' � � .�, �� V �,; `�� ' �� _ � .,.� � � � 1 \� _ 1 � � . / ��` � '�/�� ... I � c_ . -�i �` , .�►, ra. .y �a► � . _.- � �f;: a; ; '/�r n,- � j , t r<3� _ a � ^ � ��i �,�,,_�� i ' ��`� , � Workshops and Learning Opportunities Space for smaller classes and group meetings � • � . � • • , ' ..� �, ,�, �-, � °i � � � � _ - . _ ' r q �� '�`!1�� -cr_�_ _ T"� c r' � � �� '�y� �,)�� ' . ' � I ��~`� _ �� I"' F4�� '. � M �l ! .. - - �� -� � �� . - � �z�= `� �J � ,;L \\� '� �, � �.:.� _ � � -. $. :�;. � :�� , � � � � . , �� , _. �.. . - . . - ----�- - - \ , - - _ � � - � - � _ : �� . . : t '.:Y _ . . � . I i�jg� � 3� II ��r�1'�1� �_`�' \ � � - � ��J � �� ' ��-.+`�� - I I � i � jl��'J ! � � I V ♦'. / j� � � 1 ` i �� Y�1�. . . .� _. /� / Health and Fitness Programming . . - 4t" Floor �- � � � � , �� ; : , � � � ERDFLOOR � ��T-{�� -�I BALCONY I � IIIII ]I3SF � �1 � 11 � i i 16Lh St. 4t" Floor Balcony 15t" St. ASSEMBLY LOBBY 2355F � _ ELEVFTOft � - . VESTIBULE 1 � � 2915F x � ' TOILET - TOILET ASS�B`Y Assembly Hall HALL STHIR-A i 2081 SF � y� �� .. - �� IN� i�I', i Q w ' 1 I��Yi . ti� N . -II 4 J O 4 � y �., �:J , a'i�+ � �i ' ...Ii .`i � , . . � __ . 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'3-r �F�S��f'��.P'� '� J�.. . �� - — t� 4� � J i' �-� � tl : ! �-a� L. 3, 1 � � . . � � � �z`" r sF�� L� � q A , r� =.Y, � '�� a�k � s' 1 � � ` _ da' i 1 � �` I — a� � k„u'.,�� i. � �\I`\ I ` . a � � a�+� .y d �'�j1� � � p� iy, '�Y1r�� -- i�tU'1G�> '��'�+:�. �� 4�. y�y v-` �yiR7�'�"►Sse-� � 1 �� i iI�>S•�"`y � � ` �' - .�Vs • �� a/.Wr�1. �:a� � �� . ..��j�-^-�Y�' t,a} � , e �� -' . = . J II � � �-. < .rr. �,. � .` r ,�y: —__ „ � y 7 f .F� 7�'�.n _: " ' � "y�' � � ,;i � . Yo . � .. ,4. L . ::�.�� , .r , . .. ��k �r �'�� 4 A#.. �� '+ i �i� _ .,� '��,....�. .$..? �'V�(, ,r ..lv 111 = i e 'r' �E . i�' _1 r .1,�`' ,�" a�q a e . � �I �. � S.. ..Ir°\� � 1� 4� -r..-y� '- � � � � � �� ,� �. L . - _ ` � � w � � w � , i. .� _ �� _ . ri� F+I . ' � � � �-".�*. ,r rr . . .. .. - - — -- - =.�.:..<. l Y: e, �� __' � i • • ' . i � Grading $ 10,750 Parking/Drives/Walks/Stairs/Walis/Canoe Ramp $ 512,000 Plantings $ 137,750 Site Amenities & Lighting $ 426,000 Playground/Climbing Feature $ 200,000 Bike/Scooter Playground $ 50,000 Large "DBQ" Play Element $ 70,000 Sub Total $ 1 ,406,500 i • • ' . i � Picnic Shelter $ 142,000 Overlook Deck $ 165,000 FEMA Storm Shelter and Restrooms $ 525,000 Sub Total $ 832,000 : • • ' . • ' . • ' � ADA Kayak Launch/Boat Ramp $ 235,000 Storage Building $ 85,000 Parking/Drives/Walks/Stairs/Walis $ 95,000 Sub Total $ 415,000 i • • ' ' � Grading $ 4,500 Parking/Drives/Walks/SidewalWWalls/B-Ball Courts $ 1 ,076,750 Plantings $ 131 ,000 North Site — Hardscape Amenities & Lighting $ 294,500 South Site — Hardscape Amenities & Lighting $ 151 ,000 Sub Total $ 1 ,657,750 i • • ' ' i North Addition — Stairwell/Elevator/Storage/Mechanicals $ 1 ,560,000 East Addition — Porch Structure/Stairs/Restrooms $ 443,500 Fiood Control Maintenance Building $ 883,250 Elm St. — Existing Building Core & Shell $ 2,592,000 Sub Total $ 5,478,750 � • • ' • . � • ' � _ - - i East Blum — Site Features $ 1 ,406,500 East Blum — Building Features $ 832,000 Sycamore Triangle $ 415,000 West Blum — Site Features $ 1 ,657,750 West Blum — Building Features $ 5,478,750 Today's Construction Cost Total $9,790,000 Contingency 20% $1 ,958,000 Total Construction Cost w/Contingency $11 ,748,000 � • • ' • � • . ��!,� Total Construction Cost w/ Contingency $ 11 ,748,000 Grant Eligible Project Features - $ 1 ,296,000 Sponsorship/Donations - $ 1 ,250,000 Sub Total $ 9,202,000 Programmed Bee Branch Funding - $ 3,920,000 Needed Funding $ 5,282,000 . , . , � , � , 1��A'1"1`lIL I�LLYII.AN'1` ONI� I�ITF �T A TIMF � ` _ _a� �� r �� , �� s � -.� _µ � �� . �� .� �.�►�� ;�, �• � �� What 's the Plan ? • Be a Resilient and Connected Community • Create An Equitable Community of Choice • Be Part Of The Neighborhood • Help People Feel Welcome • Provide Comfortable Shared Spaces That Bring People Together • Serve People Where They Are . � n,n .� � ,nc� 5\ / BGf ;mv'i / 10: l\ 1 BGa /' Tnn 4 '� 1-02BG1 �J � TRti \. ,!'� • 0 � "..._ r�e�� -- � \�� mnae�v � �� y� y ' ! 'eci T��iaec: •�• �• J'. .� • .• ... • f/' � � 1• +, o;�� e�cz �\ �s� ._. � _. V'4 O � rAns�: ,�1, • " . I • ' i � � � � � � • tY�O� � ireo16B31 • BG1 TrecI68G] ➢nvt5BG � ! : � � ` .. 0 �, ••. •�� ` �O � • Tncl6&33 Tren18G1 ! �I V i � � •� .. b W_ r,on a •� -....�� o� � �, .�.��a�, ,, n e C .+. o� , . o�' oa . Tretl90Gf �� Tetl REACTIVE SYSTEMS AND REACTIVE PROACTIVE EQUITABLE COMMUNITY OF PROGRAMMING - CHOICE PROGRAMMING % ii¢tl9BG1 '� 20 Movin Forward 9► Right Direction ? � Movin Forward 9► Budget? • Time to Plan FY24 = $220,000 for Preliminary Design FY28 = $3,700,000 in stormwater funds • Strategically phased construction • Separate project into grant eligible parts • Seek private donations to support the community aspects af the project. Movin Forward 9► • Timeline? • Next Steps? � �?� p .�: .: �€a"'� � �� ' — - s ,. �;:� �?�t� , � T e �� V i � � I . - inui nin� .... . . . ..� I � � { F ., t :� 3 � +� . � . .` , iOw . � . . 6.'/ � �•`�'t,'�� '�� a. � � . d �1 D. . i i.''.'. . � '. ' _ . � �(� ` e �+ � �At �+�„� �` �f £•� �,1+ - � .. �, 3" ! i �°¢` a d�.. � i ., . � v'��4 � t � .� ..y�'� .:� ,1,. � . � '."11 � A �� 4 \ A��-� i �� .I i� � . . � � � ' � �,. � �� - pY ' X�� .� � .� � �� h��l � r. .., �rh�-,.. . ' .nk�. �r.�l ` � Ulllll^ F` ,f'.'i��' y`f a � � i .#��A ,� i . �� Yr. ^t� . �� i' •" Y'"'� � � ��t s�-.�'� , F'� � f _.1�}ty .. 1�. . L � :I � ~ , . �. � Quest � ons ? >> r � ��., : �. � �. t ; r - • �`" � _ .��'_ CREATING AN EQUITABLE COMMUNITY OF CHOICE