version 3 FinalOral Presentation1

Teens and Seniors Home of the BraveHow it works: Link two demographics

• Pilot program is put in place in target demographic of working families’ unsupervised teens. Initial surveys indicate teens interests and needs to determine best practices and activities.

• Senior citizens volunteer admin and support, interaction opportunities with teens.• Proven successes, “small wins” are iterated to strengthen systems of operations. Operational capacity includes donated school space,

volunteer seniors.• Funding comes from school board, grants, teen and social organizations local, regional and national.

• Teen Choice:• School projects Home of the Brave Thinkers for integrating curriculum across disciplines to realize school projects using multi-media. All ARTS:

music, movement, video can be created, as avenues of expression, encouraged for school projects, or exhibited.

• Workshops: Bold Hearts: Ongoing creation: projects with current events themes, art/message poster campaign using social media and physical-space exhibits. Creations can be posted, then printed and reposted in public and private spaces. Legal counsel determines contracts.

• Goal Oriented: Yearly, traveling exhibits are created around nomadic art (portable) guidelines and bring ideas and messages to communities,

creating more opportunities for cross-generational connections and learning, and adding key focus and goal to Teen-Senior after-school group.

• Teachers and administrators are involved, lending support for cross-disciplinary advantages. Teens’ learning styles (Multiple Intelligences by Howard Gardener) are taken into account and school projects can now integrate more arts, with help of the Teen-Senior Workshop team. Integrated curriculum concept and opportunities help many students advance their ideas.

Mission Statement: Provide a safe place after school where teens and seniors interact on creative, academic and community projects.

Values to Realize we

Funding/Space/Materials: computer/techarts supplies

WORKSHOP

OutcomesOutputs

Teen and senior engagement and empowerment

Increased sense of community security and well being

Teens and senior programs•Study, learn, create

•Attract funding•Admin., schedulingInputs

AdministrationHuman capital:volunteering

Activities

Traveling arts EXHIBITS

Teen and senior interactions

Teens and

SeniorsWorksho

pwebsite

Find work and exhibit space

Inputs Outputs

Get Press to raise awareness of Teen-Senior workshops

Determination of budgets by participant

numbers

Funds from local, regional and

national sources, teen and senior

organizations

Aligned school district teachers

and administration

Physical space at school

Community building,

Activities OutcomesShort-term

OutcomesLong-term

Strengthened operations

Empowered teens, Improved safety

Goals established for student

success

Meetings, scheduling,

planning

Accounting, legal, social services input/indicate

needs

Fund amount requests become more concrete

Participation increase; Senior

transport schedule building

Workshop planningTeens and seniors

Arts projects, posters, print-and-hang

campaign, exhibits

Improved academics; community outreaches,

self expressions

Increased trust supported

actions

Co-creatingenvironment fosters well-being, academic

improvement

Workshop results more fully realized

Ongoing, established and reoccurring

grants and fundingfor the program

Non-profit staff growthRoll-out plan for

locations

Institutional integration actions:

aim to improve student

performance

Home Base staff of two operating as non-

profit org

Materials: computer, web access, Arts supplies

Interactions between teens

and seniors

Operational planning/ legalities

discussion (art posting rights)

Gather data/feedback; determine best

practices/spaces/activities

Build website; Operational

improvementsAnnual exhibit planning

Other schools use Teen-Senior model; iterations

use best practices; Community acceptance

Functioning operations; Shared

experiences

Improved, secure, after-school environment

School integration: Group becomes teacher resource: teens get subject/ project

support by content specialists

School districts adopt teen-senior program and add

line-item in budgetNations schools adopt

results-driven integrated curriculum model; teens benefit

Adoption of favored

programs/workshops

Identifying the ProblemChallenge Type

Problem DefinedDifficulties

SolutionOpportunities

Who is doing the work?

Technical Need to negotiate for secure physical space with IT for Teen and Seniors workshops

Use existing school room, IT/admin

Authority:School admin and IT experts; teens and seniors Teachers, Advisors, Staff

Adaptive Teens need supervision after school. Both working parents, leave teens nowhere to go; Isolated elderly

Use empty school space. Assess and engage specialized skills of teens and seniors. Teens take on leadership and accountability

Stakeholders:New teams combine teens and seniors, teachers, principals; community

What Value will be Realized? Teens and Seniors Creating in a Safe Environment

Making it Happen

Supporting DataAfter School Programs’ Potential

NEED :• Safety: Juvenile crime peaks directly after school, from 3- 6pm, according to

Fight Crime, Invest in Kid; • Emotional Security: Suicide is 2nd cause of death among teenagers, highest

among seniors 85 and over• Socio-economic: High percentage of working parents; teens left alone,

unsupervised; U.S. Department of Labor stats showed 23 million parents worked full-time in 2010

• PEW Research Center, Washington, DC: In nearly half of two-parent households, both parents work full-time.

• Inequities in after-school opportunities

SUPPORT Science, Technology, Engineering, Art, Math – underlying importance of

innovation driving growth.• STEM to STEAM initiative championed at Rhode Island School of Design, which

cites: In last century it was science and technology that drove economic growth and in this century it is art and design. Gov’t policymakers support RISD STEM and STEAM

More Success Indicators:• Successful models for after-school programs include After School Allstars, operating in

hundreds of schools nationally. Based on similar vulnerability categories and mission statement of safety and success, programs have succeeded, including customized programming in a “Voice and Choice” motive.

• After-school programs save in crime-related costs, i.e., keep kids off street, away from drugs• A U.S. Government website exists specifically aimed at helping form, strengthen and

maintain youth programs: youth.gov, which gives tips on finding funding; generates maps of local and federal resources.

• In 2005, members of Congress established 1st ever After School Caucus in both Senate and House of Reps to increase resources for after-school care (Florida has “ambassadors from successful orgs that help advocate.

• U.S. Department of Education has 21st Century Community Learning Centers Initiative in place to help support after school programs. Existence of which substantiates the socio-economic-driven need: working parents, juvenile crime.

• Afterschool Alliance, Washington, DC based non profit public advocacy group seeking to spread awareness of the potential for after school programs to help kids succeed academically, socially and professionally.

Assumptions/Indicators• Teens will want to co-mingle with seniors.• Teens will join after-school workshop: success indicators show currently-

thriving programs due to need for safe place.• Funding will be approved and allocated: success indicators include

abundance of funders ,all sizes, from local and National.• School administrators will allow use of physical space.• Teachers will have time and inclination to partake. Buy-in includes success

indicators from other after-school programs which have improved academics