1. Teens and Seniors Home of the Brave
How 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.

2. Values to
Realize we
Funding/Space/
Materials:
computer/tech
arts supplies
WORKSHOP
Outputs
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
Administration
Human capital:
volunteering
Activities
Traveling arts
EXHIBITS
Teen and senior
interactions
Teens and
Seniors
Workshop
website
Find work and
exhibit space

3. 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 Outcomes
Short-term
Outcomes
Long-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
planning
Teens and seniors
Arts projects, posters,
print-and-hang
campaign, exhibits
Improved academics;
community outreaches,
self expressions
Increased trust
supported
actions
Co-creating
environment fosters
well-being, academic
improvement
Workshop results
more fully realized
Ongoing, established
and reoccurring
grants and funding
for the program
Non-profit staff growth
Roll-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/acti
vities
Build website;
Operational
improvements
Annual 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
School districts
adopt teen-senior
program and add
line-item in budget
Nations schools adopt
results-driven
integrated curriculum
model; teens benefit
Adoption of
favored
programs/w
orkshops

4. Identifying the Problem
Challenge
Type
Problem Defined
Difficulties
Solution
Opportunities
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

5. Supporting Data
After 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

6. 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.

7. 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