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School Board Journal
March / April

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Intergenerational programs can be a win/win proposition
By JANE ANGELIS and MICHAEL PLOG

* High school students who assist blind elders in a visit to the botanical garden;
* Sixth graders who join older community residents to explore the far reaches of the internet;
* Older adults who mentor third graders as they compare photographs of when they were young;
* Head Start programs where children are tutored in math by foster grandparents.

These are examples of intergenerational programs, of youngsters and older adults coming together to learn and to share their experiences.

If intergenerational programs are so wonderful, you would think all schools would involve older adults. Yet, relatively few schools have intergenerational programs.

To find out why, a statewide survey of superintendents and principals was conducted by the Illinois Intergenerational Initiative, a Higher Education Cooperation Act partnership located at Southern Illinois University, and the Center for Policy, Planning, and Resource Management of the Illinois State Board of Education. The survey asked the administrators about their perceptions of intergenerational programs in schools. (See table on page 18.)

Almost all superintendents (98 percent) and principals (96 percent) surveyed support the idea of involving older adults in schools, yet the support is not unconditional. Three potential problems were noted by administrators: finding staff to manage programs, making time required for programs, and overcoming teacher reluctance.

Perceived benefits of the programs, however, overshadowed the problems. More than 75 percent of the administrators noted benefits to older adults and more than 66 percent noted benefits to schools (such as added experience and additional helping hands for the teachers). A little less than half mentioned the benefit of elders helping when passing a bond issue. The fact that administrators perceive greater benefits for older adults than for students and schools may help explain why intergenerational programs are not more prevalent.

This observation is understandable if we look more closely at the data. Administrators who have ongoing intergenerational programs are more likely to see benefits for students, such as increase in self esteem and better behavior. These administrators have the experience of watching firsthand what happens with older adults in the schools. On the other hand, administrators who don't have intergenerational programs may overlook some of the benefits.

The survey suggests that the outlook for intergenerational programs in Illinois is positive. The potential hindrances involve administrative issues, such as staff to manage the programs (mentioned as a problem by 64 percent of principals and 54 percent of superintendents). Principals reported that current programs are managed by school staff (46 percent by teachers and 40 percent by administrators). And yet, only four percent of the 340 intergenerational programs reported mentioned having a budget for intergenerational programming.

With the growth in service programs and the involvement of responsible, concerned young people, it is logical to think that the community can increasingly take responsibility for some of the administrative functions of the volunteer programs.

Volunteer management by older volunteers has proven effective at Alonzo Stagg High School in Palos Hills, where a retired community resident works with the students in their service program, required for high school graduation. The volunteer, working closely with the coordinator of community service, recruits and trains students and identifies the individuals who will receive the service.

Involving community residents may become more and more common in school volunteer programs as schools reach out to communities, becoming a more integral part of community life. A step in this direction can begin in the planning stages, by involving community residents especially older people and students. By bringing these individuals together and discussing how a small-scale volunteer program could be organized, ideas will be generated about how older adults could assume leadership and how the process could work, particularly as a team effort.

Getting started

As with any program, an intergenerational program in your schools should begin with an appropriate policy. IASB's PRESS policy service suggests the following basic policy:

The School Board welcomes talented individuals with skills, knowledge, services, and time to share with District students.

The School Board also encourages participation of individuals and groups in local schools to perform appropriate tasks during and after school hours under the supervision of professional personnel.

The Superintendent shall establish procedures for approving and securing resource persons and volunteers.

Naturally, the superintendent must be familiar with the laws prescribing those tasks for which volunteers may be used in schools. IASB's legally-referenced policy service lists those provisions.

Getting started with an intergenerational program has proven most successful if the school and volunteers get together and brainstorm about how the talents and experiences of older adults and students can help meet school needs.

T A L I S M A N (thinking, asking, listening, information sharing, momentum building, asking, and nurturing) is the perfect acronym for intergenerational development because it is based on communication. In addition, the word TALISMAN connotes a magical object or quality. Comments such as the following from individuals involved with intergenerational programs often suggest an amazing almost "magical" impact:

"It is more energizing than anything." "We created the program together."

"There is something so special about linking generations I feel a part of something that will go on and on."

Thinking

The first step in developing a program is to reflect upon the untapped resources of youth and elders, as well as the needs of the schools, allowing a picture to develop of what you want to do, why you want to do it, and who should be involved. Productive thinking is accomplished best in a group where everyone contributes and creative energy is fostered. Jumping into action without allowing time for the "thinking" phase is asking for trouble.

Asking

The old adage, the squeaky wheel gets the grease, applies to seeking volunteers. Young people and older folks say that the most compelling motivator is simply being asked to participate and be involved. "Just ask!" Involve young people and older adults in the planning. If you have a problem or a need, involve them in figuring out how to solve it.

Listening

Discuss your ideas with the individuals you have involved your partners in this enterprise and listen carefully to their ideas, suggestions, and expectations. Emphasize the talents and resources that your partners bring rather than your needs.

As you share information, this is a good time to write an outline of who will do what. Some volunteer developers call this a job description for everyone. By listening and involving, you create a team effort, one that has a greater chance of success. Remember, the greatest persuaders are your ears.

Intergenerational experts say that listening to program participants is the single most important determinant of program continuity and success.

Information Sharing

From the very beginning of your project, share your ideas and goals with the world. Inform and involve key people whose support might affect the success of the program. Remember, involvement fosters commitment. Circulate information about your intergenerational program or event throughout your school, to the community, and to the media.

Momentum building

While momentum for the program is building, and before the program actually begins, remember two things:

First, start small start easy. A few young people and a few seniors are all it takes to pilot the program and find the rough spots.

Second, remember that preparation for seniors and young people is important, so they know what to expect and what is expected of them. They should also have the opportunity to learn something about one another. A joint interview by the program manager is a great way to start. Also discuss individual responsibilities, expectations, and the differences and similarities between young and old.

Getting started with an intergenerational activity has its ups and downs and is an exercise in continuously building momentum. No matter how well you plan, things do not always go the way you expect. Intergenerational experts smile about the failures and problems they experience but they consider seeming failures as great steps toward success. Sometimes a program disaster pulls participants together in the humor of it all.

Asking

Ongoing and open communication helps solve problems before they start and give you great insights into the wonderful things happening between old and young. Asking at this point refers to keeping open the lines of communication and evaluating what is working well and what is not. Successful intergenerational development relies on being in tune with all who are involved. Ask students, older adults, and planners to evaluate their intergenerational activities. What is going well? What could be improved?

For example, a group of mentors hold a debriefing after their one-hour session with students. The teacher asks them for recommendations about their students, but most often the session turns into bragging. "My student this and my student that." The mentors help the teacher evaluate what happened, but the recognition they give their students is something the students can relish for a lifetime.

Nurturing

Recognize the contributions of older folks, students, and others who have been involved. Use this event as a first step that leads to ongoing programming and ultimately a long-term plan for intergenerational community involvement.

The volunteer experience itself carries many rewards feelings of involvement, socialization, and importance. One older volunteer in Quincy has a slogan about volunteerism. He says, "Be selfish, volunteer." Like many others, he maintains that he gets much more out of the experience than he gives.

These feelings alone may be enough to maintain motivation, but periodic recognition of volunteer efforts emphasizes the importance of their contributions and their value to schools. It also gives students an opportunity to say thank you.

Principals and superintendents recognize the value of involvement for older adults in their schools, and they also believe the intergenerational movement is an idea whose time has come. Seventy-five percent of those responding to the surveys asked for additional information on starting programs, model programs, and recruiting older adults.

Intergenerational programming can be a win-win proposition by instigating collaboration between schools and community-based organizations, partnerships between schools and retirement centers, and teachers reaching out to retirees. That spirit of cooperation was vital in the early days of our country when survival meant everyone taking responsibility for everyone else. It is just as vital today.

Jane Angelis is director of the Illinois Intergenerational Initiative, Southern Illinois University. Michael Plog is principle consultant, Center for Policy, Planning and Resource Management, Illinois State Board of Education in Springfield.

             What are the potential problems
                with intergenerational programs?

                        Superintendent Responses    Principal Responses
Response                  Frequency    Percent      Frequency      Percent
Staff to manage program     361          54.4         1081           64.9
Time required
   for program              224          33.7          657           39.4
Teacher reluctance          200          30.1          549           33.0
Liability                   197          29.7          501           30.1
No problems seen            148          22.3          246           14.8
Not convinced of
   their value               30           4.5           69            4.1
Students are not
   receptive                 21           3.2          120            7.2
Other                        77          11.6          192           11.5

                   What are the benefits of
                  intergenerational programs?

                       Superintendent Responses    Principal Responses
Response                 Frequency        Percent    Frequency      Percent
Older adults feel needed     517           77.9         1276           76.6
Added experience for 
   the schools               452           68.1         1133           68.0
Another pair of hands 
   for the teacher           450           67.8         1161           69.7
Increase self esteem 
   for students              308           46.4          965           57.9
Improved academic
   performance
   for students              297           44.7          907           54.4
Helps when passing
   a bond issue              297           44.7          611           36.7
Improved student
   behavior                  215           32.4          609           36.6
No benefits seen               3             .5            7             .4
Other                         57            8.6          120            7.2

Many creative examples of intergenerational programs are found in local schools around Illinois. Young people serve older adults and older adults work with schoolchildren. It is a win-win situation: Everyone gives and everyone receives.

Career Days and career exploration programs bring in older volunteers to discuss their experiences with students. Retirees are credible presenters in school-to-work programs because they have experienced job changes, have witnessed enormous changes in technology, and have a message that students, too, can survive.

Grandma Please, sponsored by the Uptown Hull House in Chicago, is a telephone helpline that links children who are home alone with older volunteers who are often frail or homebound. The lines are open from 3 p.m. to 6 p.m., Monday through Friday, so that children ages 6-12 can talk with a "grandma" or "grandpa."

Pen pal programs are a great way for old and young to establish and maintain contact. First and second graders, when they are developing writing skills, enjoy writing letters to others to display their newfound expertise. The older adults love corresponding with the children and note their progress from the first letter until the last one at the end of the year.

Illinois READS in Decatur features older adults reading with the children. The children love the special attention and the "grandmas" are delighted to see the impact they make.

Students at the Roycemore School take pets to visit the Presbyterian Home in Evanston. The children and adults, especially the Alzheimer's patients, enjoy sharing this activity.

The Child Care Center at Northeastern Illinois University in Chicago involves senior citizens who read stories to preschool children and assist in other classroom activities. One morning a week, seniors recruited from the local community read, play games, and indulge in other tiny-tot pursuits with a captivated audience of youngsters at the center.

The battle against drugs in schools is being fought effectively through a program called BABES (Basic Alcohol and Addictions Basic Education Studies). It is a prevention program to help youngsters make responsible decisions about using drugs and alcohol. Older volunteers use puppets to discuss various aspects of substance abuse and help young people relate to the lives of the puppets.

Resources

The publications listed below and more are available for downloading and printing on the World Wide Web at http://www.siu.offices/iii

• A Circle of Helping: How Intergenerational Programs Help Achieve the Six National Education Goals gives examples of intergenerational programs that are directed to the goals.

• Aging Across the Curriculum describes different exercises for learning about aging from preschool through postsecondary education.

• Creating Intergenerational Coalitions: Top Down. . .Bottom Up Strategies sets a framework for developing coalitions while describing the Illinois experience.

• Continuance, a quarterly newsletter, has a different theme in each issue. Some of the previous themes include Intergenerational Service and Learning, Connecting Generations, Intergenerational Communication, Reading, and more.

• Intergenerational News, a quarterly mailing, describes "Who's doing what" in Illinois.

• Intergenerational Service and Learning contains an overview of intergenerational issues with a vision of intergenerational schools of the future. The manual also includes ideas of model programs and aging education programs.

• Another recommended publication is the Illinois R.E.A.D.S. Manual which gives the process for developing a reading program for elementary students, available from the Illinois Department on Aging, contact Mary Selinski, 421 East Capitol, Springfield, IL 62701, 217/785-3355.