Planning

SECTION 2

By failing to prepare, you are preparing to fail.

– Benjamin Franklin

Investing time and energy into planning a high-quality intergenerational shared site will greatly enhance the likelihood of success. Planning is an inclusive process that involves obtaining input from key stakeholders, including staff; older adults and caregivers; children and their parents or caregivers; your board; experts in aging, child development and education; funders; key local government agencies; community organizations; and a diverse group of community members. The information you gather can guide you in your decision-making and help you determine if a shared site is feasible.

Planning involves developing and implementing organizational and community assessments and based on that data, making key decisions about how to move forward. An organizational assessment is a planned systematic review of an organization’s processes, work environment, and organizational structure. A community assessment is a process of identifying the strengths, assets, needs and challenges of a specified community. Both are needed in order to move forward.

2.1 Getting Started

Before starting your assessment, it is important to increase your understanding of the benefits and challenges of intergenerational shared sites. You can find a number of excellent shared site reports on the Generations United website. If possible, try to visit several shared sites in your area or around the country to better understand the range of management/staffing, design, and programmatic options you might consider.

Once you decide you want to explore this concept further, it is time to develop a planning committee. Although the idea of bringing generations together in one place is often initiated by a strong champion such as the owner of a facility, a teacher, administrator, civic leader, or volunteer, turning this vision into a reality requires others who have the skills, experience, and determination to move the process forward.

A planning committee can be either an internal committee composed primarily of administrators, board members and staff, or a larger group that includes key staff and board members as well as representatives from social service agencies, media, foundations, the business community, educators, and community residents/leaders. Depending on the size and complexity of your endeavor, you may want to create sub-committees to address specific issues (e.g., assessment, marketing and fundraising, site selection and design).

The following are some questions the planning committee might discuss as they begin to think about developing an intergenerational shared site. Although some of the answers may change as you move through the planning process, it is important to begin by envisioning where you want to go.

Creating a clear vision statement that is aligned with your organizational mission and values will help guide your work. Here is a sample vision statement from Ebenezer Ridges, a shared site in Minnesota:

The vision of the program is to bridge the generation gap – forming bonds that transcend differences in age and ability. We strive to provide children and seniors on campus with an opportunity to foster meaningful relationships through participation in daily shared activities, including creative arts programs.

2.2 Assessing Your Organization

This Toolkit can be used to both enhance existing shared sites and to provide guidance to those organizations interested in planning a new site.

Assessment for Current Sites

The following list reflects effective practices in operating intergenerational shared sites. Completing this assessment will give you an opportunity to reflect on your current practices and identify areas of strength as well as areas which could be enhanced. Hopefully this assessment can help guide you to the sections of the Toolkit that will be most valuable.

Click on the sections below and circle the number that represents the extent to which each statement is true for your organization. There is a link at the end of each assessment to download a Word version.

Structure

Our mission statement reflects our commitment to fostering intergenerational connections.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

We have strong internal and/or external partners who are committed to fostering intergenerational interaction through a shared agenda.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

We have a formal or informal agreement with partners that clarifies roles and responsibilities.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

We have clear mechanisms in place to facilitate communication across programs serving different age groups.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

We share resources and expenses across programs.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

Space

Our space is designed to foster ongoing opportunities for structured and informal interactions between generations.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

We have separate spaces for elders and children as well as shared spaces for joint programming, providing opportunities for choice.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

Our space is comfortable, safe and welcoming for all ages and abilities.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

We place a variety of objects throughout our space to stimulate intergenerational interactions and discussions.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

We post intergenerational cues (e.g., art work and photos) throughout our facility to reinforce the importance of intergenerational connections.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

Staffing

We have an Intergenerational Coordinator or designated staff member(s) who takes responsibility for facilitating and fostering intergenerational interaction.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

In our job descriptions, we specify responsibilities related to intergenerational programming.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

Staff working with different age groups participate together in training that focuses on the needs and strengths of different generations and best practices in intergenerational programming

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

Staff from programs serving different age groups meet regularly to exchange knowledge, build common culture, and plan/ implement intergenerational activities.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

Programming

Intergenerational activities reflect the interests of participants and are developmentally, physically and culturally appropriate for both children and elders, as well as for any other people involved.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

The intergenerational activities we plan focus on building relationships across ages (e.g., cooperation, exchange, friendship, mentoring, etc.) rather than just the activity itself.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

We engage participants in planning, implementing and evaluating intergenerational activities.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

Participants can choose their level of intergenerational interaction, ranging from active engagement in structured programs to observation of activities or non-participation.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

Our intergenerational activities are flexible and can easily be adapted.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

Our intergenerational activities have clear and attainable goals for both children and older adults.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

We use our indoor and outdoor space in ways that will encourage INFORMAL intergenerational interaction.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

We prepare both children and older adults before they engage in intergenerational activities.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

Staff and others involved in activities (e.g., relatives, volunteers) set their own goals and practices in line with those for children and older adults.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

Evaluation

We conduct a process evaluation on an annual basis to understand the effectiveness of intergenerational program interventions.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

We conduct an outcomes evaluation on an annual basis to understand the impact of intergenerational interaction on participants, staff, families, and the broader community.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

We have a Theory of Change and/or a Logic Model that is reviewed periodically to ensure its relevance.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

We assess the degree to which our staff use best practices in intergenerational programming.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

Sustainability

We highlight the intergenerational aspect of our shared site on our web site and in our marketing materials.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

We regularly promote our intergenerational shared site within the aging and children’s networks and to the broader community.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

We are in regular contact with participants, families, funders, and organizational partners to keep them informed of our activities and new developments.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

We regularly update our funding plan to ensure that it includes diverse private and public sources.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

We work with our funders and partners to develop additional ways we can enhance our intergenerational programs and services.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

We invite our funders and other community agencies to visit our facility and/or participate in special events.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

We have developed some income-generating activities to supplement our other funding.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

We have cultivated champions among elected officials and policy makers.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

We have prepared for leadership and staff turnover.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

We continue to deepen and expand our intergenerational community partnerships.

1	2	3	4	5
Strongly disagree	Disagree	Neutral	Agree	Strongly agree

Based on your responses, identify 3 areas in which your practices are very strong.

Identify 3 major challenges and/or areas that could be enhanced.

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Assessment for Organizations Interested in Creating a Shared Site

As you think about developing your organizational assessment, consider the following:

Who should be involved in an organizational assessment?

Staff and administrators
Older adults and/or caregivers currently in your program
Parents/caregivers of children currently in your program
Children in your program, if appropriate
Other (specify)

What kind of data should be collected?

Staff knowledge of, experience with, and attitudes about shared sites
Existing staff capacity to engage in planning and implementation
Existing intergenerational activities and programs
Financial resources (e.g., current and needed for project)
Organizational assets (e.g., buildings, land, equipment, vehicles)
Analysis of your organization’s current strengths and weaknesses
Inventory of existing relationships with the community, funders, and social service agencies that could be helpful
Types of services/activities older adults, children, caregivers and parents would like to see in a shared site (e.g., recreational, social support, learning)
Other (specify)

How can data be collected?

In person; via telephone or video; or digital interviews via email
Surveys
Focus groups
Review of existing data (e.g., inventories, financial documents, community needs assessments done by the organization or by a state or local agency)
Observation of current programming

In order to ensure that key stakeholders understand what is meant by a “shared site,” consider organizing an initial informational event that explains the basic concept and types of intergenerational shared sites. Encourage participants to talk with each other and share their points of view.

Sample Assessment Tools

Click below to view the different assessment tools and download a version in Microsoft Word.

SURVEY FOR ADMINISTRATORS, BOARD MEMBERS AND PLANNING COMMITTEE

The following survey is designed to assess the capacity of your organization to develop an intergenerational shared site. Shared site programs involve one or more organizations delivering services generally to unrelated younger people and older adults (50+) at the same location. Some shared sites may also serve adults and families.

Circle the number that represents the extent to which each statement is true for your organization and respond to the open-ended questions.

The concept of an intergenerational shared site is aligned with the mission of our organization.

1	2	3	4	5
Not True				Very True

Our key stakeholders (e.g., staff, board members, older adults, caregivers, parents) are interested in and supportive of the idea of an intergenerational shared site.

1	2	3	4	5
Not True				Very True

We have a culture of innovation and are open to new ideas.

1	2	3	4	5
Not True				Very True

We have a high degree of collaboration across departments and work together to solve problems.

1	2	3	4	5
Not True				Very True

We have strong relationships with organizations and residents in our community.

1	2	3	4	5
Not True				Very True

We invest in training for our staff in order to improve the quality of our work.

1	2	3	4	5
Not True				Very True

We believe that meaningful relationships are critical to the well-being of both children and older adults.

1	2	3	4	5
Not True				Very True

We are flexible and able to adapt to significant changes.

1	2	3	4	5
Not True				Very True

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QUESTIONS FOR STAFF

What do you see as some of the benefits of creating an intergenerational shared site for children, older adults, staff, and the community?
What do you see as some of the challenges involved in creating an intergenerational shared site?
What populations do you think our shared site should target (e.g., age groups of children, older adults in congregate living vs. those who are living independently in the community, level of ability/disability, socioeconomic status, geographic area)?
What services or activities do you think would add value to what we are currently offering?
What do you see as our organization’s greatest strengths and challenges?
What kinds of resources (e.g., financial, staff, space, equipment, vehicles, experience) does our organization currently have that could support the development of a shared site?
Do you have any experience with intergenerational programming? Yes___ No__

If yes, briefly describe.

To what extent are you supportive of the idea of developing an intergenerational shared site?

1	2	3	4	5
Not at all supportive				Strongly Supportive

To what extent do you think other staff members would be interested and supportive of this idea?

1	2	3	4	5
Not at all supportive				Strongly Supportive

To what extent do you think your current participants would be interested in being part of an intergenerational shared site?

1	2	3	4	5
Not at all interested				Strongly Interested

OPTION: Add selected questions from the survey for administrators.

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QUESTIONS FOR OLDER ADULTS CURRENTLY IN YOUR PROGRAM

Focus groups, interviews, meetings with resident/family councils, and other participatory strategies might be the best way to obtain this feedback.

How would you feel about having a program with children located on our property/campus?
How interested would you be in spending time with children? How interested do you think other older adults would be in spending time with children?
Are there things you think you could teach children? Are there things you would enjoy doing together with children?
What kinds of challenges or problems might come up if we create a space that is shared by children and older adults?
What benefits do you think you or other older people might gain from interacting with children in the same space?
How do you think children could benefit from interacting with older adults?
Would you be willing to get involved in the planning of the shared site? How? Once the shared site is operating, how would you like to be involved?

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QUESTIONS FOR CAREGIVERS OF OLDER ADULTS WHO HAVE SIGNIFICANT CHALLENGES

How do you think the older adult you are caring for would benefit from interacting on a regular basis with children who are located at the same site? How do you think children would benefit?
What concerns do you have about the older adult that you are caring for spending time with children? (e.g., health concerns, safety, disinterest, etc.)
What kinds of activities do you think the older adult you are caring for would enjoy doing with children?
What kinds of accommodations or modifications to the building, equipment and furnishings would need to be made to ensure that the older adult you are caring for could comfortably participate in intergenerational activities?
Would you be supportive of a shared site approach and would you urge your loved one to continue with our program?
Would you be willing to get involved in the planning of the shared site? How? Once the shared site is operating, how would you like to be involved?

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QUESTIONS FOR PARENTS/CAREGIVERS OF CHILDREN IN YOUR PROGRAM

How do you think your child would benefit from interacting on a regular basis with older adults who are located at the same site? How do you think older people would benefit from interacting with children?
What concerns do you have about your child spending time with older adults?
Has your child ever interacted with people in wheelchairs and/or older people with cognitive impairments? If so, what was his/her reaction?
What kinds of activities do you think your child would enjoy doing with older adults?
Would you be supportive of a shared site and continue sending your child to our program?
Would you willing to get involved in the planning of the shared site? How? Once the shared site is operating, are there ways you would like to be involved?

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2.3 Assessing Your Community

A comprehensive needs and resource assessment of your community or the service area you are targeting can provide a realistic picture of existing services and unmet needs as well as help you understand how receptive the community would be to the idea of a shared site. This information can guide you in making decisions about issues such as partnerships, program components, and target populations.

Overall Considerations

Who should conduct the community assessment?

Although needs and resource assessments can be conducted by organizational staff, the process can be time-consuming and often is not within any one person’s job portfolio. Consider hiring a consultant who has relevant expertise and experience. You could also reach out to a local college/university to explore the availability of faculty or students to help with the process.

Who should be included in the community assessment?

It is important to decide if your assessment is going to focus on a specific neighborhood, service area, or the entire city/county. This will depend in part on your organization’s vision, mission and goals.

Here are some potential groups to contact:

Experts in the aging, child care, and educational fields
Older adults who live in the community
Caregivers of older adults
Parents/caregivers of young children
Organizations currently serving young children and older adults
Local institutions of higher education
City or county officials
Area Agency on Aging
Local Chamber of Commerce/business community
Potential funders
Potential partners

What data should be collected?

The following are some examples:

Demographic data about children and older adults in your community
Current unmet needs of children and older adults in your community
Existing resources and services
Gaps in services
Perceived benefits and barriers related to developing a shared site
Interest from potential funders
Names of potential partners and referral organizations
Potential locations/spaces for a proposed shared site
Employment data

What methods should be used to collect data?

Review existing data from reports that provide information on current demographic trends in your community, promising practices in services for older adults and children, neighborhoods with the greatest needs, and other issues that are relevant to planning a shared site. Resources include Census Bureau, United Way, School District, Area Agency on Aging, community foundations, and government agencies serving children or older adults.

Interview local organizations serving children and older adults to determine what resources currently exist and to identify gaps in service. Asset or community resource mapping is an effective strategy for identifying organizations, institutions and individuals that are currently supporting your target populations.

Possible questions to ask organizations:

Obtaining Input from Community Members

Before getting input from community members, consider holding a community event to present the concept of a shared site and creating some descriptive materials. Once people are familiar with the concept, you can utilize a variety of participatory planning tools to get meaningful input from key stakeholders. These include:

In-person or virtual focus groups of older adults, caregivers, and parents of young children. These might be most effective if conducted separately.
In-person, telephone, video, or digital (email) interviews
Print or online surveys
In-person or virtual community meetings or events
World Café sessions – a format for hosting large group dialogues

It is important to decide the kind of information you need and the most effective ways to collect data from each stakeholder group. A combination of quantitative (numerical) and qualitative (descriptive; subjective perceptions) data is recommended.

Make sure the tools you use are culturally appropriate and administered by people who are trusted by the community.

EXAMPLE: St. Ann Center for Intergenerational Care, Milwaukee, WI

When St. Ann Center for Intergenerational Care decided to replicate in a predominantly African American, low-income neighborhood on the north side of Milwaukee, an effort was made to obtain input from residents, businesses, churches, and community leaders. In addition to a series of meetings with community leaders and organizations, St. Ann held a picnic for the neighborhood in which the site was to be built. At the picnic, residents were asked to complete a survey about what services they needed, if they were interested in employment, and if the campus would be accessible to them.

Putting it All Together

Once you and/or your consultant have collected and analyzed the data, an assessment report should be prepared and presented to the planning committee as well as to the key people who participated in the community assessment. Keeping people informed throughout the assessment process will promote community buy-in. The report can be a stand-alone document or included as part of a larger feasibility study or business plan. The following are some key areas to discuss:

Major demographic trends in your community
Needs of target populations your services/programs will serve
Existing services and resources for your targeted populations
Gaps between current services and needs of the populations you want to serve
Level of support/interest from your organization’s staff, board, and clients
Receptivity of community members and organizations to the idea of an intergenerational shared site (opinions, perceptions, etc.)
Types of resources you will need to develop an intergenerational shared site
Potential funding sources
Potential barriers
Institutions, agencies, and people who can assist you as you move forward

EXAMPLE: City of Austin, TX

In 2013, the City of Austin Mayor’s Task Force on Aging found a glaring gap in services for caregivers of aging parents and young children in desperate need of respite and opportunities to access co-located affordable adult day health centers and child-care services. The University of Texas at Austin LBJ School of Public Affairs, the Commission on Seniors, Austin Public Health and other community partners worked together to examine the feasibility of an Intergenerational Day Center in an underserved neighborhood in Austin. The research team collected data from community-based respite and adult day care groups, low-income seniors, caregivers of aging parents and young children, care program managers, and volunteers. The final planning report (2020) includes findings from the community assessment project and a proposed design for the facility.

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2.4 Licensing, Accreditation, and Regulations

As you will discover, there are a number of challenges inherent in developing a site that integrates services to different populations. Before you move forward, it is important to check local, state, and federal rules and regulations. These may vary significantly by state. Although there are often conflicting regulations for children and older adults, many current shared sites have been able to creatively address barriers. The following are topics to consider when planning your site.

Licensing

Separate licensing is typically required for each component of a shared site. While all states require licensing for child-care programs and nursing homes, licensing for adult day care varies from state to state. Licensing requirements can impact staff qualifications and training as well as where children and older adults can interact. Unfortunately, many licensing agencies don’t understand the idea of bringing generations together under one roof and may be resistant to the idea.

In a number of current sites, regulations require that children and older adults can only come together in a separate space with a different address. In some places, older adults are not allowed to go into child-care spaces at all. To address this challenge, these sites describe children’s visits to older adults as “field trips” and require parents to fill out permission slips to allow their children to make regular visits. Make sure to check whether outdoor areas such as playgrounds and gardens are part of licensing requirements.

It is important to educate the licensing agency about the benefits of an intergenerational shared site and the value of regular cross-age interaction. Interpretation of regulations can vary. Building a relationship with your licensor and getting them involved during the planning stage and invested in your program can decrease resistance and produce a positive result. Developing champions at the state level can also help you get through the licensing process.

Accreditation

Obtaining accreditation for your child-care and/or older adult program can enhance the quality of your program and your reputation in the community. If you want to get credentialed from an authoritative body in your field, you need to be aware of the accreditation requirements and process. These differ for older-adult and child-care programs. Look into the organizations listed below to learn more about accreditation and licensing. In addition to these national organizations, many states have quality rating and improvement systems for child care (e.g., Keystone Stars in Pennsylvania, Young Star in Wisconsin, Parent Aware Rating system in Minnesota).

Children’s Services

Older Adult Services

Zoning

It is important to learn about zoning regulations in your community. Can child care be provided in age-restricted communities? Are commercial facilities or congregate housing allowed? In some cases, you may have to apply for a variance or advocate for changing the zoning restrictions.

Codes

Codes are sets of regulations governing the design, construction, alteration, and maintenance of structures. They specify the minimum requirements to adequately safeguard the health, safety, and welfare of building occupants. You will need to comply with local and state building codes (e.g., mechanical, plumbing, electrical and fire) as well as city, county, and state health department and/or Social Services department regulations.

There are no specific codes for intergenerational shared sites and often codes differ for facilities serving children and older adults. For example, at the Grace Living shared site in Jenks, OK, the Fire Department views the classrooms in the nursing home as a separate business from the nursing facility. During construction, it required that firewalls be built between the classroom and the rest of the building. Grace Living administrators and their architect worked with the Fire Department to find a creative solution that would not significantly limit interaction between children and older adults: a decision was made to build receding firewalls that automatically emerge when there is a fire alarm. In other facilities, fire departments have different requirements related to door locking, procedures for fire drills, and restrictions on what can be hung on ceilings and walls.

Remember – educate representatives from city, county and state departments about your goals and work with them to find creative solutions, as early in the planning process as possible.

Nutrition

Often regulations regarding nutritional requirements, food handling procedures, and food preparation differ for older adults and children. For example, in some communities, the Department of Aging requires that elders have plated, pre-portioned meals. Food for children, on the other hand, is often made on-site. Reach out to licensing and funding sources to establish ways to overcome these challenges.

2.5 Selecting Your Target Population

The populations you decide to serve will impact the design of your facility, programming, staffing, marketing, and funding. Your organizational mission and the data gathered from the community and organizational assessments, and from your funders and/or partners will help you determine which groups you should target.

The following are some questions you will need to explore:

Who are the older adults and caregivers you want to serve (e.g., residents of a Long-Term Care facility, retirement community, or senior housing; independent older adults living in the community; participants in an adult day care program)?
Where will the older adults come from (e.g., your current residents or program participants, the neighborhood or larger community, partner organizations)?

What are the demographic characteristics of the older adult population you are targeting?
What age group of children do you want to serve? Where will the families come from?
What are the demographic characteristics of the children and families you want to serve?
Do you want to target specific neighborhoods or recruit participants from the broader community?

2.6 Designing Your Program Model

There is a great deal of variation among intergenerational shared sites. No one size fits all! Once you complete your organizational and community assessments and identify your target populations, it is time to think about the kinds of programs and services you want to provide and the level of integration you would like to see.

Program Models

Most shared sites offer a variety of services/programs to older adults, children/youth, or multiple generations. The most common shared site model involves older adults and young children in a variety of settings. As discussed in the Overview, models include child-care centers and kindergarten classrooms in residential settings (e.g., nursing home, assisted living, retirement community), co-located adult day care and child-care centers, schools and senior housing on the same campus, and multi-generational community-care centers that offer an array of services to people of different ages and abilities.

Beyond these models, there are a variety of others that involve older children, young adults, and/or specific population groups and/or address specific issues. Examples of intergenerational housing and education can be found in the last chapter of this Toolkit.

Level of Integration

A high-quality shared site involves more than co-locating several programs in the same space. It is important to think about the level of integration you are seeking across services and populations. This will help with the logistics of program implementation as well as clarify expectations among all staff. Here are some issues you might begin to explore:

Management

Is one organization going to manage all services and programs or will this be a partnership between different agencies? What will the leadership structure look like? What communication channels and specific procedures will be put in place to ensure that there is a coordinated approach to service delivery and decisions are made with input from staff representing different programs?

Staffing

Will there be separate staff working with older adults and children? Will there be opportunities for some staff to work across both the child-care and aging services programs? What qualifications will be necessary? Will staff participation in intergenerational activities be optional or mandatory?

Space

Where will older adults and children interact? Will participants go into each other’s spaces? Will there be common areas designed specifically for intergenerational interaction? Will there be separate spaces for participants who do not wish to participate in an intergenerational activity? Will there be space that programs can use for storage? How can indoor and outdoor spaces be combined to enhance intergenerational interactions?

Food preparation

Will each age group receive food from a different vendor, or will there be a shared kitchen that prepares food for all participants? Will children and older adults eat together or separately? Will there be an option for participants to eat with the other generation(s)? How will special dietary needs/restrictions be addressed for both children and older adults?

Equipment and systems

Will equipment (e.g., computers, gym apparatus, printers) and supplies be shared? Will mechanical and electrical systems be connected?

Administrative support

Are there administrative positions that can be shared (e.g., receptionist, marketing, fundraising, IT, human resources)?

Other expenses

Will the various programs share the cost of staffing, rent, insurance, supplies, and building maintenance?

EXAMPLE: Kingsley House, New Orleans, LA

Kingsley House in New Orleans developed a $12.5 million shared site with separate “purpose built” space for young children and medically fragile older adults as well as shared spaces for intergenerational activities. A shared kitchen prepares home-cooked meals for everyone, and the cost of food, Human Resources, facilities management, accounting, IT, and other administrative functions are shared across programs.

Tips!

2.7 Building Internal and External Partnerships

Strong partnerships are critical to the success of intergenerational shared sites because services for specific age groups are typically delivered by different organizations. Whether one organization manages all program components or multiple organizations provide different services, you will need to invest time and energy into the partnership process.

External Partnerships

Partnerships can be formal or informal and they can address a variety of needs. Partner organizations can:

Help you build your capacity to reach out to generational groups other than those you are currently serving.
Bring expertise in working with other age groups.
Provide referrals to your program and/or offer you additional services.
Provide additional space.
Help address legal and liability issues.
Add value to your programming efforts.
Provide in-kind contributions or funding.

The following are some initial steps in finding appropriate partners:

STEP 1: Map existing organizations in your area that support the target population(s) you want to serve or that can enhance your work.

Think about what you will need from another organization as well as what you can offer a partner. It is important that a partnership is seen as mutually beneficial for both the agencies involved and the populations they serve. You can use the sample worksheet to help you plan.

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COMMUNITY MAPPING WORKSHEET

Name of Org. & Contact Partner	Population Served	Services Provided	What Org. Can Offer You?	What You Can Offer Org.?	Possible Roles of Each
Ex. Anytown Childcare Lucy Brown Email Phone	6 weeks – 5 years Elementary students	Child care Afterschool + Summer Camp for kids through 5th grade	Expertise in child care, on-site child care for employees; access to children for IG programs	Older adult volunteers and/or participants; space for expansion; staff support for IG activities; access to health care staff	Childcare center expands or relocates to our site We offer low or no-cost space

STEP 2: Research the reputation of potential partners and their history of collaboration.

STEP 3: Meet with potential partners to explore opportunities.

In your meetings with organizations, focus on how an intergenerational shared site could enhance their services/programs and benefit their participants. Make sure you have a basic understanding of an organization’s mission, services, target population, and funding sources before meeting.

STEP 4: Decide on your partner(s). Create a shared vision and work plan.

Engaging in a shared site partnership is far more complex than developing a joint intergenerational program. Issues such as licensing requirements, staffing, age-appropriate programming, and joint fundraising all need to be discussed in order to decide if the potential collaboration is a good fit. If you decide to move forward, valuable next steps might include visiting each other’s programs, meeting participants, and perhaps piloting some joint activities.

STEP 5: Formalize the relationship.

In order to avoid problems later on, it is helpful to develop a Memorandum of Understanding (MOU), signed by the director of each agency. An MOU should include:

Goals of partnership
Roles and responsibilities of each partner
Commitments (e.g., participation in joint planning meetings, staff training, evaluation efforts, joint fundraising and marketing, in-kind contribution)
Financial arrangements (e.g., which organization will pay for specific components, what expenses will be shared across organizations)

Elements of Effective Partnerships

Partners are equally excited about intergenerational work and committed to achieving shared goals.
The expertise, skills, and experiences of partners and participants are acknowledged and valued.
Mutual trust and respect are at the core of the relationship.
Decisions are made jointly, and all opinions are honored.
There is a balance of power: expenses and resources are shared and mechanisms for mutual accountability are agreed upon and enacted.
Communication between partners is open, clear, timely, and ongoing.

EXAMPLE: Grace Living and Jenks West Elementary, Jenks OK

In Jenks, OK, a strong partnership exists between Grace Living, a for-profit, long-term care facility, and the Jenks public school system. The construction of two classrooms in the nursing home was part of a renovation of Grace Living in 1998. It was designed to address the School District’s need for more classroom space and to enhance the quality of life for nursing home residents. Grace Living leases space to the School District for $1.00 per year. In addition, Grace Living pays for the Intergenerational Liaison position and underwrote improvements on the playground. The School District built raised beds in the intergenerational garden, provides transportation for elders to attend basketball games, and organizes joint field trips. This is truly an example of a mutually beneficial collaboration.

EXAMPLE: Champion Intergenerational Center, Columbus, OH

Involving local colleges and universities in your shared site has many benefits. Students and faculty can help you design and implement intergenerational activities, assess the impact of your work, and assist in fundraising. A number of universities have spearheaded collaborative efforts with community organizations serving older adults and children. For example, Ohio State University (Colleges of Nursing, Medicine and Social Work) partnered with the Columbus Early Learning Center, National Church Residences, and Columbus Metropolitan Housing Authority to develop the Champion Intergenerational Center.

In response to the increasing need for supportive services for low-income seniors and affordable childcare programs, the University of Texas in Austin is working with the City of Austin to plan a facility that includes adult day and child care and is co-located with senior housing.

The University of Granada has partnered with Macrosad, a social cooperative running a local shared site, to support the development and evaluation of the Macrosad Intergenerational Reference Center. The Center opened its doors in September 2018 with the aim of providing fostering interaction between children from 0 to 3 years old, older adults, and professionals. It houses a Nursery School and an Adult Day Center in the same building. Its designation as a “reference center” means that the intergenerational practices carried out are evidence-informed and validated through ongoing research led by the Macrosad Chair in Intergenerational Studies (University of Granada).

Special Projects with Community-based Organizations

Once you are fully operational, think about reaching out to local elementary, middle and high schools, arts and cultural institutions, libraries, and other non-profits to develop mutually beneficial partnerships. These partnerships can enhance your programming, offer additional services to your participants, and expand your volunteer pool.

Ebenezer Ridges in MN has a partnership with Harriet-Bishop Elementary school. A classroom comes to the Assisted Living site once a month to do a community service project with the residents. Some examples of the projects they have done are making Breakfast Bags for the Ronald McDonald House, care packages for veterans at the Veteran’s Home, cards for patients in the local hospital, and birthday bags for local shelters.

Internal Partnerships

If you are planning to expand your services to a new age group and re-design your facility, getting buy-in from staff and administrators in all relevant departments is essential. Conducting a series of staff meetings and orientation/training events during the planning process to gather input and clarify any changes that will take place can increase excitement and commitment, as well as minimize misunderstandings and fears as you move toward implementation. Topics you may want to discuss include:

Benefits of intergenerational shared sites
Concerns about working with multiple populations
Current method of operations of each department (e.g., staffing, funding constraints, policies and procedures)
Projected staff roles and responsibilities in a shared site
Expectations regarding training, activity planning/coordination, decision-making, and assessment
Ongoing communication channels across programs and administrative departments (e.g., Human Resources, IT, Finance, Facilities)

It is critical to work with staff to create a shared vision and goals. An interdepartmental MOU can be a valuable tool for clarifying the roles, responsibilities, and commitments of each department.

2.8 Selecting a Site

Selecting an appropriate site for your facility is a major endeavor. Do you want to renovate an existing site or build a new space? Is there a specific location where it would be best to position the shared site?

Here are some things to think about:

Community Considerations

What is the character of the surrounding neighborhood (e.g., demographics, access to nature, safety)?
Is the neighborhood close to current or future program participants?
Is there access to public transportation?
How is the adjacent property used?
What are the noise and pollution levels?
How does your facility fit into the community master development plan?

Site Considerations

How large is the usable site area?
What are the zoning regulations?
Is the topography conducive to building your facility (e.g., soil, groundwater)?
Does the soil need remediation?
What are the flood levels?
Is there both pedestrian and vehicular access to the site?
Is there sufficient room for parking?
Is the land below ground level? If so, is it possible to bring in natural light?
What utilities are already at the site (e.g., water, power, sewer)

Site Feasibility Study

It is helpful to hire a local firm to determine the feasibility of either renovating an existing site or building a new facility. Your initial community assessment will have provided data on demographics, level of community interest, gaps in services to children and older adults, and potential barriers. Now you need to look at the projected cost of renovation versus new construction, as well as examine other issues that may affect cost. If you are offered a land donation, check to see if there is a need for soil remediation or the removal of asphalt and concrete, along with any other surface and/or subsurface hazardous items. It may be necessary to hire an engineering firm to conduct a geotechnical study for a specific site.

Once you decide on a specific site, it is important to build trust with that community by engaging residents and organizations in the planning process.

EXAMPLE: St. Ann Center for Intergenerational Care, Milwaukee, WI

When St. Ann Center for Intergenerational Care was initially exploring the possibility of an intergenerational shared site in Milwaukee, a site selection committee was formed to examine both existing and undeveloped sites. After narrowing their options, they hired a real estate/marketing consultant who conducted an income and expense analysis. The consultants concluded that the cost of remodeling a former high school in order to bring it up to state code would have been prohibitive. The committee then examined other sites where a new facility could be built and hired an engineering company to examine the topography and soil conditions. After many months, a site was selected for the center.

In 2013, Kingsley House began to expand and enhance the capacity of its early childhood development and Adult Day Health Care programs through a capital building project to include 24,000 additional square feet located on 4.2 acres of vacant property directly adjacent to its existing main campus location. The land, originally expropriated by the City of New Orleans in 1969, was transferred to the Orleans Parish School Board (OPSB) in 1970, which planned to build a middle school. After razing and/or relocating 35-40 homes on the site to clear the property for construction, the OPSB abandoned the new school plan and the property sat vacant for more than 40 years. Following Hurricane Katrina, the OPSB sought to use the property as a temporary modular site for a school undergoing storm-related repairs and renovations. However, when subsurface lead contamination was discovered during the site preparation stage, the OPSB abandoned its plan and decided to divest itself of the property completely. In May 2013, Kingsley House bought the property for $2,435,000. It was given a credit of $1,435,000 based on the estimated cost of environmental and archeological remediation required.

2.9 Making Your Case

Once you have conducted your assessments, decided on program components, and built partnerships, it’s time to refine your mission statement, goals, and objectives, and create a projected budget. This information can be included in a Business Plan that can help you in your fundraising efforts.

Mission Statement

A mission statement is a succinct expression of an organization’s essential reason for existence or core purpose. Here’s an example from St. Ann Center for Intergenerational Care in Milwaukee, WI.

The mission of St. Ann Center for Intergenerational Care is to provide community-based health and educational services for frail older adults, adults with physical and cognitive disabilities, and children, many of whom have special needs, and to serve as a resource and support for caregivers.

Goals and Objectives

A goal is a short statement of a desired outcome to be accomplished over a long timeframe. It is a broad statement that focuses on the desired results and does not describe the methods used to get the intended outcome. It is important to identify your intergenerational goals in addition to goals for different populations.

The following are some intergenerational goals identified by ONEgeneration in Van Nuys, CA:

Increase frequency of contact between generations.
Develop positive attitudes between generations and dispel age-related stereotypes.
Foster a sense of continuity of life for both young and old.
Promote respect for individuals at all stages of life.
Provide opportunities for the strengths of one generation to meet the needs of another.
Foster interaction among people of diverse backgrounds and levels of ability.
Build intergenerational empathy and understanding.
Normalize the aging process.

The goals you develop for children and older adults might focus on improvements in cognitive functioning, social/emotional development, and/or physical abilities (see Fostering Intergenerational Interaction section).

Objectives are specific, actionable targets that need to be achieved to reach a certain goal. Objectives describe the actions or activities involved in achieving a goal. They should be clear, measurable, and specific.

For example:

To engage a minimum of 25 older adults and 40 children in daily intergenerational activities that foster cognitive and social development.
To recruit and train a cadre of older adult volunteers who will help plan and implement a range of cross-age activities for preschoolers.

Logic Model

Many organizations find it helpful to put together a logic model to guide their program planning and track progress. Logic models are tools that define the inputs, outputs, and outcomes of a program in order to explain the thinking behind program design and show how specific program activities lead to desired results. Inputs include the resources, contributions, and investments that go into a program; outputs are the activities, services, and events that are offered; outcomes are the results or changes related to the program’s intervention that are experienced by the target populations. Creating a Logic Model will also help you develop an evaluation plan that is tied to the outcomes you want to see for participants.

Here is an example of a simple logic model and a template you can use to develop your own logic model.

Cost Estimates

Although it may be early to know the exact cost of your proposed project, it is important to do a cost estimate in order to help you decide if your idea is feasible. You may want to begin by doing a proforma analysis and then list projected costs for construction and operations.

Pro Forma Analysis: a set of calculations that projects the financial return that a proposed building project is likely to create. This analysis begins by describing the proposed project in quantifiable terms (e.g., number of adult and child day care slots, amount of square footage needed). It then estimates revenues that are likely to be obtained, market rates for proposed services, costs that will have to be incurred, and the net financial return that the developer expects to achieve. At this point, you are only doing an estimate.
Projected costs for design and construction (e.g., land acquisition, environmental remediation, architect fees, building contractor, materials, fixtures)
Projected costs for operations (e.g., personnel, facility maintenance, insurance, supplies)

Business Plan

A business plan can help summarize all your efforts and assist you in fundraising. While your vision, values, and mission will likely remain the same, your business plan will need to be revised over the course of your project.

The following list includes information you may want to include in your business plan:

Executive summary
Overview of your organization, achievements to date, and financial history. How is your organization uniquely qualified to tackle this need?
Need for intergenerational shared site (data from organizational and community assessments)
Intergenerational mission statement
Goals and objectives
Description of proposed facility and proposed programs and services
Target population
Marketing plan
Operational plan (how you plan to maintain your day-to-day operations and evaluate the impact of your programs).
Benefits of shared site for children, older adults, caregiving families, staff and community
Projected budget
Projected sources of funding (including fundraising plan, if completed)
Initial facility design
Timeline

Tips!

2.10 Planning Worksheet

Who will serve on your planning committee and what will be their responsibilities?
How will you conduct your organizational assessment (e.g., what data will be collected from whom, who will be responsible)?
How will you conduct your community needs and resource assessment? What quantitative and qualitative data will be collected (e.g., who will oversee process, what data will be collected and from whom)?
What organizations/institutions could be your partners? What would they add to your efforts?
Who do you want to target as participants?
What are your overall intergenerational goals and objectives?
What licensing and legal barriers do you need to address?
What criteria will you use to select your site?
What are the projected costs and estimated budget?

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The need for human connection is a biological and social imperative; loneliness is a warning signal to satisfy that need by seeking out other human beings.

Planning

SECTION 2

By failing to prepare, you are preparing to fail.

2.1 Getting Started

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