>From the web page http://www50.pcepd.gov/pcepd/pubs/hsht00/toc.htm President's Committee on Employment of People With Disabilities High School/High Tech Manual 2000 Revision Table of Contents Acknowledgements 1 Introduction Welcome Purpose and Overview of the Guide How High School/High Tech Evolved Mission of High/High Tech What is High School/High Tech? What are the Primary Features of High School/High Tech? Join the National High School/High Tech Program Getting Started Working with the National High School/High Tech Program Office National Program Office Goals and Requirements Program Site Highlights 2 Destinations: Components of School/High Tech Program Components School-Based Activities Coursework Extracurricular School Activities Workshops and Seminars Planning a Workshop Seminar Community-Based Activities Site Visits Job Shadowing Mentoring Paid Summer Internships Internships Defined Benefits of Paid Internships Road Map for Successful Paid Internship Program Site Highlights Program Organization and Structure The Relationship Between the National High School/High Tech Program Office and Local Programs Examples of Organizational Structures from Selected Sites 3 How to Launch a Local Project Site Identify the Spearheading Entity Articulate a Preliminary Vision Identify Local Project Leadership Identify Potential High Tech Industry Partners Establish a Local Advisory Committee Membership Develop a Mission Statement Identify Objectives Establish a Set of Guidelines for Operations Identify Potential Funding Sources and a Funding Strategy Identify Staffing Needs and Conduct Recruitment 4 How to Market the Program Why Market your Project? Six Steps to Effective Project Marketing 1 Know your Market 2 Define your Marketing Goals 3 Identify and Develop Contacts 4 Select your Marketing Methods and Tools 5 Create a Consistent Project Page 6 Evaluate your Marketing Efforts 5 How to Involve Parents and Other Advocates Invite Parental Involvement Encourage Parental Cooperation Ways to Involve Parents Reinforcing Parental Involvement 6 How to Develop an Awareness of Cultural Diversity Disability Awareness Cultural Diversity Initiative Cultural Awareness 7 Program Monitoring, Evaluation and Reporting Road Map for Successful Program Monitoring and Evaluation Quantitative vs. Qualitative Information Appendices ---------- Acknowledgments The National High School/High Tech Program Office would like to thank everyone involved in the High School/High Tech Program for the time and effort they have put into making the Program such a success. Your successes are reflected in this manual. Specifically, the National Program Office would like to recognize Donna Mundy and Lee Miller for their thoughtful feedback on the draft versions of this manual and for contributing content. The National Program Office would like to thank Charles McNelly, Henry Angle, Bryan Stoll, and ASPIRA, for providing us with many of the forms and activities included in this manual. The feedback from the October 1999 High School/High Tech Conference's Manual Focus Group was invaluable, and we would like to thank everyone involved. We would also like to thank George Tilson, of TransCen, Inc., Dan Luis, of Wynd Communications, and Joe Karp, of Wynd Communications. ---------- Introduction Welcome to the High School/High Tech Program! The National High School/High Tech Program is pleased to offer you its implementation Guide as a resource for planning, establishing, building, and managing a High School/High Tech project in your community. A travel guidebook of any type is only as effective as the results that come from following it--the quality of the journey and the final destination. That seems an appropriate analogy for a manual designed to assist you in leading the development and successful implementation of your High School/High Tech project. This is a journey that will be unique for everyone involved, whether project staff, educators, counselors, youth, employers, parents, or other interested individuals. Bon Voyage and best wishes! Purpose and Overview of the Guide This guide was developed with input from representatives of more than 60 project sites located throughout the U.S. These representatives included seasoned veterans of High School/High Tech, those who have a few years under their belts, and others brand new to the project. The consensus of this diverse group was clear: this guide should be PRACTICAL above all else. Project representatives wanted a resource that would give important tips on everything from start-up activities to locating funding sources. They also requested ideas for establishing dynamic partnerships with a wide range of companies in which technology is either the primary product or is integral to that organization's operations. Therefore, the guide is short on narrative--and long on tips! There was unanimous opinion that the guide should have a section containing sample forms, letters, agreements, press releases, and so forth. Consequently, Appendix II includes samples and templates for creating documents critical to program operations. With the exception of forms required by the High School/High Tech National Office, most of the samples are meant to provide a starting point for customizing your own documents. In fact, we fully expect that you will greatly improve upon all of the samples! How High School/High Tech Evolved In 1983, the High School/High Tech Program was created by a task force of executives from high tech companies and others in Los Angeles. These executives agreed that finding qualified employees able to handle high tech jobs was a top priority. They also acknowledged that people with disabilities have proven to be loyal, highly productive, and dependable employees. Finally, they recognized that the relatively minor costs of adapting the work place for workers with disabilities is a good investment in human resources. When the task force members looked at the pool of eligible workers with disabilities, however, they discovered that few had the education and training to qualify for high tech jobs. They realized that in order to build a technologically trained work force that included people with disabilities, their companies would have to reach out to students at an early stage in their education. With leadership by the Atlantic Richfield Company and the support of the Los Angeles Unified School District, America's first intervention program designed specifically to promote training for science and technology jobs among young people with disabilities was established. Shortly thereafter, the program was adopted by the President's Committee on Employment of People with Disabilities, whose mission has been to facilitate the communication, coordination, and promotion of public and private efforts that enhance the employment of people with disabilities. The National Aeronautics and Space Administration (NASA) has also been a major supporter of High School/High Tech since 1985 and currently is directly involved in several projects, six of which have close working relationships with NASA facilities. Mission of the High School/High Tech Program High School/High Tech is an enrichment program for high school students with disabilities. It is designed to develop career opportunities and provide activities that will spark an interest in high technology fields, and to encourage students to pursue higher education. High School/High Tech programs have been established in numerous sites across the country. (Please refer to the appendix for a list of sites.) The High School/High Tech Program, as an intervention, represents a response to a number of factors occurring simultaneously in the U.S.: * The booming global and technology-driven economy: Faster than can be imagined, the world of technology (cyber, bio, medical, solar, nuclear, electronics) is evolving. In turn, the face of industry and the workplace is continually changing, requiring that workers of today and tomorrow possess a new set of skills if they are to participate in this high tech-dominated economy. Ever increasing numbers of workers with science, mathematics, and other technological expertise are needed. * Employer skill expectations for the 21st Century: Murnane and Levy (from their book The New Basic Skills, 1996) surveyed employers from around the country to determine what they thought were the essential skills needed if youth of today were to enter careers that would have advancement potential and lead to a high standard of living. These include: reading, mathematics, science, problem-solving, teamwork, computer knowledge, communication, and work values. * The changing demographics of the workforce: As the economy continues to grow, the number of young adults entering the workplace is shrinking. This means that employers will be vying for talent. Those young adults who have the best skills will be in the enviable position of taking their pick of numerous job offers. * Employment statistics for people with disabilities--an overlooked talent pool: As of the year 2000, the employment rates for people with disabilities continue to lag far behind the rates for citizens without disabilities. When statistics are analyzed further, people with disabilities are woefully underrepresented in science, mathematics, and other technical fields, and in management and executive positions. * National Standards movement in education and other school reform efforts: Schools nationwide have been struggling to improve their outcomes by examining their current processes and making significant changes in the way they educate children and youth. Stiffer academic standards have been identified in most states, with more rigid requirements for school promotion and graduation in place. * School-to-Careers initiatives: The National School to Work Opportunities Act was enacted to encourage school systems to correlate directly school learning with the demands of new millennium careers. The Act addresses the real concern that our educational systems use antiquated methodologies and that students and teachers cannot see the connection between what is taught/learned in school and the skills needed in the fast paced high technology, high communication, high abstract world of the 21st century global economy. The High School/High Tech model was created as a vehicle to help address all of these issues. What is High School/High Tech? It is a program that aims to: * motivate students to explore their own interests and potential in the sciences, mathematics, and technology fields; * encourage those interested in science, mathematics, engineering, and technology-related careers to aim for college and a degree in their chosen field; * provide students with appropriate career planning, including counseling on colleges, and degree programs; * help professionals in science, mathematics, engineering, and technology-related fields to understand better the uses of assistive technology and the accommodations and facility-access needs of persons with disabilities, and * provide employers with a new resource for qualified workers. What are the primary features of High School/High Tech? While each local site may have a different configuration of activities, the program incorporates a mix of learning experiences, including: * employment--paid summer employment and internship opportunities that provide on-the-job experiences in high tech environments; * corporate site visits--to laboratories, manufacturing plants, as well as high tech offices and facilities; * mentoring--professionals in high tech fields serving as career advisors to students; * job shadowing--students spending time observing professionals at work, and * workshops and training--featuring career exploration, resume development, career planning, specialized computer training, and job search skills instruction. Note: In order to be a fully developed HS/HT Program, students with disabilities must participate in paid summer internships. Join the National High School/High Tech Program The High School/High Tech Program represents a growing network of individuals, organizations, companies, and agencies that are committed to unlocking doors and creating opportunity for students with disabilities. Joining the High School/High Tech Program network provides you with access to resources across the country that you can use to build your program. At the same time, you too bring resources to the High School/High Tech Program, and we encourage you to share your ideas with other High School/High Tech Program coordinators, sponsors, and students. Getting Started Here are some first steps if you are just joining the Program: * Contact the National Program Office and ask the National Program Manager to recommend others in the field whom you may contact. There are many different types of High School/High Tech Programs, and the National Program Manager will have a sense of which programs are good resources for you. * Join the High School/High Tech Program's electronic community. The National Program Manager will submit your name to the High School/High Tech electronic networks so that you can start to make the Web-based resources offered by the National Program Office work for you. * Check out the National Program's Website and local program Websites. There is a wealth of information about the program on the Internet. Also, we encourage you to design your own Web page to promote your local program. * Visit other High School/High Tech sites. Many new program operators have had invaluable learning experiences from making trips to other program sites. More seasoned High School/High Tech Program operators can supply you with new ideas, provide you with materials, and, of course, let you know about any growing pains they have experienced. Florida or Blast? The Project Director and School Board Administrator from the Tech Now Oklahoma High School/High Tech Project traveled to Florida to learn about all the exciting things going on there. They met with Florida's High School/High Tech Program Director, toured summer internship sites, spoke to mentors, met with NASA staff, and toured Space Camp. The Oklahoma visitors had an unforgettable experience and, as a result, Oklahoma's Tech Now students will be attending Space Camp! * Find out if there are any National High School/High Tech Training Conferences coming up or any special events you can attend. The National High School/High Tech Office hosts training conferences for new coordinators. Attending a national training conference is a great way to plug into the High School/High Tech Program network. * Learn about other programs sponsored by the National Program Office that can support your local program. There are many other programs at the national level that are designed to promote the employment of people with disabilities. Working with the National High School/High Tech Program Office The National Program Office is well-established, and affiliation with it provides your program with instant recognition. We invite you to use our logo and materials to get the word out about your program. We also encourage you to adapt our materials to suit your local needs. In this manual, we have included tips for working with the National Program Office to promote your program. We have also included sample materials from local programs, including brochures, newsletters, and invitations. The National High School/High Program Office is here to help you achieve your goals. What can the National Program Office do for you? * The National Program Office can supply you with the national logo, videos, brochures, and folders that you can use to promote your program. * You can work with the National Program Manager to develop community contacts and foster relationships with important program stakeholders. * Many High School/High Tech Program Coordinators call upon the National Program Office for general letters of support* that can be used to leverage buy-in. * The National Program Office staff has knowledge of many federal and state funding programs and can help you develop strategies for securing support. * You can invite staff from the National Program Office to attend key stakeholder meetings or speak at events. In the event that National Program Office representatives are not available for an event or activity, they can usually identify someone from the community who can join you. Either way, it never hurts to ask! *Note: The National Program Office is able to write letters of general support for you. You may use them appropriately. It is not appropriate for the National Program Office to influence directly a federal, state, or local level grant process by writing specific letters of support. Sample Text from a Letter Welcoming a New Site to the National Program June 23, XXXX Ms. XYZ ZZZZ Executive Director ABC Foundation 1111 Wilshire Boulevard Los Angeles, CA 90036 Dear Ms. ZZZZ: We would like to welcome you to the High School/High Tech program. Thank you for your commitment to starting the High School/High Tech program in Los Angeles. We are particularly excited about working with you to develop ways in which high school students with disabilities can explore careers in the technical aspects of the entertainment industry. This represents a program first for us! One main element of the High School/High Tech program is exposure. Students participating in your program will learn first-hand what it is like to work in the entertainment industry. Site visits, mentoring, shadowing, and paid summer internships all provide students with opportunities to learn more about technical careers. Through collaboration with the Los Angeles County Office of Education, students will also be encouraged to develop career goals and to take the academic preparation necessary to achieve their goals. Enabling students to work in a dynamic environment, see mentors at work, and plan a course for the future is the way we envision the Los Angeles High School/High Tech program's mission. At the national level, we are committed to providing you with technical assistance, access to other successful program materials and activities, and letters of support. We will assist you in locating resources and organizations that will contribute to the growth of your High School/High Tech program. National Program staff are available to attend, in person and via conference calls, planning meetings, kick-off events and stakeholder meetings to help you promote your local program. We will invite your new site coordinator to attend our National High School/High Tech Training Conference in the winter of 2001. You are also invited to use our materials to promote your program. As your program grows, we would like general information about the status of the program as well as the number of students involved in your program, the activities in which they participate, and the companies and organizations that are involved with your High School/High Tech students. We are in the process of developing new program evaluation materials that will outline specific information and assist you with the process. You will receive the evaluation materials early next year. In addition, monitoring successes is an important element in the continual improvement of the High School/High Tech program. We ask that you assist us in this process by providing information as requested by our staff. We would also appreciate any evaluations of the program which you might conduct. We are very excited about the prospects of working closely with you. Expanding participation in the High School/High Tech program is a very high priority to us--both to enhance disability awareness of individuals throughout the world and also to supply high school students with disabilities opportunities in high tech fields. Please contact [..................] if you have any questions. Sincerely, XXX Executive Director National Program Office Sample Text from a Letter of Support from the National Office May 12, XXXX Ms. XXXX High School/High Tech Program Director XYZ Organization 1111 Sherman Street Denver, CO 80203 We are very enthusiastic about your effort to establish the High School/High Tech Program in Colorado. We are impressed with the Colorado Business Leadership Network (BLN) that you have in place, and are confident that you will establish a thriving High School/High Tech Program. At the National Office, we encourage the integration of our programs at the state level. We are certain that your BLN membership will serve as a great resource for High School/High Tech. Also, by implementing a High School/High Tech Program in Colorado, you are helping us toward our goal of establishing the Program in every state in the country. Currently, there are over 60 active sites in 16 states. Your program is the first in Colorado. As a community-based program, each site represents a wealth of opportunity in the area. We know you have access to powerful partners in your community. We look forward to working with you and thank you for all that you have done to support the employment of individuals with disabilities. Please contact.... if you need further assistance. Sincerely, XXXX Executive Director National Program Office National Program Office Goals and Requirements As we work together to provide exciting opportunities for students with disabilities to pursue careers in science and technology, there are some things you should keep in mind. High School/High Tech serves over 1,000 students a year. Each student in a High School/High Tech Program should have the opportunity to participate in the following activities. * Paid Employment Experiences * Corporate Site Visits * Mentoring * Job Shadowing * Workshops and Training High School/High Tech programs should also encourage students to accomplish the following: * Identify interest and potential skill in the sciences and technology; * Engage in appropriate career planning, including counseling on course work and post-secondary education and training, and * Understand assistive technologies and accommodations needed to optimize productivity in both school and work. We recognize that not all High School/High Tech Program participants will engage in every activity we have outlined. It is important for us to know in which program elements your students are participating and the comprehensiveness of your program. As a new program operator, you may wish to start out small. In the first year, you may decide to serve 5-10 students and offer them all the program components. As you grow, you can expand the program and include more students each year. You may also chose to offer students in your area a few of the program components. For example, some new sites choose to focus on site visits, mentoring and building career awareness in the first year. Starting out small is a sound strategy. It provides you with an opportunity to build awareness about your program and lay the groundwork for growth. Program Highlights At the National level, we have witnessed some incredible accomplishments. High School/High Tech Programs across the country are realizing the potential of the program and are teaching us new things everyday. For example, High School/High Tech students in Albany, GA, taught us that the sky is no longer the limit, with the Butterflies in Space Experiment. Butterflies in Space Researchers at SPACEHAB (www.spacehab.com), BioServe Space Technologies and the Center for Micro Gravity Automation Technology, worked closely with the High School/High Tech students and teachers from Albany, GA, to create scientific experiments for the STS-93 Space Shuttle Mission. The students and researchers designed an experiment to learn what effects, if any, zero gravity has on the metamorphosis of a butterfly. The Albany, GA, school completed a simulation run prior to launch and participated in the actual loading of insects into the flight hardware. After setting up the Earth-based control experiment that was compared to the orbiting payload experiment, the students traveled to the Kennedy Space Center to view the night launch (the STS-93 launch was delayed and the students did not witness the actual launch which took place 2 days later.) The real-time results of the experiment were down-linked to the Internet for release to schools worldwide. On May 4, 2000, the Albany, GA, students were honored at the Smithsonian's Air and Space Museum, at the Space Day 2000 event, where it was announced that the butterflies that hatched in the space experiment would be on permanent exhibit at the Air and Space Museum. Former astronauts John Glenn and Sally Ride were on-hand to recognize the accomplishments of the Albany, GA, students. Because of the Butterflies in Space activities, we have witnessed incredible enthusiasm and support from major Georgia High School/High Tech stakeholders. Georgia High School/High Tech employers are deeply committed to the Program and have volunteered to assist the National Office in any way possible. Georgia's Superintendent of Schools is also a strong advocate for the High School/High Tech Program. In Florida, post secondary education is a major program priority. By design, community college representatives are included in the Florida High School/High Tech Program planning and development processes. The strategy seems to work; most of Florida's High School/High Tech seniors pursue post secondary education. August XXXX ABC YYYY Project Director Florida High School/High Tech 1111 N. Cocoa Blvd. Cocoa, FL 32927 Dear Ms. YYYY: Brevard Community College supports the career and academic development of students with disabilities in the fields of science, engineering and technology through the High School/High Tech Program. This program supports the college mission to provide accessible, affordable, high-quality post-secondary education that prepares students to enter the job market; transfer to senior universities; meet civic responsibilities; or assist them in achieving their professional and personal goals. Brevard Community College will welcome the first graduates of the High School/High Tech Program in the Fall XXXX semester, and we look forward to their contributions to the college community. Likewise, Brevard Community College will help further the High School/High Tech Program by continuing to encourage and support students with disabilities to explore the career fields of science, engineering, and technology. Currently, Brevard Community College has made available campus facilities for meetings, workshops, tours, and services of the Office for Students with Disabilities to the High School/High Tech Program. The college will continue to make available these resources and will strive to accommodate the needs of these students where appropriate. In addition to the existing college support for students, career search and placement services are available from the Job Link Centers conveniently located on or near the campuses. We look forward to hosting the first High School/High Tech graduates as they embark on their college education. Please let us know how we can enhance their education experience. Sincerely, XXX XXXX District President Students in the Pittsburgh, PA, High School/High Tech Program participate yearly in the For Inspiration and Recognition of Science and Technology (FIRST) Robotics Competition. FIRST immerses high school students in the world of engineering by teaming students and engineers from industry and academia together to design and construct a "champion robot." Supported by major corporations, the Tech Link student team received first place at the 1999 Mid-Atlantic Regional Competition and 12th place at the 1999 FIRST National Championships. Tech Link students traveled to Walt Disney World's Epcot Center in Orlando, FL, to compete nationally. In Cleveland, OH, students participate in several site visits during the school year. Cleveland-area High School/High Tech students are clearly one step closer to identifying and defining their career goals and interests after visiting all of these exciting places: WENZ-FM 107.9 Topic: Radio Station Production and Programming. Students toured Cleveland's Alternative Rock radio station. They learned how changing technology affects the operation of a radio station. EDR/Beachwood Studios Topic: Audio and Video Production. Students learned what producing radio and TV commercials involves. Bureau of Criminal Investigations Topic: Forensic Science. Students toured the crime investigation lab and learned about the chemistry, biology, physics, and psychology used to solve crimes. Rockefeller Park Greenhouse Topic: Horticulture. While visiting Cleveland's flower gardens, students participated in hands-on activities that taught them how plants propagate and what it takes to create city gardens. Boeing Aerospace and Neutral Buoyancy Laboratory Topic: Aerospace Design. Students learned about the science and technology used by engineers to build equipment for space shuttles and the space station. National Weather Service Center Topic: Meteorology. Students worked with meteorologists to learn about the computers and instruments used to predict weather. Museum of Health and Medical Science Topic: Human Body. Students toured the human body through life-sized exhibits and watched a human organ dissection. NASA Johnson Space Center Topic: Space Travel. Touring mock-ups of the space shuttle and international space station, students learned about aeronautics and space travel. Genesis, Inc. Topic: Introduction to Aquaculture. A 40,000 square foot indoor facility with hatcheries, nurseries, and a fresh water purging tank gave students insight into how Genesis, Inc. breeds and grows prize winning fish for international sale and distribution. Direct Design Topic: Graphic Design. Visiting the designers of NFL, Bass Pro, and other labels gave students a sense of how clothing lines are created and finished. Paid summer work experiences round out the High School/High Tech year. High School/High Tech students have worked as computer software developers, market research specialists, aircraft assemblers, veterinary assistants, web developers, computer hardware technicians, market researchers, graphic designers, laboratory assistants, editors, and network engineers. Cedar Rapids, Iowa Bentley Manufacturing Intermec/Norand Big Behr Design LiveWare 5 Brain Engineering Manpower Crest Information Technologies MCI Direct Design Metamor, ITS Entre Information Systems MSI Mold Builders Executive Construction Norwest Banks Genesis Parsons Technology Grant Wood AEA Performance Concepts REACT Center Howard R. Green Primus Construction Blacksburg, VA Concept Software Corporation Phoenix Integration Inc. Crop Tech Development Corp. Recognition Research Inc. Durability Inc. The Virginia Tech Cave Interactive Design & Development, Inc. Virginia Tech Library Service, Inc. National Weather Service Fairfax County, VA American Management Systems Inc. Logistics Management Institute Collins International Service Company Marriott Corporation Computer Systems Development Corp. Meridian One Corporation Dewberry & Davis Navy Federal Credit Union EG&G Dynatrend Riggs National Bank Fairfax County Consolidated Rite Aid Gannett Offsett Prinitng Services The Orkand Corporation Herndon Web Services U.S. Fish and Wildlife Service Prince George's & Montgomery Counties, MD Advanced Technology Research Corp. Hughes Applied Information Systems Adventist Health Care Litton-Amecon Division Bechtel Foundation Lockheed Martin Missions Systems The Boeing Company Loral Aerosystems The Boeing Company - Eng. Service NSI Technology Services Coporation Computer Data Systems, Inc. Ogden Logistics Services CTA Incorporated Unisys Bibb County, GA Boeing Company Georgia Music Hall of Fame Bibb County Board of Education Macon Technical Institute City of Macon Mayor's Commission on Disability Issues Disability Connections Middle Georgia Consortium DRS Albany-Dougherty County, GA Albany Herald Dougherty School System Albany State University FOX31 TV Albany Technical Institute Palmyra Medical Center Albany Transit Service PEPSI-Buffalo Rock Cellofoil Phoebe Putney Memorial Hospital Darton College WALV TV San Jose, CA Adobe Systems IBM Advanced Micro Devices Silicon Graphics CoSine Communications Software Development Forum Hewlett-Packard Studio FX ---------- Destinations This section takes readers on a tour of High School/High Tech "destinations." It describes the program components that High School/High Tech itineraries typically include. Here you'll find suggestions for school-based and community-based activities, advice for planning and developing destination activities, and examples of exemplary activities developed by High School/High Tech programs nationwide. With strong partnerships and solid leadership in place, your High School/High Tech journey can take you and your participating students to destinations that are limited only by your creativity and imagination! Whether participants are heading down the hall to a school computer center or science lab, or traveling across town to a university campus or industry worksite, each destination should be carefully chosen to inform, enrich, stimulate, and motivate. Just as every travel itinerary should be tailored to the traveler's needs, every High School/High Tech program should be tailored to participating students' interests and needs. As part of the planning process, your program staff and local advisory committee should set goals and create a vision that will guide the selection of program components. Most High School/High Tech programs incorporate a mix of school- and community-based components. Think creatively when planning your program components. Choose activities that make the most of your community's resources and that provide students with the widest possible range of experiences. When you start developing your High School/High Tech program, you may choose to include only one or a couple of program components. As the program's success becomes evident and your network of partners grows, you likely will want to add new program sites and more varied components. In order to be viewed as a fully developed High School/High Tech Program by the National Program Office, you must serve students in paid summer internships. We encourage you work with the National Program Office and other established sites toward becoming a fully developed High School/High Tech Program. With carefully planned and measured growth, you will be able to meet students' needs in more ways than you might have thought possible. Be sure to build program evaluation into your plans from the outset. Evaluate the individual program components and the program as a whole, and then refine and expand as appropriate. (For further information, see Section 7, Program, Monitoring, Evaluation, and Reporting.) Let your program leadership and local advisory committee guide the program's evolution--but also encourage flexibility so that you can take advantage of opportunities as they arise for your students. Program Components School-Based Activities School-based activities are fundamental to the High School/High Tech road map. They provide a home base for students and engender involvement from teachers, counselors, and other personnel. In addition to encouraging students to take appropriate coursework and become involved in extracurricular school activities, many High School/High Techs offer a menu of workshops and seminars that help students to better understand high tech career options, learn about higher education, and enhance their job finding skills. Coursework High School/High Tech encourages students with disabilities to go on to college or training programs that prepare them for high tech careers. This process must begin early in the student's high school years, if not earlier. Your High School/High Tech program can play a critical role by helping students to choose the right classes and get on the academic track to college and careers. Communication with school guidance counselors, work-study coordinators, math and science teachers, and other school personnel is essential. Likewise, workshops and seminars can help students and their parents to understand which courses to choose, as well as how to work toward their academic and career goals (see Workshops and Seminars below). Extracurricular School Activities Many high schools have extracurricular activities, such as science, math, and computer clubs, or students may participate in math or science "challenge" competitions that provide opportunities to learn about and become involved with high tech subjects. These activities provide natural ingredients for High School/High Tech programs. You may also work with teachers or guidance counselors to encourage High School/High Tech participants who have not previously been involved in such extracurricular activities. Any reluctance to participate may be quelled with a little creativity. For example, a High School/High Tech student may be paired with an active science club member who could provide information, make introductions, and help the newcomer to feel comfortable. Workshops and Seminars Workshops and seminars held after school or on weekends are mainstays of many High School/High Tech programs, offering participants focused information about high tech careers, guidance in college planning, and a chance to develop work skills. Held individually or as part of a year-round series, these programs may focus on specific activities such as resume writing, or they may feature guest speakers representing colleges or employers, discussion groups with guidance counselors, and other activities. Workshops and seminars often are held at the school, but consider the possibility of holding them at worksites, colleges, or other community locations as well. Often, it may be appropriate to invite parents to attend with the High School/High Tech participants. Before the school year begins, develop a calendar of workshops and seminars with input from your local advisory committee. A well-rounded schedule might include one event per month from September through May. Be sure that the topics, speakers, and formats are diverse enough to pique students' interest and generate attendance. Generally, the topics should include each of three basic content areas: academic enrichment, information about college and careers, and motivation. Your local advisory committee should serve as a great source of ideas for topics and presenters, although it will be your responsibility to take the ideas from concept to reality. Workshops and seminars require careful planning and coordination. Allow as many as 30 to 40 hours to prepare for each event. This includes time for visiting the event site, conducting an accessibility check, contacting participants, arranging for transportation and other details with the school district, preparing agendas, arranging meals, writing news stories for publicity, and making signs and name tags. The work should be delegated as much as possible to an assigned event team. Use your imagination when developing workshop and seminar topics! Some "tried-and-true" topics include: * Introduction to High School/High Tech * Science, math, technology, and engineering career opportunities * Study skills * SAT preparation * College opportunities * Finding financial aid Goal setting * Tips for preparing successful college applications * Resume writing Introduction to internships and summer employment * Making the most of your internship or summer employment experience * Succeeding in internships or employment (working with a supervisor, attendance, appropriate attire, etc.) * Computer literacy & access Depending on the event's purpose, possible presenters or program participants include: * High school counselors * High school math, science, or other teachers * University, college, or training institute faculty members * University or college admissions or student affairs representatives * Business or industry representatives * Government representatives * Representatives of community agencies that are concerned with disability rights and services * High tech professionals with disabilities * Recent High School/High Tech graduates * Student organization representatives Planning a Workshop or Seminar Careful planning is the key to success, whether you are embarking on a vacation voyage or preparing for a High School/High Tech workshop or seminar. When planning a High School/High Tech event, think carefully about your goals, expected outcomes, and logistics. Consider forming an event planning committee and solicit advice from your program's local advisory committee, prospective presenters, and High School/High Tech students who will participate in the event. Also take a few minutes to answer the following questions: Goals and Objectives: * What is the primary goal of the event? * What are the learning objectives? * What is the expected outcome of the event? * Who is the intended audience? Program Format and Content: * What program format is most appropriate to achieve the event goals and objectives? Should the workshop or seminar feature a single speaker? A series of speakers? A panel discussion? A small group discussion? * Who are the most appropriate speakers/presenters? * Who will invite the speakers/presenters to participate? * Who will lead or facilitate the workshop or seminar? * What items will the agenda include? * How much time will be needed for the entire event and each portion of the event? * What is the best sequence for presentation? * Will the agenda include time for students and other participants to socialize and network? Logistics: * What budget is available for the event? * When will the event be held? What time of day and day of the week is most suitable? * What type of environment is most appropriate for the event? * Where will the event be held? Will you need to reserve meeting space? * Are the building and room accessible and can the temperature be controlled? * Is accessible parking available? * Will sign language interpretation be needed? * Will workshop or seminar participants require transportation assistance? Materials and Supplies: * What resources will the speakers or participants need (audiovisual equipment, sound system, flip chart, chalkboard, handouts, photocopying)? * Will materials in alternate formats, such as Braille or large type, be needed? * Will name tags, table tents, and signage directing participants to the meeting room be needed? * Will lunch or refreshments be provided? Other Issues: * How will the event be publicized to students and other participants? * Who will be the contact person for questions and reservations? * How will the event be evaluated? Community-Based Activities The true sign of a High School/High Tech project is the experiential component that takes students out of traditional learning settings and into the community. These community-based destinations may include any combination of business and industry site visits, field trips, mentoring experiences, job shadowing, internships, and summer employment. Site Visits Visits to research facilities, manufacturing plants, offices of high tech companies, and other community venues offer students the opportunity to learn about high tech careers and real-life work environments--even if the visit is scheduled only for a few hours or a day. These visits can be especially enriching and motivational for students. For example, talking with a company employee may spark a student's interest in a particular occupation, while seeing a research lab in action may help another student to develop a better overall understanding of science careers and investigation methods. As an added benefit, contact with host organization representatives can be an entre´ to strong, lasting relationships that result in internships or other enrichment opportunities for students. The itinerary for any site visit depends on students' interests and the host organization's programs or facilities. Possibilities include tours of high tech facilities, career workshops at companies' headquarters, behind-the-scenes visits to museums, and presentations at universities. Work closely with the host organization representative to develop a clear understanding of expectations and intended outcomes. Although the visit may involve only a few hours of time, it is crucial to consider such questions as: * What are the goals and learning objectives of the visit? * Will the visit be interesting and enriching for students? * How is the visit relevant to high tech careers? * How will the visit mesh with other program components? * What will the visit itinerary include? * How much time will be required from departure to return? * How many students can attend? * Will students need to bring lunches? * Will refreshments be provided by the host organization? * Will overnight accommodations be required? * Is the facility to be visited physically accessible? * What type of transportation will be used? * How many adults should accompany the students? * How will you evaluate the success of the visit? The possibilities for High School/High Tech site visits and field trips are endless. Open your eyes to the options in your community or region, and be sure to tap into your local advisory committee for ideas. Examples of venues visited by High School/High Tech programs nationwide have included: * Medical technology facilities at hospitals * Science and natural history museums * Planetariums and observatories * Aerospace firms * Medical instrument manufacturing companies * Electric utility companies Bank data centers * Chemical manufacturing plants * Biomedical research firms * Agricultural research facilities * Marine research facilities * Technology training institutes * Universities NASA space flight facilities * Large libraries * Private research and development laboratories * Government laboratories and research facilities Job Shadowing High School/High Tech can play a critical role in career exploration for students with disabilities by providing an array of job shadowing experiences in technology-driven worksites. Job shadowing is a bit more involved than a site visit. It allows the student to spend a concentrated period of time observing (shadowing) a professional, or team of professionals. In some cases the student may even be given an opportunity to try his/her hand at specified tasks, under the close supervision of the assigned host. The intensity and duration of each job shadowing experience will vary tremendously, depending on the student's school schedule, parameters of the host site, and the type and extent of products expected of the student, such as logs, observation notes, reports, projects, and so forth. When setting up job shadowing experiences, be sure to delineate for all parties involved the expectations of the activity. Remember, job shadowing is a valuable way for a student to gain closer insight into a particular technical job, or aspect of that job. A Few Words of Student Supervision Whether your program participants asre visiting a high tech lab, taking a behind-the-scenes tour of a museum, or visiting with employees at a coporate workplace, it is recommended that program staff of chaperones accompany students during the enrichment activities. To ensure their safety and to maintain good relations with the host organization, students should be supervised throughout the visit and until they are safely on their way home. Mentoring Mentoring is another avenue for enriching students' high school experience. In a mentoring situation, professionals serve as career advisors to students, working with them one-on-one to provide guidance, advice, and often lasting friendships. Mentors can be co-workers or supervisors, former High School/High Tech participants, college professors, former teachers, or work experience supervisors. Mentors need not be people with disabilities, although a mentor with a disability would provide a unique perspective to which the student might relate. Mentoring relationships provide valuable support to students to build skills, confidence, initiative, and responsibility. Mentors wear many hats including: Role model Coach Guide Advisor Constructive Critic Instructor Responsive Adult Advocate Characteristics of an Effective Mentor Know what qualities to look for in helping students to choose their mentors. An effective mentor is a person who: * Conveys and reinforces expectations * Respects individual preferences, abilities, and choices * Provides clear and consistent support * Gives fair, honest feedback * Listens openly rather than passing judgment * Provides direction and guidance to the student Paid Summer Internships Site visits, job shadowing, and mentoring are all important High School/High Tech destinations, but paid internships have the greatest impact on students. The paid internship component also defines the High School/High Tech Program and sets it apart from other school-based activities and programs. Internships help students to develop skills, meet professionals in varied occupations, gain invaluable work experience (and sometimes permanent employment), and learn about high tech career opportunities--all while earning a stipend for their contributions to the organization. Internships Defined Internship Goals Help the student to develop or confirm a high tech career goal in an area that matches his or her interests Increase the student's self-esteem as a worker Develop the student's awareness of work culture expectations in business or industry environments Help the student to determine the type and level of education/training he or she will need after high school Give the student an opportunity to learn new skills and gain work experience High School/High Tech students should have the opportunity to participate in paid summer internship experiences. Most internships take place between the junior and senior years of high school, although some students are ready to work in internships as early as the sophomore year. Internships usually take place during the summer months, but some students work during winter or spring vacations, on weekends, or after school. The internship duration varies, depending on the number of hours worked each week and the student's and internship supervisor's preferences. Ideally, the student should work a total of at least 25 hours per week during the course of the internship, for a minimum of six (6) weeks. Internship Goals * Help the student to develop or confirm a high tech career goal in an area that matches his or her interests * Increase the student's self-esteem as a worker * Develop the student's awareness of work culture expectations in business or industry environments * Help the student to determine the type and level of education/training he or she will need after high school * Give the student an opportunity to learn new skills and gain work experience Selection of an internship should be made by the student, in consultation with the High School/High Tech Program coordinator. When helping students to identify and select internship opportunities, remember that the quality of the work activity is more important than the quantity of work experience. Ideally, students work at the employer's worksite, although telecommuting from home may be a viable option in some situations. Here are some of the exciting places that High School/High Tech students have worked and the positions they have held: Employer MCI Worldcom Live Wave5 Entre Information Systems CR Tech Department Concept Software Durability IDD (Interactive Design Development) Phoenix Recognition Research, Inc. VT Cave Albany Herald NASA National Weather Service Florida Institute of Technology Marine Resource Center Space Coast Press HS/HT Student Position Computer Support Web Developer Marketing Research Computer Support Software Development Materials Processing and Development Interactive Multimedia Computer Aided Design Software Technology Virtual Reality Photography/Graphics Computer, Administration & Engineering Monitoring Systems Assisted Physics Professor Lab & Field Activities Editing, writing copy, and photography Below are some questions you will need to ask when establishing and maintaining paid summer internship programs: How will you fund your paid summer internship program? Funding of internship programs can be a challenge, and considerable time and effort may be needed to secure adequate funding. Typically, programs are funded by multiple sources, which may change from year to year. Possible sources of funding include Workforce Investment Act (WIA), stipends from the employers, wages paid by employers, United Way, non-profit organizations, and federal, state, and local grants dealing with workforce development, special education transition, career education and youth employment. How will you develop work opportunities? When looking for summer placement sites, consider contacting large organizations or government agencies that eventually may be able to offer paid employment to more than one student, organizations that have been involved with other aspects of High School/High Tech (for example, by participating in your local advisory committee, hosting a worksite visit, or speaking at one of your workshops), and organizations with which project staff may have an existing relationship. Also, bear in mind that your funding sources may stipulate specific parameters of summer internship sites. How will you select students for each employment site? Establish your requirements for paid summer internships. For example, will you require each student to have completed the junior year, participated in other High School/High Tech components, toured the worksite, prepared a resume, or completed specified forms (applications, interest surveys, etc.)? Also consider whether or not students will need to interview with the employers. Some High School/High Tech projects have decided not to allow employers to interview and select students because this process can prove to be logistically difficult, especially as the summer internship component grows. In lieu of interviews, project staff might assess each student's interests and logistical situation, and then (with the student's input) make assignments. How will you orient students? Project staff should orient students to the goals and expectations of the summer internships, and introduce them to their summer employment assignments. Consider developing a handbook for students and holding a seminar to discuss your summer employment program before assignments are made. You might also arrange for students to meet their supervisors at the worksite before the internships begin. Will you be involved in providing transportation? Some High School/High Tech programs offer paid summer internship participants transportation. This may be particularly important if public transportation is not an option. If you decide to provide transportation, be sure to include it as a line item in your budget. However, this is one area where it is important to empower students to find the best mode of transportation for themselves. This is a step toward increased independence. How will you handle liability issues? Safety and liability are major concerns of all partners in any community-based work experience program, and High School/High Tech is no exception. Liability laws and coverage will vary across different jurisdictions, and from company to company. Coverage will also vary according to the type of experience, such as job shadowing and site visits, volunteer positions, internships, and actual employment (at prevailing wages). Therefore, it is critical that the program coordinator research these issues locally. A good place to start? For work experiences that will occur during the school year, contact your school district's administrator responsible for school-to-career activities and/or cooperative work experiences. These individuals are extremely well-versed in this area. For summer youth employment programs outside the realm of the school system, you may want to develop agreements with local companies or look into an umbrella policy through your organization. Again, should you encounter any confusion or uncertainty, do not hesitate to contact the National Program Office for assistance. How will you monitor students' progress and evaluate the success of the summer internship experience? The frequency and intensity of student monitoring is a function of the students' feelings of self-confidence and need for instruction, the employers' satisfaction, and the judgment of the summer staff. At a minimum, ask each student or supervisor to complete a weekly activity report. At the completion of the internship or summer employment, ask each student and supervisor to complete a form evaluating the overall summer employment experience (see model forms in Appendix II). Benefits of Paid Summer Internships Paid summer internships, in high tech settings, can have a positive and lasting impact on students' self-perceptions and career development. Moreover, summer employment programs can help students to develop ongoing relationships with employers that may become involved your High School/High Tech project in other ways, such as serving on your local advisory committee. Benefits for Students: * Learn skills, including computer skills, that are directly related to high tech jobs. * Gain self-confidence. * Earn a paycheck, often for the first time, and learn to manage money earned. * Gain an understanding of the benefits of work and how their effort contributes to a larger goal. * Learn to use public transportation or to travel independently. * Develop a resume and obtain recommendations. * Learn about the importance of punctuality, appropriate attire, and professional behavior. * Establish relationships that may lead to internships and permanent or future employment. * Meet people with disabilities who are successful in their careers. * Receive feedback from supervisors and co-workers about college choices and future training plans. Benefits for Employers: * Provide assistance for permanent staff on projects. * Undertake projects postponed for lack of time and/or staff. * Develop an awareness about the potential for students with disabilities to be successful, productive workers. * Increase the organization's overall comfort with persons with disabilities. * Improve understanding of reasonable accommodations in the workplace. Benefits for School Personnel: * Increase awareness about the capabilities of students with disabilities. * Gain information about individual students' skills and achievements. * Develop a better understanding of the academic and work-related requirements of the business community, particularly high tech employers. (Source: Goddard/NASA Space Flight Center/UCP Prince George's & Montgomery County-MD) Road Map for a Successful Paid Internship Program No two High School/High Tech paid internship programs are alike, but the following steps should be considered on the road to planning and implementing your program: * Work with your local advisory committee and employers in the community to identify viable worksites. * Identify students who will participate. * Advise students of the paid internship opportunities, and help them to select options they will find stimulating and relevant to their interests. Remember that the quality of the work activity is paramount. * Educate work supervisors about the High School/High Tech program and the goals of the internship or summer employment program. This might be accomplished through one-on-one meetings with the employers or by holding a breakfast meeting, for example. * Ask the student, his or her parents, and the employer to complete a letter of agreement specifying the terms of the internship or summer employment (see model forms in Appendix II). * Arrange for funding of stipends and payment of stipends to students. Stipends may be paid by the employer who is then reimbursed, or paid by the organization administering your local High School/High Tech Program. * Communicate with the employer and student during the course of the internship or summer employment to monitor the student's progress and satisfaction. A work log (see Appendix II) could be used to gather information about weekly activities. * Celebrate the students' accomplishments and employers' contributions. For example, host an appreciation breakfast or lunch to recognize and thank the students and employers. * Send thank you letters to key personnel at the worksites and encourage students to send letters as well. * Develop methods to evaluate each internship or summer employment experience from the student's and the employer's perspective. Evaluation data could be gathered using student/employer evaluation and feedback forms (see model forms in Appendix II). * Analyze the evaluation data and make changes or improvements where needed. Site Highlights SITE HIGHLIGHT The Goddard High School/High Tech Senior Year Experience The Goddard Space Flight Center High School/High Tech Program in Maryland offers a "senior component" to further develop high school seniors' interests and skills in the Internet and computer technology. The summer before the senior year, students have the opportunity to work for pay at prestigious federal government agencies and high tech firms, and many of them demonstrate outstanding Website design skills, Internet skills, and hardware skills. By the end of the summer, some are capable of troubleshooting and computer repair at a competitive level. The program's senior component allows students who want additional experience to volunteer during the senior year. Those with Website development interests may apply their skills while working with Web programmers at service and nonprofit agencies. Other seniors may volunteer to work under the tutelage of experienced hardware technicians to refurbish and repair computers that have been donated to High School/High Tech schools. Both options enable the students to develop their skills further while giving back to their communities. SITE HIGHLIGHT Georgia High School/High Tech Project What a thrill for students participating in the Georgia High School/High Tech Project - they joined forces with the Florida High School/High Tech participants to witness the launch of John Glenn's second historic space flight! They have had numerous opportunities to talk firsthand with representatives of corporations who conduct business with NASA, the Georgia Business Leadership Network, and a number of Fortune 100 companies. Students have been able to receive computer training in an accessible lab funded by NASA through a collaborative grant from Savannah State University and the Georgia Committee on Employment of People with Disabilities. Corporations and government agencies, such as the Muscogee County Board of Education, AFLAC, Cello-Foil, WALB-TV, and many others have provided students with summer internships. SITE HIGHLIGHT Montgomery County Virginia High School/High Tech Everyone has heard of the National Weather Service, but do they know that its office in Blacksburg, Virginia has established a High School/High Tech project there, in collaboration with the Montgomery County (Virginia) School Systems and the Virginia Tech Corporate Research Center? Students in this project site have participated in some exciting and diverse high technology internships. Imagine getting to work for a computer engineering virtual reality lab and designing Websites! Or assisting meteorologists in conducting analyses of severe weather events. Or how about incorporating sound and music into a company's software presentations? These are just a few of the opportunities that have been developed for high school youth with disabilities in this rural region. And to top it off, many of these students are heading on to college - something many thought impossible! SITE HIGHLIGHT Florida High School/High Tech Project Living in the home state of NASA has been a golden opportunity for students in the Florida High School/High Tech Project to explore the exciting world of careers related to the aerospace industry. In addition to witnessing John Glenn's historic second launch, they hosted students from other states for the Space Congress and "Meet the Astronauts" panel discussion, rode a bus up onto the shuttle launch pad, attended NASA briefings by the shuttle crew after their return, participated in a workshop sponsored by the National Oceanographic and Atmospheric Administration (NOAA), and attended the launching of a weather satellite. Florida High School/High Tech has also put a heavy emphasis on summer internships and post secondary education. Several students are interning at NASA and attending Brevard Community College, Florida Tech, and Georgia Tech. Another exciting program feature is in the works: a Summer Peer Mentoring Program. The Florida Department of Vocational Rehabilitation has been instrumental in helping many of these students receive career guidance, scholarship information, and tuition assistance. As you plan your HIGH SCHOOL/HIGH TECH destinations (i.e., your program components), consider the following general criteria. Program components should: * Enable students to explore individual interests and potential in science and technology careers. * Encourage students to aim for a college degree. * Help students become aware of career paths and career opportunities in a particular field. * Provide strong adult leadership at the program component location. * Expose students to positive role models and mentors. * Be located in a safe, accessible facility and provide reasonable accommodations for students. * Offer hours that are convenient to participating students' schedules. * Be conveniently located, and offer parking for students or be accessible by public transportation. Program Organization & Structure Supposed you are entertaining the notion of taking a much-needed vacation to a nice resort. That's all you know at this time: somewhere nice. Now let's say you begin doing a bit of research on the resorts. Mountain getaways, island paradises, spiritual retreats, sporting competitions, luxury accommodations, outback camping. The range of potential environments is vast. And within each of these types of environments is a myriad of choices from less expensive to out-of-sight expensive. Each site may share commonalities...but naturally they will all be uniquely organized and structured. This is exactly what the National High School/High Tech Program values in the replication of its models nationwide: sites that will share the core mission and vision set forth by the National High School/High Tech Office while developing unique character that reflects local communities, their citizens, and their industries. The freedom to find and showcase original approaches to partnerships, funding, program activities, and staffing is what continues to make High School/High Tech such a vibrant and exciting model. The Relationship Between the National High School/High Tech Program Office and Local Programs The primary role of the National High School/High Tech Office is to promote the establishment and healthy operations of model sites in diverse communities across the country. The National Office supports each site as it moves through stages of development, from initial start up to establishment of key partnerships, identification and securing of funding sources, program delivery, promotion and marketing activities, and all the way through celebration of outcomes. While the National Office may, from time to time, have access to seed money that can be used to help support individual sites, its most important role is assisting local site leadership in providing technical assistance. The National Office also has a role in identifying resources available from federal, state, and local grant-making institutions, private foundations, and--where feasible--through school systems and state vocational rehabilitation agencies. The National Office is positioned to help local sites by sending ideas, and letters of support, for applications to various funding agencies. The National Office can also identify potential opportunities for leveraging resources, that is, using available funds from one source to encourage a contributed or matched share from another. The National Office also collects important descriptive information from each site, such as data on activities, partnerships, and student outcomes. This information, in turn, is used to further promote the project and to encourage potential funding sources to commit to financial support of local sites. In essence, the National Office functions as a clearinghouse and conduit among diverse sites. This arrangement is intended to foster, and indeed encourage, the uniqueness and autonomy of High School/High Tech operations at state and local levels. Unlike many national programs that are tightly controlled both fiscally and programmatically by their national headquarters, the National High School/High Tech Program Office is delighted to see the creativity and exciting outcomes generated by individual sites, due to local initiative. Perhaps a theatrical analogy is appropriate here. Consider your local project site to be the High School/High Tech star performers--the ones onstage. The National High School/High Tech Office provides the backstage support and technical assistance. Everyone has different contributions--all critical to the overall success of the performance! Examples of Organizational Structures from Selected Sites The following are several examples of the unique organizational structures of several High School/High Tech sites. State: Georgia Project Name: Georgia High School/High Tech Year Established: 1999 Description: Statewide Program serving counties and schools throughout Georgia Lead Administrative Entity: Georgia Committee on Employment of People with Disabilities Key Partnerships: Local collaboratives including representatives from school boards, Chamber of Commerce, Division of Rehabilitation Services, advocacy organizations and community action groups, and employers. Funding Sources: NASA; Georgia State Departments of Education, Human Resources and Labor; Georgia Division of Rehabilitation Services; Georgia Governor's Council on Developmental Disabilities, and National High School/High Tech Office. State: Florida Project Name: Florida High School/High Tech Year Established: June 1995 (Brevard County); July 2000 (Statewide) Description: Brevard County, Florida Lead Administrative Entity: Statewide Administrator supported by the Able Trust. Key Partnerships: Brevard County: Brevard County School Board; Local Office of Vocational Rehabilitation; NASA; Brevard Community College (Office of Students with Disabilities); Cocoa Beach Area Chamber of Commerce, and local employers. Statewide: Able Trust; NASA; National Center for Simulation, IBM; Community Colleges in Gainesville and Orlando; University of Florida, and Florida Tech. Funding Sources: Brevard County: Grant from NASA (administered by Space Coast Center for Independent Living), and Workforce Development Board. Statewide: Grant from Able Trust. State: Virginia Project Name: Montgomery County Virginia High School/High Tech Year Established: 1998 Description: Montgomery County, Virginia Lead Administrative Entity: National Weather Service Office, Blacksburg, Virginia Key Partnerships: National Weather Service; Virginia Tech University Corporate Research Center; Montgomery County (Virginia) Schools, and local employers. Funding Sources: National High School/High Tech Office. ---------- How to Launch a Local Project Site Each of the more than 60 High School/High Tech projects operating throughout the U.S. is unique and reflects the diversity of students served within its community, as well as the tremendous diversity of industries and educational resources available. Subsequently, the manner in which individual projects are funded, developed, and launched is also unique. The following section is intended to identify key components of a rollout strategy for new projects. Bear in mind these components may occur in different sequences. Identify the Spearheading Entity Who is spearheading this new initiative? What agency, organization, group, or individual has caught the High School/High Tech spirit and wants to champion the development of a local project? This may be a particular company, a vocational rehabilitation office, a school system, a governor's office, a teacher, a governor, an advocacy group, a trade association, a non-profit agency, and so forth. While this entity may or may not ultimately be responsible for actually operating the program, its involvement in the initial and exploratory phases is critical. Think of the "spearheading entity" as the starter to the ignition - the one who markets the idea to others and enlists enthusiastic support from key collaborators. That person may be you! Representatives from the spearheading entity will work closely with the National High School/High Tech Office to navigate the development process. The role of the National Office is to provide technical assistance in any way possible. Articulate a Preliminary Vision It is important that the spearheading entity identify a preliminary vision for the new site. What schools and students will be targeted for participation? What activities will these students be involved in? Which other partners should be recruited? Again, the National Office staff can provide guidance in developing this vision. Identify Local Project Leadership The spearheading entity and the National Office will jointly identify the leadership of the emerging project, that is, the organization that will be responsible for administering all phases of the program, from start-up to operations. Again, a lead organization may be any one of the groups mentioned above. In some cases, a consortium of organizations may enter into a Memorandum of Understanding (MOU) outlining their shared leadership roles. (See Appendix II for a sample MOU). The lead organization will designate a project coordinator who, with the support of the National Office, will be responsible for: * Identifying potential high tech industry partners. * Establishing a local advisory committee. * Identifying funding sources and developing a project budget. * Identifying program activities. * Developing timelines. * Coordinating logistics and guidelines. * Marketing the program to school personnel, students, and families, as well as to companies and the community at large. * Recruiting and training project staff. * Monitoring all aspects of program delivery. Conducting program evaluation activities. What characterizes an ideal High School/High Tech program coordinator? Clearly, an effective program coordinator for this innovative project must be an energetic individual who believes passionately in the program's mission. The person in this role must also be someone who develops and nurtures partnerships exceedingly well, and is comfortable articulating program goals to business representatives, school system personnel, advocacy groups, youth, government agencies, and other key players. A healthy measure of creativity is also a must! Identify Potential High Tech Industry Partners Compile a comprehensive listing of the corporations and small businesses that exist in your state and in the local community in which you plan to set up your project site. Your local library will have mechanisms for searching databases related to area businesses. Of course, your chamber of commerce and other business groups will be able to assist you. Review industry and trade publications, and be sure to peruse the business section of your local newspapers. Often we simply are not aware of the incredible business activity that is taking place right in our own backyard. Technology has spurred remarkable growth in the development of myriad small and mid-sized companies. Exciting opportunities are not just found in the large well-known corporations. The more companies you can identify early on, the more ideas you will get for High School/High Tech activities, and the greater the pool of potential business partners will be. Establish a Local Advisory Committee Never underestimate the value of a strong, dynamic advisory committee! This group, if well-constructed, will be a powerhouse for your project - and an indispensable resource for the program coordinator. Advisory groups may look radically different from one another, depending on the organization. They may be highly formal, with detailed by-laws, policies and procedures - or very informal in nature. We recommend that the advisory committee for your High School/High Tech program be somewhere in the middle, that is, have a well-thought-out membership, clear mission and goals, and a clear operational structure. Membership Membership The composition of your membership should include an array of important stakeholders, such as representatives from business, higher education institutions, labor organizations, school systems, advocacy groups, the local chamber of commerce, and state/local government. Whenever possible, it is a great idea to have students and parents represented on the committee. Employers should represent the largest percentage of your membership, for obvious reasons. They are the employment and training experts! They will know the inside scoop on various industries, including workforce needs and demands, and will provide you with the credibility you need to establish your partnerships. From your comprehensive list of local and regional companies, you should have no problem finding many business people, representing diverse industries, who are eager and ready to serve on your committee. The total number of members will vary, of course, from project to project. We recommend your total membership consist of 10-20 individuals. Too large an advisory group will be cumbersome and runs the risk of being counter-productive. By the same token, a tiny group is not likely to give you all of the potential benefits you could be receiving. A group of about 15 will increase your chances for having a healthy turnout at your meetings. You may want to meet quarterly or more frequently--it's up to you. Develop a Mission Statement A mission statement might be something like this: "This Advisory Committee is established to assist and support the ____________High School/High Tech program in its mission to provide enrichment experiences to high school students with disabilities, designed to help develop career opportunities and provide activities that will spark an interest in the exciting career possibilities found in high technology fields, and encourage greater numbers of these students to pursue higher education." Identify the Objectives For example: "The Advisory Committee will provide assistance and support to the ________High School/High Tech program through the following objectives: * Represent the perspective of all stakeholders (particularly the business perspective); * Provide assessment of local occupational and educational trends and needs; * Recruit additional business participation in the program; * Help evaluate program effectiveness; * Identify local resources appropriate to support the program; * Support community relations activities of the program; * Bring about education and awareness of people with disabilities in higher education and workplace settings, and * Link up with other advisory groups, particularly business groups." A note about mission and objectives during a project's start-up phase If you are just in the initial start-up stages of your local program, you may decide to have a well-focused planning team, consisting of several business representatives, school system leaders, and one or two other influential members. This planning team may be the core group from which your advisory committee ultimately expands. The mission of your planning team will be somewhat different from that stated above. It may look more like this: "To develop the ___________High School/High Tech program in a manner that reflects the local community and the core concepts of the national High School/High Tech program." The objectives might include such things as: * Identify companies that may be interested in participating in the program; Identify potential funding sources and assist in applying for funding; * Clarify the primary administrative entity of the local program; * Identify and recruit advisory committee members; * Outline the program goals and potential activities; * Identify program staffing needs, and * Identify procedures, such as student recruitment process, etc. Establish a Set of Guidelines for Operation of the Committee Again, you may wish to set up more formal by-laws; however, in most cases basic guidelines will suffice. Some of the areas you may wish to address include the process for recruiting new members (nomination/selection process); terms of membership (such as length of term - usually one year, and minimum expectation for attendance at meetings); location and hosting of meetings; identification of a chairperson (in close collaboration with the program coordinator); establishment of committees (standing, ad hoc, subcommittees/ work groups); meeting schedules and agendas, and record-keeping. We recommend you develop a one-page fact sheet that clearly explains your program to potential advisory committee members. This will save you a lot of time in verbally explaining the basics. Chances are good that many of the people from the following places will become members of your Advisory Group: * State Department of Education * School Systems in the targeted geographic region * Division of Rehabilitation Services * Business Leadership Organizations, such as Chambers of Commerce * State Office on Employment for People with Disabilities * Representatives from area colleges and universities State Department of Labor Identify Potential Funding Sources and a Funding Strategy As you take a look at all of the different High School/High Tech sites operating nationally, you will notice that each site's funding and operational budgets are diverse, just as their program activities are unique. Funding can be categorized in a number of ways, including start-up, time-limited, and operational or on-going. The National Office can assist you in identifying and seeking potential funding sources. Bear in mind, there are numerous initiatives that are currently funded within your school systems that relate to the mission of High School/High Tech. For example, there are school-to-work grants, Carl Perkins Vocational-Technical funds, money through the Ticket to Work and Work Incentives Improvement Act of 1999, and others. Before you begin seeking outside funding, be sure you have done an exhaustive search of potential funding within your school or rehabilitation systems. The money you need is related to two things: the specific activities you plan to implement, and staffing needs. What are the costs of these? In many cases, the cost of a project coordinator may be funded through one source, costs associated with activities (such as site visits, lab experiences, internships) covered through other sources, and staff through still other sources. Don't forget that some staff may already be employees of an organization (such as a school system or rehabilitation office) - and your High School/High Tech activities may be a part of their job duties. Identify Staffing Needs and Conduct Recruitment Your staffing will depend, of course, on the scope and detail of your activities. Will you need instructors? Site visit chaperones? Job/internship developers? Marketer? Events coordinator? Administrative assistants? As someone once said: "Start at the beginning!" Once you have outlined the specific activities, identify the number and types of people you will need to conduct each event. Ask yourself: Does the school system (or other organization) already have staff who could be assigned to these activities? Is there a natural link? For each identified position, clearly lay out the specific job duties and expectations. Identify the qualifications (minimum and ideal). You should have these position descriptions ready to go, whether you plan to recruit and hire staff actively, or you need to lobby an organization's leaders to convince them to integrate High School/High Tech activities into a current employee's job. A well-written job description will be immensely valuable to you as you seek out the best people possible to implement your program. ---------- How to Market the Program This section offers a roadmap for marketing your High School/High Tech project, with a special focus on building partnerships within your local employer community. Below you will find insight into the rationale for marketing the project, as well as recommendations for marketing tools and techniques. Take a trip to your local library or bookstore and you'll find an overwhelming selection of books and other materials on the subject of marketing. Most of these resources offer excellent information about marketing methods and tools. However, none will offer advice directly applicable to your High School/High Tech project--that is, advice that specifically will help you in marketing your project to your local employer community. This section does just that. It presents some basic principles of marketing and offers ideas that you might apply to your High School/High Tech project. Why Market Your Project? Before you can decide how to market your High School/High Tech project, you must think about why you would want to market it. In the High School/High Tech context, the purpose of marketing is to establish and convey a clear identity for your project, and then to gain your employer community's commitment to developing mutually beneficial partnerships. Through your marketing efforts, you want to let local employers--including companies, non-profit organizations, and government agencies--know that that you exist and that you represent a unique and valuable endeavor called High School/High Tech. Furthermore, you want the employer community to invest in your project. This requires a dynamic process that you must sustain and evolve over time. Initially, the employer may commit only to hosting a one-time field trip or providing a speaker, but eventually may commit to providing summer employment opportunities for your students, for example. Keep in mind that effective marketing does not require a degree in business. Rather, it requires enthusiasm, resourcefulness, thoughtful planning, and a willingness to network your way into the public's view. A few other points to remember: * Marketing activities can actually be fun. Consider them a vehicle for stimulating the creative part of your brain. * Marketing becomes easier with experience. * There is no right or wrong approach to marketing--only more effective or less effective! Six Steps to Effective Project Marketing Corporate giants spend billions of dollars to market their products and services. Even mid-sized companies dedicate as much as 10 percent of their revenues in packaging and advertising their wares. Fortunately for you, the task of marketing a High School/High Tech project to local employers requires more ingenuity than monetary outlay. The following seven steps provide some general guidance for planning and implementing your marketing efforts. 1. Know Your Market To work successfully with employers, it is helpful to develop an awareness of your community's economic situation and employment trends, as well as a familiarity with your area's leading, new, and growing high tech businesses. It also is useful to understand the hiring, retention, and competition challenges that local employers face. Make it part of your professional practice to read the local business news. Not only will you educate yourself, but you also will find excellent ideas for marketing your High School/High Tech project. As importantly, you will become more credible when speaking with contacts about their technical fields and industries. Another valuable practice is to visit high tech firms in your community. Develop Identify Your Competition Just as successful companies invest a significant amount of time, energy, and resources gathering " intelligence" about their competitors, so should you determine which other organizations are vying for employers' attention and resources in your community. For example, human service agencies, cooperative education and work-study programs, other school systems, and even other groups within a particular school may be seeking or have established partnerships with the some of the organizations on your contact list. It is important to recognize the possibility that you have competition and to learn about employers' relationships with other organizations. Gathering such information not only will help you to develop your niche and better position your High School/High Tech project in the market, but also may provide ideas for mutually beneficial linkages with your " competitors." a contact database and make a plan for conducting site visits with known or new contacts. Let the company representatives know you are with High School/High Tech and that your work involves assisting high school students in exploring career opportunities. Initially, your focus should be on learning what's happening in a particular industry, although such visits also offer opportunities to get to know employer representatives (and for them to get to know you). Identify Your Competition Just as successful companies invest a significant amount of time, energy, and resources gathering "intelligence" about their competitors, so should you determine which other organizations are vying for employers' attention and resources in your community. For example, human service agencies, cooperative education and work-study programs, other school systems, and even other groups within a particular school may be seeking or have established partnerships with the some of the organizations on your contact list. It is important to recognize the possibility that you have competition and to learn about employers' relationships with other organizations. Gathering such information not only will help you to develop your niche and better position your High School/High Tech project in the market, but also may provide ideas for mutually beneficial linkages with your "competitors." Take detailed notes about each organization you visit and ask questions to gain an understanding of the organization's operations and needs. While visiting, if the opportunity presents itself, you may want to discuss the possibilities for company involvement in your project. Other excellent resources to help you get to know your employer community are the local chamber of commerce and the reference librarian at your local library. Many companies also have their own libraries. 2. Define Your Marketing Goals Before deciding what marketing activities will best serve your needs, you must define your goals. For example, ask yourself: * What outcomes do you hope to achieve from the partnerships you develop (for example, recruiting local advisory committee members, identifying host organizations for job shadowing experiences, or establishing internship worksites)? * Are you starting from scratch or are you building on existing relationships with employers? * What types of experiences do you want to provide for your students? * How many different employer partnerships do you need? * What kinds of high tech occupations are your students seeking and in what types of industries? * What are the typical job descriptions and the skills required for each occupation? * What types of organizations are most likely to provide what you need? * How does your High School/High Tech project differ from other school-business partnerships and from other work-based learning programs? * What benefits will you provide to your partners? * What is your timeframe for accomplishing your goals? Answer these questions in your mind and then write down the goals and objectives for marketing your High School/High Tech project. Be as specific as possible and, when possible, quantify your answers. What Do You Need? As you develop your marketing goals, you need to define the ways in which employers might become involved in helping your students to explore high tech careers. This menu of offerings for employer involvement might include: * Paid internships, or cooperative work-study positions (after school, on weekends, or during the summer months) * Volunteer positions * Opportunities for job shadowing, job sampling, situational assessments, and other short-term, hands-on experiences * Worksite tours or field trips Representatives for your local advisory committee * Guest speakers and participants in special events (e.g., career fairs) * Referrals to other company and industry contacts * Advisement on curricula, specifically on ways of integrating industry concepts into academic and vocational-technical courses * Identification of resources to support the project * Opportunities such as externships that will expose teachers to business and industry 3. Identify and Develop Contacts Success in marketing your High School/High Tech project--that is, in persuading employers to invest in your project and students--will be a function of your relationships within the local business community. Relationships built on trust and mutual benefits will be the most successful in achieving your ultimate goal of supporting students' needs in exploring high tech careers or gaining work experience in high tech occupations. STEP 1: Begin by taking an inventory of your existing relationships (formal or informal) within the employer community and then supplement this list with the names of prospective contacts with whom you have no existing relationship. This combined list is the foundation of your contact database, which you can continuously build as your project evolves. Development of the database should be viewed as a dynamic process, rather than as a one-time event. STEP 2: After you have identified your initial contacts, your mission will be to convince them to become active partners in your High School/High Tech project. Your goal is to capture the contact's attention and then cultivate even the smallest expression of interest into a relationship that provides mutual benefits. This process may take months or it may develop rapidly, depending on the organization and its needs. The National High School/High Tech Program Office staff can also assist you in cultivating your contacts. Develop a Contact Database A contact database can help you take an inventory of current and prospective employer contacts, and will serve as a useful tool in tracking progress toward achieving your marketing goals. Below are suggestions for developing such a database. * Compile a list of all the employers with which you have contact or have had contact in the past. Be sure to include any companies, non-profit organizations, and government agencies that employ friends and family members. Flag those that already provide (or have provided) some type of experience for your students. * Ask your colleagues to do the same, then compile a master list of existing company contacts. * With your colleagues, brainstorm high tech companies that you know exist in your area, but with which you have no contacts. * Brainstorm the types of high tech occupations in which your students might have an interest (e.g., graphic design, website design, computer repair, telecommunications, engineering, biotechnology, software engineering, etc.). Try to identify local companies and organizations that employ people in these fields. * Compile all of the information gathered into a contact database (preferably electronic) that, at a minimum, includes each company name, the contact person's name and position, mailing address, telephone and fax numbers, e-mail address, website address, date of the most recent contact, name of the project staff person who made the contact, and the outcome of the discussion (for example, "discussed internship possibility for the student"). Build and update the database as your project evolves and your marketing activities progress. 4. Select Your Marketing Methods and Tools Whether you call it marketing, publicity, public relations, advertising, or outreach, it all boils down to communicating a message. The methods and tools you choose to communicate your High School/High Tech message will depend on many factors, including the solidity of your existing relationships with employers, your project vision, your budget, and the number of prospective partners within your local high tech employer community. Before you dive in, think about your marketing goals and carefully choose the methods and tools that will be most effective in helping you to achieve those goals. Many times, a very targeted approach aimed at reaching specific types of employers (e.g., government agencies or small high tech firms) and involving only one or two methods or tools will suffice. In other situations, you may find that a broader approach that involves several methods or tools will be more effective. Following are examples of marketing methods and tools that you might consider. Personal Contact with Employers * Call employers with whom you have an existing relationship to let them know about your High School/High Tech project and to invite their participation. Before calling, know what you want to communicate and what you will ask them to do. * Send a personalized letter and your business card to selected employers to let them know about your project and to invite their participation in the project or a specific event. When sending letters, be sure to follow up by telephone to confirm receipt and answer any questions. * Make "cold calls" or canvas employers to learn more about their organizations, let them know about your project, and get a sense of the employer's potential interest in becoming a part of the project. Even though you may be making cold calls, be sure to take a warm approach! * Ask employers if you can visit their worksites to learn more about their industries or organizations. * Network at professional conferences, during classes you may be taking, or through your involvement in community or volunteer activities. * Visit employers' websites or call their offices to get e-mail addresses and then send e-mails to let them know about your project. * Volunteer to speak at meetings or conferences organized by the local Rotary Club, chamber of commerce, or other business-related organizations. * Arrange for booth space at conferences attended by local employers. * Attend high tech trade shows to network with employer representatives who are participating or exhibiting. * Invite employer representatives to become a part of your local advisory committee. * Ask your current employer partners to tell their colleagues in the business world about your project. * Follow up after each contact with an employer by sending a letter or by calling with additional information. Print and Electronic Materials * Develop a project brochure or fact sheet to mail with letters, disseminate at meetings with employers, or post in targeted locations. * Create an inexpensive newsletter that periodically updates current and prospective employer partners about your project activities, students' successes, and the importance of employer involvement. * Design and post a website that informs employers and other audiences about the project, or create a page on the National High School/High Tech website. * Find out about electronic bulletin boards or listservs aimed at local employers, and post messages about your project using these electronic tools. * Design and print business cards and stationery that convey a professional, consistent project image. Be sure that the business card includes your telephone and fax numbers, mailing address, and e-mail and website addresses. Carry business cards with you at all times. * Create a video or CD-ROM that explains the project's goals, activities, and successes. Take a look at Georgia's High School/High Tech Video! * Develop project progress reports or an annual report to update employers about project activities. * Make copies of articles that have been published about your project and disseminate them with letters to local employers. Media Relations * Pitch stories about the project, specific students' accomplishments, or collaboration with employers to local media representatives. * Mail or fax news releases and media advisories to reporters, editors, or producers at local newspapers, television stations, and radio stations to inform them of project events and activities. Follow up to confirm receipt and to answer any questions. * Write articles about project activities for placement in local newspapers, trade publications, employers' in-house newsletters, or school system publications. Be sure to contact the publication before writing the article to determine the editor's interest in a particular story idea. * Call upon any connections you may have with local reporters, editors, or producers to get coverage of your program's events and activities. * Develop a database of media contacts. * If your budget permits, or if you can get expenses waived, consider placing paid advertisements in selected local print publications read by the business community. * Tap into the expertise of media relations experts within your school system, the state, or the National High School/High Tech Program Office. (See Appendix II for "Tips for Using the National Program's Media Office to Maximize your Media Coverage.") * Invite media representatives to become a part of your local advisory committee. Special Events * Invite employer representatives to an annual informational meeting or kick-off event. * Hold an annual employer recognition event, or present awards to employers at an annual project banquet. * Invite local employers to attend a career fair for people with disabilities. Specialty Advertising * Create mugs, pens, T-shirts, magnets, mouse pads, or other giveaways bearing the project logo or other information, and distribute them when you meet with or have other contact with employers. 5. Create a Consistent Project Image Regardless of the methods you choose, consistency and professionalism in packaging are paramount. Develop a standard image and message so that your prospective employer partners, and others with whom you come into contact, develop instant recognition of your project. A logo, uniform type faces, and perhaps a project slogan used on your project's business cards, stationery, brochures, forms, meeting materials, and website will help you to convey a cohesive project image. In designing your project materials, be sure to communicate the message that High School/High Tech is a nationally recognized initiative. Also remember that slick designs and expensive color printing usually are not needed to market High School/High Tech projects. A simple, clean design will be just as effective. You might even ask one of your students with an interest in graphic arts to design the materials for you. 6. Evaluate Your Marketing Efforts Successful business people know that it's one thing to implement a marketing plan but that it's also important to track the results of a marketing program. You can evaluate the success of your High School/High Tech marketing efforts by examining both the process and the outcome of the efforts in terms of your original goals and objectives. Process evaluation provides objective data about the administrative and organizational aspects of your marketing efforts. This type of evaluation might result in a report that documents, for a specified time period, the number of telephone calls made to prospective employer partners, meetings held with employers to discuss opportunities for involvement in the project, news stories published in local newspapers, mugs distributed, and hits on your website. Process evaluation data should be gathered continuously and analyzed periodically. Outcome evaluation, on the other hand, focuses on the actual results of your marketing efforts. Outcome evaluation measures might include, for example, the number of internship positions or job shadowing situations created as a result of your marketing efforts, employers' expressions of interest in participating in your project, or the number of employers who have hosted field trips at their worksites. Outcome information can be gathered and assessed at predetermined time points, such as following events, or at the end of the school year. Information gained from continuously evaluating the process and outcome will help you to assess and refine your marketing efforts to ensure that you are investing your marketing time and dollars wisely. Look at both the positive and the negative impacts of your marketing efforts. Be willing to shore up the weak areas, capitalize on the strong ones, and develop altogether new marketing strategies as your project evolves. ---------- How to Involve Parents & Other Advocates Parents can make a real difference in the success of your High School/High Tech program and in their children's educational and career planning. This section suggests ways to involve parents as partners in the High School/High Tech journey. To be successful, your High School/High Tech journey must involve a number of active travel partners, including school officials, teachers, corporate sponsors, and local employers. One other group of partners that must not be overlooked, however, is the parents or guardians of your project's participating students. Only with parents' ongoing support--of both the project and their children--can your High School/High Tech project truly achieve its goals. Working with parents involves two components: involvement and cooperation. Invite Parental Involvement Parents should be encouraged to become actively involved in your High School/High Tech project and in their children's educational and career planning. For many parents, this involvement comes easily; they seek out opportunities to share in their children's experiences, communicate effectively with their children, and take time to attend activities in which their children participate. For other parents, involvement is more challenging. Busy work schedules, needs of younger children, language barriers, and other factors can hinder active involvement, even when the interest and desire is there. In some instances, simply picking up the telephone to invite parents' participation in an event or to ask for advice about a specific project component will go a long way in encouraging their involvement. Encourage Parental Cooperation Local-level project managers report that most parents appreciate the value of High School/High Tech activities, but that this support does not necessarily translate into project involvement. At a minimum, your goal in working with parents should be to gain their cooperation in returning required paperwork, such as consent and permission forms. Asking parents to sign materials helps to ensure that they have some knowledge about your project's enrichment activities throughout the year. Ways to Involve Parents Be creative in looking for ways to engage parents in your High School/High Tech project--and in their children's college and career planning! Below are some suggestions to get you started or to enhance your current level of parent involvement: * Include parent representation on your local advisory committee. * At the beginning of the school year, request that parents attend a High School/High Tech orientation with their children. * Create a brochure, newsletter, or adapt national program materials specifically designed to inform parents about your High School/High Tech project's goals and activities. * Encourage parents to attend High School/High Tech enrichment activities throughout the school year. * Invite parents to celebrate their children's accomplishments at a breakfast or lunch at the end of the school year or the end of your summer internship/employment program. * Plan activities, such as college planning workshops, that require parents' participation. Be sure to schedule these activities during times that are convenient to parents' schedules. * Invite parents to host field trips at their worksites, or to speak at workshops and other events. * Solicit parents' ideas for internship or summer worksites, perhaps with their own employers. * Ask parents to chaperone or provide transportation for field trips. * Invite parents to see the internship sites at a prearranged time. * Communicate often with parents. Make periodic calls or send periodic e-mails to parents to update them on their children's High School/High Tech activities and progress. * Create a project website that includes a section for parents. * In addition to requiring signatures on consent forms and permission slips, require parents' signatures on any sign-up sheets for student activity participation. * Ask parents to complete written evaluations of your High School/High Tech project, as well as individual components of the project. Follow-up by telephone with parents who do not return the written evaluations. Reinforcing Parental Involvement Reinforce parents' involvement with their children and your High School/High Tech project by encouraging parents to: * Spend time talking with their children about their interests and goals for the future. * Discuss High School/High Tech project activities, successes, and challenges with their children. * Attend as many High School/High Tech activities and functions as possible. Learn all they can about post secondary education and career opportunities. * Guide their children, but let them make their own education and career decisions. * Use their personal contacts and resources to help their children pursue their dreams and aspirations. * Give their children ample opportunities to develop independent living skills at home and in the community. * Communicate often with the project staff and others involved in the project. A Family--Extended An important consideration in working with parents is that family configurations vary widely in today's households. Single-parent families are not unusual, and grandparents or older siblings often share many of the traditional parenting responsibilities. Family configurations should not be the concern of High School/High Tech staff members. However, it may be useful to know about the students' home situations and living arrangements. You also need to ensure that you have current daytime and evening contact information for at least one parent or other responsible adult for each student. Be sure to ask parents or guardians to notify the project of changes in contact information, so that routine and emergency calls can be made more readily. In addition, you should make it clear to both students and family members that only certain individuals have legal authority to sign activity consent forms, depending on your locale. (A tip from UCP of Montgomery and Prince George's Counties, Maryland) ---------- How to Develop an Awareness of Cultural Diversity During the course of your High School/High Tech journey, you will encounter students with diverse physical and mental impairments, and you probably will interact with students, parents, employers, and others who represent many different cultural backgrounds. This section provides an overview of some important concepts related to disability and cultural awareness. These points are also intended to help you guide community members in building their comfort levels as they interact with youth who have disabilities and come from diverse cultural and ethnic backgrounds High School/High Tech is a program of opportunity--opportunity for students with physical and mental impairments to explore career options, gain employment skills, and pursue further education leading to high tech careers. Therefore, project staff members are encouraged to reach out to all students with disabilities, regardless of type of disability, race, or ethnicity. Working with people who are different from ourselves requires an awareness of and sensitivity to varying perspectives. This section is designed to increase your level of disability and cultural awareness. Disability Awareness Many of us grew up during a time when people with disabilities were relegated to special classrooms, and, as children, we were told not to stare at or ask questions of people in wheelchairs, people using sign language, or people who were mentally retarded. Since then, laws have been passed to ensure the rights of people with disabilities, and society overall has become more accommodating and accepting of those who are "different." Americans with disabilities are now in the mainstream--living independently, working, playing, going to school, voting, shopping, and otherwise participating in the same activities as everyone else. Your High School/High Tech project will involve you directly in the education and lives of students with many different kinds of physical and mental impairments, some very visible and others unseen. One of your goals is to support the students in every way you can, so it is important that you feel comfortable with them--and they with you. The following tips are provided to increase your confidence, understanding, and skill in interacting with people with disabilities. These tips also can be shared with employers, local advisory committee members, and others involved in your project. * Remember, no manual can prescribe exactly how to respond or behave in every situation. Just as able-bodied people have differing preferences, habits, moods, and opinions, so do people with disabilities. * Focus on the situation or task at hand, and the student's abilities and strengths, rather than the disability. * Don't define the student by his/her disability. Each person is the sum of his or her parts, which may include a physical or mental impairment, as well as a unique personality, aspirations, goals, learning style, tastes, interests, hobbies, and family situation. * Avoid using labels such as "wheelchair-bound," "sufferer," and "afflicted" that evoke helplessness or pity. * Also avoid using terms such as "the blind" and "the disabled" that categorize and focus on the label rather than the person. Phrases such as "wheelchair user," "person with a disability," and "student who is blind" are more appropriate. * In conversation, speak directly with the person with the disability, rather than with a person who may be accompanying him or her. Maintain eye contact with the person with whom you are speaking, even if he or she is using a sign language interpreter. Also remember that, in most situations, there usually is no reason to speak unusually slowly or loudly. * Offer assistance only when it appears that assistance may be needed. Be sure to wait for the person's response and then proceed according to the response. If you are unsure, ask what is the best way to assist. Remember that everyone is different! Some people will gladly accept a helping hand, while others may feel that the assistance is intrusive or patronizing. * Don't lean on, touch, or move a person's equipment without asking his or her permission. This includes wheelchairs! * Ask for the person's advice about how to make effective accommodations for him/her. * When the person's disability is relevant in a particular situation and you need to know more about his or her needs, do so sensitively. Explain why you are asking for the information and how the information will help in the situation. * If you are curious about the use of a certain assistive device or piece of equipment, just ask. The user most likely will be happy to tell you about it. * Relax and behave as you would with others in a similar situation. * Learn as much as you can about specific conditions that cause disabilities, but remember that each person's situation is unique. What kinds of disabilities do High School/High Tech students have? Students participating in High School/High Tech may have many different kinds of physical or mental disabilities, such as: * Attention deficit disorder * Autism Hearing impairments * Emotional impairments * Learning disabilities * Mild mental retardation * Orthopedic or neurological conditions * Speech or language impairments * Spina Bifida * Traumatic Brain Injury * Visual impairments Cultural Diversity Initiative The Cultural Diversity High School/High Tech Initiative is supported by the National Office of High School/High Tech and seeks to improve employment opportunities for minority persons with disabilities who are disproportionately represented among the unemployed. The project works with minority organizations to develop strategies they can pursue to reduce the high unemployment rate of minorities with disabilities. Under the Cultural Diversity Initiative, four High School/High Tech project sites have been initiated with the NAACP, the Urban League, ASPIRA, and La Raza. These partnerships are designed to serve the minority youth that each organization represents, as well as to offer each organization's branches or affiliates a local program model for further replication across the country. Each organization has agreed to promote stories about their project as one way to further educate their counterparts about employment issues and strategies associated with increasing employment opportunities for persons with disabilities from culturally diverse backgrounds. Cultural Awareness In our daily lives most of us encounter people from other nations, cultures, races, and ethnic backgrounds. Likewise, many school systems and workplaces are faced with challenges--and opportunities--that result directly from the integration of people from many different backgrounds and perspectives. Your High School/High Tech project no doubt will mirror the cultural diversity found in your community. Below are a few tips for working with students, parents, employers, and others from different cultures. * Avoid scheduling activities and events on religious holidays, other holidays, and days or times of worship observed by students and their families. As you get to know the students, find out if there may be scheduling conflicts. * Consider translating forms, flyers, meeting materials, and other printed materials into languages that are easily read by parents and students. * Arrange for language interpreters to facilitate communication with students and their families. * Arrange for alternate menu choices, such as vegetarian entrees, when planning events that involve meals. * Be specific about what you mean by "on time." Cultures vary in their interpretations of what is meant by being on time, early, and late. * Attune yourself to the manners and customs of students' cultures so that you better understand their needs and perspectives. * Recognize that cultural values and mores may influence students' behavior at school and in the workplace, as well as parents' interactions with you or others who are involved in your project. Did you know that... Cultural differences manifest themselves, often subtly, in many everyday activities. Greetings, signs of respect, conversational styles, dress codes, food choices, table manners, attitudes about school and work, and religious practices vary widely across cultures. For example: * In some cultures, avoidance of eye contact is a sign of respect, not an indication of discomfort, interpersonal avoidance, or lack of interest. * An apparent lack of assertiveness might also be a sign of respect, rather than shyness, ambivalence, or disinterest. * The meanings of gestures are not universal. People from some parts of the world may interpret typical American gestures, such as pointing an index finger or giving a "thumbs up," as rude or even obscene. * When meeting or greeting one another, people from some cultures shun body contact, particularly with the opposite sex. People from other cultures expect to be kissed or hugged by people of the same or the opposite sex. * Many cultures consider students' academic achievement to be paramount and do not concern themselves with students' social development. * Expressions of praise and criticism are interpreted differently by different cultures. * Food choices, preferences, tolerances, and taboos vary widely across cultures. ---------- Program Monitoring Evaluation and Reporting Your High School/High Tech project is in full gear and on the road to success. Your school-based and community-based enrichment activities are always well attended, you receive consistently positive feedback from parents, and several large employers in your community are now involved. But what kind of results are you truly achieving, and how can you assess the project's accomplishments? This section outlines project reporting requirements and provides important advice about monitoring and evaluating the outcomes of your project. Program monitoring and evaluation allow you to track your High School/High Tech project's activities, to reflect on (and celebrate!) the success of your efforts, and to refine or change your project's course when necessary. In addition, ready access to project data ensures that you are well prepared to discuss your activities when meeting with your local advisory committee, making presentations to employer groups, preparing ad hoc reports to school officials, or writing promotional materials. As detailed below, the National Office requires each High School/High Tech project to gather and report specified types of data (see Appendix II, Program Evaluation). The National Office uses this information to evaluate High School/High Tech activities overall and to describe the populations being served nationwide. All project staffs are encouraged to supplement the required data with quantitative or qualitative information that highlights any special activities or accomplishments. For example, you may wish to prepare case studies that document individual students' progression through your program, or you may wish to follow up with students annually after high school graduation and report on long-term project outcomes. Road Map for Successful Program Monitoring & Evaluation Outline and discuss steps for establishing, implementing, and maintaining data collection, analysis, and evaluation efforts. For example: * Define your program monitoring and evaluation objectives. Determine what types of data, both quantitative and qualitative, will be needed to meet the objectives. * Know your limits. Recognize your data collection and analysis constraints, such as staff time and computer capabilities, and limit your monitoring and evaluation efforts to those you can reasonably accomplish. * Develop methods and tools (e.g., forms) for gathering the needed data. * Develop a strategy for tabulating and processing the data (e.g., who will collect and analyze data, what tools will be used, and the schedule for analyzing the data). * Collect and process the data (e.g., after each event, at the conclusion of each activity, at year-end). * Analyze the data. * Evaluate the program components and overall project activities, as measured against your project goals. * Prepare reports that reflect your program monitoring and evaluation objectives. Project Evaluation Requirements The National High School/High Tech Office requires each project site to submit specific data regarding program operations, participants, and outcomes. In some cases data may be submitted online. Please refer to the appendices for a listing of the required data reporting forms. If you elect to offer only some of the High School/High Tech Program components to students, it is important that you inform the National Office. First, we would like to work with you to develop a strategy to include all of the Program's components. Secondly, for monitoring and evaluation purposes, it is important for us to know the comprehensiveness of your program. It is our responsibility to assess the extent to which the National High School/High Tech Program meets its goals each year. We examine the range of activities in which High School/High Tech students participate and review the quality of the experiences. A fully-developed High School/High Tech Program offers all of the High School/High Tech Program components with particular emphasis on the summer internship experience. For monitoring and evaluation purposes, the internship experience is our main unit of analysis. If you are offering some of the program components but not the paid summer internship, you will be classified as a "new" or "emerging" program. As part of our evaluation process, we want to hear from all of our sites. If you are a new or emerging site, simply let us know where you are in the development phase. We will be sure to include you in our reports accordingly. Use What You Learn The outcome of project evaluation efforts should help you refine individual activities and assess the project's overall results. Quantitative vs. Qualitative Information The data you collect, analyze, and report should paint a vivid picture of your High School/High Tech activities, as well as outcomes and impact. This requires a balanced use of both quantitative and qualitative data. Quantitative refers to the numbers (e.g., number of students served, companies participating, percent of youth going on to post secondary institutions, amount of wages and/or stipends paid, budget figures, etc.). On the other hand, qualitative data are those that reflect the quality of a particular effort. Examples might be student, parent, and employer satisfaction with features of the program, descriptions of worksites and activities, courses being taken, etc. Toot Your Horn! Consider program evaluation activities an integral part of your overall marketing efforts on behalf of High School/High Tech. The information you gather will add substance and weight to your fact sheets, promotional brochures, fliers, press releases, newsletters, annual reports, website, and presentations. And vice versa: these will be the vehicles by which you can disseminate this valuable information! ---------- Appendices The Appendices are not currently on the Website. To obtain a copy, please call 202-376-6200, Ext. 27/Voice, 202-376-6205/TTY, or 202-376-6868 (Attn: Ms. Williams)/FAX. Provide name, address and phone number, and specify whether you would like print, large print, braille, or CD ROM. ---------- End of Document