>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&acute; 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!

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                            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.

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End of Document



