High School/High Tech Program Guide

A Comprehensive Transition

Program Promoting Careers in Science, Technology, Engineering and Math
for Youth with Disabilities Office of Disability and Employment Policy
Institute for Educational Leadership.

This document was developed by the National Collaborative on Workforce
and Disability for Youth,(NCWD/Youth), in collaboration with the U.S.
Department of Labor, Office of Disability Employment Policy (Grant
Number #E-9-4-1-0070).

The opinions expressed in this publication are those of the grantee and
do not necessarily reflect those of the U.S. Department of Labor. Nor
does mention of trade names, commercial products, or organizations imply
endorsement by the U.S. Department of Labor.

Information on NCWD/Youth can be found at \<www.ncwd-youth.info/\>.

Information about the Office of Disability Employment Policy can be
found at \<www.dol.gov/odep/\>.

Information is also available at \<www.disabilityinfo.gov/\>, the
comprehensive federal website of disability-related government
resources.

Individuals may reproduce any part of this document please credit the
source and support of federal funds. Suggested citation for this guide
is as follows:

Rhodes, Sallie. (2007). High School/High Tech Program Guide: A
comprehensive transition program promoting careers in science,
technology, engineering and math for youth with disabilities.
Washington, DC: National Collaborative on Workforce and Disability for
Youth, Institute for Educational Leadership.

ISBN 1-933-493-12-7 October 2007

At the time of printing, every possible effort was made to compile
accurate and up-to-date website information and to only include websites
and web-based materials that are accessible to individuals with
disabilities. Internet information changes frequently. Neither
NCWD/Youth nor ODEP endorses, approves, certifies, or controls these
external sites or any commercial product or service referenced herein,
and therefore does not guarantee the accuracy, completeness, efficacy,
or timeliness of information found.

Acknowledgements

The original High School/High Tech (HS/HT) Program Manual was produced
in 1994 under the leadership of the President's Committee on Employment
of People with Disabilities (PCEPD) and included information, processes
and forms provided by people such as Dr. Charles McNelly of United
Cerebral Palsy in Prince Georges County, Maryland. The second version of
the Manual was also produced by PCEPD. The National Collaborative on
Workforce and Disability for Youth (NCWD/Youth), under a grant from the
Office of Disability Employment Policy (ODEP) within the U.S. Department
of Labor, wrote the third edition in an effort to expand and improve
upon existing HS/HT programs and facilitate the creation of new HS/HT
programs. We would like to acknowledge the contributions of Lee Miller,
President and CEO of the Georgia Committee on Employment of People with
Disabilities, Donna Mundy, State Coordinator for HS/HT in Florida, and
Lisa Cuozzo and George Tilson of TransCen, Inc. in Maryland for their
assistance in creating the earlier editions of the HS/HT Program Manual.
The fourth edition of the manual, now referred to as the "HS/HT Program
Guide," still contains much of their work.

HS/HT is recognized as one of the most successful strategies for
assisting youth with disabilities as they transition from school to
post-school activities, including entry into postsecondary education and
engaging in the workforce. With significant support from ODEP, HS/HT has
spread to numerous states, and interest in the program has increased
significantly. The extensive experiences of the ODEP-funded grantees and
resultant evolution of the HS/HT program from a locally administered and
implemented program to a state administered and locally implemented
program have provided a wide array of administrative models, service
strategies, and individual success stories, as well as numerous examples
of positive systemic changes. Capturing this wealth of information
necessitated a significant expansion of the HS/HT Program Guide. In
addition, continued refinement of ODEP's and NCWD/Youth's Guideposts for
Success, which comprise the key design features for today's HS/HT
programs, necessitated an extensive rewrite of the chapters on
School-Based Preparatory Experiences and Career Preparation and
Work-Based Learning Experiences. The resultant HS/HT Program Guide is
greater in depth and breadth, providing extensive information that
existing programs can use for program improvement and that new and
developing programs can use to guide their implementation efforts.

This Guide is full of information and materials used nationwide by HS/HT
programs. We would like to thank the HS/HT representatives from around
the country for providing detailed information on their programs and
examples of partnerships, service strategies and success stories, as
well as examples of systemic change facilitated by HS/HT programs. And,
a special thanks goes to Joan Wills, Director of Center for Workforce
Development at the Institute for Educational Leadership, who provided
oversight for the project and direction on compiling all of this
information so that it was both logical and comprehensive.

The dedication and commitment of HS/HT representatives have made the
lives of thousands of youth with disabilities better, helping them to
successfully transition into post-school activities such as
postsecondary education and employment---in many cases employment in
emerging technology-based industries.

To all---keep up the good work!!!

Preface

The diverse and complex needs of today's youth cannot be met by any one
family, school district, government program, or private organization
acting alone. The successful transition of all youth to adulthood and a
productive, independent, self-sufficient life demands coordination and
collaboration across programs, agencies, and systems, along with an
integrated approach to service delivery. For youth with disabilities it
has long been recognized that integration in mainstream programs is the
most desirable and effective educational strategy. However, there is
also recognition that at certain times youth with disabilities may also
benefit from targeted support services. High School/High Tech (HS/HT) is
a targeted program for youth with disabilities.

Why This Guide Was Developed

This is the fourth edition of a national Guide to support HS/HT. This
edition contains updated evidence-based research and lessons learned
from experience in multiple states and localities. The primary
objectives of this Guide are to promote program improvement and
expansion for existing HS/HT programs; to help programs establish the
state infrastructure to support HS/HT; and to both encourage and assist
in the creation of new HS/HT programs. To that end, this Guide

• provides the basic information needed to create and support a HS/HT
program;

• introduces strategies for creating a state infrastructure to support
the expansion of HS/HT throughout the country;

• provides information on existing HS/HT programs;

• introduces new resources, practices, and related activities to assist
both existing and developing programs as they strive to improve and
expand;

• explores ways to fund and sustain HS/HT programs;

• suggests ways to promote and market HS/HT programs; and

• provides insight into the ways practice, research, and policy can work
together to promote stronger, more successful HS/HT programs.

This Guide is NOT intended as a stand-alone cookbook for program
success. Rather, it simply provides a programmatic shell and suggestions
regarding implementation strategies and program activities for HS/HT.
One key ingredient in all HS/HT programs is creativity. Another is
partnerships, and a third is resourcefulness. Each HS/HT site is similar
in terms of its overall goals, objectives, and program design. However,
programs may vary significantly, depending upon these key ingredients
and the availability of technology and resources in a given community.

How to Use This Guide

This Guide should serve as a primary resource for state coordinators for
HS/HT and site operators. It is organized so that all sites, no matter
what their stage of development, will be able to find the information
and resources they need to implement an effective HS/HT program.

New sites can use this Guide as a roadmap for developing a locally-based
HS/HT program. This Guide will also assist states in establishing the
infrastructure for a statewide HS/HT program. Additionally, existing
sites can use the information to create a state infrastructure and to
strengthen their existing local sites.

The Guide also provides useful statistical information on the need for
intervention when youth begin transitioning to adulthood. The Guide
includes research findings, facts, and statistics that can be used in
the development of grants to support HS/HT.

Finally, the Guide includes a variety of information that state and
local HS/HT staff can use as they work directly with youth, such as how
to construct an Individualized Education Plan (IEP) and an
Individualized Transition Plan (ITP) that are in keeping with the
student's skills, abilities, capabilities and interests.

This Guide is divided into two parts that contain a total of eleven
chapters. Part I is High School/High Tech--- The Basics. Part II is High
School/High Tech---Putting It All Together.

Chapter 1 provides an overview of the history and evolution of HS/HT,
highlights reasons for focusing on youth with disabilities and on
careers in science, technology, engineering, and math (referred to as
the STEM careers), and introduces the Guideposts for Success.

Chapter 2 provides detailed information on the first
Guidepost---School-Based Preparatory Experiences.

Chapter 3 provides detailed information on the second Guidepost---Career
Preparation and Work-Based Learning Experiences.

Chapter 4 provides detailed information on the third Guidepost---Youth
Development and Leadership.

Chapter 5 provides detailed information on the fourth
Guidepost---Connecting Activities.

Chapter 6 provides detailed information on the fifth Guidepost---Family
Involvement and Supports.

Chapter 7 addresses the steps necessary to launch a HS/HT program,
highlighting issues that need to be addressed at both the state and
local levels.

Chapter 8 provides tips on finding the fiscal and human resources
necessary to implement a HS/HT program.

Chapter 9 outlines the importance of evaluating a HS/HT program and
using that information to manage the program for performance excellence.

Chapter 10 addresses things to consider in marketing a HS/HT program.

Chapter 11 provides definitions of key terms applicable to HS/HT and
transition services for youth with disabilities.

Stories about successful HS/HT students, examples of systemic changes
facilitated by various HS/HT programs, and tips from lessons learned are
sprinkled throughout the Guide. These vignettes represent only a small
sampling of the successes experienced and lessons learned by HS/HT
programs throughout the country.

Also included throughout the chapters are online resources related to
specific elements of the Guideposts for Success (described in detail in
Chapter 1). Recognizing that websites change frequently, every possible
effort has been made to compile accurate and current information at the
time of printing. These links are provided only as examples of the many
useful resources available on the Internet.

Individual chapters are followed by

• exhibits containing supporting research;

• information on related topics;

• tips for implementation;

• sample tools, forms, written communications and agreements; and

• other information and items that should be helpful, particularly for
developing HS/HT programs.

The Supporting Research Exhibits reflect a synthesis of over 30 years of
research on promising and effective practices to improve transition
services for youth with disabilities. The synthesis was conducted by two
national technical assistance centers: The National Center on Secondary
Education and Transition (NCSET), funded by the U.S. Department of
Education's Office of Special Education and Rehabilitative Services
(OSERS), and the National Collaborative on Workforce & Disability for
Youth (NCWD/Youth), funded by the U.S. Department of Labor's Office of
Disability Employment Policy (ODEP).

The five components for transition success that emerged from the
research, many of which were derived from early implementation of HS/HT,
formed the foundation for both the National Alliance on Secondary
Education and Transition's (NASET) Standards and NCWD/Youth's and ODEP's
Guideposts for Success. The NASET Standards established a common and
shared framework to help school systems and communities identify what
youth need in order to achieve successful participation in postsecondary
education and training, civic engagement, meaningful employment, and
adult life.

Building on this work, the synthesis in the Supporting Research Exhibits
in this Guide summarizes findings from research, demonstrations and
promising and effective practices related to each of the five components
of the Guideposts for Success.

PART I High School/High Tech The Basics

Chapter 1:

The History of Evolution of HS/HT

This chapter provides a brief history of the HS/HT program, and
information on emerging career opportunities and the widespread emphasis
on technology in today's economy, as well as an overview of the reasons
for focusing on transition-age youth with disabilities. It also
introduces the Guideposts for Success, a comprehensive framework for
providing transition services developed by NCWD/Youth in collaboration

with ODEP.

Over the years, HS/HT has evolved from a demonstration program found in
a few selected localities to an established program with multiple sites
in a number of states. During the 2005-06 school year, nine states
(Colorado, Delaware, Florida, Georgia,

Maryland, Michigan, Ohio, Oklahoma and South Carolina) had an
established state infrastructure supporting local implementation of
HS/HT. In those states, a total of 135 local HS/HT sites were serving
students in over 350 schools.

The History of HS/HT

HS/HT developed out of concern that too few students, especially those
with disabilities, were being prepared for technological and
science-based careers. In 1983, business executives and local leaders in
Los Angeles, California, became interested in reaching out to students
in the early stages of their education to expose them to the skills and
knowledge necessary to engage in jobs related to science and technology.
With the leadership of the Atlantic Richfield Company, and the support
of the Los Angeles Unified School District, America's first intervention
program designed to promote training for science and technology jobs
among youth with disabilities was established. This first program grew
slowly, as sustainability proved to be a challenge.

In 1986, the program was adopted by the President's Committee on
Employment of People with Disabilities (PCEPD). The mission of PCEPD was
to facilitate the

communication, coordination, and promotion of public and private efforts
designed to facilitate employment of people with disabilities. Building
upon this mission

and the strong public/private partnership that began in Los Angeles,
HS/HT program leaders developed relationships with businesses, education
and nonprofit

organizations, and government agencies. These relationships helped HS/HT
grow and expand across the country.

In the mid-1990s the National Aeronautics and Space Administration
(NASA) supported the expansion of HS/HT through grants to establish
projects in California, Florida, Maryland, Ohio, and Texas. Some of
these funds were also used to host the first national meeting of HS/HT
representatives. Soon afterwards, NASA awarded a grant to establish
HS/HT in Georgia. In the late 1990s, HS/HT grew rapidly. During this

time, the initiative's focus shifted from sites with local leadership to
sites united by state leadership. The statebased model, first initiated
in Georgia, provided HS/HT sites with access to the state-controlled
resources they needed to develop and sustain their

operations.

The Evolution of HS/HT

In 2000, Congress disbanded PCEPD and aspects of its work were
incorporated into a sub-cabinet level policy agency known as the Office
of Disability Employment Policy (ODEP) housed within the U.S. Department
of Labor. Congress established ODEP in order to provide national
leadership on disability-related employment policy. Some of PCEPD's
programs, including HS/HT, became part of ODEP's research demonstration
initiatives.

Through these early research demonstrations, ODEP learned that, in order
to successfully move to the world of work, all youth need

• access to high quality standards-based education regardless of the
setting,

• information about career options,

• exposure to the world of work,

• opportunities to develop social, civic, and leadership skills,

• strong connections to caring adults,

• access to safe places to interact with their peers, and

• support services to allow them to become independent adults.

In light of this research, and based on input from stakeholders and
experience working with local demonstration grants, NCWD/Youth, in
consultation with ODEP, developed the transition design features that
later became known as the Guideposts for Success for transition-age
youth. The transition design features/Guideposts focus on what all
youth, including youth with disabilities, need, and are intended to
provide a common language that diverse individuals, organizations and
funding streams can use to provide effective transition service delivery
and facilitate positive transition outcomes. They provide a common
framework around which states and local communities can assess their
current workforce development system, plan strategies for improving it,
and evaluate the results of implementing these strategies. While the
basic tenets of the design features have remained the same, the
nomenclature and categorization used have varied slightly over time.
Through funding local HS/HT projects, ODEP learned that truly expanding
HS/HT would require the commitment of a state-level entity to provide
technical assistance and coordinate programs throughout the state. As a
result, beginning in 2001, ODEP awarded grants to a number of states to
develop the infrastructure necessary to support the state-wide expansion
of HS/HT.

In addition to the movement towards a state infrastructure, HS/HT
programs also evolved in other areas. For example, HS/HT evolved from a
program that focused primarily on summer employment and internships to a
year-round program that incorporated activities conducted in-school,
after-school, on the weekends, and during the summer. Another change was
the expansion of program activities from primarily work-based learning
experiences to a much wider range of activities that encompassed such
things as tutoring, computer training, and youth development and
leadership activities. Connecting students to community resources became
another important part of HS/HT. With the continued refinement of the
Guideposts and the addition of a fifth design feature/Guidepost (i.e.,
family involvement and support), HS/HT programs expanded their program
elements to include activities to engage parents, family members, and
other caring adults in various aspects of transition planning.

Program Overview

The HS/HT program was created as a means of improving postsecondary
outcomes for transition-age youth with disabilities. Among other
strategies, the program achieves its objectives by maintaining high
expectations, exposing youth to high growth industries, facilitating
youth development and leadership, and encouraging the involvement of
family members and caring adults.

1\. HS/HT is designed to address the needs of transition-age youth (ages
14-24) with all types of disabilities.

2\. HS/HT focuses on exposing transition-age youth with disabilities to
careers in science, technology, engineering, and math (the STEM careers)
and other technology-related professions.

3\. HS/HT is a year-round program that provides a sequential progression
of activities that are both age-appropriate and developmentally
appropriate. Activities may be conducted in school, after school, on
weekends, and during the summer.

4\. HS/HT incorporates a variety of activities addressing a wide range
of needs identified in the Guideposts for Success to create a
comprehensive program of transition services.

5\. HS/HT provides students with disabilities with appropriate college
and career planning information and guidance, and encourages youth to
pursue additional training and education to prepare for the STEM
careers.

6\. HS/HT provides employers with a potential source of educated,
qualified employees.

To maximize its impact, HS/HT must continue to enroll more students with
disabilities in existing sites, expand the program to new sites, and
ultimately be made available to youth with and without disabilities. To
that end, the contents of this Guide are driven by the belief that

• multiple public and private stakeholders must act in concert (e.g.,
forming partnerships and blending and braiding resources) to alter the
conditions that inhibit the ability of youth with disabilities to engage
successfully in employment; and

• the design of HS/HT programs must be evidence based, rooted in high
expectations, and incorporate promising and effective practices that
promote the personal development of young people and expose them to
multiple career options. Why Focus on the STEM Careers?

Why Focus on the STEM Carreers?

When the first HS/HT program emerged, people began recognizing that
youth with disabilities represented an untapped source of labor. Armed
with the knowledge and skills relevant to emerging industries, these
youth could help fill important positions in the labor market. To
succeed in today's technology-driven global economy, however, these
youth must be exposed to the education and training necessary to enter
into careers related to science, technology, engineering, and math (the
STEM careers).

The pressing need to fill positions in STEM careers is widely
acknowledged. During a 2005 hearing before the Education and the
Workforce's 21st Century Competitiveness Subcommittee, members of the
U.S. House of Representatives and witnesses outlined current trends
hampering advancement in the math and sciences. Witnesses testified on
evidence indicating that America's global lead in science and technology
was slipping. Witnesses agreed on the importance of effective K-12
science and math education in maintaining America's technological
competitiveness. They further noted that American culture does not
currently encourage young people to pursue careers in math and science.

Demand for individuals with high-tech skills continues to
increase---regardless of the strength of the economy. Some of the
fastest growing careers in the world today rely on math, science, and
technology skills. "According to the Bureau of Labor Statistics, jobs
requiring science, engineering, or technical training will increase 24
percent between 2004 and 2014 to 6.3 million jobs nationally" (Texas
Education Agency, 2006).

Acknowledging this reality, President Bush introduced the American
Competitiveness Initiative in his January 2006 State of the Union
Address. This initiative included proposals to improve math and science
education in America's schools in order to advance our nation's economic
competitiveness. The focus on more rigorous math and science learning
follows numerous reports indicating that students in the United States
under-perform in relation to their counterparts in emerging growth
countries in these areas of academic pursuit. In keeping with this
initiative, the Deficit Reduction Act that President Bush signed into
law in February 2006 created Academic Competitiveness Grants and
National SMART Grants to provide additional need-based aid for first-
and second-year college students who complete a rigorous high school
curriculum and for third- and fourth-year college students who choose to
major in the fields of math, science, engineering, or critical foreign
languages. In addition, the Academic Competitiveness Council (ACC) was
established in the Deficit Reduction Act to assess the effectiveness of
the Federal investment in STEM education. In April 2006, the President
issued an Executive Order creating the National Math Panel to evaluate
the scientific evidence related to teaching and learning math, and to
make recommendations on how to improve student readiness for and success
in, algebra and higher-level math courses.

For more information on the American Competitiveness Initiative, visit
\<http://www.ostp.gov /html/budget/2008/ACIUpdateStatus.pdf\>.

HS/HT programs recognize that today more than ever, youth with
disabilities have the potential to meet the needs of our current
industries and the employment needs of our emerging economy.

Why Emphasize Technology?

The evolution of computers in the workplace has helped to level the
playing field for people with disabilities. Technology that was once
uncommon is now commonplace, giving a boost to the productivity of all
employees and further allowing individuals with disabilities to readily
integrate into the workforce. Technology has also become an aspect of
almost every job in today's economy.

Like any future member of the workforce, students with disabilities can
benefit greatly from being well versed in basic science, math, and
technology. Due to a collective history marked by low expectations,
limited exposure to pre-requisite courses, and limited access to
individualized supports, youth with disabilities are not generally
viewed as good candidates for the STEM careers, despite the fact that
many can and have succeeded in such careers.

Helping high school students explore their options and plan for their
future is a challenging business. Often, students do not know how to
plan for what will happen today, let alone after high school or college.
Using a variety of progressive activities throughout the year designed
to promote personal growth and development, self-determination,
self-advocacy skills, and informed decision-making, HS/HT programs
creatively expose youth with disabilities to the world of work with a
focus on opportunities found within the STEM careers. Such exposure will
assist these students to better prepare for their futures and to compete
in a technology-driven society.

Why Focus on Youth with Disabilities?

Transition from youth to adulthood is an awkward period in life which
presents challenges for almost every young person today---this is even
more so for youth with disabilities.

The facts are painfully clear:

• Special education students are more than twice as likely as their
peers in general education to drop out of high school.

• Youth with disabilities are half as likely as their peers without
disabilities to participate in postsecondary education.

• Current special education students can expect to face much higher
adult unemployment rates than their peers without disabilities.

• The adjudication rate into the justice system of youth with
disabilities is four times higher than for youth without disabilities.

• The pregnancy rate for youth with disabilities is much higher than the
national average; among females with learning disabilities, for example,
50 percent will be pregnant within three years of exiting school.

• Young adults with disabilities are three times more likely to live in
poverty as adults than their peers without disabilities.

The picture is even grimmer for youth with significant disabilities:
less than one out of ten attains integrated employment; five out of ten
experience indefinitely long waits for post-school employment services;
and most of these individuals earn less than \$2.40 per hour in
sheltered workshop settings (www.ncwdyouth. info).

Add to these statistics that fact that the employment rate of Americans
with disabilities of working age in 2000 was only around 56 percent and
the situation appears to be bleak. The most viable strategy for
reversing these stubborn statistics lies in focusing attention on the
transition needs of youth with disabilities, including those with the
most significant disabilities.

While these facts seem to paint a bleak picture for the future of youth
with disabilities, things have improved somewhat over the last decade. A
comparison of data from two studies, one completed in 1987 (the National
Longitudinal Transition Study), and the second from 2003 (the National
Longitudinal Transition Study-2), reveals important findings. In 2003,
youth with disabilities were found to be less likely to participate in
postsecondary vocational training programs than in 1987.

However, by 2003 youth with disabilities showed increased performance in

• school completion rates,

• participation in community groups,

• attendance at postsecondary education facilities, and

• entering and maintaining employment.

We know there are solutions. For example, research shows that work
experience during high school (both paid and unpaid) helps youth with
disabilities get jobs at higher wages after they graduate. Also,
students who participate in occupational education and special education
in integrated settings are more likely to be competitively employed than
students who have not been educated in such settings. Unfortunately,
most young people with disabilities do not have the opportunity to
participate in structured high-quality programs designed to help them
make informed choices about careers.

We often hear youth with disabilities and their parents lament about the
"belief system" problem. Evidence shows that a lack of high expectations
for youth with disabilities leads many professionals in schools and
other institutions, including businesses, to assume that people with
disabilities cannot meet the knowledge and skills requirements of
today's workplace, especially for careers with attractive growth
opportunities. There is a serious cost to this lack of high expectations
that is difficult to quantify---but is very real nonetheless.

At the HEART of HS/HT is a belief system based on HIGH EXPECTATIONS

At the Heart of HS/HT is a belief system based on High Expectations.
HS/HT programs have found that exposing youth with disabilities to the
world of work and the STEM careers assists them in developing self
confidence, self-esteem, and leadership skills. Participating students
have demonstrated success in advancing to the next grade, graduating
from high school with regular diplomas, and moving on to additional
training, postsecondary education, and gainful employment.

Records from August of 2006 clearly demonstrate the success of the HS/HT
program. According to a detailed breakdown of data from the seven states
where HS/HT was funded by ODEP (Colorado, Delaware, Florida, Maryland,
Michigan, Ohio and Oklahoma), only 12 of 2,840 students who participated
in HS/HT dropped out of school. This is particularly noteworthy given
that the national dropout rate for students with disabilities is 28
percent (National Longitudinal Transition Study-2, National Center for
Special Education Research, 2005). Approximately 900 of these 2,840
students participated in some type of formal work-based experience,
e.g., internships and/or full or part-time employment. Research has
demonstrated the benefits of such work based learning experiences in
improving post-school outcomes for youth (see Exhibit 3.1). Although the
percentage of students with disabilities matriculating to postsecondary
education increased from 3 percent in 1978 to 19 percent in 1996
(Blackorby & Wagner, 1996; Dukes & Shaw, 1999), the matriculation rate
for HS/HT students far exceeds the rate for student with disabilities in
general. Of the more than 750 HS/HT students in these seven states who
had graduated from high school as of June 2006, more than 540, or
approximately 72 percent, went on to postsecondary education.

Postsecondary education can be a critical factor in leveling the playing
field for youth with disabilities. When students complete postsecondary
education, including vocational-technical training, they significantly
improve their chances of securing gainful and satisfying employment and
achieving financial independence. Students with disabilities who earn
Bachelor of Arts degrees have almost equal success in attaining
subsequent employment as non-disabled students (Office of Special
Education and Rehabilitative Services, U.S. Department of Education,
November 29, 2000; Harris eSurvey, 2000; HEATH Survey, 1998).

HS/HT is an effective educational and career development intervention
that is making a positive impact on the lives of youth with disabilities
today. The program sets high expectations for youth and focuses on their
skills, abilities, and assets. HS/HT creates a welcoming and encouraging
environment by sponsoring peer group activities that are engaging, fun,
informative, and that promote personal growth, development, and
self-determination.

The Guideposts for Success: The Key Components of HS/HT

The creation of ODEP opened up new opportunities to develop strong
partnerships that promoted and supported the expansion of HS/HT programs
throughout the country. To further this support, ODEP awarded a
five-year contract to NCWD/Youth to, among other things, provide
technical assistance and support to HS/HT sites nationwide. It charged
NCWD/Youth with identifying the key factors that contribute to the
successful transition to adult life for all youth, as well as with
finding those additional factors that can positively impact transition
outcomes for youth with disabilities. ODEP's intent was to use the
results of this effort to create a comprehensive framework for
transition services that would then be used as the key components for
the HS/HT national program model.

After undertaking an extensive review of nearly three decades of
research, demonstrations and promising practices, including the
experiences of HS/HT programs, NCWD/Youth, in conjunction with ODEP,
created a set of guiding principles and identified a comprehensive set
of services, supports and activities that all youth, including youth
with disabilities, need to succeed in transitioning from high school to
adult life.

The resulting framework, referred to as the Guideposts for Success,
provides a

• statement of principles,

• direction that will lead to better outcomes for all youth, and

• method for organizing policy and practice. The Guideposts are based on
a number of important assumptions, including

• high expectations for all youth, including youth with disabilities;

• equality of opportunity for everyone, including nondiscrimination,
individualization, inclusion, and integration;

• full participation through self-determination, informed choice, and
participation in decision-making;

• independent living, including skills development and long-term
supports and services;

• competitive employment and economic self-sufficiency, which may
include supports; and

• individualized, person-driven, and culturally and linguistically
appropriate transition planning.

The Guideposts describe what is needed for comprehensive transition
service delivery at both the program and policy level. They can be used
in many ways. For example, the Guideposts can be used for resource
mapping to determine exactly what transition services are available in a
community and to identify gaps in transition services. They can also be
used to assist a young person with a disability in determining what
should go into his/her IEP, including the special education and related
services the school should be providing.

In addition, parents can use the Guideposts to evaluate whether the
services their sons or daughters are receiving are such that they are
most likely to lead to post-school success.

The fact that the Guideposts for Success are based on a comprehensive
review of relevant literature, research, and evidence-based practices is
important because there is increasing pressure to invest public dollars
only in programs that show reliable results and incorporate effective
practices.

The remainder of this section provides a brief introduction to each of
the five categories of the Guideposts for Success. Exhibit 1.1 provides
a chart that displays all five categories of the Guideposts and the
individual components under each Guidepost. More detailed information on
each category can be found in Chapters 2 though 6, along with a brief
synthesis of the literature review for each category and information on
relevant online resources.

1\. School-Based Preparatory Experiences

School-based preparatory experiences include the activities and services
undertaken in collaboration with and in support of the youth's
educational program. Activities under this Guidepost include
participating in academic programs based on clear state standards; using
curriculum and program options based on universal design for school and
work; participating in community-based learning experiences; and
receiving support from and by highly qualified staff. While HS/HT does
not have control over what happens within the educational environment,
it can actively promote the things that are needed to create a high
quality education environment and support activities that complement
what students are learning and experiencing in school. The HS/HT
activities undertaken in support of this Guidepost should be conducted
in environments where youth feel accepted and nurtured, and should
facilitate academic pursuits that provide exposure to and encourage
pursuit of the STEM careers. This Guidepost is discussed in detail in
Chapter 2.

2\. Career Preparation and Work-Based Learning Experiences

Career preparation and work-based learning experiences include a range
of activities that expose students with disabilities to the STEM careers
and build towards participation in on-the-job experiences. These
experiences include such things as vocational exploration, career
assessments, industry site visits, job shadowing, internships,
entrepreneurial ventures, and paid employment (full or part time). For
youth with disabilities, activities designed to help them learn to find,
formally request, and secure appropriate supports and reasonable
accommodations in education, training and employment settings fall under
this Guidepost. Whatever the activity, the lessons learned during such
activities should be reviewed to ensure that the young person makes the
connection between what s/he is learning in the HS/HT program and in
school generally, and what is expected in the world of work. This
Guidepost is discussed in detail in Chapter 3.

3\. Youth Development and Leadership

Youth development and leadership activities help young people become
self-sufficient and productive members of society. The activities and
services under this Guidepost include such things as developing
relationships with supportive adults, developing independent
decision-making skills, engaging in service-learning opportunities, and
learning self-determination and self-advocacy skills. Each of these
elements is also interwoven and fostered throughout all of the
Guideposts. This Guidepost is discussed in detail in Chapter 4.

4\. Connecting Activities

This Guidepost examines the need to connect youth to the programs,
activities, services, and supports they will need to access as they
transition to the next phase in life. The ultimate goal is to engage in
employment 1-7 that will provide for economic self-sufficiency. The
focus is on services and activities requiring support from other
organizations, such as tutoring, mentoring, assistive technology,
personal assistance services, and transportation. Youth participating in
HS/HT programs must connect with other agencies and services,
particularly as they pursue options in postsecondary education and the
STEM careers. This Guidepost is discussed in detail in Chapter 5.

5\. Family Involvement and Supports The involvement of parents, family
members, and other caring adults promotes the social, emotional,
physical, academic, and occupational growth of youth, which usually
translates to better post-school outcomes. The activities and services
under this Guidepost include having parents and caring adults take an
active role in transition planning, and having knowledge of the rights
and responsibilities under various disability-related laws. This
Guidepost is discussed in detail in Chapter 6.

Exhibit 1.1: Guideposts For Success

General Needs School-based Preparatory Experiences

Specific Needs

In order to perform at optimal levels in all education settings, all
youth need to participate in educational programs grounded in standards,
clear performance expectations and graduation exit options based upon
meaningful, accurate, and relevant indicators of student learning and
skills.

These should include

• academic programs that are based on clear state standards;

• career and technical education programs that are based on professional
and industry standards;

• curricular and program options based on universal design of school,
work and community-based learning experiences;

• learning environments that are small and safe, including extra
supports such as tutoring, as necessary;

• supports from and by highly qualified staff;

• access to an assessment system that includes multiple measures; and •
graduation standards that include options.

In addition, youth with disabilities need to

• use their individual transition plans to drive their personal
instruction, and use strategies to continue the transition process
post-schooling;

• have access to specific and individual learning accommodations while
they are in school;

• develop knowledge of reasonable accommodations that they can request
and control in educational settings, including assessment
accommodations; and

• be supported by highly qualified transitional support staff that may
or may not be school staff.

General needs

Career Preparation & Work-Based Learning Experiences

Specific Needs

Career preparation and work-based learning experiences are essential in
order to form and develop aspirations and to make informed choices about
careers. These experiences can be provided during the school day or
through after-school programs and will require collaboration with other
organizations. All youth need information on career options, including

• career assessments to help identify students' school and post-school
preferences and interests;

• structured exposure to postsecondary education and other life-long
learning opportunities;

• exposure to career opportunities that ultimately lead to a living
wage, including information about educational requirements, entry
requirements, income and benefits potential, and asset accumulation; and

• training designed to improve job-seeking skills and work-place basic
skills (sometimes called "soft skills").

In order to identify and attain career goals, youth need to be exposed
to a range of experiences, including

• opportunities to engage in a range of work-based exploration
activities such as site visits and job shadowing;

• multiple on-the-job training experiences, including community service
(paid or unpaid) that is specifically linked to the content of a program
of study and school credit;

• opportunities to learn and practice their work skills ("soft skills");
and

• opportunities to learn first-hand about specific occupational skills
related to a career pathway.

In addition, youth with disabilities need to

• understand the relationships between benefits planning and career
choices;

• learn to communicate their disability-related work support and
accommodation needs; and

• learn to find, formally request, and secure appropriate supports and
reasonable accommodations in education, training and employment
settings.

General Needs

Youth Development & Leadership

Specific Needs

Youth development is a process that prepares young people to meet the
challenges of adolescence and adulthood through a coordinated,
progressive series of activities and experiences which help them gain
skills and competencies. Youth leadership is part of that process.

In order to control and direct their own lives based on informed
decisions, all youth need • mentoring activities designed to establish
strong relationships with adults through formal and informal settings;

• peer-to-peer mentoring opportunities;

• exposure to role models in a variety of contexts;

• training in skills such as self-advocacy and conflict resolution;

• exposure to personal leadership and youth development activities,
including community service; and

• opportunities that allow youth to exercise leadership and build
self-esteem.

In addition, youth with disabilities need

• mentors and role models including persons with and without
disabilities; and

• an understanding of disability history, culture, and disability public
policy issues as well as their rights and responsibilities.

General Needs

Connecting Activities

Specific Needs

Young people need to be connected to programs, services, activities, and
supports that help them gain access to chosen post-school options.

All youth may need one or more of the following

• mental and physical health services;

• transportation;

• tutoring;

• financial planning and management;

• post-program supports through structured arrangements in postsecondary
institutions and adult service agencies; and

• connection to other services and opportunities (e.g., recreation,
sports, faith-based organizations).

In addition, youth with disabilities may need

• acquisition of appropriate assistive technologies;

• community orientation and mobility training (e.g., accessible
transportation, bus routes, housing, health clinics);

• exposure to post-program supports such as independent living centers
and other consumer-driven community-based support service agencies;

• personal assistance services, including attendants, readers,
interpreters, or other such services; and

• benefits planning counseling including information regarding the
myriad of benefits available and their interrelationships so that they
may maximize those benefits in transitioning from public assistance to
self-sufficiency.

General needs

Family Involvement & Supports

Special Needs

Participation and involvement of parents, family members, and/or other
caring adults promote the social, emotional, physical, academic, and
occupational growth of youth, leading to better post-school outcomes.

All youth need parents, families, and other caring adults who

• have high expectations that build upon the young person's strengths,
interests, and needs and foster their ability to achieve independence
and self-sufficiency;

• remain involved in their lives and assist them toward adulthood;

• have access to information about employment, further education, and
community resources;

• take an active role in transition planning with schools and community
partners; and

• have access to medical, professional, and peer support networks.

In addition, youth with disabilities need parents, families, and other
caring adults who have

• an understanding of their youth's disability and how it affects his or
her education, employment, and/or daily living options;

• knowledge of rights and responsibilities under various
disability-related legislation;

• knowledge of and access to programs, services, supports, and
accommodations available for young people with disabilities; and

• an understanding of how individualized planning tools can assist youth
in achieving transition goals and objectives.

Chapter 2: School-Based Preparatory Experiences

This chapter explores the first Guidepost for Success, School-Based
Preparatory Experiences. Based on the continued refinement of this
Guidepost, this chapter is a significant revision of the original
"Preparatory Experiences" chapter in the last edition of the HS/HT
Program Manual. The rewrite is due in part to the recognition that
preparation for STEM careers requires more attention to academic
preparation. In addition, evolving HS/HT practices around the country
are increasingly involving students in a multiyear program and a growing
number of programs are implementing HS/HT during the school day as a
credit course.

While HS/HT programs are locally housed in any number of places
(schools, Career Technical Education programs, Independent Living
Centers, Vocational Rehabilitation offices, One-Stop Career Centers,
etc.), and may involve activities during the school day, afterschool, on
weekends, and during the summer, HS/HT is intended to be an enrichment
program that complements what students are learning in school.
School-based preparatory experiences identify those things that are
necessary to ensure a high quality educational system and are primarily
the responsibility of the schools.

In order to perform at optimal levels in all education settings, all
youth need to participate in educational programs grounded in standards
and clear performance expectations with graduation exit options based
upon meaningful, accurate, and relevant indicators of student learning
and skills development.

While these elements of an effective educational system are the
responsibility of the schools, HS/HT can play an important role in
reinforcing what is being taught within the general and special
education curriculum. In addition, HS/HT can provide access to
educational options and extra supports and assistance that are needed by
some students to succeed in school. HS/HT activities need to be
carefully structured to supplement what students are learning in school
and ensure that youth with disabilities are getting what they need to
prepare for a successful role in the workforce, with an emphasis on
preparation for postsecondary education and entry into the STEM careers.
In addition, HS/HT program coordinators can use the information that
they gather through having an ongoing, long-term personal relationship
with a student with a disability to assist the school in identifying the
most effective ways to accommodate the needs of that student in the
educational setting.

Component 1: Programs Based on Standards

For educational programs, the Guideposts call for academic programs that
are based on clear state standards, and career and technical education
programs that are based on professional and industry standards. While
HS/HT programs have no direct control over such standards, HS/HT
representatives can help support these concepts. When such standards are
being developed or revised, or when high school reform efforts are
underway, the program coordinator can ask for a seat at the table and
provide input into such initiatives in an effort to ensure that no child
is left behind, particularly youth with disabilities. HS/HT activities
can also be designed to guide youth in the selection of programs of
study that are grounded in state, professional, and industry standards,
and that provide the educational prerequisites for pursuit of the STEM
careers. HS/HT staff may need to recruit people who are working in STEM
careers to volunteer to look at the courses students are taking in
school to ensure that they include the prerequisites and are
sufficiently rigorous to prepare them for the careers they are
interested in pursuing.

Component 2: Qualifications of Teachers and Transition Staff

High quality educational experiences require access to and supports from
highly qualified staff. This is another area where, although the schools
have the lead role, HS/HT can play a supportive role. While the country
is currently experiencing a significant shortage in qualified special
education teachers, both the No Child Left Behind Act (NCLB) of 2001 and
the Individuals with Disabilities Education Act (IDEA) of 2004 stress
the importance of teacher qualifications. Thus, schools and educational
agencies must provide for appropriate professional development to ensure
high quality teachers. Being in touch with both the educational system
and a variety of community resources, HS/HT staff may be able to assist
schools and educational agencies in identifying existing opportunities
for professional development for teachers and paraprofessionals, both in
general education and special education.

Students with disabilities need to be supported by highly qualified
transition support staff that may or may not be school staff. Many
schools employ specialized staff functioning as transition coordinators
for special education and 504 students (i.e., students with physical or
emotional disabilities, or who have impairments such as Attention
Deficit Disorder, that restrict one or more major life activities for
which accommodations are needed). Many do not. Even when a school
employs specialized transition staff, they may not be aware of all the
resources available in the community to assist students with
disabilities as they transition to adult life. To ensure access to the
full range of transition services, HS/HT can assist schools by linking
students with disabilities to qualified transition staff employed by
other agencies such as postsecondary education institutions, One-Stop
Career Centers, and Vocational Rehabilitation agencies.

Component 3: Assessments and Graduation Standards

School-based preparatory experiences also include access to an
assessment system that includes multiple measures and graduation
standards that include options. IDEA 2004 requires State Education
Agencies (SEAs) to use universal design principles in administering
assessments (see more about universal design under Component 4). NCLB
requires schools to include students with disabilities in their
standardized assessments to measure student achievement. In early April
2007, final regulations were published addressing the inclusion of
students with disabilities in tests to determine the achievement of high
academic standards. Prior to the publishing of these regulations, states
were permitted to provide 10 percent of special education students
(i.e., those with the most significant disabilities) with alternative
tests to measure their academic achievement and have those results
counted toward the school's annual progress under NCLB.

Under the new regulations, a school is allowed to give another 20
percent of students with disabilities modified tests to measure their
academic achievement. These modified tests are targeted for students
whose disabilities are less severe but who are still having difficulty
and are unable to keep pace with grade-level academic achievement.
States can define modified academic achievement standards so long as
those standards

\(1\) are aligned with the state's academic content standards for the
grade in which the student is enrolled; (2) are challenging for eligible
students, although they may be less difficult than the grade-level
academic achievement standards; (3) include at least three achievement
levels; and (4) are developed through a documented and validated
standards-setting process that includes broad stakeholder input. Prior
to the issuance of these regulations, these students had to be given
either the same tests as their non-disabled counterparts or the
alternative tests being given to students with the most significant
disabilities. For many students with disabilities, these tests would
either be too difficult or too easy. It is believed that the new
regulations which address this middle ground will provide greater
flexibility for and more accuracy in tracking academic achievement. With
the issuance of these regulations, approximately 30 percent of students
with disabilities will now be able to take more applicable tests.

HS/HT program coordinators should monitor students to ensure they are
being included in the school's assessment system and that, as
appropriate, these students have access to the accommodations they need
to participate successfully in the school's standardized assessments. In
some cases, program staff may be more familiar with the needs of a
particular student and may be able to offer suggestions on the most
effective ways to accommodate a particular student during assessments.
When a school determines that a student with a disability cannot
participate in the school's standardized assessment system, the HS/HT
program coordinator may want to ensure that any alternative measures
being used constitute an appropriate measure of that student's
accomplishments.

Another key component of a high quality educational system is the
existence of graduation standards that include options. As discussed in
Exhibit 2.1, such options can unfortunately have negative consequences
for the young people who do not receive regular diplomas. An alternative
diploma or certificate of participation may not be of much value when a
young person begins looking for work, particularly in the STEM careers.
While graduation standards are the responsibility of the educational
system, a HS/HT program coordinator may want to advocate on behalf of a
student to ensure that he or she is being provided with appropriate
graduation options.

Component 4: Universal Design for Learning

All learners, including students with disabilities, need an education
that provides access to and participation and progress in the general
education curriculum. IDEA 2004 promotes the idea of universal design by
requiring education agencies to support the use of technology, including
technology with universal design principles. It also requires State
Education Agencies (SEAs) to use universal design principles in
administering standardized assessments.

To ensure a high quality education, particularly for students with
disabilities, curriculum and program options must be based on universal
design of school, work and community-based learning experiences.
According to the Center for Applied Special Technology (CAST), universal
design for learning (UDL) means teachers need to customize their
teaching to address individual differences. This may include such things
as

• multiple means of representation to give learners various ways of
acquiring information and knowledge;

• multiple means of expression to provide learners alternatives for
demonstrating what they know; and

• multiple means of engagement to tap into learners' interests,
challenge them appropriately, and motivate them to learn.

A comprehensive approach to UDL applies these alternative approaches to
different aspects of education, including the development of
objectives/benchmarks, instructional materials, teaching methods, and
assessments (http://www.cast.org/research/udl/ index.html).

For example, "a traditional approach to instructional methods would be
to provide a brief lecture and create workgroups for research, note
taking, and an oral presentation. The UDL approach would recognize that
all the students may not respond to a lecture and would consider the use
of media with the lecture and other ways to enhance and illustrate the
lesson in as interactive a manner as possible" (Wills & Sabia, n.d.).

HS/HT programs need to be familiar with and incorporate aspects of UDL
as they prepare their program of activities, especially given that HS/HT
targets youth with all types of disabilities, some of whom need
accommodations and/or use assistive technology. Chapter 5, Connecting
Activities, Explores the need to determine individualized accommodations
to ensure a student's meaningful participation in HS/HT activities and
as they apply to settings other than educational settings. Exhibit 2.2
contains an Assistive Technology Checklist that can be used to assist
students as they explore their needs for reasonable accommodations and
assistive technology in a variety of settings.

Online Resources to Consider

Alliance for Technology Access (ATA) is a national network of technology
resource centers, organizations, individuals, and companies that provide
public education, information and referral, capacity building in
community organizations, and advocacy/policy efforts, enabling people to
acquire and use standard, assistive, and information technologies. An
interactive information service provides quick and efficient access to
information on assistive technology tools and services to consumers,
families, and service providers worldwide. Visit
\<http://www.ataccess.org/default.html\>.

Association of Tech Act Projects (ATAP) is a national, membership
organization comprised of Statewide Assistive Technology (AT) Programs
funded under the Assistive Technology Act. It promotes the collaboration
of AT Programs with persons with disabilities, providers, industry,
advocates, and others at the state and national level and seeks to
increase the availability and utilization of accessible information
technology and AT devices and services for all individuals with
disabilities in the United States and territories. Visit
\<http://www.ataporg.org/\>.

Center for Applied Special Technology (CAST) is a nonprofit organization
that works to expand learning opportunities for all individuals,
especially those with disabilities, through the research and development
of innovative, technology-based educational resources and strategies.
Frequent visits to the CAST website keep the reader abreast of
advancements in the application of the Universal Design for Learning
(UDL) framework. Visit \<http://www.cast.org\>.

National Center on Accessing the General Curriculum (NCAC) was
established by the Center for Applied Special Technology (CAST) to
provide a vision of how new curricula, teaching practices, and policies
can be woven together to create practical approaches for improved access
to the general curriculum by students with disabilities. Visit
\<http://www.cast.org/policy/ncac/\>.

Recording for the Blind and Dyslexic (RFB&D) is a nonprofit volunteer
organization, and the nation's educational library serving people who
cannot effectively read standard print because of visual impairment,
dyslexia, or other print disabilities. Their mission is to create
opportunities for individual success by providing and promoting the
effective use of accessible educational materials. Visit
\<http://www.rfbd.org/\>.

Component 5: Supporting Learning Environments That Are Small and Safe
and Include Extra Supports Such as Tutoring

To ensure a high quality education environment, the Guideposts also call
for learning environments that are small and safe and include extra
supports such as tutoring. Although there have been lots of discussions
about the value of smaller classroom sizes, there is no national trend
towards smaller classes. As a result, this is an area where HS/HT can
have a real impact.

To support students in making the most of their high school experience
and to increase the likelihood of their success in post-school
activities, HS/HT programs can

• reinforce the lessons learned in school with after-school and summer
programs;

• incorporate creative and engaging activities that are designed to
supplement what students are learning in the classroom;

• involve students in small and large group discussions;

• provide opportunities for students to develop their listening skills
and practice their oral and written communication skills in small group
settings where they feel safe;

• teach students active listening skills and expose them to the spoken
and unspoken rules of conversation and group discussions (e.g., the role
of body language, being polite, not interrupting, taking turns, raising
hands to speak, focusing attention on the speaker, etc.);

• encourage students to reflect on where and when they should use their
listening skills and encourage them to practice their listening skills
(e.g., at home, in school, in church, while watching a movie or
listening to the radio, etc.);

• ask students to present information to groups of students and to
summarize information from oral presentations in writing;

• involve students in writing exercises and introduce students to
prewriting strategies (e.g., developing a focus, developing an outline
to ensure the proper sequencing of ideas, creating diagrams, etc.);

• incorporate activities that expose students to different types of
writing (e.g., creative writing, journalism, reflective compositions,
etc.) and the use of correct punctuation and grammar;

• encourage students to try new things such as working in teams and
experimenting with different presentation styles in a setting where
individualized attention and additional support is readily available;

• help students connect what they are taught in school to the world of
work and the expectations they will face as adults; and

• incorporate service-learning activities to demonstrate the application
of math and science in the community.

On June 10, 2006, Florida HS/HT students from Levy, Bradford, and Putnam
Counties were able to participate in a fun, hands-on, and educational
field trip to Disney's Magic Kingdom. Students attended the Youth
Education Series Program called, "World of Physics: Energy and Waves."
Students experienced the Magic Kingdom through the eyes of a theme park
scientist. On the interactive tour youth studied selected attractions to
showcase the physics concepts of optics, acoustics, and magnetism in a
real world context. Students were able to go behind the scenes of
several attractions, including the Haunted Mansion! They had a wonderful
time exploring the park after the tour. For some HS/HT students, this
was their first trip ever to Disney or to any theme park. In addition,
new friendships were made among the three groups.

The local HS/HT coordinator in Toledo, Ohio, encourages her students to
participate in a Blogging Program where they are involved in online
journaling activities. This activity was designed to coincide with the
university chat rooms that are popping up around the

country. Each week the coordinator posts one of the links distributed by
NCWD/Youth and asks the HS/HT students to explore and critique the site.
The goal is to expand the activity statewide for all HS/HT students in
Ohio.

Funds appropriated under Title V, Part A of the No Child Left Behind Act
(NCLB) may be used for supplemental educational services, which are
defined as additional academic instruction designed to increase the
academic achievement of students in schools that have not met state
targets for increasing student achievement (adequate yearly progress)
for three or more years. These services may include tutoring and
after-school services, as well as activities to promote consumer,
economic, and personal finance education. Consequently, this is a
potential source of funding for tutoring services in some schools and,
if the HS/HT program has a strong tutoring component, possibly a source
of funding to help ensure the sustainability of HS/HT.

With an emphasis on exposing students to high-tech careers, HS/HT
programs incorporate many opportunities for students to practice the
computer skills they are learning in school and develop additional
skills. The HS/HT experience includes opportunities to do research
online (e.g., exploring different careers and their prerequisite
qualifications); develop documents online (e.g., resumes, marketing
materials, etc.); create prototype websites, databases, and graphics;
and troubleshoot hardware and software problems. Exhibit 2.3 includes a
list of websites that provide interesting and engaging ways to reinforce
what students are learning in school, particularly with regard to math
and science. Some HS/HT programs partner with local community colleges
to give participants the opportunity to take computer courses or use a
college computer lab while they are still in high school. Some programs
take students to local One- Stop Career Centers to learn about online
computer training programs. In a few cases, the emphasis on computer
literacy is so embedded in HS/HT that some schools have incorporated the
HS/HT program into the school's general educational curriculum as a
for-credit course.

Tech-Now in Oklahoma uses a standardized curriculum for HS/HT throughout
the state. Tech-Now partners with a number of schools to provide the
HS/HT curriculum as a for-credit class during the school day (i.e.,
Computer 1 or Technology 1). Students participate in the class five days
a week, for 55 minutes a day. Students who complete a full year of the
program receive a minimum of half of a Carnegie credit that can be
applied towards Oklahoma's standard graduation diploma. The Carnegie
Unit is 120 hours of class or contact time with an instructor over the
course of a year at the secondary school level. In some Oklahoma
schools, students participating in Tech-Now can earn two complete
credits towards their graduation requirements.

The State HS/HT Coordinator in Colorado worked with a representative of
the Denver Public Schools to embed the Guideposts into the Alternative
Cooperative Education Program (ACE) curriculum. The ACE curriculum
includes both general and specific occupational competencies that must
meet the state's education standards and the Colorado workplace
competencies. HS/HT launched a pilot program in Denver Public Schools
for one semester, working together with the ACE teachers to further
enrich the curriculum and bring HS/HT into the classroom in instances
where at-risk students could not participate in out-of-school
activities. These in-school sessions constituted a five credit course.
To further this effort, a two-day ACE State Conference included a
session where HS/HT students talked about their experiences in the
program and the value they saw in HS/HT. The agenda also included a
session exploring ways to further embed the Guideposts for Success into
the ACE curriculum. As a result of this effort, the Guideposts for
Success were embedded into the ACE curriculum throughout the state after
just one semester of the pilot program. In addition, a full year HS/HT
afterschool program with bi-weekly sessions is still being provided as a
continuum for the in-school program and as an additional resource for
at-risk and special education students. To view Standards 1-4 of the ACE
curriculum, visit \<www.coloradoace.org\>, go to "Educator Resources"
and click on "Standards."

Component 6: Helping Students Use Individualized Transition Plans
(ITP's) to Drive Their personal Instruction

In order to be successful in post-school activities, a special education
student needs to use the IEP and ITP required under IDEA to drive the
personal instruction s/he receives while still in school. IDEA 2004
requires the development of an ITP for each special education student
who has turned 16 years of age. The ITP is the part of the IEP that
focuses on what the student needs to prepare successfully for the
transition from the secondary educational setting to adult outcomes.
Transition services are a set of coordinated activities that assist
students with disabilities as they move from school into
self-determined, post-graduation activities including postsecondary
education, vocational training, competitive employment, supported
employment, continuing and adult education, independent living, adult
services, and participation in the community. Students with mild
disabilities may only need limited services in one or two areas, while
students with severe disabilities may need extensive services in all
areas.

From a legal standpoint, the IEP team is required to consult with the
student and his/her parent(s) in determining the transition services the
student will receive. These services can include an array of educational
and vocational options, some occurring within the school setting, some
in the community, and some through other service providers. Available
vocational options range from work-related high school classes to
entry-level work in the community with assistance through a transition
program.

Transition services are based on students' needs, preferences, and
interests and include instruction, related services, community
experiences (e.g., volunteer work and service-learning), functional
vocational evaluations/assessments when appropriate, employment,
independent living objectives, and daily living skills.

To determine the transition services to be included in an ITP, the
student should go through a transition planning interview to identify
his/her strengths, skills, abilities, capabilities, interests, and
needs. The IEP team is then responsible for developing an ITP based on
that interview. The ITP is designed to accomplish the student's stated
post-school goals based on this interview.

The ITP is part of the student's IEP and includes important information
about the student, including

• post-high school goals;

• interests, strengths, and vocational goals;

• activities to help reach goals in the areas related to career
development, self-advocacy, interpersonal/social skills, and independent
living;

• school and post-school services that will facilitate the
accomplishment of those goals;

• notice of rights a year before reaching age of majority; and

• recommendations for the next year.

The HS/HT program coordinator needs to know what is in a student's IEP
and ITP to make sure it is in line with the student's expressed
interests and goals. Through an ongoing personal relationship with a
student and the student's school, the HS/HT coordinator can help the
student formulate appropriate goals and objectives for the future.

The HS/HT coordinator can also work with the student to complement what
the school is doing to address the student's remedial needs and to
identify the most appropriate supports and services (e.g.,
accommodations, assistive technology, tutoring, etc.) that will help the
student succeed in accomplishing his/her post-school goals. Through
self-advocacy training, the HS/HT coordinator can help a student develop
the skills needed to advocate for his/her goals and objectives within
the IEP process and for the services and supports that will ensure
his/her academic success.

In some cases, school personnel and members of the IEP Team may not be
aware of all of the resources available in the community to assist a
student through the transition process. The HS/HT program can be a great
source of this type of information. In addition, HS/HT coordinators can
use the Guideposts for Success to assist a student through the
transition process. The comprehensive framework for transition services
contained within the Guideposts can help students think through all
aspects of their goals for the future and help them identify the
services and supports they may need to accomplish those goals.

Embedding the Guideposts for Success in RFP Instructions The Michigan
Department of Education's Office of Special Education & Early
Intervention Services (MDE/OSEIS) provides annual transition grants to
all 57 county-level intermediate school districts (ISDs). The Request
for Proposals (RFP) instructions for the 2006- 07 grants suggested a
number of appropriate fundable activities or strategies that the ISDs
could implement to help them comply with State Performance Plan (SPP)
Indicators. These SPP indicators track the percentage of youth aged 16
and above with an IEP that includes coordinated, measurable, annual
goals and transition services that will reasonably enable the student to
meet their postsecondary goals, and the percentage of youth with IEPs
who are no longer in secondary school and who have been competitively
employed, enrolled in some type of postsecondary school, or both, within
one year of leaving high school. The list of fundable activities
included community resource mapping, Guidepost activities and HS/HT
activities. More than half of the 57 ISDs named community mapping as one
of their proposed activities and about 18 percent sought funding for
Guideposts and/or HS/HT activities.

Using Career Planning Portfolios to Record Student Accomplishments

An important aspect of the school-based preparatory experiences is
getting students to learn how to reflect on their school work,
extracurricular activities, and life experiences in a way that
demonstrates their knowledge, skills, and abilities. Some programs use
this information to assist students in creating Career Planning
Portfolios. A Career Planning Portfolio is a comprehensive collection of
student work that illustrates the student's efforts, progress, and
achievements throughout high school. It is a tool to help students and
parents with educational and career decision-making. A portfolio is
sequential and usually addresses five different levels of development:
self-awareness, educational and career exploration, educational and
career planning, achievement, and transition. A portfolio can provide an
alternative method of assessing a student's performance and provide
reliable and valid information on the student's accomplishments. As a
student completes new course work and becomes involved in new
activities, these accomplishments are added to the portfolio and are
used to identify connections between post-high school plans, high school
course plans, extracurricular activities, and guidance activities.

Academic Preparation includes information on learning style assessments,
goal setting, high school transition, SAT preparation, career
portfolios, how different degrees can be used in finding a job, labor
market trends, anger management, etc. Some lesson plans and activities
are free and some are available for a fee. Visit
\<http://www.reynoldsindiana.net/TCS/ TCS%20Lession%20Plans/\>.

Education World is a free resource available to educators, school
administrators, and others involved in educating children. It includes a
search engine dedicated solely to educational websites; original
content, including lesson plans; practical information for educators;
information on how to integrate technology in the classroom; and
articles written by education experts. The goal of Education World is to
make it easy for educators to integrate the Internet into the classroom.
Visit \<http://www.educationworld. com/\>.

All-Learners: The Website for Exploring Inclusive Education lists and
connects to a wide variety of resources for educators, administrators,
and parents who are working to provide an inclusive education to all
students. Visit \<http://www.infinitec.org/alllearners/
resources.html#Anchor-Math-23522\>.

P.R.O. Filer Personal Portfolio & Filing System is an innovative tool
designed by students for students that provides a way to organize
important documents, keep records of school and community learning
opportunities, and create a personal portfolio to showcase the student's
accomplishments. Published by the Institute on Community Integration,
the P.R.O. Filer includes a manual and dividers for storing information
about accomplishments, education, finances, support services,
transportation, vocational/work issues, etc. Visit
\<ici.umn.edu/all/helptool.html#profiler\>.

Getting Organized

There are several tasks that HS/HT staff can undertake to ensure that
students are able to access the educational programs, services, and
supports available at their schools, and to identify HS/HT program
components that will complement and supplement what the students are
learning in school. This list is by no means exhaustive, but it is a
good place to start.

• Review existing information on each HS/HT student (e.g., school
records, the IEP, and the ITP). Don't forget, you will need written
permission from parents to access information found in school records,
medical records, etc.

• Determine whether a student needs tutoring and, if so, the type of
tutoring that would best meet the needs of that particular student and
identify where those services are available in the local community.

• Poll HS/HT participants to identify their interests as they apply to
science, technology, engineering, and math, and to identify what they
are being taught in school. Use this information to identify activities
of interest to students and to complement what the students are learning
in school.

• Use the information you have gathered to identify the individualized
supports each student needs to promote his/her academic achievement and
to determine the nature of any group activities to be undertaken by the
HS/HT program.

• Identify assistive technology, materials in alternate formats, or
other reasonable accommodations that might be needed by your students.
Ask each student directly about his/her needs and preferences.

• Recruit volunteers who are working in STEM careers to talk to HS/HT
students about the prerequisite courses needed to enter particular STEM
careers. • Partner with the schools where your HS/HT students are
located and ask to be invited to appropriate IEP, 504, or transition
planning meetings, as well as other appropriate general education
related activities.

• Stress the importance of good grades and, based on the student's plans
for the future, stress the importance of taking prerequisite courses in
high school.

Supporting Research: School-Based Preparatory Experiences

To gain the knowledge and skills necessary for success in a variety of
settings, all students---including students with disabilities---must
have access to educational curriculum and instruction designed to
prepare them for life in the 21st century (Murnane & Levy, 1996). The No
Child Left Behind Act (NCLB) underscores this assumption, as does
federal legislation in the areas of workforce development, youth
development, postsecondary education, and other areas. This assumption
was the basis, in part, for some of the amendments included in the
Individuals with Disabilities Education Act (IDEA) when it was
reauthorized in 1990, 1997, and 2004. Under IDEA, states must provide
students with disabilities access to the general education curriculum,
including the identification of performance goals and indicators,
information on how to access the general curriculum, access to general
or alternate assessments, and access to public reporting of assessment
results. All of these requirements are embedded within a context of
standards-based education, in which standards for what students should
know and be able to do are defined at the state level, appropriate
standards-based education is provided, and success in meeting
expectations is measured through large-scale assessment systems. The
need for access requirements in legislation was supported by research
demonstrating a lack of educational success (or a lack of any
information about educational success) for many students with
disabilities (e.g., McGrew, Thurlow, & Spiegel, 1993; Shriner, Gilman,
Thurlow, & Ysseldyke, 1994-95), the all too common provision of an
inappropriately watered-down curriculum (Gersten, 1998), or a curriculum
undifferentiated for students with disabilities (McIntosh, Vaughn,
Schumm, Haager, & Lee, 1993). According to Nolet and McLaughlin (2000),
the 1997 IDEA reauthorization was "intended to ensure that students with
disabilities have access to challenging curricula and that their
educational programs are based on high expectations that acknowledge
each student's potential and ultimate contribution to society." Within
the educational context of the late 1990's and early 2000's, this meant
that all students with disabilities, regardless of the nature of their
disability, need to have access to standards-based education.

Providing meaningful access to the general curriculum requires a
multifaceted approach. Appropriate instructional accommodations
constitute one piece of this picture (Elliott & Thurlow, 2000). Other
elements include the specification of curriculum domains, time
allocation, and decisions about what aspects of the curriculum to
include or exclude (Nolet & McLaughlin, 2000). The process of specifying
the curriculum in a subject matter domain requires cataloging the
various types of information included in the domain (facts, concepts,
principles, and procedures) and setting priorities with respect to
outcomes. Allocation of time for instruction should be based on
established priorities. Decisions about what to include or exclude in
curricula should allow for adequate breadth (or scope) of coverage,
while maintaining enough depth to assure that students are learning the
material. Universal design is another means of ensuring access to the
general curriculum (Orkwis & McLane, 1998). When applied to assessment,
universal design can help ensure that tests are usable by the largest
number of students possible (Thompson, Johnstone, & Thurlow, 2002).
Research indicates that a variety of instructional approaches can be
used to increase access to the general curriculum and standards-based
instruction (Kame'enui & Carnine, 1998). Approaches such as
differentiated instruction (Tomlinson, 1999), strategy instruction
(Deshler et al., 2001), and technology use (Rose & Meyer, 2000) are
showing that access to the curriculum can be substantially improved,
with positive outcomes for students with disabilities.

Other researchers have examined the teaching, learning conditions and
strategies in schools that lead to positive outcomes for students
(Wagner, 1993). Gersten (1998), the National Center on Secondary
Education and Transition (2004a), and Nolet and McLaughlin (2000) note
that students with disabilities and other at-risk students need access
to the full range of curriculum options, rather than watered-down
versions, if they are to meet content and performance standards.
Research by Tralli, Colombo, Deshler, and Schumaker (1999) indicates
that many low-achieving students can be taught strategies that will
raise their performance to meet content standards.

A meta-analysis of findings looked at independent evaluations of 65
school tutoring programs and found the programs positively impacted the
academic performance and attitudes of the people being tutored. The
students who received tutoring outperformed students in a control group
on exams. They also developed positive attitudes about the subjects that
were the focus of tutorial programs. The positive effects also extended
to the youth who serve as tutors, as they gained a better understanding
of and developed more positive attitudes toward the subjects addressed
in the tutorial programs (Cohen, Kulik, & Kulik, 1982). In two studies
of "at-risk" junior high school students and students with learning
disabilities who were failing classes found participation in
after-school tutoring programs impacted the students' ability to earn
average or better than average grades on quizzes and tests when they
were supported by trained adult tutors (Hock, Pulvers, Deshler, &
Schumaker, 2001).

In an examination of the development and evaluation of two demonstration
peer tutoring programs during two semesters in 1995 during which more
experienced students tutored novice students, both types of participants
benefited greatly. Both parties benefited in terms of improved
understanding and performance in the subject matter, heightened
confidence and improved study skills, and the development of lasting
friendships (Beasley, 1997).

Other academic and non-academic components that have been linked to
positive youth outcomes include

• a broad spectrum of work-based learning components such as
service-learning, career exploration, and paid work experience (American
Youth Policy Forum & Center for Workforce Development, 2000; Benz,
Yovanoff, & Doren, 1997; Hamilton & Hamilton, 1997; National Commission
on the High School Senior Year, 2001);

• academic and related standards (Nolet and McLaughlin, 2000) and a full
range of postsecondary options (National Center on Secondary Education
and Transition, 2004a);

• universally designed curricula and materials (Bowe, 2000; Orkwis &
McLane, 1998) including culturally appropriate strategies (Hale, 2001);

• instructional approaches that include the use of technology (Rose &
Meyer, 2000) and learning supports including advising and counseling
(Aune, 2000); and

• a move to smaller learning communities (Darling-Hammond, Ancess, &
Ort, 2002; Stern & Wing, 2004).

Basing Assessment on Appropriate Standards

States and districts have become engaged in identifying content
standards and setting performance standards for what students should
know and be able to do in the 21st century (Partnership for 21st Century
Skills, 2003). While these standard- setting efforts may not have
initially considered students with disabilities (Thurlow, Ysseldyke,
Gutman, & Geenen, 1998), as time has passed, many states have
reconsidered their standards in this light. This reconsideration
occurred, if for no other reason, because the No Child Left Behind Act
(NCLB, the bill that reauthorized the Elementary and Secondary Education
Act) required states to develop alternate assessments for those students
who are not able to participate in general assessments. The alternate
assessments, like the general assessments, are to be aligned to state
standards. NCLB requires that students with disabilities participate not
only in assessments, but also in accountability systems. The purpose of
these requirements is to ensure that schools are held accountable for
access to the general curriculum, high expectations, and improved
learning. Such requirements have heightened the importance of access to
the general curriculum for all students with disabilities, while also
raising concerns about access to transition-related curricula and
experiences (Furney, Hasazi, Clark/Keefe, & Hartnett, 2003).

Research (Thurlow, Elliott, & Ysseldyke, 1998) and reviews of
standards-based approaches (Elmore & Rothman, 1999; McDonnell,
McLaughlin, & Morison, 1997; Thurlow & Johnson, 2000) indicate that
assessments and standards must be aligned and that all youth, including
those with disabilities, must be included in large-scale assessments and
other accountability measures to ensure that accountability systems are
valid. Further, schools should provide the supports and resources to
help all students meet challenging standards (National Research Council
& Institute of Medicine, 2004). Assessment accommodations, alternate
assessments, and other performance indicators should be addressed within
accountability systems (National Center on Secondary Education and
Transition, 2004a; Thurlow et al., 1998), and assessment results should
be used in individualized educational planning. Standards should also
look beyond purely academic goals and include the knowledge and skills
required for desired postsecondary outcomes (National Center on
Secondary Education and Transition, 2004a).

NCLB requires that educational decisions be based on student performance
data and research-based instructional strategies, and that performance
data be shared with parents and other stakeholders. Components of this
data-based decision-making process that have been identified through
research and best practice reviews include: (a) reporting data in
understandable language and in useful categories (Halpern, 1990; Hogan,
2001); (b) sharing data and analyses with a broad range of stakeholders
and the general public (Halpern, 1990; Hogan, 2001); (c) including
stakeholders in the process of developing data collection instruments
(Florio & DeMartini, 1993; Halpern, 1990; Hogan, 2001); and (d) using
data to evaluate programs and develop additional programs and services
(Halpern, 1990; Hogan, 2001). Improving School Completion

Improving School Completion

The prevalence of students dropping out of school is one of the most
serious and pervasive problems facing special education programs
nationwide. The National Longitudinal Transition Study (NLTS) found that
more than a third of students with disabilities exited school by
dropping out. The NLTS data also revealed that factors such as ethnicity
and family income are related to dropout rates, and that some groups of
special education students are more apt to drop out than others. Of
youth with disabilities who do not complete school, the highest
proportions are among students with learning disabilities and students
with emotional/behavioral disabilities (Wagner et al., 1993).

National data indicate that there has been some improvement in the
overall graduation rate of students with disabilities in the United
States. Between the 1995-1996 and 1999-2000 school years, the percentage
of youth with disabilities graduating with regular diplomas, as reported
by states, grew from 52.6 to 56.2 percent.

During the same period, the percentage of students with disabilities
reported as having dropped out of school declined from 34.1 to 29.4
percent (U.S. Department of Education, 2003). While these data are
encouraging, the dropout rate for students with disabilities still
remains twice that of students without disabilities. In the United
States, dropout prevention programs have been implemented and evaluated
for decades, but the empirical base of well-researched programs is
scant, and well-done evaluations of dropout prevention programs
specifically targeted towards students with disabilities are rare.
Perhaps the most rigorously researched secondary level program for
students with disabilities at risk of dropping out is the Check &
Connect program (Christenson, 2002; Sinclair, Christenson, Evelo, &
Hurley, 1999). Using randomized assignments to experimental and control
groups, researchers found significant positive effects of their program.
Check & Connect includes the following core elements: (a) a
monitor/advocate who builds a trusting relationship with the student,
monitors the student on risk indicators, and helps problem-solve
difficult issues between the student and the school;

\(b\) promotion of student engagement with the school; (c) flexibility
on the part of school administrative personnel regarding staffing
patterns and use of punitive disciplinary practices; and (d) relevancy
of the high school curriculum to students.

Two common components of successful secondary dropout prevention
programs are work-based learning and personal development/ self-esteem
building (Farrell, 1990; Orr, 1987; Smink, 2002). Of equal importance,
however, is tailoring or contextualizing these and other intervention
components to the particular school environment (Lehr et al., 2003).
Finally, early intervention also appears to be a powerful component in a
school district's array of dropout prevention strategies.

Professional Development as a Means to Improve Educational Results

Training and professional development for educators and other
stakeholders have been identified as critical components of school
reform and improving student achievement and other outcomes. Research
studies and analyses of best practices have identified the following
essential components of training and development programs: (a) ensuring
that school personnel have the knowledge, skills, and attitudes to
effectively perform their duties (Joyce, 1990); (b) incorporating
student performance data and effective strategies for improving student
achievement into professional development (National Association of
Elementary School Principals, 1996; National Association of Secondary
School Principals, 2001); (c) including educators, family members, and
other stakeholders on school leadership teams (National Center on
Secondary Education and Transition, 2004b); (d) person-centered planning
activities for youth, such as involving youth in individualized school
and career related decision-making and planning (National Center on
Secondary Education and Transition, 2004b); and (e) collaborative
leadership (National Association of Secondary School Principals, 2001).

Many new teachers are entering the field without the specific knowledge,
skills, and attitudes needed to support transition. Miller, Lombard, and
Hazelkorn (2000) report that few special education teachers have
received training on methods, materials, and strategies for developing
meaningful IEPs that include goals and objectives on transition or that
specifically address students' transition needs through curriculum and
instruction. Further, many special education teachers underutilize
community work-experience programs and fail to coordinate referrals to
adult service providers.

Beyond pre-service training, high-quality continuing professional
development is needed to ensure that teachers are up to date and fully
able to support students in the transition from school to adulthood.
Miller et al. (2000), in a national study, found that nearly 8 out of 10
teachers (79 percent) reported receiving five hours or less of
in-service training regarding inclusion of students with disabilities in
their districts' school to work programs.

Further, nearly half (49 percent) indicated they had received no
in-service training related to practices for including students with
disabilities in regular education classes and activities. These findings
are consistent with the report published by the National Center for
Education Statistics regarding the preparation and qualifications of
public school teachers (Lewis et al., 1999). This report notes that
fewer than 2 out of 10 teachers (19 percent) spent more than eight hours
per year on professional development activities to address the needs of
students with disabilities, despite the fact that teachers report that
professional development of longer duration is more effective. The
promotion of improved levels of collaboration between general education
and special education is in response to another area of need. General
education classroom teachers, work-study coordinators, career and
technical education instructors, and high school counselors all play an
important role in supporting the transition of students with
disabilities. These general education personnel need training and other
support to help them work effectively with students with disabilities. A
recent study of personnel needs in special education (Carlson, Brauen,
Klein, Schroll, & Willig, 2001) found that general educators' confidence
in serving students with disabilities was dependent on their
relationship with special education teachers: those who often received
instruction-related suggestions from special educators felt
significantly more confident.

Basing Graduation Requirements on Meaningful Measures and Criteria

Requirements that states set for graduation can include completing
Carnegie Unit requirements (a certain number of class credits earned in
specific areas), successfully passing a competency test, passing high
school exit exams, and/or passing a series of benchmark exams (Guy,
Shin, Lee, & Thurlow, 1999; Johnson & Thurlow, 2003; Thurlow, Ysseldyke,
& Anderson, 1995). A study conducted by Johnson & Thurlow (2003) found
that 27 states had opted to require that students pass state and/or
local exit exams in order to receive a standard high school diploma.
This practice has been increasing since the mid-1990s (Guy et al., 1999;
Thurlow et al., 1995). States may also require any combination of the
above requirements. Variability in graduation requirements is
complicated further by an increasingly diverse set of diploma options.
In addition to the standard high school diploma, options now include
special education diplomas, certificates of completion, occupational
diplomas, and others.

Many states have gone to great lengths to improve the proportion of
students with disabilities passing state exit exams and meeting other
requirements for graduation. Strategies have included grade-level
retention, specialized tutoring and instruction during the school day
and after-school, and weekend or summer tutoring programs. While these
may be viewed as appropriate interventions and strategies, there is
little research evidence supporting these practices. Available research
indicates, for example, that repeating a grade does not improve the
overall achievement of students with disabilities (Allington &
McGill-Franzen, 1992; Holmes, 1989).

The implications of state graduation requirements must be thoroughly
understood, considering the negative outcomes students experience when
they fail to meet state standards for graduation. The availability of
alternative diploma options can have a considerable impact on raising
graduation rates. However, the ramifications of receiving different
types of diplomas need to be considered. A student who receives a
non-standard diploma may find their access to postsecondary education or
meaningful employment is limited. It is also important for parents and
educators to know that if a student graduates from high school with a
standard high school diploma, the student is no longer entitled to
special education services unless a state or district has a policy
allowing continued services under such circumstances. Most states do not
have such policies.

Assistive Technology Checklist

WRITING

MECHANICS OF WRITING

Pencil/pen with adaptive grip

Adapted paper (raised line, highlighted lines)

Slant-board

Typewriter

Portable word processor

Computer

Other

ALTERNATE COMPUTER ACCESS

Keyboard with easy access or Access DOS

Keyguard

Arm support (e.g., Ergo Rest)

Track ball/track pad/joystick

Alternate keyboard (e.g., IntelliKeys, Discover Board, TASH)

Mouth stick/head pointer

Head mouse/head master/tracker

Switch with Morse code

Switch with scanning

Voice recognition software

Word prediction (e.g., Co:Writer) to reduce keystrokes

Other

COMPOSING WRITTEN MATERIAL

Word cards/work book/word wall

Pocket dictionary/thesaurus

Electronic/talking electronic dictionary, thesaurus/spell checker (e.g.,
Franklin Bookman) Word processor with spell checker/grammar checker

Word Processor with word prediction (e.g., Co:Writer) to facilitate
spelling and sentence construction

Talking word processor for multi-sensory typing

Voice recognition software

Multimedia software for expression of ideas (assignments)

Other

COMMUNICATION

Communication board/book with pictures/objects/letters/words

Eye gaze board (eye gaze communication)

Simple voice output device (e.g., BigMack, Cheap Talk, Voice in a Box,
MicroVoice, Talking Picture Frame, Hawk)

Voice output device with levels (e.g., 6 Level Voice in a Box, Macaw,
Digivox, DAC)

Voice output device with dynamic display (e.g., Dynavox, Speaking
Dynamically with laptop computer/ Freestyle)

Voice output device with icon sequencing (e.g., AlphaTalker Liberator,
DAC)

Device with speech synthesis for typing (e.g., Cannon Communicator,
Link, Write: Out Loud with laptop computer)

Other

READING, STUDYING, AND MATH READING

Changes in text size, spacing, color, background color

Use of pictures with text (e.g., Picture It, Writing with Symbols)

Book adapted for page turning (e.g., page fluffers, 3-ring binder)

Talking electronic device to pronounce challenging words (e.g., Franklin
Bookman) \_ Scanner with talking word processor

Electronic books

Other

LEARNING/STUDYING

Low tech aids to find materials (e.g., index tabs, color coded folders)

Highlight text (e.g., markers, highlight tape, ruler, etc.)

Voice output reminders for assignments, steps of task, etc.

Software for manipulation of objects/concept development (e.g., Blocks
in Motion, Toy Store) may use alternate input device, (e.g., switch,
touch window)

Software for organization of ideas and studying (e.g., Inspiration,
Claris Works Outline, PowerPoint, etc.)

Recorded material (books on tape, taped lectures with number coded
index, etc.)

Other

MATH

Abacus/math line

Calculator/calculator with print out

Talking calculator

Calculator with large keys and/or large LCD print

On screen calculator

Software with templates for math computation (may use adapted input
methods)

Tactile/voice output measuring devices (e.g., clock, ruler)

Other

ACTIVITIES OF DAILY LIVING (ADLS)

Adaptive eating devices (e.g., foam handle on utensil

Adaptive drinking devices (e.g., cup with cut out rim)

Adaptive dressing equipment (e.g., button hook, reacher)

Other

MOBILITY

Walker

Grab rails

Manual wheelchair

Powered mobility toy (e.g., Cooper Car, GoBot)

Powered wheelchair with joystick, head switch or sip/puff control

Other

ENVIRONMENTAL CONTROL

Light switch extension

Use of powerlink and switch to turn on electrical appliances (e.g.,
radio, fan, blender, etc.) \_ Radio/ultra sound/remote controlled
appliances

Other

POSITIONING & SEATING

Non-slip surface on chair to prevent slipping (e.g., Dycem)

Bolster, rolled towel, blocks for feet

Adapted/alternate chair, side lyer, stander

Custom fitted wheelchair or insert

Other

VISION

Eye glasses

Magnifier

Large print books

Screen magnifier (mounted over screen)

Screen color contrast (e.g., CloseView)

Screen magnification software (e.g., Close View, Zoom Text)

CCTV (closed circuit television)

Screen reader (e.g., Out Spoken)

Braille keyboard and note taker (e.g., Braille N Speak)

Braille translation software

Braille printer

Other

HEARING

Hearing aid

Classroom amplification

Captioning

Signaling device (e.g., vibrating pager)

TDD/TTY for phone access

Screen flash for alert signals on computer

Other

Comments

Adapted from the Wisconsin Assistive Technology Initiative's Technology
Checklist. Visit \<http://www.wati.org/loanlibrary/techchecklist.html\>.

PORTFOLIO ASSESSMENT CRITERIA CHECKLIST DOES THIS PORTFOLIO:

Involve the student in the selection of best pieces

Include raw data and summarizing data

Show no conflict in purpose

Involve the collection of student samples over time

Involve the student in a self-reflection process

Include contents different from a cumulative folder

Include contents generated from multiple procedures

Include the teacher's own instructional reflections

Show evidence of teacher and student collaboration in setting goals

Incorporate student-teacher conferences

Involve the student in the self-assessment process

Incorporate tasks that are performed in authentic contexts

Include a mutually agreed upon criteria for evaluation Source:

Websites with Activities, Lesson Plans, and Curricula Addressing Science
and Math

Ask Dr. Math provides answers to math questions found in homework,
puzzles, math contests, and math education. Questions and answers are
listed by school level and specific math skill. Questions from students
can be submitted through e-mail. Visit
\<http://forum.swarthmore.edu/dr.math/drmath. html\>.

Busy Teachers' WebSite K-12 contains valuable resources for teachers.
Visit \<http://www.ceismc.gatech.edu/BusyT\>.

Cyberinfrastructure examines the convergence of three realities the
spread of the Internet, the shrinkage of computers, and the accumulation
of databases that have led researchers to envision a planet-wide grid of
computing, information, networking, and sensor resources. Learn about
projects to develop the emerging cyber-infrastructure. Discover
resources for teaching and learning about information technology.
Sponsored by the National Science Foundation (NSF),visit
\<http://www.nsf.gov/news/special_reports/cyber/index.jsp\>.

Junior Solar Sprint and Hydrogen Fuel Cell Car Competitions focuses on
designing and building solar and hydrogen fuel cell cars. Explore
components of solar cars, conduct experiments to improve car
performance, find activities for measuring solar cell output, tips on
vehicle construction and transmission design, and formulas for
calculating vehicle performance. See a list of regional competition
sites and find out how to integrate solar vehicle activities into the
curriculum. This site is sponsored by the Department of Education. Visit
\<http://www.nrel.gov/ education/jss_hfc.html\>.

Kids' Space at the Internet Public Library contains ideas on and help
with science projects and allows students to go on virtual field trips.
Visit \<http://ipl.sils.umich.edu/div/projectguide/\>.

NASA Connect: Sun-Earth Day features teacher guides and other resources
for studying sun-earth connections and celebrating Sun-Earth Day. In
"Ancient Observatories," students measure the movement of the sun and
find solar noon. In "Venus Transit," students learn about scale models
and the "Astronomical Unit," which is used to determine distances from
the earth to other planets and stars. In "Dancing in the Night Sky,"
students learn about the Aurora Borealis, or the Northern Lights. This
site is sponsored by the National Aeronautics and Space Administration
(NASA). Visit
\<http://sunearthday.nasa.gov/2006/events/broadcasts.php\>.

National Institute of Standards and Technology (NIST) Virtual Museum
features the work of a federal agency that has helped keep U.S.
technology at the leading edge. Visit the online exhibits to learn about
the standardization of women's clothing, weights and measures (crucial
to industrialization), technology development during World War II, the
first government computer with an internal program, OCR machines, the
weathering of stone, and more. This site is sponsored by the U.S.
Commerce Department's National Institute of Standards and Technology
(NIST). Visit \<http://museum.nist.gov/\>.

National Science Foundation: Where Discoveries Begin contains ideas for
classroom activities and resources that promote science, math, and
technology. Visit \<http://www.nsf.gov/news/classroom/\>.

New York Times Learning Network is a free service for students in grades
3-12, their teachers, and parents. Students can read the day's top
stories, take a news quiz about today's world, and play special
crossword puzzles. Teachers can access a daily lesson plan for grades
6-12, as well as access archived and thematic lesson plans. Parents can
enhance their children's understanding of current events using
conversation starters and joining online discussions. The site is
updated Monday through Friday throughout the year. Visit
\<http://www.nytimes.com/ learning/teachers/index.html\>.

NIDA Goes Back to School is a source of free information about the
latest science-based drug abuse publications and teaching materials.
Students can learn about the science behind drug abuse. Sponsored by the
National Institute on Drug Abuse, National Institutes of Health, U.S.
Department of Health and Human Services, this site includes
publications, curriculum and a "Teen Site," \<teens.drugabuse.gov\>.
Visit \<http://www.backtoschool.drugabuse.gov/\>.

Path of Totality: Measuring Angular Size and Distance examines the
natural phenomena that create a total eclipse. NASA scientists and
engineers introduce a satellite used to make artificial eclipses in
order to learn about the sun's corona. Students measure the angular size
and predict the angular distance of objects in the sky. This site is
sponsored by the National Aeronautics and Space Administration (NASA).
Visit \<http://connect.larc.nasa.gov/programs/2005-
2006/path_of_totality/\>.

Preview the Heart takes students on a virtual tour of the heart. Visit
\<http://sln2.fi.edu/biosci/preview/ heartpreview.html\>. 2-17

ScienCentralNews provides the latest news on developments in life
sciences, physical sciences, and technology. You can sort articles by
topic, e.g., genetics, animals, the brain, chemistry, physics, earth,
oceans, astronomy, climate, engineering, biotechnology, computers,
nanotechnology, and others. See articles on cancer-causing genes, music
for pain, fat vaccine, biofuel energy, no-mow grass, liquid armor,
fouled beaches, phones and driving, auto-focus eyewear, activity breaks,
memory, and more. Visit \<http://www.sciencentral.com/\>.

Smithsonian National Zoological Park is used to teach people to engage
in conservation of wildlife, water, and habitats. It provides fact
sheets and photos for many of the 2,400 mammals, birds, reptiles and
amphibians, fish, and invertebrates at the National Zoo and the Zoo's
Conservation and Research Center, including species at the Zoo that are
endangered or threatened. Visit
\<http://nationalzoo.si.edu/default.cfm\>.

Smithsonian: Science and Technology explores the Apollo 11 mission to
the moon, Arctic wildlife, migratory birds, stars and black holes, sky
watching, the Galapagos Islands, invasive species, views of earth,
milestones of flight, shade grown coffee, species of Indian River
Lagoon, polio, and much more. Visit
\<http://www.si.edu/science_and_technology/\>.

Sun-Earth Day is a series of programs and events throughout the year
that culminates with a celebration of the spring equinox. "Eclipse: In a
Different Light" shows how eclipses have inspired people to study the
sun-earth-moon system. Join this journey of exploration and discovery in
preparation for a total solar eclipse. This site is sponsored by the
National Aeronautics and Space Administration (NASA). Visit
\<http://sunearthday.nasa.gov/\>.

Teacher Talk contains resources for teachers. Visit
\<http://education.indiana.edu/cas/tt/tthmpg.html\>.

Teacher Workshops provides materials from dozens of teacher
presentations on literacy, math, science, history, and the arts at the
U.S. Department of Education's Teacher-to-Teacher Summer Workshops.
Topics include reading, writing, algebra, computation, data, geometry,
peer teaching, earth systems, cells, physical science, labs, science
mysteries, historical literacy, arts, reading, and more. Visit
\<http://www.t2tweb.us/Workshops/Sessions.asp\>.

Teachers Helping Teachers provides additional resources for teachers.
Visit \<http://www.pacificnet.net/\~mandel\>.

The Seven Wonders of the Ancient World provides opportunities for
students to go on virtual field trips. Visit
\<http://ce.eng.usf.edu/pharos/wonders/\>.

The Structures of Life takes you into the world of "structural
biology"---a branch of molecular biology that focuses on the shape of
nucleic acids and proteins (the molecules that do most of the work in
our bodies). Learn about the structures and roles of proteins, tools
used to study protein shapes, how proteins are used in designing new
medications (for AIDS and arthritis), and what structural biology
reveals about all life processes. Find out about careers in biomedical
research. This site is sponsored by the National Institutes of Health
(NIH). Visit \<http://publications.nigms.nih.gov/structlife/\>.

The Weather Channel is devoted to providing the current weather, weather
outlooks and forecasts, and "weather whys" on every state in America.
Visit \<http://www.weather.com\>.

TryScience is a gateway to the excitement of contemporary science and
technology through on and offline interactivity with more than 400
science and technology centers worldwide. A partnership of IBM
Corporation, the New York Hall of Science (NYHOS), the Association of
Science-Technology Centers (ASTC), and science centers worldwide,
TryScience provides opportunities to investigate, discover, and try
science. Visit \<http://www.tryscience.org\>.

U.S. Antarctic Program aims to understand the world's coldest, windiest,
driest, and harshest continent (Antarctica)---its ecosystems and its
effects on global processes such as climate. Learn about important
discoveries. See articles about a killer crater found under the ice and
the melting of polar ice sheets. This site is sponsored by the National
Science Foundation. Visit
\<http://www.usap.gov/scienceAndEducation.cfm\>.

Visualization Projects includes simulations of more than 40 phenomena:
sea ice and CO2, climate change (230-year period), clouds and
precipitation, coral reef evolution (starting 21,000 years ago),
universal fire shape, fire twirl and burst behavior, tornadoes,
thunderstorms, typhoons, El Niño events, greenhouse gases and sulfate
aerosols, polar vortex breakdown, CO2 and temperature, CFCs in the
ocean, cloud evolution (7-day period), daily weather in the U.S., and
more. Visit \<http://www.vets.ucar.edu/vg/categories/all.shtml\>.

Volcano World allows you to tap into a volcanologist who can greatly
enrich the learning experiences of students through information,
photographs, data, and interactive experiments involving volcanoes.
Visit \<http://volcano.und.nodak.edu\>.

Zero Gravity provides an attractive teaching environment for getting
students interested in science. This unique program enables students to
design and conduct science experiments in a zero-gravity environment.
The Weightless Flights of Discovery program teaches educators how to
relate zerogravity experiments to science, engineering, technology, and
mathematics curriculum development. Registration is free. Visit
\<http://www.eschoolnews.org/news/showStoryts.cfm? ArticleID=6376\>.
2-18

Chapter 3: Career Preparation and Work-Based learning Ecperiences

This chapter examines the second Guidepost, Career Preparation and
Work-Based Learning Experiences, and includes information on
assessments, developing soft skills, exposure to postsecondary education
options, industry site visits, job shadowing, and internships
opportunities as core activities. This chapter also includes information
on entrepreneurship, an optional activity that has been developed by a
few and should be explored by all HS/HT programs because of the unique
opportunity it affords and the many useful lessons that can be learned.
It is important to keep in mind that each Guidepost is co-dependent on
the other Guideposts, a fact that will become clear when developing a
HS/HT program based on the Guideposts.

Component 1: Career Assessment

Career assessment is the process through which students explore career
options for the purpose of identifying those that are compatible with
their personal goals, interests, and abilities. It is a key step in a
continuous process to help young people make informed choices about
their futures. HS/HT program operators must collect information
regarding the young person's likes, dislikes, interpersonal relations,
skills, abilities, capabilities, interests, personality traits, and
responses to specific environmental conditions. The career assessment
process differs for each student.

To address different learning styles, cultural differences, language
barriers, academic difficulties, and challenges, there are three basic
types of assessment that are used to assist youth in this process:
formal assessment, informal assessment, and work-based learning
experiences.

Formal (standardized) assessments are those that are typically
administered, scored, and interpreted only by people who have been
trained to do so (e.g., psychologists, vocational evaluators, qualified
vocational rehabilitation counselors, etc.). While there are four key
domains of assessment (i.e., Educational Domain, Psychological Domain,
Vocational Domain, and Vocational and Medical Domain), HS/HT should be
primarily interested in assessments within the vocational domain to
address this Guidepost.

To learn more about formal assessments, check out one of NCWD/Youth's
most popular and requested documents reflecting the most up-to-date
developments in assessments entitled, Career Planning Begins with
Assessment: A Guide for Professionals Serving Youth with Educational &
Career Development Challenges. This revised version of the Assessment
Guide can be purchased from NCWD/Youth or downloaded for free at
\<http://www.ncwd-youth.info/resources\_&\_
Publications/assessment.html\>.

Informal assessments include, but are not limited to, online
inventories, interviews with youth and family members and career
portfolios. They are typically conducted in unstructured settings to
help individuals identify their career interests, improve their
performance, and identify possible learning disabilities. The HS/HT
program operator may gather information about the young person by
interviewing the youth and/or members of his/her family, observing the
youth in class, and reviewing records and other formal assessment
results. Often, information gathered during informal assessments leads
to referrals for formal assessments and becomes part of the formal
assessment record when preparing comprehensive reports or career
profiles. (See Exhibit 3.2 for Sample Online Career Assessment.)

HS/HT program operators can get additional information about a young
person's interests, skills, and abilities by conducting their own
informal career assessment activities. Exhibit 3.3 provides examples of
informal assessment activities that HS/HT programs can undertake to
determine the career interests and basic work performance skills of
participating students.

"I love art! It's my passion!!" says Beth W., a junior at a high school
in Frankford, Delaware. She has the talent to support her passion too!
Beth is a Delaware HS/HT student who has become one of approximately 10
featured artists at the school. Her work is on display for all students,
faculty, and visitors to see. Her section of the "gallery" includes a
self-portrait, a portrait of our 16th President, Abraham Lincoln, and a
still life. Beth participated in a HS/HT activity called "Smart Options"
(purchased software that is used to research job clusters) and
discovered that she loves painting and drawing and that she is an
image-, logic and music-smart person. She enjoys arts and crafts,
building model houses and planes, and reading short stories, fiction,
and Chicken Soup books. She hopes to pursue a career in fashion design
or art so that she can put her talents to use. Beth learned a lot about
herself while participating in HS/HT and is looking forward to having a
career that matches her strengths and interests.

Component 2: Structured Exposure to Postsecondary Education and Other
Life-Long Learning Opportunities

An increasing number of jobs in today's labor market require education
and/or training beyond high school. While many people view vocational
training beyond high school as an appropriate option for youth with
disabilities, a college education is not always seen in the same light.
Unfortunately, due to low expectations, many people do not expect youth
with disabilities to go to college. When these low expectations are
communicated to youth, either directly or indirectly, such youth are not
likely to view postsecondary education as an option. This situation can
and should change, and HS/HT programs can be a major factor in
facilitating such a change.

The exploration of postsecondary education options is an important
aspect of every HS/HT program. There are several options within the
realm of postsecondary education: career and technical education,
community colleges, and four-year colleges and universities. Technical
schools, community colleges, and four-year colleges and universities
differ in three important areas: (1) the type of programs offered, (2)
the type of degree earned, and (3) the cost of attending. In addition to
looking at career and technical education options, HS/HT coordinators
should assist their students in exploring the differences in two-year
community colleges, four-year colleges and universities.

Online Resources to Consider

ACT Prep Course Options, sponsored by The Princeton Review, provides
information on the ACT test and options for preparing for the ACT test
based on a student's learning style. The options include: classroom
courses, online courses, private tutoring, small group tutoring, and
books. Visit \<http://www.princetonreview.com/college/testprep/
testprep.asp?TPRPAGE=2&TYPE=ACT-HOME\>.

College MatchMaker can be used to search for twoand four-year schools,
colleges and universities that meet individual needs. Visit
\<http://apps.college board.com/search/adv_typeofschool.jsp\>.

College Preparation Timeline will help you prepare a time line as you
consider and think about applying for college. Visit
\<http://64.233.167.104/search?
q=cache:5PD3aj_igsoJ:www.uwcu.org/products/
studentloans/Student_Loan_timeline.pdf+college+
preparation+timeline&hl=en&gl=us&ct=clnk&cd=1\>.

Colleges and Technical Schools provides ideas on questions to ask before
enrolling in a career college or a technical school (e.g., is the school
accredited by an agency recognized by the U.S. Department of Education
or licensed by the state in which it is located). This section of the
Department's website can help in choosing the right school to meet one's
career goals. Visit \<http://www.ed.gov/students/prep/
college/consumerinfo/index.html\>.

Financial Aid for College provides information on the "Free Application
for Federal Student Aid." Visit \<http://www.fafsa.ed.gov/\>.

Getting Ready for College: Advising High School Students with Learning
Disabilities provides information specific to youth with learning
disabilities who are preparing for college. This resource is sponsored
by the HEATH Resource Center. Visit
\<http://www.kidsource.com/Heath/gr.html\>.

Peterson's College Search provides information about majors at two-year
and four-year colleges. Visit
\<http://www.petersons.com/ugrad/select/u2majors. html\> and
\<http://www.petersons.com/ugrad/ select/u4majors.html\>.

Post-ITT: Postsecondary Innovative Transition and Technology Project,
funded by the U.S. Department of Education, Office of Special Education
and Rehabilitative Services, contains a collection of resources and
activities established to aid students, parents, educators, and
disability services coordinators in the task of planning for a student's
transition from secondary to postsecondary education. It contains
activities and planning worksheets for students as well as a teacher's
manual. Visit \<http://postitt.org/\>.

SAT Preparation is the College Board website that includes all kinds of
information on the SAT test, including an SAT Preparation Center, an SAT
Subject

Test Center, and a Learning Center. It also includes information on
planning for, finding, applying for, and paying for college. Visit
\<www.collegeboard.com/ student/testing/sat/reg.html\>.

The American Association of Community Colleges provides information on
two-year colleges. Visit \<http://www.aacc.nche.edu/\>.

The Community College Resources at the College Board website provides
information on two-year colleges. Visit \<http://www.collegeboard.com/
communitycollege/\> and \<http://www.collegeboard.
com/article/0,,4-21-0-48391,00.html\>.

Component 3: Exposure to Career Opportunities

Exposure to career opportunities is the process of exposing youth to
information about the job market; job-related skills; minimum
requirements such as education level; characteristics of different work
environments; and the overall culture of specific occupations.
Unfortunately, most young people, including youth with disabilities,
have little knowledge of the range of jobs and careers that make up
today's labor market. Also at issue is that youth with disabilities have
historically been steered towards certain types of jobs based on low
expectations. These jobs, often referred to as the "6 F's", include food
(food services), filth (garbage or custodial jobs), filing
(administrative/clerical work), flowers (grounds keeping), fetching
(errand boy/girl), or folding (housekeeping and retail stockroom work).
While all work is worthwhile and these types of jobs are frequently
first jobs for youth, many of these jobs offer little in the way of a
career ladder. As a result, youth with disabilities end up looking at
jobs rather than careers.

HS/HT programs are changing these trends by providing students with
disabilities with opportunities to explore a wide range of careers,
including the STEM careers. HS/HT activities are structured specifically
to help youth with disabilities see the STEM careers and other
technology-focused professions as options that are available to them.

The following are some suggested ways to expose HS/HT students to the
wide array of opportunities within the STEM careers and to the
pervasiveness of the use of technology in many of the jobs in today's
labor market. 1. Guest speakers are an important part of the HS/HT
year-round program. They can offer participants specific information
about the STEM careers; guidance in identifying and planning for future
goals; and a chance to discuss the skills necessary for successfully
engaging in different types of work. It is critically important to
include professionals with disabilities among the guest speakers you
recruit.

Beyond that, the range of speakers and topics is limited only by the
interests of the audience and the creativity of the program operator.
Guest speaker workshops or presentations can be held in various
sites---at the local high school or university, a worksite, or other
community location. You may be able to get additional support for your
HS/HT program by extending invitations to family members and guardians.

• Contact your local Chamber of Commerce or other business organizations
involved in promoting business/education partnerships. They may have a
speakers bureau that can provide you with ideas about potential
speakers. To find your local Chamber, visit \<http://www.uschamber.
com/default\>. Asking employers to speak at a HS/HT event is a great way
to get them in the door. They are more likely to commit to additional
activities once they learn more about the program.

• Include a wide variety of topics, including the following: marketable
technology skills; technology careers; work ethics and soft skills;
information on how to talk to a supervisor; how to discuss your
disability with an employer; how to ask for a reasonable accommodation
in the workplace; benefits planning; finding and securing financial aid;
setting attainable goals; the value of internships (both paid and
unpaid); tips for your first internship or job; study skills; computer
literacy; motivation; resume writing; and independent living options.
HS/HT students enrolled in a Transition course at South High School in
Colorado were taught how to advocate for themselves as they explored job
opportunities and careers during the Cherry Creek Mall Career Quest. The
event used a "Mission Impossible" theme, where the "mission" was to meet
as many possible employers and learn as much about their professions as
possible. Prior to the event the teacher prepared the students with
lessons and role-plays such as how to meet a potential employer, how to
introduce themselves for the first time, and how to dress
professionally. Participating students had the chance to explore a
variety of jobs such as health care professions, technical professions,
telecommunications, retail sales and management, public safety, and the
publication industry. Students used a "Career Collector Card" to record
information on each job, including the name of the company, the company
representative's contact information, the prerequisite
education/degree(s) for the job, the experience needed to be hired, the
expected salary, and information on what the student liked and didn't
like about the job. The cards, which also provided prompts to the
student as to what questions to ask, were designed to be used as a
resource later when the student actually looked for work. Two students
were paired up with an adult who accompanied them. Adults consisted of
HS/HT coordinators, educators, and family members.

Each student pair received a "mission" that had the names of the
businesses and the people they were to seek out to interview. The adults
were encouraged to hang back and let the students take the lead in
asking questions and talking to employer representatives. Students were
encouraged to seek out more businesses that were not on their list and
collect more cards if they had time. Some participating employers agreed
to take participating students on a tour of their facilities and to talk
to them more in depth about the jobs available there. Students got
excited about opportunities they had never considered. Employers were
engaged in sharing information with the students about their jobs and
encouraging them to pursue their goals. Students increased their
self-confidence and motivation as they began to venture out on their own
without adult encouragement. Students developed social and
problem-solving skills as they had to approach strangers and ask probing
questions.

• Brief your speakers on disability etiquette including using acceptable
language; speaking directly to the person, not to the person's
interpreter; reading a Power Point presentation out loud if anyone in
the audience is visually impaired; and not leaning on the chair when
talking to a person who uses a wheelchair. (See Exhibit 3.4 for
additional suggestions related to disability etiquette.)

Create obtainable goals and objectives for each event where a guest
speaker is part of the program.

1\. The primary goal of this event is

2\. The learning objectives (for HS/HT program participants) are

3\. The expected outcome of this event is

4\. The intended audience is

5\. As a follow-up, I will

6\. As a follow-up, HS/HT participants will

2\. Informational interviews are one of the best sources for gathering
information about what is happening in a specific occupation or
industry. Young people can initiate an informational interview by
contacting professionals working in that particular field and asking
questions about the careers associated with that field. Remember, the
purpose of an informational interview is to obtain career information,
not to get a job. (Exhibit 3.5 outlines Steps to Follow to Conduct an
Effective Informational Interview and Exhibit 3.6 provides 20 Questions
for an Effective Informational Interview.)

Top 5 reasons to conduct informational interviews:

1\. Explore careers, clarify career goals, and identify career strengths
and needs;

2\. Discover unadvertised opportunities;

3\. Expand personal networks;

4\. Build confidence for future job interviews; and

5\. Reveal up-to-date career information.

3\. Research-based activities include scanning professional magazines,
periodicals, newspapers, and the Internet. These are all excellent ways
for young people to learn about specific occupations while using
critical academic skills to gather and sort through such information.

4\. Community resource mapping is another way to acquaint youth with the
culture, resources, barriers, and potential partners within their
community. Consider creating a scavenger hunt and include clues relating
to local businesses and employment opportunities (i.e., the local
Chamber of Commerce), transportation (including accessible
transportation), community resources (recreational, religious, etc.),
human resources (public and private service agencies, community
colleges, etc.), and employment and training services (One-Stop Career
Centers, the state Vocational Rehabilitation agency, Independent Living
Centers, etc.).

Remember to follow up with your speakers, those granting informational
interviews, and any partners who have provided research-based
activities. Write a letter of thanks and ask each young person to write
one as well.

Online Resources to Consider

In addition to researching job openings in the newspaper and on the
Internet, these links may be helpful in assisting HS/HT students as they
explore different career paths.

America's CareerInfoNet is a One-Stop Career Center that contains a
wealth of information on the knowledge, skills, abilities, and tasks for
selected occupations; skills credentialing; informed career
decision-making; training and education; labor market trends; and career
tools. It also contains links to career videos and state-specific career
information. Visit \<http://www.acinet.org/acinet/default.asp?soccode=
&stfips=\>.

America's Job Bank is the nation's largest online labor exchange.
Businesses can post job listings, create customized job orders, and
search resumes. Job seekers post resumes and search for jobs that fit
their career goals. Visit \<http://www.ajb.org\>. 3-5

America's Service Locator helps people find a range of local services
including workforce centers, unemployment benefits, job training,
education opportunities, and other workforce services. Visit
\<http://www.ServiceLocator.org\>.

Birkman Quiz helps students explore their personality and skills. The
quiz can help guide students as they embark on career planning. Visit
\<http://www.princetonreview.com/cte/quiz/career\_ quiz1.asp\>.

CareerBuilder puts jobs in front of poised job seekers, wherever they
are---at home or at work--- in print and on the Internet. It is one of
the nation's leading recruitment resources, with presence in more than
130 local newspapers. Visit \<http://www.career builder.com\>.

Career Exploration provides online exploration activities related to
vocational and technical careers at the Vocational Information Center's
website. Each career path page includes links to various career
descriptions as well as links to educational sites relating to the
specific career, such as tutorials, directories, associations, industry
news, glossaries, and related academics. Visit \<http://www.khake.com/
page2.html\>.

Career Interests Game is sponsored by the University of Missouri. Based
on Dr. John Holland's theory that people and work environments can be
loosely classified into six groups (Realistic, Investigative, Artistic,
Social, Enterprising, or Conventional), the Career Interests Game is
designed to help match an individual's interests and skills with
relevant careers. It focuses on how personalities fit into specific work
environments and careers. Sample jobs are directly linked to the U.S.
Department of Labor's Bureau of Labor Statistics' Occupational Outlook
Handbook website for detailed job outlook information. Visit
\<http://career.missouri.edu/students/explore/
thecareerinterestsgame.php\>.

Career Key is an online interest assessment that measures skills,
abilities, values, and interests. It allows the user to identify
promising jobs and locate accurate information about them. Visit
\<http://www.careerkey.org/english/\>.

Career Voyages is a collaborative effort of the U.S. Department of Labor
and the U.S. Department of Education that provides information on high
growth, in-demand occupations along with the skills and education needed
to attain those jobs. It includes information on training and education
available to assist people in preparing for these occupations and to
help people advance in different careers. Visit
\<http://www.careervoyages.gov/\>.

Hire Disability Solutions, LLC is a national organization that
specializes in job services and placement for individuals with
disabilities, in collaboration with the online job search site
Monster.com. The career resources section of their website contains
information for job seekers with disabilities and for businesses seeking
information on hiring individuals with disabilities. It permits the
posting of resumes and job opportunities, and contains information on
workplace accessibility and various pieces of legislation that impact
the employment and education of individuals with disabilities. Visit
\<http://hireDS.com\>.

JobWeb, sponsored by the National Association of Colleges and Employers,
includes links to Find an Employer, Search JobWeb, Articles Library,
Contact JobWeb, Shop JobWeb, Online Career Fair, Resumes & Interviews,
Career Development, Internships/Co-ops, Salary Information, Job Market
Research, and After College. Also included is an "Ask the Expert"
section which houses archived questions related to disability. Visit
\<http://www.jobweb.org/\>.

LifeWorks, sponsored by the National Institutes of Health's Office of
Science Education, explores careers in health and medical sciences. See
interviews with more than 70 professionals and learn what their typical
workday involves and why they chose their career. Find out which careers
match your interests and skills. Visit
\<http://science.education.nih.gov/LifeWorks\>.

NCDA is the National Career Development Association, a division of the
American Counseling Association (ACA). NCDA provides service to the
public and professionals involved with or interested in career
development. Internet links provide information on self-assessment,
career development process, occupational information, employment trends,
military 3-6 CHAPTER 3 / Career Preparation and Work-Based Learning
Experiences information, distance education, etc. Visit
\<http://www.ncda.org/\>.

O\*NET is sponsored by the U.S. Department of Labor and provides the
general public with broad access to a large database of occupational
information and labor market research. It includes information on
skills, abilities, knowledge, work activities, and interests associated
with approximately 1,000 occupations. Visit
\<http://online.onetcenter.org\>.

Teacher's Guide to the Occupational Outlook Handbook is a handbook
sponsored by the U.S. Department of Labor's Bureau of Labor Statistics
that describes hundreds of occupations. For each occupation, it tells
what workers do, what the working conditions are, the training and
education needed, earnings potential, and expected job prospects. Job
search tips, state-specific job market information, articles about
specific occupations and industries, and additional career information
are also included. Visit \<http://www.bls.gov/oco/teachers_guide.htm\>.

U.S. Department of Labor's Bureau of Labor Statistics provides detailed
information on the job market, including trends and forecasts for the
future. Visit \<http://www.bls.gov/oco/\>.

Vocational Information Center is a central online location for career
and technical education students and educational professionals to access
links, resources, and lesson plans in areas such as: career activities,
preparing for career and school (including portfolios and related
resources), applied academics (including math and science), exploring
different industries, and work-related activities. Visit
\<http://www.khake.com/ page94.html\>.

Your Employment Selections (YES!) is a motion-video, Internet-based job
preference program for youth and adults with disabilities. It allows
youth and adult participants with limited or no reading skills to watch
videos of jobs, to listen as a narrator describes key tasks in each job,
and to select preferred ones. Produced by the Technology, Research, and
Innovation in Special Education (TRISPED) Project at Utah State
University, the program includes videos for 120 different jobs. Visit
\<http://www.yesjobsearch.com/index.cfm\>.

The following websites are examples of STEM related jobs and careers.

Architects, visit \<http://www.bls.gov/oco/ocos038.htm\>.

Astronauts, visit \<http://liftoff.msfc.nasa.gov/
academy/astronauts/wannabe.html\>.

Meteorologists, visit \<http://www.weatherwizkids. com/becoming.htm\>.

Music Production, visit \<http://cnvi.com/applause/\>.

Pharmacists or Toxicologists, visit
\<http://www.bls.gov/oco/ocos079.htm\> and
\<http://en.wikipedia.org/wiki/Toxicology\>.

Professional Chefs, visit \<http://www.princeton
review.com/cte/profiles/dayInLife.asp?careerID=32\>.

Veterinarians, visit \<http://netvet.wustl.edu/ vcareer.htm\>.

Web Development/Information Technology, visit
\<http://www.dashes.com/anil/2005/09/06/web\_ development\>.

Zoo Keepers, visit \<http://www.jobprofiles.org/\> (look under the "Ag
and Nature" tab).

Component 4: Developing Work-Readiness Skills

Work-readiness skills are the basic "soft skills" that complement the
technical knowledge and skills (e.g., reading comprehension,
mathematics, science, computer skills, etc.) needed to perform a job.
Work readiness skills have consistently been documented by employers as
the weakest link between graduates of both high school and college and
the world of work. In 2006, four organizations (The Conference Board,
Corporate Voices for Working Families, the Partnership for 21st Century
Skills, and the Society for Human Resource Management) collaborated on a
survey of over 400 employers across the United States to determine the
skill sets employers were seeking when bringing new employees into the
workforce, particularly when hiring recent graduates from high schools,
community colleges, technical schools and four-year colleges. According
to their findings 3-7 employers value applied skills (e.g.,
professionalism/work ethics, oral and written communication skills,
teamwork/collaboration, and critical thinking/problem-solving), more
than educational attainment and basic knowledge of specific subjects
such as math and reading comprehension. The survey also indicated
growing frustration among employers over the lack of these applied
skills in the new people entering the workforce.

Soft Skills Development Activities "Soft skills" refer to the cluster of
personality traits, social graces, language skills, personal habits,
work habits, and attitudes that are characteristic of people across all
occupations to varying degrees and that are necessary to succeed in the
workplace. Soft skills, which complement a person's ability to perform
the technical requirements of a job, include a variety of things that
can be learned such as good oral communication skills, honesty,
self-motivation/taking initiative, creativity, organizational skills,
problem solving skills, a willingness to learn, teamwork/collaboration
skills, leadership skills, interpersonal skills,
flexibility/adaptability, ability to work under pressure, dependability,
punctuality, customer service skills, and social etiquette skills (e.g.,
dressing and acting appropriately).

Although it is important to interweave learning soft skills into
educational activities generally, there is often not enough time in the
school day to emphasize all these important skills. Consequently, HS/HT
programs need to devote substantial time and resources to addressing
this well recognized weakness in all youth in order to help youth with
disabilities compete in the world of work. After-school and summer
activities sponsored by HS/HT provide excellent opportunities to assist
youth with disabilities in developing these all important work-readiness
skills.

In developing HS/HT activities/curriculum to address the development of
soft skills, opportunities should be provided for students to practice
the following:

• Teamwork. Encourage team projects and team activities, such as writing
a quarterly newsletter, jointly interviewing potential guest speakers,
working as part of a team that is creating something, undertaking a
community services project, or creating a website.

• Communication. Organize opportunities for students to practice
presenting themselves to employers. Ask guest speakers to provide mock
interviews for students. Videotape these interviews and provide
immediate feedback. Take students to a local career fair where they can
gain experience talking to potential employers. Have students present a
project they have completed.

• Problem-Solving. Arrange for students to create and manage hands-on
projects. Present students with a problem and divide them into groups to
solve it. Ask the groups to report back to the larger group.

• Customer Service. Provide role-playing opportunities that allow
students to respond to requests from potential "customers" through
face-to face contact, email, and telephone.

• Social and Business Etiquette. Model socially effective work behaviors
like good manners, appropriate body language, arriving on time to work
or meetings, appropriate dress, and good grooming. It is important to
clearly communicate the expectation for social and business etiquette.

It is particularly important to address these skills prior to approving
any HS/HT student's participation in an internship (either paid or
unpaid). Acquiring these soft skills can be a critical factor in
ensuring the success of an internship or of a job placement.

Florida HS/HT received \$10,000 from Darden Restaurants to provide
customer service workshops and support paid summer internships for HS/HT
students.

Job Search Skills Activities

Students can also benefit greatly from opportunities to explore and
expand their job search skills. HS/HT coordinators should assist
students in learning about the different types of resumes and help them
develop an effective resume. All youth may not understand that conveying
their experiences such as baby sitting, caring for a neighbor's animals,
or cutting grass can provide valuable information to employers.
Additionally, emphasize the value of volunteer work and community
service, as such experiences are also viewed as basic work experience.

Suggested Activities

• Create Resumes: Have sample resume templates available on a computer.
As some young people will have more work experience than others, make
functional (skills-based) resume templates available in addition to
chronological ones.

"Experience" resumes may include

• name, address, phone/fax numbers, e-mail address;

• career objective;

• education (dates, institution, city, degree/major, specialties);

• employment (dates, company, city, job title, details of position,
description of accomplishments---include internships and volunteer
jobs!);

• summary of qualifications;

• languages;

• computer skills (programs you can operate);

• awards received; • interests/activities; and

• references (supervisors and teachers).

"Skills" resumes may include

• name, address, phone/fax numbers, e-mail address;

• career objective; • functional skills summary (includes skills from
school, positive personality traits, grades if good, special projects,
etc.);

• volunteer experience (dates, locations, city, details of position,
description of accomplishments---include in-school jobs!);

• languages; • computer skills (programs you can operate);

• awards received;

• interests/activities; and

• references (from supervisors and teachers).

• Write Cover Letters: Basic job seeking skills also include developing
an appropriate cover letter that highlights things relevant to the job
being sought. HS/HT programs should provide opportunities for youth to
draft cover letters for specific jobs of interests and to respond to
questions that are likely to be asked during interviews for different
types of jobs.

• Practice Interviews: Students often practice mock interviews in groups
of twos and provide feedback to one another. In some programs, HS/HT
staff videotape these mock interviews as a means of providing
constructive feedback. It is particularly useful when peers provide
concrete examples of what the young person did well and identify areas
for improvement. Some HS/HT programs ask employers to come in, conduct
the mock interviews, and provide feedback to participating students.

• Discuss Disclosure: Don't forget to discuss issues surrounding
disability disclosure and what a young person might expect during a job
interview with regard to their disability. Talk about appropriate and
inappropriate questions regarding one's disability. Discuss disability
disclosure as it applies to a job interview as opposed to actual
acceptance of a job and the need to request reasonable accommodations.

Deciding if and when to disclose a disability is a highly personal
decision and can be challenging. Much depends on individual preference
and the disability involved. Program operators should never disclose a
HS/HT participant's disability to an employer. It is up to the young
person to disclose this information. Training may be needed in order to
practice disability disclosure.

When practicing disability disclosure, help the young person focus on
what s/he CAN do (abilities)---and what s/he has to OFFER a potential
employer. The more positive a young person is, the more s/he will
convey, "I am a qualified candidate for this position."

A great source of information on disability disclosure is the 411 on
Disability Disclosure: A Workbook for Youth with Disabilities, produced
by NCWD/Youth. This workbook is designed for youth, and adults working
with them, to learn about disability disclosure. It helps young people
make informed decisions about whether or not to disclose their
disability and understand how that decision may impact their education,
employment, and social lives. Based on the premise that disclosure is a
very personal decision, the workbook helps young people think about and
practice disclosing their disability. This workbook guides adults as
they help young people disclose. The workbook can be used in one-on-one
situations or in classrooms and group settings. The 411 can be purchased
or downloaded free of charge at
\<http://www.ncwd-youth.info/resources\_&\_ Publications/411.html\>.

Online Resources to Consider

Below are some links that can assist HS/HT students as they prepare
resumes, write cover letters, prepare for job interviews, and think
about disclosing their disabilities.

Career City: Ten Key Ingredients of the Cover Letter provides assistance
in developing a cover letter. Visit
\<http://www.careercity.com/hot/index.asp?f=getinter
/cvlttr/10keys.asp\>.

Guide to Resume Writing takes the user through the preliminary steps to
building and writing a resume with the following online "teaching"
tools: How to prepare an effective resume; Action words; Sample resumes;
and What employers want. Visit
\<http://www.jobweb.com/Resumes_Interviews/ resume_guide/restips.html\>.

Job Accommodation Network (JAN) is a service of the Office of Disability
Employment Policy of the U.S. Department of Labor. JAN's mission is to
facilitate the employment and retention of workers with disabilities by
making information on job accommodations, self-employment, and small
business opportunities readily available to interested parties. The
website includes information on disability disclosure. Visit
\<http://www.jan.wvu.edu/\>.

Jobsmart: Resumes & Cover Letters provides assistance in developing a
resume. Visit \<http://jobsmart.org/tools/resume/index.htm\>.

Life Skills for Vocational Success (LSVS) contains over 60 lesson plans
for educators, counselors, job coaches, and other professionals working
to increase the employability of people with disabilities. Lessons focus
on social skills, decision-making skills, employability, money
management, transportation, health, family responsibilities, basic
understanding of the law, and telephone skills. Visit
\<http://www.workshopsinc.com/manual/index.html\>.

So You Wanna Write a Cover Letter? provides assistance in developing a
cover letter. Visit \<http://www.soyouwanna.com/site/syws/
coverletter/coverletter.html\>.

Using the Internet to Get a Job provides instruction on how to create an
electronic resume. Visit
\<http://www.oakton.edu/resource/stuserv/netjobs/ resumes/\>.

WorkabilityIV is a pre-employment program for San Jose State University
students with disabilities. The website includes rules for a good
disclosure. Visit \<http://www.work4.sjsu.edu/jobsearchtips/
disclosure/disclosure.html\>.

Component 5: Industry Site Visits and Tours

Industry site visits and tours typically involve a group of young people
(accompanied by adult chaperones) visiting various job sites to be
exposed to and learn about real-life work environments. Such visits give
students an overview of many facets of a particular business or industry
and often provide them with their first exposure to the day-to-day
operations of technology-related careers. The itinerary for any site
visit should depend on the interests of the students involved and on the
host organization's programs or facilities. Visits and tours are
generally scheduled for a few hours or one full day. No matter how much
time is spent at the site, it is crucial to work closely with the host
organization's representative to develop a clear understanding of
expectations and intended outcomes.

It is also important to inform the staff hosting the visit about any
accommodations that might be needed by participating students. Finally,
it is extremely important to clearly communicate to students your
expectations of them during an industry site tour.

Site visits and tours can be especially enriching and motivating 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 develop a better overall
understanding of science careers and methods to conduct investigations
and research.

As an added benefit, contact with host organization representatives can
be a foundation for strong, lasting relationships that may result in
additional involvement in the future such as providing internships or
other enrichment opportunities for youth. Site visits provide
opportunities for employers to view young people with disabilities as
potential members of the future workforce.

Examples of HS/HT Site Visits and Industry Tours

• Medical technology facilities at hospitals

• Science and natural history museums

• Planetariums and observatories

• Aerospace firms

• Medical instrument manufacturing companies

• Bio-engineering research firms

• Biomedical research firms

• Electric utility companies

• Bank data centers

• TV and radio stations

• Chemical manufacturing plants

• Agricultural research facilities

• Marine research facilities

• Technology training institutes

• Universities • NASA space flight facilities

• Computerized libraries

• Private research and development laboratories

• Government laboratories and research facilities

What to Do When Coordinating Site Visits and Industry Tours

1\. Ask your industry representative to

• provide a tour of the facility,

• explain the responsibilities of various departments of the
organization,

• describe a typical day of an employee in the organization,

• answer questions about the site specifically and the industry in
general, and

• provide an opportunity for youth to talk with a variety of employees.

2\. HS/HT program operators should

• identify the goals and learning objectives of the visit,

• create an interesting and enriching visit for young people,

• relate the visit to high-tech careers,

• mesh the visit with other program components,

• create an itinerary including time required (door to door) and lunch
or refreshment necessities,

• decide how many participants can be accommodated on the visit,

• obtain signed permission forms from parents or guardians,

• arrange overnight accommodations if necessary,

• conduct an accessibility assessment to make sure the site is
"disability friendly," • coordinate transportation and chaperones,

• determine follow up assignments for students, and

• plan an evaluation of the visit.

HS/HT participants should

• research the company (industry) in advance and develop a list of
relevant questions,

• articulate the purpose of the site visit as well as appropriate rules
for behavior, and

• complete any follow up assignments.

The possibilities for HS/HT site visits should originate from your
community or region. If some youth are interested in careers not
available within your geographic location, consideration should be given
to developing a field trip to another community---even for one youth if
s/he has taken responsibility for researching that particular career.
This may require working with the parents, finding funds to support
travel expenses, and coordinating transportation. In the spirit of
HS/HT, geography should not be a limiting factor, if at all possible.
Also, consider a virtual site visit where a telephone call with a
representative of an industry of interest is combined with a guided tour
of their website.

Ohio HS/HT has partnered with a local business, the IDEAL Group, Inc.,
to expand their use of technology. The mission of the IDEAL Group is to
promote and support the use of mainstream market forces to drive the
design of more accessible information and communications technology.
Among other things, this company provides a means for groups to meet
online and conduct fully-accessible conferencing, training, and
collaboration services over the Internet. In conjunction with HS/HT, the
IDEAL Group is conducting state partnership meetings over the Internet
and facilitating e-mentoring relationships between HS/HT students in
Ohio and mentors from other countries. In addition, they are
experimenting with technology-based virtual job interviews, job
shadowing, industry and site tours, and tutoring activities. This
exciting new use of accessible Internet technology is something other
HS/HT programs may want to explore. For more information on the
technology used to conduct these experimental activities, visit
\<http://www.onlineconferencingsystems. com\>.

Component 6: Job Shadowing

Job shadowing is a motivating activity designed to give youth an
up-close look at the world of work and to bridge the gap between
academics and the adult world. During a job shadow, students accompany
employees as they do their work, providing an opportunity for the
students to learn about a specific occupation or industry. Job shadowing
gives students the opportunity to explore various facets of a career
field and can help students select or narrow their career focus. A job
shadow is a good way to team an experienced worker with a student, and
to provide students with adult role models. Often times, job shadows can
lead to internships or mentoring opportunities.

Youth should be required to note different aspects of the workers'
activities and performance so they can be discussed during follow-up or
debriefing meetings with other HS/HT participants and program operators.

When setting up job shadowing experiences, be sure to delineate for all
parties involved the expectations of the activity, such as ensuring that
the youth is able to observe actual work and not just be taken on a tour
of the facility. Remember, job shadowing is a valuable way for a student
to gain closer insight into a particular technical job or a facet of
that job.

What to Do When Coordinating Job Shadowing Opportunities

1\. Ask the business or community partner to

• explain to the HS/HT program staff what will be observed;

• clarify logistics, responsibilities, safety, health, security, and/or
confidentiality issues related to the employment site with the program
staff;

• identify an employee who wishes to provide the job shadow experience;

• brief that employee on the goals of the activity; and

• ensure the employee will be doing something from which the youth can
see and learn.

2\. HS/HT program operators should

• coordinate the job shadowing experience with the business or community
partner;

• take care of administrative details for the workbased learning
experience, including abiding by any federal, state, and/or local
policies, requirements and regulations. Check with your local Chamber of
Commerce or school district to obtain this type of information;

• design activities that relate academic content to the job shadowing
opportunity;

• prepare the students in advance by clarifying and reviewing any
logistics, responsibilities, safety, health, security, and/or
confidentiality issues; and

• arrange for transportation.

3\. HS/HT program participants should

• provide a positive attitude and a commitment to learning more about
the targeted job being observed,

• dress properly and abide by appropriate rules for behavior,

• ask questions (see sidebar on next page), and

• write a letter of thanks to the individual shadowed. 3-13

For a number of years, Jake was an active Boy Scout in Grand Rapids,
Michigan. In addition to the leadership and other skills Jake has
developed as a result of scouting, his mother believes that his
involvement with MiConnections of Kent County (a local site HS/HT site
in Michigan) helped him gain even more self-confidence. During the
summer of 2006 Jake worked as a camp counselor and lived away from home
for the first time in his life. This experience gave him the opportunity
to earn the last badge he needed to become an Eagle Scout.

Jake has dyslexia and, for years, his classroom was a special education
resource room. He was referred to MiConnections during his freshman year
and immediately began participating in a number of activities including
an outdoor challenge course with team-building exercises and a tour of
the Michigan Works! One-Stop Career Center and the Tassell Michigan
Technical Education Center. Jake and other MiConnections youth toured
Grand Valley State University, including a visit to their environmental
lab located on a boat on Lake Michigan. They shadowed scientists
conducting experiments to study the lake's water quality. Jake also
toured a community media center and, as a result, took a class in video
production.

In the spring of 2006, Jake and a couple of friends from the video
production class traveled to Lansing to the state capitol building to
attend a disability awareness rally. They filmed the rally and then
produced a video. During the rally, there was a tornado warning and
everyone in the capitol needed to be evacuated, including a large number
of people with mobility problems which created a real challenge. Jake
took the lead with his friends, figured out an alternative evacuation
route and assisted a number of rally members in exiting safely. He later
received a Medal of Merit awarded by the Governor for his quick thinking
and successful efforts to get people to safety.

Jake's parents believe that his MiConnections involvement directly led
to full inclusion in general education classes during his sophomore
year. Although he began the school year utilizing the resource room
services, his self-confidence and positive attitude were so strong that
his reading level dramatically increased to the point that he could
handle a full schedule of general education classes. During the year, he
also participated in an assessment for the career technical center and
entered the automotive technology program in the fall of 2006.

Sample job shadow questions for students

1\. What is your title or position?

2\. What are your responsibilities in this position?

3\. What were the minimum requirements for your job?

4\. How are technology, computers, and electronics used in your job?

5\. What training, education, and experience do you have?

6\. What is your work environment like? Stressful? Laid back?

7\. What is the hardest part of your job?

8\. What do you like the most about your job?

9\. What do you like least about your job?

10\. What do you think makes you successful at your job?

11\. Do you have opportunities for professional development?

12\. Are there opportunities for advancement at your company?

13\. What suggestions do you have for someone who wants to get a job
like yours?

Time Commitment

Generally, a job shadowing experience will last from three to six hours
in the course of one day, although some may last as long as a week.
Often the job shadow will last an entire day. In addition, the person
coordinating the job shadow may expect to spend two to five hours
helping to arrange the job shadowing opportunity. This time may include
speaking to department heads, supervisors, and employees within the
organization about the job shadow; reviewing details with the school
staff coordinator; and preparing any pertinent background information.

Online Resources to Consider

Disability Mentoring Day (DMD), sponsored by the American Association of
People with Disabilities (AAPD), is a nationally coordinated effort to
secure job shadowing opportunities for youth with disabilities. Although
DMD began as a single day set aside in October, (i.e., National
Disability Employment Awareness Month), localities now have the option
of coordinating a kickoff event such as a career fair in October, as a
means of introducing youth with disabilities to employers who may
subsequently be willing to become involved in a year-round relationship
such as mentoring or job shadowing. In several states, HS/HT functions
as the coordinator for the statewide effort. Visit \<http://www.dmdaapd.
org/\>.

Groundhog Job Shadow Day, sponsored by the National Job Shadowing
Coalition, gives students an up-close look at the world of work. The
program, which is a joint venture of America's Promise-Alliance for
Youth, Junior Achievement, the U.S. Department of Education, and the
U.S. Department of Labor, begins each year with a nationwide kickoff and
continues throughout the school year. As students all over America
"shadow" workplace mentors through a normal day on the job, they get to
see firsthand how the skills learned in school relate to the workplace.
Additional sponsors and supporters (e.g., Hyatt, Monster.com, and the
News Corporation) have joined the effort during the program's ten-year
history as the program has grown to have more than one million students
and 100,000 businesses participate nationwide. For more information,
visit \<http://www.jobshadow.org/\>.

Job Shadowing includes information and resources related to job
shadowing experiences. It includes a sample Student Evaluation Form,
Student Reflection Form, questionnaire to determine what a student
learned during a job shadowing experience, and thankyou letter to an
employer, as well as tips for succeeding in the workplace. Visit
\<http://asai.indstate.edu/ Guiding%20All%20Kids%20-%20Lesson%20Plans/
Job%20Shadowing.doc\>.

Florida Disability Mentoring Day: A Growing Success In October 2006, The
Able Trust which houses the Florida HS/HT program partnered with several
organizations (i.e., the Florida Division of Vocational Rehabilitation,
Darden Restaurants, Clear Channel Radio, Volunteer Florida, and the
Florida Mentoring Partnership) to host Florida's fifth annual Disability
Mentoring Day (DMD). More than 700 students and job seekers with
disabilities were matched with business professionals to learn about
careers in technology, communications, law, finance, healthcare and
other careers in their areas of interest. In addition to the hosting
organizations, NASA, Kennedy Space Center, the Florida Supreme Court,
SunTrust Bank, the Florida's Governor and Lieutenant Governor's offices,
and many other businesses participated. More than 100 volunteer
community liaisons from across the state successfully paired student and
job seekers with business professional, allowing students the
opportunity to experience first-hand workplace activities in their
fields of interest. The event began with a kickoff celebration in Miami
where Marc Buoniconti, son of NFL Hall of Fame linebacker Nick
Buoniconti and Ambassador for the Miami Project to Cure Paralysis,
served as Honorary Chair for the celebration.

Florida DMD is part of the American Association of People with
Disabilities' (AAPD) national, broad-based effort to promote career
development for students and job seekers with disabilities by matching
them with employers for an on-site job shadowing experience, a day of
opportunity for students and job seekers with disabilities to shadow a
business mentor. As a result of Florida DMD, several students and job
seekers were offered internships, employment, volunteer opportunities
and continued mentoring relationships.

Component 7: Volunteer Work and Service-Learning

Work-based learning experiences involve both paid and unpaid work
opportunities. While volunteer work and service-learning opportunities
are generally unpaid, they still represent excellent ways to expose
students to the soft skills associated with the world of work and give
them opportunities to develop the basic skills needed to get and keep a
job. Recognizing the value of volunteer work, many high schools and
middle schools now require each student to participate in a certain
number of hours of volunteer work as a requirement for graduation.
Service-learning has also become very popular. It offers opportunities
for students to get involved with their communities in a tangible way by
integrating service projects with classroom learning. Service-learning
engages students in the educational process, using what they learn in
the classroom to solve real-life problems.

When youth are involved in volunteer work and/or service-learning, they
can make the connection between what they are learning in school and how
it will apply in the world of work. They get to observe the practical
application of science, math, writing skills, and oral communication
skills in different areas of community work, thereby enriching the
content of student learning. Volunteer work and service-learning are a
developmentally appropriate way for youth to begin exploring different
types of jobs and, in some cases, to re-affirm their career choices.
Such opportunities can be used to begin building a young person's
resume. Some HS/HT programs use such opportunities as one of the
progressive steps a HS/HT student must go through to be eligible to
participate in a paid internship.

Online Resources to Consider

Learn and Serve America, sponsored by the Corporation for National and
Community Services, supports and encourages service-learning throughout
the United States, and enables over one million students to make
meaningful contributions to their community while building their
academic and civic skills. For more information, visit
\<http://www.learnandserve.org/\>.

Component 8: Internships

An internship is a situation in which a student works for an employer
for a specific period of time to learn about a particular industry or
occupation. Activities undertaken by interns may include special
projects, a sample of tasks from different jobs, or tasks from one
specific job. Internships provide opportunities for youth to obtain
direct exposure to different careers in a structured paid or unpaid work
setting.

Through internships, students see a variety of applications of what they
are learning. They discover more about their talents and their skills.
Although internships are intended to provide a structured work
experience for youth in a career field that is of interest to them,
participation in an internship may help a young person discover that
they are really not interested in a particular type of work. Such
experiences can be extremely valuable in formulating initial career
choices. Although internships are usually short-term, typically lasting
for a few weeks to a few months, youth benefit by developing an
understanding of what is required to be a successful employee as they
are introduced to the performance expectations of the "real world."

Internship programs often generate both formal and informal workplace
mentors. A formal mentor relationship requires a pre-assigned match (see
Chapter 5, Connecting Activities). Informal mentor relationships tend to
be established at the worksite and may be coordinated by the employer
for the duration of the internship. They may also be unprompted, more
naturally occurring relationships that develop without direct, guided
involvement from the HS/HT program operator. These relationships may be
based on work or non-work issues and may develop from casual
relationships and interactions.

Although developing and monitoring internships requires a significant
investment of time, it is one of the most important predictors of
success after school. Internship experiences (both paid and unpaid) are
an ongoing, regular component of career development in the HS/HT
program. Some HS/HT programs have explored the idea of internships for
school credit.

Cyrus B, a high school senior with moderate mental retardation, was an
active participant in the Florida HS/HT program for four years. Cyrus
was involved in a couple of summer internships, but working with the
City Gas Utility Department was different. His attitude, personality,
and skills were a great match for the overall work culture of the
department. As a result, the work crew and supervisor were impressed
with his skills and work ethic. The department attempted to hire him
full time. Although Cyrus' job application and resume looked great, he
unfortunately did not have enough years of experience for the position.
Through continued efforts of the HS/HT project coordinator, the City
Manager's Office, the City Gas Utility Department and the City's HR
Department, a temporary position was created for this young man! The
supervisor and crew were delighted to have him back as part of the team.
After working for two years in this temporary position, Cyrus was
offered a permanent position with the city and was promoted to an
assistant supervisor position in less than three years. Cyrus has
remained involved with the local HS/HT site selling tickets for a
fundraiser. He will also serve as a mentor for new HS/HT interns who are
placed with the City Gas Utility Department.

In developing effective internships experiences, most HS/HT programs do
some or all of the following:

• Establish criteria for students' participation in both paid and unpaid
internships. For example, paid internships may be used as rewards by
reserving them for participants who have shown responsibility by
regularly attending HS/HT meetings and events, maintaining a specific
grade point average, and participating in an orientation to internships.

• Institute criteria that explain the differences between paid and
unpaid internships and that lay out the order of internships (for
example, requiring successful completion of an unpaid internship before
becoming eligible for a paid internship).

• Identify students who are interested in participating and have
demonstrated the level of maturity necessary to successfully complete an
internship. Most HS/HT programs reserve internships for students who are
juniors or seniors in high school.

• Advise students on available internship opportunities and help them
select options they will find stimulating and relevant to their
interests. Remember that the quality of the work activity is paramount.

• Draft an "Agreement" or "Memorandum of Understanding (MOU)" to use
with employers who are willing to provide internship opportunities. You
may obtain a sample MOU from the local Chamber of Commerce, a
school-based partnership, or a Vocational Technical Center, and adjust
it to meet the needs of HS/HT. (See Exhibit 3.8 for a Sample Internship
Learning Agreement.)

• As necessary, determine who will pay for any assistive technology that
the student requires. The employer may pay for this directly or it can
be done through collaboration with a Vocational Rehabilitation agency or
the school.

• Educate work supervisors at the internship sites about the HS/HT
program and the goals of the internship program. This might be
accomplished through one-on-one meetings with an employer who has agreed
to provide an internship, or by holding a breakfast meeting for
employers who might be willing to provide internship opportunities.

• Ask the young person, his or her parents, and the employer to complete
a letter of agreement specifying the terms of the internship. (See
Exhibit 3.9 for a Sample Internship Agreement.)

• Communicate with both the employer and the HS/HT student during the
course of the internship to monitor the youth's progress and the
satisfaction of both the youth and the employer. A work log should be
used to record the hours the student is involved in the internship, as
well as relevant weekly activities. (See Exhibit 3.10 for a Sample
Internship Work Log and Exhibit 3.11 for a Sample Internship Time
Sheet.)

• Celebrate accomplishments and the employer's contributions. For
example, host an appreciation breakfast or lunch to recognize and thank
the youth and employers who have been involved in internships.

• Send thank-you letters to key personnel at the worksites of all
interns and encourage the interns to send letters as well.

• Develop methods to evaluate the internship from the youth's, parent's,
and employer's perspective. Evaluation data could be gathered using
student/employer evaluation and feedback forms. (See Exhibits 3.12 -
3.14 for sample evaluation/survey forms.)

• Analyze the evaluation data, share it with your advisory council and
partners, and make changes or improvements as determined necessary.

Some Additional Strategies for Developing HS/HT Internships

1\. Ask the business or community partner to

• explain to the HS/HT program staff the various areas and departments
within the organization; • identify what would be available and
appropriate for an internship;

• identify and provide training to youth on any logistics,
responsibilities, safety, health, confidentiality, and/or security
issues related to this experience;

• establish what the student will do and what the expected outcomes will
be;

• instruct, supervise, support, and evaluate the youth during the
internship; and • involve the union (if any) in planning.

2\. HS/HT program operators should

• coordinate the internship with the business or community partner;

• take care of administrative details for the internship experience,
making sure to attend to any federal, state, and/or local policies,
regulations, and/or requirements; • work with the employer and youth to
set clear objectives for the internship;

• prepare the youth in advance by reviewing any logistics,
responsibilities, safety, health, confidentiality, and/or security
concerns;

• assist youth in connecting workplace experiences to coursework;

• provide support to the youth and employer by being a program-based
mentor; and • assist the youth in arranging transportation.

3\. HS/HT participants should

• sign a formal agreement stipulating the rules, behaviors, dress, and
task expectations of the worksite;

• request assistance from the designated supervisor as needed;

• view themselves as employees with the responsibilities and
consequences associated with actually holding the job; and

• keep a journal of experiences and tasks, especially if earning credit
for school.

Time Commitment

An internship may be full-time or part-time and last anywhere from 3 to
18 weeks. In addition, the person coordinating the internship for the
organization may spend time in establishing the objectives of the
experience. This may include speaking to department heads, supervisors,
and employees within the organization about the internship; reviewing
details with the school staff coordinator; preparing any pertinent
background information; and mentoring the youth.

Summer is a logical time for youth to engage in both unpaid and paid
internships, though they can occur throughout the year - particularly if
your site serves a large number of out-of-school youth, if students are
in a school that uses block scheduling, or if the internship is a part
of a career-technical education program of study. When an internship is
part of career-technical education, it is often undertaken as a
for-credit experience that is applied towards the student's graduation
requirements. The internship duration varies depending on the number of
hours worked each week and the worker's and internship supervisor's
preferences. Ideally, the young person should work at least 25 hours per
week during the course of a summer internship, for a minimum of six
weeks.

John C. started with HS/HT in March of 2004. He was a senior at Fairview
High School in Boulder, Colorado, and graduated in May of 2004. He was
the first student to receive a HS/HT summer internship in Boulder and he
was very excited when the National Oceanic and Atmospheric
Administration (NOAA) offered him this opportunity, particularly when
John was able to leave a bussing job at a local restaurant to work at
NOAA. NOAA offered him two different positions in their office, equaling
40 hours a week and starting at \$10 an hour. One of the requirements of
working at NOAA is that personnel need to be enrolled in college
courses. John was extremely excited to find out that NOAA was willing to
pay for his college courses, and eagerly signed up for classes at Front
Range Community College and Colorado University Continuing Education
Courses. John's mother sent a letter to the HS/HT state coordinator and
his local HS/HT coordinator, indicating that HS/HT had saved her son's
life. The program gave him opportunities that he had never received in
school where, because of his "hidden disabilities," he had gotten lost
in the system. John continued to work part-time at NOAA and go to
community college for two years until his family relocated to
Massachusetts. Because of John's great work, NOAA took on another summer
internship for a HS/HT student in 2005 and 2006, and plans to continue
supporting HS/HT in the future.

Selection of an internship should be made by the youth, in consultation
with the HS/HT program operator. Internships should be a coordinated
effort of employers, youth, and program management. In many sites, youth
apply for and are interviewed for an internship position just as they
would for any job. When helping a young person identify and select an
internship opportunity, remember that the quality of the work activity
is more important than the quantity of work experience. In most cases,
the young person will be working at the employer's worksite, although
telecommuting from home may be a viable option in some situations.

Benefits Associated with Internships

Internship benefits for HS/HT students include

• learning skills, including computer skills, directly related to jobs
in the STEM careers;

• gaining self-confidence;

• earning a paycheck, often for the first time, and learning how to
manage the money earned; • gaining an understanding of the benefits of
work and how individual effort contributes to a common goal;

• gaining an understanding of how what they are learning in school is
relevant to the world of work;

• learning to use public transportation or to travel independently;

• developing a resume and obtain recommendations;

• learning about the importance of punctuality, appropriate attire, and
professional behavior;

• establishing relationships that may lead to internships and permanent
or future employment;

• meeting people who are successful in the STEM careers;

• receiving feedback from supervisors and co-workers about college
choices and future training plans;

• learning what careers are not of interest;

• learning accommodation needs in the work world;

• connecting with workers who have disabilities; and

• obtaining credit towards graduation requirements as appropriate.
Internship benefits for employers include

• providing assistance for permanent staff on projects;

• undertaking projects postponed for lack of time and/or staff
resources;

• developing awareness about the potential for youth with disabilities
to be successful, productive workers;

• increasing the organization's overall comfort with persons with
disabilities;

• improving their understanding of reasonable accommodations in the
workplace; and

• fulfilling a corporate community responsibility role. Internship
benefits for partnering funding sources include

• increased awareness about the capabilities of youth with disabilities;

• gaining information about individual participants' skills and
achievements; and

• developing 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 (Maryland) and the National Employer Leadership
Council.

Online Resources to Consider

Work-Based Learning is one way youth can identify interests, strengths,
skills, and needs related to career development. To access the brief,
Work-Based Learning and Future Employment for Youth: A Guide for Parents
and Guardians, by the National Center on Secondary Education and
Transition (NCSET), visit \<http://www.ncset.org/publications/viewdesc.
asp?id=1222\>. 3-19

When Sean D. rolled into the National Weather Service (NWS) office in
Greenville, South Carolina, during the summer of 2005, he didn't know
much about the weather except that it happens every day. Then a rising
senior at Hillcrest High School, Sean was the NWS office's first HS/HT
student intern and the first person with a disability to work there.
Injured in a car accident in 2003 when he was just shy of 15, he
sustained a spinal cord injury and became a wheelchair user. Computers
were Sean's passion.

Sean worked about eight hours a week during the summer of 2005, learning
the ropes, doing callbacks to verify the accuracy of warnings, and
issuing a couple of severe weather alerts. DiCarlo, the meteorologist
who served as Sean's mentor, saw Sean's potential and encouraged him to
create a program on lightning safety. The PowerPoint slide show that
Sean created was presented to the Spartanburg County School Districts.
"Lightning safety has been on the back burner recently," DiCarlo said.
"This will help raise awareness."

DiCarlo was so impressed with Sean's work that he found some money in
the National Oceanic and Atmospheric Administration's (NOAA) student
temporary employee program to hire him for the spring semester. During
the summer of 2006, Sean was invited back to the NWS, this time
participating in an internship funded under a partnership between
NCWD/Youth and NOAA.

In line with his interest in engineering, Sean enrolled in Piedmont
Technical College in the fall of 2006. He hopes to also attend ITT Tech
and eventually, would like to go to Clemson University. "I'd recommend
this program to anybody," Sean said. "It gets you out there and gives
you real job experience. You get more of a picture of a real job than
you would in a fast food place. And you meet great people." Sean's
father was also enthusiastic about his son's opportunity. "I can't say
enough about the program or the people," he said. "Sean's been through a
lot and it's good to see him involved in this."

According to DiCarlo, the HS/HT program benefits NOAA by providing a
source of future employees. "NOAA is a large organization. We employ
oceanographers, hydrologists, climatologists, meteorologists and people
with a wide range of other skills," said DiCarlo. "Most high school kids
are not thinking along those lines."

Component 9: Entrepreneurship

Business ownership has always maintained its place in our country as
part of the American dream. Entrepreneurial firms contribute to the U.S.
economy in two ways. They provide change and competition, while also
providing opportunities for many people to enter the mainstream economy.
The U.S. economy's recent success comes from change and competition as
large firms adapt to new conditions (Kuratko, 2003). As new firms are
created to capture new opportunities, this has led more women,
minorities, immigrants, and other populations to enter the economy. In
fact, minority groups and women are increasing their business ownership
at a much higher rate than the national average (U.S. Census Bureau
2005).

Interest in entrepreneurship and self-employment is everywhere. Youth,
including those with disabilities, can gain self sufficiency through
self-employment and entrepreneurship. A poll conducted by Junior
Achievement (JA) in 2005 found that 68.6 percent of teenagers
interviewed wanted to become entrepreneurs, even though they knew that
it is a difficult proposition. While entrepreneurship and
self-employment are not for everyone, such activities can help in the
development of a young person as they transition to becoming an adult.

Some HS/HT programs have experimented with entrepreneurial ventures to
provide their students with a different view of employment. The
possibility of earning money and the responsibility associated with
running a business can be great motivators and incentives for youth. In
addition, by sponsoring HS/HT students, small businesses provide an
opportunity for youth to learn entrepreneurial and organizational
skills.

Young people can create and operate a small business often with a
consultant from the local business community, through Junior
Achievement, or under the auspices of a school-based enterprise in
retail, construction, hospitality, and a variety of other careers.
Although there are many enterprises developed without the assistance of
business, the support of local businesses is invaluable to youth. In
thinking ahead to leadership development activities, business
consultants can also serve as role models and mentors.

As HS/HT continues to grow and expand, many programs have adopted a
multi-year program model. Within these multi-year programs, a program
sponsored small business is a particularly effective way to link
students, curriculum, and the world of work. A HS/HT small business
venture is a work-based learning opportunity in which a group of youth
produces goods or services for sale, participates in multiple aspects of
a business, and relates service and production activities to academics.
Thus, these small businesses provide "real world" experiences in which
youth play key roles as they produce and deliver products and services.
Properly designed, a HS/HT entrepreneurial venture can effectively teach
youth both academic and work-related skills. As young entrepreneurs
design and operate businesses, they learn and apply academics while
practicing leadership, teamwork, problem-solving, and analytic thinking
skills. Their collective and individual performance has a decisive
impact on the business' operation.

1\. If you choose to work with an outside business or community partner
to support your business, identify an individual who is willing to

• consult with the HS/HT program on running a business in a school
environment and on a school schedule,

• describe the basic management skills necessary to run the identified
business,

• assist the HS/HT program operator and youth in learning about the
industry,

• collaborate with HS/HT staff to determine the participation of
students in the program-based enterprise, and

• serve as a resource for HS/HT staff.

2\. HS/HT staff will need to

• assist youth to research appropriate and interesting business
opportunities;

• contact local small business entities and invite them to speak at a
HS/HT activity;

• locate start-up funding to get entrepreneurial activities up and
running; • find staff (paid or volunteer);

• connect the activities outlined in developing the business to the
student's academic program;

• maintain ongoing communication with any employer partners; and

• identify and assist in the development of training on safety, health,
and/or security concerns.

HS/HT Entrepreneurship Ventures in Oklahoma

A growing number of Tech-Now sites in Oklahoma have incorporated
entrepreneurial projects into their HS/HT program. At Midwest City High
School (MCHS), Tech-Now students have developed a business using
computers and multi-media tools to design individual sports cards for
their athletic programs. The students photograph the athletes in their
uniforms and compile a brief bio sheet of information to be printed on
the cards. In partnership with the district's Career Tech Center, they
print and cut the cards. They opened an activity account and developed a
contract to split the profits with the individual sports programs. At
the end of the school year, the students voted to use some of their
profits to award one of the participating students a scholarship for
college. The recipient of the scholarship chose to attend a local junior
college.

Students at MCHS also decided to use Tech-Now's digital cameras and
Corel Photo Paint to design 2006 Christmas Calendars. Each student
designed personalized calendars to give away as Christmas gifts. They
also designed MCHS Tech-Now t-shirts to sell to family and friends, and
used the profits to pay for a group trip after the holidays.

Tech-Now students at Wagoner High School started an early morning
Cappuccino Café. They sell cups of cappuccino to students and teachers
to raise money for their Tech-Now field trips. This entrepreneurial
effort has sparked interest in the program throughout the school and has
given the students an opportunity to earn money and recognition.

Students at Piedmont High School used Tech-Now's digital camera, chroma
key process, and digital editing equipment to take individual and group
photographs during the school Christmas Dance. The students provided a
variety of unique backgrounds and sold the printed pictures for \$5.00 a
piece. The money they earned was used to pay for an out-of-state trip to
Chicago.

Entrepreneurial Success in Ohio At the Easter Seals Work Resource Center
(WRC) in Cincinnati, Ohio, HS/HT students teamed up with adult learners
to create a successful business, the Fish and Flowers Project. Fish and
Flowers began when participants in WRC's SmartLab began learning about
hydroponics and aquaponics. Through research on the Internet and at
local gardening centers and aquarium stores, the students decided to
combine the two areas and came up with a product they call "Fish and
Flowers," a vase with a fish and plant that together live in a symbiotic
relationship. In order to participate in the Fish and Flowers program,
students develop a business plan that includes researching the price of
materials, creating a timeline, and marketing their product. All
products are sold and proceeds go back toward the hydroponics lab. The
success of this program is due in large part to the peer-to-peer
teaching. Through the project, the students hone their skills in the
areas of researching, keeping spreadsheets, working under a deadline,
performing customer service, and working with a diverse team. In 2003
and 2004, the students turned this entrepreneurship into a service
learning project after they received a grant to donate Fish and Flowers
vases to low-income residents in a nursing home and a Shriners Hospital
as a part of National Youth Service Day.

Time Commitment

The time commitment necessary to pursue an entrepreneurship will depend
on the nature of the program-based enterprise being developed. In some
cases, the HS/HT staff assigned to the program-based enterprise will
need to work within the school's schedule. In addition, given the nature
of the business and its location, it may not be possible to run the
business year-round. It will be very important to clearly define the
extent and hours of the business.

Young people who work in small business entrepreneurships learn and
apply a myriad of business skills that employers seek in new applicants.
For example, youth

• use current technology found in many businesses (spreadsheets,
databases, online sales); • learn to develop a business plan;

• become familiar with real-world business practices (e.g., ordering
supplies, controlling inventory, implementing standard accounting and
money management practices, developing and carrying out
marketing/advertising strategies, developing and maintaining positive
customer relations);

• learn and implement quality control procedures as applied both to the
product/service and to the mathematical, written, and verbal processes
used for operation;

• form, sustain, and work within teams;

• supervise and provide feedback about the performance of others;

• communicate effectively with a wide range of individuals, including
both peers and adults in the community;

• make key decisions regarding products/services;

• conduct marketing and feasibility studies;

• work with HS/HT staff and local business leaders to create business
plans;

• develop governing structure, personnel policies, and hiring policies,
practices, and procedures;

• screen, interview, and select new or additional participants;

• help design incentive structures for participating students;

• determine how, when, and by whom the product/service will be produced
and delivered (including costs, price structures, production,
advertising, and distribution); and

• deal effectively and appropriately with the myriad of interpersonal,
communication, scheduling, and other issues inherent in a new business
venture.

Online Resources to Consider

Abilities Fund is the first and only nationwide community developer
targeted exclusively to advancing entrepreneurial opportunities for
Americans with disabilities. Services are designed specifically for
individuals with disabilities interested in business ownership and the
organizations that serve them. Services focus on three primary markets:
entrepreneurs with disabilities, microenterprise development
organizations, and vocational rehabilitation agencies and other
disability-related organizations. Visit
\<http://www.abilitiesfund.org/\>.

Association for Enterprise Opportunity (AEO) is the national association
of organizations committed to microenterprise development. AEO provides
its members with a forum, information, and a voice to promote enterprise
opportunities for people and communities with limited access to economic
resources. A listing of programs can be found on the website at
\<http://www.microenterpriseworks.org/\>.

Consortium for Entrepreneurship Education is a national membership
organization that provides leadership and advocacy for the growth of the
field of entrepreneurship education as a lifelong learning process.
Visit \<http://www.entre-ed.org/index.htm\>.

Ewing Marion Kauffman Foundation works with partners to encourage
entrepreneurship across America and to promote entrepreneurial success
at all levels. The Foundation works to further understand the phenomenon
of entrepreneurship, to advance entrepreneurship education and training
efforts, to promote entrepreneurship-friendly policies, and to assist
entrepreneurs and others in commercializing new technologies that
promise to improve the economic welfare of our nation. Visit
\<http://www.kauffman.org/\>.

Junior Achievement (JA) uses hands-on experiences to help young people
understand the economics of life. In partnership with business and
educators, JA brings the real world to students, opening their minds to
their potential. Visit \<http://www.ja.org/\>.

Mind Your Own Business was created by the U.S. Small Business
Administration and Junior Achievement to provide a place where people
can go to help turn their entrepreneurial dreams into reality. The site
outlines five easy steps to business ownership and includes information
on the challenges and rewards of being an entrepreneur. Visit
\<http://www.mindyour ownbiz.org/default.shtml\>.

Self-Employment for People with Disabilities Listserv was established by
Diversity World to promote the development of more self-employment
opportunities for people with disabilities. It is intended to be a
networking forum for entrepreneurs with disabilities and individuals or
organizations who have an interest or role in this arena. Members are
invited to post comments and questions and promote related events,
publications, organizations and similar resources. Visit
\<http://groups.yahoo.com/group/ pwd_self-employment\>.

Small Business and Self-Employment Service (SBSES) has a group of
consultants who can provide ongoing business development supports and
links to specific mentoring resources in your area. Contact them
directly for additional information at 1-800-526-7234, or visit
\<http://www.jan.wvu.edu/sbses/index.htm\>.

START-UP/USA (Self-Employment Technical Assistance, Resources, &
Training) is a partnership between Virginia Commonwealth University and
Griffin-Hammis and Associates, LLC. It is funded by a cooperative
agreement from the Office of Disability Employment Policy in the U.S.
Department of Labor. START-UP/USA provides technical assistance and
disseminates resources nationally to individuals interested in pursuing
self-employment. It sponsors a live web cast series with successful
entrepreneurs sharing their secrets for success. Visit
\<http://www.start-up-usa.biz/\>.

The Future Entrepreneurs Program contains downloadable curriculum from
the Council of Entrepreneurial Development. It includes seven lesson
plans on entrepreneurship, including What is an Entrepreneur?; Finding a
Business Opportunity; Market Research; Introduction to
Marketing---Product, Price, Place; Introduction to Marketing---Promotion
and Advertising; Starting up Your Business---Finances, Personnel, and
Location; and Sales and Customer Service. Visit
\<http://www.cednc.org/initiatives/
student_programs/future_entrepreneurs/\>.

Road to Self-Sufficiency: Guide to Entrepreneurship for Youth with
Disabilities is a publication by NCWD/Youth that promotes the benefits
of entrepreneurship education and self-employment for all youth,
including youth with disabilities. It also provides tools to assist
those working in this area in providing quality programs. This Guide may
be purchased from NCWD/Youth or downloaded from their website at
\<http://www.ncwd-youth.info/\>.

Getting Organized

The following things will help you create exciting and rewarding
work-based opportunities and learning experiences for HS/HT
participants.

• Familiarize yourself with your local labor market statistics and the
STEM employment opportunities in your community.

• Contact business leaders in your community through organizations such
as the local Chamber of Commerce, Rotary Club, Lions Club, Business
Leadership Network (BLN), Society for Human Resource Management (SHRM),
American Society for Training and Development (ASTD), and industry
associations such as the Information Technology Association of America.

Ask questions such as

What are the key information technology skill requirements for most of
your businesses?

What is your preferred process for establishing a partnership with
education and training programs?

What would you expect from such a partnership?

• Team with career and technology coordinators in your local public
schools to pool your work based/ job search partnering resources.

• Familiarize yourself with the local business media to seek potential
work-based partnerships and publicity.

• Seek a variety of employer partners that represent a diverse range of
companies (large corporations, small business, self-employment
situations, private companies, non-profits, faith-based organizations,
state and local government agencies, etc.).

• Evaluate the disability-friendliness of potential employer partners.
Is the building physically accessible? Are the rest rooms accessible? Is
Braille on the elevator panels? Has the organization offered disability
awareness training to staff?

• Provide employers with information about working with youth with
disabilities (e.g., tax incentives, etc.) that can be obtained from your
local Business Leadership Network (BLN), local One-Stop Career Center,
or Vocational Rehabilitation office.

Supporting Research: Work-Based Learning Experiences

There are many effective strategies HS/HT program operators may employ
to provide youth with meaningful work-based experiences. Moving outside
of traditional classroom settings to community and workplace
environments is an invaluable experiential component of career
development for young people, regardless of whether they have
disabilities. A number of studies about effective strategies to improve
postsecondary outcomes for youth with disabilities have emphasized the
importance of providing students with work-based learning experiences
and opportunities. In addition, a number of proven and promising
work-based experiences have been shown to strengthen the relationship
between educational experiences and adult world employment expectations,
including site visits, job shadowing, volunteer work, and paid and
unpaid internships, as well as other activities such as entrepreneurial
opportunities and apprenticeships.

There has been considerable attention given to transition planning and
the postsecondary outcomes of youth with disabilities since the
enactment and subsequent reauthorization of the Individuals with
Disabilities Education Act (IDEA). An examination of the postsecondary
outcomes of youth with disabilities indicates legislative initiatives
have yet to achieve their intended impact (Luecking & Fabian, 2000).
Persistently low employment rates continue to be experienced by youth
with disabilities as they exit secondary schools.

Effective career development approaches that integrate academic and
non-academic components include (a) a process for career planning and
goal setting (Benz, Yovanoff, & Doren, 1997; Goldberger, Keough, &
Almeida, 2001), (b) alignment of school-based career preparatory
experiences with employer and occupational requirements and with
postsecondary education plans (Bremer & Madzar, 1995; Carnevale &
Desrochers, 2003; Haimson & Bellotti, 2001), and (c) teaching of basic
skills needed for career success and growth (Haimson & Bellotti, 2001;
Luecking & Fabian, 2000; Phelps & Hanley-Maxwell, 1997).

If youth with disabilities are to develop the knowledge and skills that
will enable them to be fully enfranchised within the workforce, they
need full, meaningful, and equitable access to opportunities offered by
high-quality, work-based experiences established to prepare all students
for careers. Substantial evidence supports the value of work experience
as a critical educational intervention that is effective in improving
the postsecondary employment of youth with disabilities. Some experts
call for expanded work experience opportunities in high school for all
youth (Benz & Lindstrom, 1997). Goldberger and Kasis (1996) highlight
several benefits of work-based learning (a) providing an authentic
laboratory for developing and exercising complex problem-solving skills;
(b) providing a reality check about different types of work settings and
work roles; (c) providing an appreciation for the importance of learning
as an aspect of what constitutes work; and (d) assisting in the
development of youth contacts with employers, mentors, and career
pathways, which provide support and possible job connections.

Substantial evidence exists to support the value of work experience as a
critical educational intervention effective in improving the
postsecondary employment of youth with disabilities (Blackorby & Wagnor,
1996; Colley & Jamison, 1998; Kohler, 1993; Kohler & Rusch, 1995;
Luecking & Fabian, 2000; Morningstar, 1997; Rogan, 1997; Wehman, 1996).

Many employers who have experience in hiring individuals with
disabilities have indicated that the presence or absence of a disability
was not a particular concern when making hiring decisions. One study
found that regardless of the nature or severity of the disability or the
need for accommodations, approximately 77 percent of youth who completed
a standardized work-based internship program in high school were offered
ongoing employment by their host companies, even though the companies
were under no obligation to retain the interns beyond the internship
period (Luecking & Fabian, 2000).

As the number of schools that are partnering with employers to create
work-based experiences for youth is increasing, participating businesses
are beginning to see the value of work-based learning experiences for
youth in terms of better-prepared future employees, reducing the costs
associated with recruitment, and reductions in employee turnover (Wills,
1998). In addition, working closely with employers helps schools define
the knowledge and skills necessary for graduates to successfully perform
in college and the workplace (Achieve, 2004).

A great deal is known about the value of using the environment to
enhance and solidify learning. A growing body of research has suggested
that training in context is important for skills to be useful and
maintained over time in work and community settings (Bransford et al.,
1999; Clark, 1994; Gaylord-Ross & Holovet, 1985; Halpern, 1992;
McDonnell et al., 1997; Snell & Brown, 1993). Based on the analysis of
several career and technical education programs that served and
graduated youth with disabilities, Phelps (1992) concludes that
effective approaches to contextual learning for students with
disabilities include the following elements: (a) providing students with
teamwork or cooperative learning experiences comparable to those they
would encounter in community or work settings, (b) increasing the
meaning of academic learning through real-world applications, and (c)
using experiential learning (e.g., job shadowing experiences,
school-supervised work experiences, internships) to connect school- and
workbased learning.

The extent to which youth with disabilities participate and succeed in
postsecondary education is also directly related to well-established and
systematic work-based experiences instituted throughout a school career.
Findings by Wagner et al. (1993), suggest that youth participation in
work-based learning experiences holds high promise for improving
secondary school performance and postsecondary outcomes.

Other research supports including (a) school-supervised work experience
programs with varying amounts of on-site training in community
employment sites and assessments of student performance across a range
of training alternatives (Benz, Yovanoff, & Doren, 1997; DeStefano &
Wermuth, 1992; Kregel & Wehman, 1996; McDonnell, Ferguson, &
Mathot-Bucker, 1992; Phelps & Hanley-Maxwell, 1997; Phelps & Wermuth,
1992), (b) part-time paying jobs during the school year and summer that
are coordinated directly with instructional and career exploration goals
for individual students (Benz & Halpern, 1993; Benz et al., 1997;
Fourqurean & LaCourt, 1991; Phelps & Wermuth, 1992; Scuccimarra &
Speece, 1990; Sitlington & Frank, 1990), and (c) structured internship
experiences that have been found to be beneficial for youth with
disabilities regardless of their demographic characteristics, disability
type and severity, and educational placement (Luecking & Fabian, 2000).
Evaluations of the effects of internships on youth outcomes reveal an
increase in technical competence and a better understanding of how the
academic concepts the students learn in school relate to their work
experiences (Wang & Owens, 1995 a & b).

In summary, numerous studies about effective strategies for improving
postsecondary outcomes for youth with disabilities have emphasized the
importance of providing students with work-based learning experiences
and opportunities. Work-based experiences have been shown to strengthen
the relationship between educational experiences and the expectations of
employers. Thus, one can reasonably conclude that the integration of
work-based learning into traditional academic programs will have a
positive impact on the educational, attitudinal, and employment outcomes
of youth

Sample Online Career Assessments

Online career assessments can be fun and informative, but many have not
been evaluated for reliability and validity, including those that are
abbreviated versions of pencil and paper tests. Many sites do not
provide interpretations of results. Be sure that the results are
considered along with other career preparation activities and
information.

Ansell-Casey Life Skills Assessment---These free assessments evaluate
youth life skills. They are completed online and automatically scored.
Visit \<http://www.caseylifeskills.org/pages/ assess/assess_index.htm\>.

The Career Key---This assessment tool was developed to help people with
career choices---career changes, career planning, job skills, and
choosing a college major or educational program. It is based on the best
science and practices of career counseling, and the most complete and
accurate information available. It has been used by career counselors
for over 20 years. Millions of students and adults use this website.
More than 1,000 schools, colleges, libraries, and career services link
to it. Visit \<www.careerkey.org/english\>.

Type Focus Personality Type Profile---This quick and easy 66-question
assessment reports a Myers-Briggs Type Indicator and offers a bit of
career direction. Visit \<http://www.typefocus.com\>. 3-27 This list of
online assessments is for informational and educational purposes only
and should NOT be interpreted as a recommendation for any test
instrument.

Examples of Informal Career Assessment Activities

The following represent some examples of informal career assessment
activities that HS/HT staff can use with students to identify their
career interests, explore their work styles, and gauge their
understanding of the soft skills needed to succeed in the workplace.

1\. Create generic interest surveys and structured interviews using
questions and prompts such as the following to obtain information about
HS/HT participants.

• List three occupations of interest.

• What do you see yourself doing after high school?

• List two jobs at which you think you could succeed.

• What skills would you like to learn while still in school?

• What do you do in your free time?

2\. Use rating scales to assess school and work performance. For the
purpose of the HS/HT program, these questions might be in the areas of
employment, independent living, and personal/work-related skills. Rating
scales might include a self-assessment where the young person assesses
his or her skills independently. Alternatively, a parent/guardian or
other appropriate representative (such as a teacher or transition
counselor) may be asked to complete a short form with a list of specific
questions about the young person's performance in other environments.
Rating scales can be purchased commercially or can be easily developed
by program operators. Consider questions targeted to obtain information
on such things as

• Attendance and punctuality

Misses less than 3 days per quarter

Misses 4-5 days per quarter

Misses 6-7 days per quarter

Misses 8-9 days per quarter

• Communication skills

Freely expresses thoughts and needs

Expresses thoughts and needs with prompts

Experiences difficulty expressing thoughts and needs

• Initiative

Seeks out work as needed without needing to be asked

Will do extra work if asked, asks questions to clarify

Completes duties as assigned without prompting

Requires prompts to move to the next task assignment

• Quality of work

Displays consistent quality of work; independently spots and corrects
mistakes

Displays consistent quality of work/usually does not spot errors

Displays inconsistent quality of work

3\. Consider creating informal work samples to discover pre-existing
knowledge (or present levels of performance) in the following areas:

• Computer operations such as word processing, spreadsheets, and
PowerPoint;

• Math skills and technical writing; and

• Ability to follow tasks requiring multiple-step directions.

4\. Notice environmental conditions when engaging participants in
activities, noting under what conditions they work best. For instance,
does the young person prefer and/or perform best when

• In a group or alone?

• In a noisy or quiet environment?

• Receiving visual (written) or auditory (spoken) directions?

• In a fast paced or a more relaxed pace?

• Completing routine or varied multiple tasks?

5\. Use the Internet for career-related, interest, and personality
assessments. Since some relevant websites will be more useful and
applicable than others, HS/HT program operators should preview all
websites prior to use by program participants in an effort to determine
the value, the time needed for administration, etc. When deemed
appropriate, online assessments are not only convenient and fun, but
also provide for computer and technology-related learning experiences as
well as opportunities for observing the computer or keyboarding skills
of youth participating in HS/HT (see Exhibit 3.2).

6\. Consider disability-related accommodation needs. Some youth with
disabilities may require specific accommodations in order to generate
accurate assessment results. Questions to consider during the career
assessment process include:

Does the student have the physical and/or sensory abilities to perform
the tasks? If not, what modifications or accommodations are needed to
enable the student to perform the tasks? If needed, are the
modifications readily available, and if not, how long will it take to
secure or develop them?

How should instruction be delivered, or is the purpose to learn more
about how the individual learns best? Is the use of picture cues, lists,
or other such prompts needed? If so, are these already in place or will
they need to be developed during the course of the assessment?

Has an accommodation been documented in the young person's
Individualized Education Program, Individualized Transition Plan, 504
Plan, Individualized Plan for Employment, etc. (if necessary)?

Disability Etiquette

Speak directly to the person, rather than to a companion or sign
language interpreter who may be present. Offer to shake hands when
introduced. People with limited hand use or an artificial limb can
usually shake hands and offering the left hand is an acceptable
greeting.

Always identify yourself and others who may be with you when meeting
someone with a visual disability. When conversing in a group, remember
to identify the person to whom you are speaking. When dining with a
friend who has a vision disability, ask if you can describe what is on
his or her plate.

If you offer assistance, wait until the offer is accepted. Then listen
or ask for instructions.

Treat adults as adults. Address people with disabilities by their first
names only when extending that same familiarity to all others. Never
patronize people in wheelchairs.

Do not lean against or hang on someone's wheelchair. Bear in mind that
people with disabilities treat their chairs as extensions of their
bodies; so do people with guide dogs and service dogs. Never distract a
work animal from his or her job without the owner's permission.

Listen attentively when talking with people who have difficulty speaking
and wait for them to finish. If necessary, ask short questions that
require short answers or a nod of the head. Never pretend to understand;
instead repeat what you have understood and allow the person to respond.

Whenever possible, place yourself at eye level when speaking with
someone in a wheelchair or on crutches.

Tap a person who has a hearing disability on the shoulder or wave your
hand to get his or her attention. Look directly at the person and speak
clearly, slowly, and expressively to establish if the person can read
your lips. If so, try to factor the light source and keep hands,
cigarettes, and food away from your mouth when speaking. If a person is
wearing a hearing aid, don't assume that he or she has the ability to
discriminate your speaking voice. Never shout at a person; speak in a
normal tone of voice.

Relax. Don't be embarrassed if you happen to use common expressions such
as "See you later" or "Did you hear about this?" that seem to relate to
a person's disability. Career Preparation and Work-Based Learning
Experiences Source: Irene M. Ward & Associates. (1994).

Steps to Follow to Conduct an Effective Informational Interview

1\. Identify the occupation or industry you wish to explore. In what
occupation are you interested?

2\. Prepare for the interview. Read something about the field prior to
the interview. Decide what information you would like to know about the
specific job. Prepare a list of questions that you would like to have
answered.

3\. Identify people to interview. Start with a list of people you
already know---friends, relatives, teachers, neighbors, members of your
church, etc. Look through the Yellow Pages for additional ideas. Try to
get a contact person's name before calling a specific business.

4\. Arrange for the interview. Contact the person to set up an interview
by telephone, by e-mail, or by having someone who knows the person make
the appointment for you.

5\. Conduct the interview. Dress appropriately, arrive on time, be
polite, and professional. Refer to your list of prepared questions, stay
on track, but allow for discussion. Before leaving, ask your contact to
suggest names of others who might be helpful to you and ask permission
to use your contact's name when contacting these people.

6\. Follow up. Immediately following the interview, record the
information gathered. Be sure to send a thank-you note to your contact
within one week of the interview.

Note: After considering the information you have received, you may want
to adjust your job search, resume, and/or career objective to reflect
what you learned about the job and about your continued interest in that
area of work.

Questions for an Effective Informational Interview

Prepare a list of your own questions for your informational interview.

The following are some sample questions for your consideration.

1\. On a typical day in this position, what do you do?

2\. What training or education is required for this type of work?

3\. What personal qualities or abilities are important to being
successful in this job?

4\. What part of this job do you find most satisfying? Most challenging?

5\. How did you get your job?

6\. What opportunities for advancement are there in this field?

7\. What entry-level jobs are best for learning as much as possible?

8\. What is the salary range for various positions in this field?

9\. How do you see jobs in this field changing in the future?

10\. Is there a demand for people in this occupation?

11\. What special advice would you give a person entering this field?

12\. What types of training do companies offer persons entering this
field?

13\. What are the basic prerequisites for different jobs/positions in
this field?

14\. Which professional journals and organizations would help me learn
more about this field?

15\. What do you think of the experience I've had as it would apply to
my entering this field?

16\. From your perspective, what are the problems you see working in
this field?

17\. If you could do things all over again, would you choose the same
career path for yourself? Why? What would you change, if anything?

18\. With the information you have about my education, skills, and
experience, what other fields or jobs would you suggest I research
before I make a final decision?

19\. What do you think of my resume? Do you see any problem areas? How
would you suggest I change it?

20\. Whom should I talk to next? When I contact him/her, may I use your
name?

Disability Disclosure: Advantages and Disadvantages

Advantages of Disclosure

• Disclosure allows a young person to receive reasonable accommodations
so that s/he can pursue work, school, or community activities more
effectively.

• Disclosure provides legal protection against discrimination (as
specified in the Americans with Disabilities Act).

• Disclosure reduces stress, since protecting a "secret" can take a lot
of energy.

• Disclosure gives a young person a clearer impression of what kinds of
expectations people may have of him/her and his/her abilities.

• Disclosure ensures that a young person is getting what s/he needs in
order to be successful (for example, through an accommodation or
medication).

• Disclosure provides full freedom to examine and question health
insurance and other benefits.

• Disclosure provides greater freedom to communicate should a young
person face changes in his/her particular situation.

• Disclosure improves a young person's self-image through self-advocacy.

• Disclosure allows a young person to involve other professionals (for
example, educators and employment service providers) in the learning of
skills and the development of accommodations.

• Disclosure increases a young person's comfort level.

Disadvantages of Disclosure

• Disclosure can cause a young person to relive bad past experiences
that resulted in the loss of a job or negative responses from his/her
peers.

• Disclosure can lead to the experience of exclusion.

• Disclosure can cause a young person to become an object of curiosity.

• Disclosure can lead to a young person being blamed if something
doesn't go right.

• Disclosure can lead to a young person being treated differently than
other youth.

• Disclosure can bring up conflicting feelings about a young person's
self-image.

• Disclosure can lead to a young person being viewed as needy, not
self-sufficient, or unable to perform on par with peers.

• Disclosure could cause a young person to be overlooked for a job,
team, group, or organization.

• Disclosing personal and sensitive information can be extremely
difficult and embarrassing.

Sample Internship Learning Agreement

This agreement must be read, understood, and signed by the intern and
the person who will be acting as the intern's supervisor. It will also
be signed by HS/HT staff and the parent, if appropriate, to ensure that
all parties concur with the goals and expectations of the internship.
(Please attach additional sheets if necessary.)

Name of Student:

Company/Organization:

Dept.

Address of Internship Location:

Name of Contact Person:

Title

Telephone:

Fax:

E-mail

The internship is set up for a minimum of \_\_\_\_ hours per week for
\_\_\_\_ weeks. Internship Schedule: Begins \_\_\_\_/\_\_\_\_/\_\_\_\_
Ends \_\_\_\_/\_\_\_\_/\_\_\_\_

Planned Absences:

Title:

Telephone Number:

E-mail Address:

Internship Goals/Learning

Objectives: 1. 2. 3.

General Responsibilities and Duties:

Specific Projects and Products: Student: I,
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_, agree to the following expectations:

1\. To attend regularly and on time for my assigned internship.

2\. To adhere to the regulations of the organization in which I am
interning.

3\. To notify my supervisor on days that I will be absent.

4\. To notify my HS/HT program operator if any problems or concerns
arise.

Supervisor: I, \_\_\_\_\_\_\_\_agree to do the following:

1\. Provide assignments and duties that contribute to the learning
experience of the student.

2\. Provide mentoring for the student.

3\. Provide assessment and feedback to the HS/HT program operator, as
requested.

4\. Notify the HS/HT program operator at any time if work performance is
unsatisfactory or there are any problems with the placement.

5\. Notify the HS/HT program operator if the supervising manager
changes.

6\. Review the youth's training progress at regular intervals to
determine whether the internship should become paid (i.e., if it is an
unpaid internship).

Internship Training Plan

The following specific resources and strategies will be used to achieve
the goals listed in the internship agreement:

Goal 1:

Goal 2:

Goal 3:

Comments: 3-35

For many youth, this will be the first internship and for others it may
be the first paid internship experience. Please read this information
carefully.

Print or type all information.

Date:

Name:

Home Telephone:

Work Telephone:

E-mail Address:

In case of an emergency, please contact:

Emergency phone number(s):

READ AND INITIAL EACH STATEMENT BELOW:

I will arrive at my job site at my scheduled time.

I will work a maximum of \_\_\_\_ hours per week and record my hours
correctly on my time sheet.

If I obtain a paid internship, I will receive payment only for the
actual amount of time I have worked during the pay period.

I will dress appropriately according to the standards set by my job
site. My supervisor's name is: My mentor's name, if different than my
supervisor, is: \_. \_\_\_\_\_\_\_\_\_

I will make every effort to attend all special activities that have been
planned for me.

I will take the appropriate time allowed for lunch and check in with my
supervisor/mentor before I leave and when I return.

If I am sick, I will immediately contact my supervisor/mentor at

If an accident or injury occurs, I will notify my supervisor/mentor and
the HS/HT program operator immediately.

I will not make or receive personal phone calls from the worksite or use
worksite equipment or supplies for personal use. I understand that if I
am assigned to a computer workstation, I will not abuse my privileges by
using my system for games, chat rooms, or sending unauthorized
electronic messages.

I understand that I may be suspended or released from my job if I have
three or more unexcused absences, have repeated tardiness, leave work
without permission, or break any of the behavior standards of the
organization.

Student Signature:

Date:

Supervisor Signature:

Date Adapted from the Florida HS/HT Summer Internship Manual.

Sample Internship Work Log Please copy this form (one for each week).

Complete and return to \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ at the end of
\_\_\_\_\_\_ each work week \_\_\_\_\_\_ or every two weeks of work.

Intern Name:

Week(s) of

Duties Performed:

New Skills Learned:

Comments:

Dates Worked: (Month/Day/Year) Hours (from -- to) Total Hours Total
Hours Worked:

Supervisor Signature:

Date:

Supervisor Name (Print):

Sample Internship Time Sheet

Name:

Employer:

Work Location:

Supervisor/Mentor:

Date

Monday Time In Lunch Time Out Total Hours

Tuesday Time In Lunch Time Out Total Hours

Wednesday Time In Lunch Time Out Total Hours

Thursday Time In Lunch Time Out Total Hours

Friday Time In Lunch Time Out Total Hours

Saturday Time In Lunch Time Out Total Hours

Lunch breaks are NOT working hours & should not be included in Total
Hours recorded. Total Hours:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Your time should be calculated as follows: 1 hour = 1.0 3/4 hour = .75
1/2 hour = .50 1/4 hour = .25 I certify that the above information is
true and correct. HS/HT

Participant Signature:

Date Supervisor/Authorized Signature:

Date: All time sheets are due to the HS/HT program operator on
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (day), by
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (time). Adapted from the Florida HS/HT
Summer Internship Manual.

Sample Internship Evaluation

To be completed by the supervisor/mentor:

HS/HT Participant's Name:

Business Name:

Duties

List the top four job duties below:

1\.

2\.

3\.

4\.

On the list below, rate the young person using the following number
scale.

Please compare to your average employee:

4 = Exceptional

3 = Above average

2 = Average

1 = Below average N/A = does not apply 3-39

Work Habits and Skills

1\. Constructive criticism. Takes it in stride and tries to improve.

2\. Appearance: Clean and wears suitable clothing to work each day.

3\. Attendance: Shows up and regularly returns from lunch and breaks on
time.

4\. Attitude: Shows interest and pride in work and is willing to
complete assigned tasks.

5\. Communication: Asks job-specific questions and interacts
appropriately.

6\. Creativity: Demonstrates the aptitude to create new procedures if
necessary.

7\. Follows instructions: Performs tasks assigned and follows procedures
step by step.

8\. Follows rules: Obeys all work-site regulations and safety rules.

9\. Independence: Able to work without supervision.

10\. Initiative: A self-starter, willing to go on to the next step or
asks for more work.

11\. On task: Pays attention to the task (even if routine) and keeps
busy the entire work day.

12\. Problem-solving skills: Makes appropriate decisions when needed.

13\. Quality: Completes tasks in a timely manner and of acceptable
quality.

14\. Remembers instructions: Performs routine tasks on a daily basis
without prompting.

15\. Social skills: Interacts well with other co-workers; demonstrates
cooperation and maturity.

16\. Use of equipment: Uses and cares for all equipment properly.

Overall Rating:

Sample Mid-Internship Youth Survey (to be completed by the HS/HT
Student.)

Please take a few moments to complete this survey. We will use this
information to plan the rest of your internship experience.

Please return it to the HS/HT program operator.

What have you learned (or observed) about the use of technology on your
job or within the agency where you are working?

What types of technology have you used while participating in this
internship?

What skills have you developed or improved through your participation in
this High School/High Tech summer internship?

Are there any opportunities you would like to explore in the remaining
weeks of this internship?

Name:

Date:

Job Site:

Job Position Adapted from the Florida HS/HT Summer Internship Manual.

Sample Internship Parent Survey

Please complete this survey and return it to:

Were your expectations for your son/daughter's HS/HT internship met?
(Circle one) YES NO If "no" please explain:

Describe the benefits your child received from his/her participation in
this internship.

Describe the benefits you received from his/her participation in this
internship.

Would you recommend a HS/HT summer internship to other parents and
students? (Circle one) YES NO Please explain why or why not:

What changes would have made this internship more beneficial for your
son/daughter?

Your Name:

Date

Student Name:

Job Position Adapted from the Florida HS/HT Summer Internship Manual.

Chapter 4: Youth Development and Leadership

This chapter examines youth development and leadership activities within
HS/HT programs. Youth development and leadership are not isolated events
that occur only at an annual workshop or at periodic meetings.
Opportunities to develop personal and leadership skills must be
cultivated into a variety of HS/HT activities and events.

Often, and mistakenly, the terms "youth development" and "youth
leadership" are used interchangeably. Based on research of existing
definitions, NCWD/Youth has adopted the following working definition of
youth development and youth leadership.

"Youth development is the process that prepares young people to meet the
challenges of adolescence and adulthood through a coordinated,
progressive series of activities and experiences, which help them to
become socially, morally, emotionally, physically, and cognitively
competent. Youth leadership is an important part of the youth
development process."

"Youth leadership is both an internal and an external process leading to
(1) the ability to guide or direct others on a course of action,
influence their opinion and behavior, and show the way by going in
advance; and (2) the ability to analyze one's own strengths and
weaknesses, set personal and vocational goals, and have the self-esteem
to carry them out."

Source: National Collaborative on Workforce and Disability for Youth.
(January 2005).

Although research shows that youth who participate in youth development
and leadership experiences are more likely to do well in school, be
involved in their communities, and positively transition through
adolescence to adulthood, youth with disabilities have often been
isolated from mainstream youth development programs.

Component 1: Putting Youth in Control of Their Destiny

The idea of taking control of one's life can be very exciting, but it
can also be very overwhelming. There are three skills that youth with
disabilities should learn to utilize to better take control of their
lives and start making informed decisions about their future:
self-determination, informed choice, and self-advocacy.

Self-Determination

Self-determination refers to being in charge of one's own life to the
greatest degree possible. It means having the freedom to plan one's life
and the authority to control the resources one has to the maximum extent
possible. It also means taking responsibility for the consequences of
one's choices. Self-determination may also include the responsibility of
participating in and contributing to one's community. Self-determination
can be broken down into a number of component parts, including

• making choices

• taking responsibility for making decisions,

• actively engaging in problem-solving,

• setting and attaining goals,

• doing a self-evaluation,

• pursuing self-instruction,

• becoming self-aware,

• seeking self-knowledge, and

• practicing self-advocacy.

Within the various individualized planning processes outlined in various
pieces of legislation, self-determination should play a major role in
determining what goes into a written plan. For example, when a special
education student reaches high school (if not sooner), s/he should be
involved in selecting individuals to serve on his/her IEP team and
individualized transition team; setting the agenda for meetings; and to
the extent possible, taking the lead in running these meetings. When a
young person is determined eligible for VR services, s/he should receive
the support necessary to exercise informed choice as decisions are made
about which employment goals to pursue, the services needed to reach
those goals, and the providers of these services. Similarly, if a young
person is receiving services through a One-Stop Career Center, s/he
should be involved in decisions about the nature and duration of the
services to be received.

Clearly, a young person may be able to exercise self-determination in
some areas of life, and not in others. In some instances, HS/HT staff
will need to work with their students to identify the decisions they can
control now as well as those that they will want to control later in
life.

The Youth Advisory Committee for the National Council on Disability has
identified the following ways that youth can be more self-determined:

• having confidence and believing in one's self,

• identifying what one's dreams and goals are, • clearly communicating
and sharing one's wants and needs,

• knowing one's strengths and limitations,

• having a positive attitude,

• learning from mistakes,

• taking responsibility for one's choices,

• being aware of one's rights,

• having opinions about everything that affects you,

• knowing how and when to ask for help,

• setting realistic and achievable goals,

• making educated decisions, and

• never giving up!

Informed Choice

Informed choice refers to having the right information to make the right
decision at the right time. It also means being able to understand the
big picture and come up with new and appropriate solutions when faced
with problems. In order to make an informed choice, a young person must
obtain relevant information in an understandable and developmentally
appropriate format. Young people must explore and be able to recognize
potential consequences of different choices (i.e., both good and bad)
and be ready to accept responsibility for their choices.

HS/HT youth development and leadership activities need to be organized
to capture the fundamentals of effective youth development programming.
This includes providing supportive adults and peers through role
modeling; supporting youth development through goal setting,
self-advocacy training, and conflict resolution; and offering
opportunities for leadership development. Setting goals, solving
problems, and making wise decisions are not just skills for leaders, but
are necessary skills for leading a successful life. They are also skills
which are of utmost importance to success in the workplace.

Another important aspect of informed choice is the "freedom to fail." It
is safe to assume that all program staff would like to see the youth
they are working with be successful. However, a supportive environment
is also one that encourages a variety of learning experiences, including
the learning that comes from failing at a task. Though meaning well,
sometimes programs will either lower expectations for students with
disabilities or create a system of permanent safety nets to avoid
upsetting or disappointing students with disabilities or their parents.
It is important that programs allow for both risk-taking and failure in
the learning process and help students review mistakes, refine goals,
and revise their plans when things do not go well. The entrepreneurship
activities discussed in the career exploration and work-based learning
chapter are examples of one type of activity that would promote
risk-taking.

Online Resources to Consider

Teaching Self-Determination in Alaskan Schools: A Toolkit for Teachers,
a project sponsored by the Alaska Department of Education and Early
Development, has developed a toolkit for teachers, parents, students,
and other professionals who are interested in promoting
self-determination within home, school and community settings. Visit
\<http://www.alaskachd.org/toolkit/index.html\>.

Self-Advocacy and Self-Determination Synthesis Projects, sponsored by
the University of North Carolina at Charlotte (UNCC), synthesizes
information on research results and best practices related to
self-determination and self-advocacy interventions. The effort is to
improve, expand, and accelerate the use of this knowledge by the
professionals who serve children and youth with disabilities and the
parents who rear, educate, and support their children with disabilities.
Visit \<http://www.uncc.edu/sdsp/resource_list/ sd_lesson_plans.asp\>.

Self-Determination: Supporting Successful Transition is a brief that
outlines research on self-determination, suggesting that youth with
disabilities who actively direct their own lives are more likely to
successfully transition into adult life. It addresses the development of
self-determination skills and student-led IEP meetings and includes
descriptions and contact information for several self-determination
curricula as well as helpful web links. Visit \<www.ncset.org/
publications/viewdesc.asp?id=962\>.

Self-Advocacy

Expressing one's desires, needs, and rights is an essential component of
youth development. It is also a pre-requisite to becoming a responsible,
independent adult. Self-advocacy involves making decisions and
communicating one's desires and needs to others. As a young person moves
from high school to post-school activities, self-advocacy skills take on
a new importance. While in school, young people tend to rely heavily on
the support of their parents, teachers, guidance counselors, and other
adults to help them make choices and obtain needed services and
supports. As a young person with a disability leaves high school, s/he
needs to be preparing for increased independence in order to be better
equipped to make his/her own decisions in the future. The more a young
person takes control of the choices and decisions made while still in
school, the easier it will be to make choices and decisions after
leaving high school.

Providing the opportunity and training for young people to practice
self-advocacy can benefit youth with disabilities in many ways as they
transition from school to higher education or to a career. Such training
can help youth with disabilities

• set goals and become more involved in developing their IEPs while in
school, particularly the transition component of the IEP;

• explore, identify, and pursue occupational interests; • make informed
academic, career, and life decisions;

• seek education, training, and employment that fulfill their
aspirations, challenge them, and make the most of their abilities;

• identify and develop beneficial mentoring relationships,
service-learning opportunities, internships, and other learning
experiences;

• obtain needed accommodations/modifications in academic, work, and
social situations;

• understand their rights and seek legal protection if needed;

• have the confidence they need to live independently;

• become effective mentors and role models; and

• become leaders within local, state, and national disability
communities and in the larger society.

One of the most critical features of self-advocacy skills for youth with
disabilities involves disability disclosure---to both employers and
postsecondary educational institutions. Disclosure of a disability is
always a choice.

Youth must make individual decisions about disclosure for each job lead
pursued. HS/HT staff should help young people with disabilities ponder
this question: "Does disclosure of my disability at this time and in
this way support my objectives?"

Online Resources to Consider

The 411 on Disability Disclosure:

A Workbook for Youth with Disabilities was designed by people with
disabilities to walk youth through the experience of disclosure. Created
by NCWD/Youth, it helps young people make informed decisions about
whether or not to disclose their disability and understand how that
decision may impact their education, employment, and social lives. The
Workbook is available for purchase from NCWD/Youth or it can be
downloaded free of charge at \<http://www.ncwd-youth.info/resources
\_&\_Publications/411.html\>. The Self-Determination Synthesis Project,
at the University of North Carolina at Charlotte, has created lesson
plan starters based on data-based research studies in which students or
adults were taught a new self-determination skill or set of skills. The
lesson plan starters were developed based on the description of the
intervention and data collection procedures provided in each study and
each includes lesson objectives, setting and materials, lesson content,
teaching procedures, evaluation methods, and, if a published curriculum
is referenced in the lesson plan, cost and contact information for the
curriculum. Visit \<http://www.uncc.edu/sdsp/sd_lesson_plans.asp\>.

"What's self-determination, and why is it important?" is a brief that
outlines research on self-determination, suggesting that youth with
disabilities who actively direct their own lives are more likely to
successfully transition into adult life. It addresses the development of
self-determination skills and student-led IEP meetings and includes
descriptions and contact information for several self-determination
curricula as well as helpful web links. Visit: \<http://www.ncset.
org/publications/viewdesc.asp?id=962\>.

A Georgia HS/HT student with anhydrosis and epilepsy graduated from high
school in May of 2006. Although this young woman had a true desire to
work, she was very limited in what she could do because her environment
must be carefully controlled. Her body does not regulate her
temperature, allowing her to overheat quickly. When her core reaches a
certain temperature, she has a seizure and loses consciousness. This can
be a life or death situation. Although her mom was very protective, this
young woman was very intelligent and was convinced she could be
successful at work. Working in partnership, HS/HT, the One-Stop Career
Center, and VR were able to find an employer who had met this young
woman and was willing to let her try doing data entry from her home.
This young woman's ability to explain to the employer and to the WIA
staff exactly what her disability was and how it affected her ability to
work was a key factor in making this placement happen. When the WIA
staff expressed concern about the lack of supervision in a home-based
employment situation, she was able to explain how her progress would
show that she was, indeed, working.

While staff at the One- Stop Career Center were initially hesitant to
support a home-based placement, they became very supportive once they
completely understood the parameters of the job and this young woman's
disability. When it became evident to this young woman that she would
need an additional accommodation because of her limited stamina, she
approached her employer and advocated to be able to set her own hours.
She explained that if she worked too long one day (which she tried to do
at the beginning), she would pay for it the next day. She needed to
learn to pace herself, as no one could do it for her. In the end, the
situation worked very well, and was a win-win situation for everyone
involved. The young woman won as she was paid for her work and she
finally began to see her potential and to value her capabilities. The
employer was satisfied as his work was completed on a timely basis. He
was pleased with the quality of the work, and developed a wonderful
relationship with his new employee. The WIA system won, particularly as
they moved into the 21st Century and began viewing telecommuting as an
appropriate job choice that can accommodate the needs of many
individuals with disabilities. Vocational Rehabilitation won as this
young woman's VR counselor received critical information about this
woman's work tolerance, stamina, ability to follow instructions,
motivation, and family support. And, of course, HS/HT won as one of
their graduates entered the workforce.

Component 2: Supportive Adults

Role Models

A role model is a person whose behavior in a particular position is
imitated by others. For youth, career role models are often people with
whom they have contact in everyday life or see in the media - teachers,
parents, nurses, doctors, clergy, police officers, athletes, musicians,
and actors. Many youth do not meet or spend time with adults who work in
high-tech occupations such as the STEM careers - people who could become
important role models. HS/HT can help make this connection so young
people can experience first-hand what it feels like to work in a STEM
field or a high-tech industry.

Role models can help youth

• gain understanding of specific high-tech occupations and
education/training requirements for entering those occupations,

• learn about the personal experiences of people in STEM careers and
other high-tech occupations,

• ask questions about the STEM careers, particularly specific areas of
interest,

• learn about the importance of leadership by meeting leaders in a
particular field,

• interact with successful adults with disabilities, and

• make valuable networking contacts with people working in fields of
interest. Role models can be either adults or experienced peers, and
they can be persons with or without disabilities.

Role models can be found in many settings, including business and
industry, government agencies, secondary schools, colleges and
universities, professional or trade associations, volunteer
organizations, and student leadership organizations or clubs. Youth can
also find examples of role models in books, in trade or popular
magazines, and on the Internet.

Online Resources to Consider

Career Scientists Who Are Disabled Role Models offers career stories
about scientists with disabilities. It provides information on what
their job duties entail and what accommodations they used to
successfully perform their work. Visit \<http://www.as.wvu.edu/
\~scidis/organize/fsdrole.html\>.

Mentors

NCWD/Youth defines mentoring as, "a trusting relationship, formalized
into a program of structured activities, which brings young people
together with caring individuals who offer guidance, support, and
encouragement aimed at developing the competence and character of the
mentee."

Mentors are good listeners, people who care, and people who want to help
young people bring out the strengths they already possess. In the
broader definition, a mentor is an experienced person who goes out of
their way to help another person reach important life goals. The
"formal" mentor agrees to an ongoing planned partnership that focuses on
helping another reach a specific goal over a specific period of time.
HS/HT program operators can effectively partner with local and state
community organizations in order to provide formal mentors.

Research shows that successful mentoring relationships last for a
minimum of one year. Although hybrids of 4-5 mentoring models exist,
there are four basic types of mentoring models.

Traditional One-to-One Mentoring---A mentoring model in which one adult
is paired with one young person. Typically, there will be an extensive
matching process to ensure a strong relationship, and it is expected
that the commitment will be for one year or longer.

Peer Mentoring---A mentoring model in which peers from a similar
developmental stage provide support and advice to mentees. Peers can be
close in age or farther apart, depending on the circumstances.

Group Mentoring---This form of mentoring matches one or more adults with
a group of youth in a structured setting. This could include an
individual or group of adult volunteers working with several youth in a
school or a faith-based program, or a group of employees from one
company working with students from a local school in a work-based
mentoring program.

E-Mentoring---A contemporary model commonly used in schools in which one
(or more) youth is (are) matched with a mentor. The youth and mentor
regularly exchange e-mail messages for a designated period of time. In
ideal circumstances, e-mentoring includes occasional face-to-face
meetings to provide a more personal connection. In many instances, a
program coordinator (often a teacher) will monitor all correspondence
and meetings.

HS/HT coordinators can help youth meet role models and potentially
recruit mentors by

• inviting successful high-tech professionals to speak at meetings;

• inviting college students who are planning to enter STEM and high-tech
careers to speak to groups of HS/HT students;

• organizing, or helping HS/HT participants organize, a career fair at
which youth can meet with professionals in the STEM careers and other
high-tech occupations or with students in related academic programs;

• encouraging youth to conduct informational interviews with
representatives of disability groups such as staff at Independent Living
Centers and leaders of various disability and social service
organizations;

• encouraging youth to conduct informational interviews with various
workers at their internship sites or with adults who work in the STEM
careers and other high-tech occupations;

• encouraging HS/HT participants to share information about role models;

• asking youth to research and write about a leader in a high-tech field
of interest;

• asking youth to identify and correspond by mail or e-mail with role
models in a selected field to learn about how those people entered the
field, what their work entails, and how they progressed in their
profession;

• finding ways for youth to participate in professional conferences
attended by role models in a field of interest, or to serve on student
committees of professional or trade organizations; and • tapping into an
existing mentoring program or creating your own e-mentoring program.

In recent years, e-mentoring programs have become more and more popular.
E-mentoring programs share many of the most important characteristics of
traditional mentoring, including caring relationships; an experienced
person fostering the skills of a young person; ongoing, regular
communications; relationships characterized by trust, warmth, and
support; clear boundaries of the parameters of the mentoring
relationship; and administration by an organization that oversees the
mentoring relationship. However, e-mentoring differs from traditional
mentoring in a number of ways, including

• communication occurs mostly through e-mail, rather than face-to-face;
• relationships are often time-limited;

• screening and monitoring procedures may differ;

• mentors can often engage in e-mentoring during their work day;

• e-mentoring offers the convenience of communicating online; and

• relationships can span geographic boundaries.

There are several ways to approach e-mentoring. Similar to regular
mentoring, e-mentoring can focus on one-to-one mentoring in which each
young person has a mentor. E-mentoring can also be a situation in which
various mentors provide guidance to a group of people. For example,
teachers sometimes recruit experienced professionals to guide complex
classroom projects. It can also be project-based learning in which a
mentor works with a student to complete a specific project. It can take
the form of curriculum-based mentoring in which the teacher posts
discussion questions relevant to curriculum for the mentor and mentee(s)
to discuss. It can also take the form of unstructured interactions in
which mentors and mentees allow the relationship to unfold in keeping
with common interests. Or, it can be any combination of these.

Online Resources to Consider

Connecting to Success E-Mentoring Program is an electronic mentoring
program designed to promote the successful transition of youth with
disabilities to adult life and to help schools, community organizations,
and businesses make valuable connections to youth with disabilities.
Visit \<http://ici1.umn.edu/ementoring/ default.html\>.

Creating an E-Mentoring Community Information Brief was published by the
National Center on Secondary Education and Transition (NCSET) to explain
the University of Washington's DO-IT ementoring program. The brief
explains how DO-IT creates and sustains an e-mentoring community to
promote the success of youth with disabilities in school, careers, and
other life experiences. Visit
\<http://www.ncset.org/publications/viewdesc.asp? id=3170\>.

Maryland Mentoring Partnership has created mentoring materials geared
for employer-youth mentoring partnerships. A mentoring binder was
compiled by the Baltimore Giving Project and revised by the Maryland
Mentoring Partnership with assistance from Big Bang Products. Visit
\<http://www.marylandmentor.org/\>.

Paving the Way to Work: A Guide to Career-Focused Mentoring for Youth
with Disabilities is a mentoring guide developed by NCWD/Youth
specifically to address the needs of youth with disabilities during
their transition from school to work. Visit
\<http://www.ncwd-youth.info/resources\_&\_
Publications/mentoring.html\>.

The National Center for Mentoring Youth with Disabilities, sponsored by
Partners for Youth with Disabilities (PYD), provides opportunities to
learn about best practices, connect with others who are committed to
similar work, learn about upcoming conferences, and receive training and
technical assistance. Visit \<http://www.pyd.org\>.

Component 3: Opportunities for Personal Growth

Youth development and leadership activities are not reserved for young
people who strive to be president of the student council or take on
other types of high visibility positions. Rather, they are a means
through which any young person can learn the skills necessary to improve
his/her own life. By developing and expanding skills related to personal
growth, youth will be better prepared to

• explore and identify their personal goals, strengths, assets, skills,
interests, challenges, and accommodation/modification needs;

• assume responsibility for, initiate, and follow through with personal
education, transition, and career plans;

• identify and access people and resources that will help them succeed
in school and as they transition to postsecondary education, work, and
other adult activities;

• become involved in activities that promote positive change in a range
of environments; • advocate for themselves and others at work, at home,
and in their communities;

• maintain high personal expectations, a positive personal identity, and
high self-esteem; • engage in self-determination, make effective
decisions, and successfully resolve personal or community problems;

• develop strong, effective relationships with adults and other youth;

• respect and interact well with people from other cultural or
socioeconomic backgrounds; and

• diagnose and resolve conflicts that arise in diverse community
settings.

Brett, a young man with cerebral palsy, entered Oklahoma's HS/HT
program, Tech-Now, in the fall of 2002. At that time he was very shy and
would not look people in the eyes when he spoke to them. All he talked
about was his brother who was a football player with many
accomplishments. During Brett's second year in Tech-Now, his HS/HT site
instructor arranged for him to work in the front office of his school.
Brent was terrified, but with strong encouragement from his instructor,
he agreed to try it. According the Brett, his first two weeks were very
difficult, but he quickly got the hang of the job and found he loved it.
This experience opened his eyes to the things he could do and how
successful he could be.

As Brett went through the Tech-Now program he gained a great deal of
confidence and began seeing the value of his accomplishments. He says he
went from being shy about talking to anyone at all to being comfortable
with talking to anybody. In the spring of 2005, Brett was selected to
attend the Oklahoma Youth Leadership Forum for Students with
Disabilities. During the following school year, Brett was asked to speak
at the Governor's Conference and was paid a stipend. He was also asked
to speak at three statewide competitions. Brett also participated in a
panel presentation at Oklahoma's first-ever Transition Institute and he
participated in a Vocational Rehabilitation workshop.

Brett graduated from high school in May 2006 and completed the Tech-Now
program. He received a \$1,000 scholarship for college for his
participation in the Tech-Now Statewide Competition. He was also asked
to participate in the Youth Leadership Forum as an alumnus. When Brett
entered community college in the fall of 2006, he continued working with
Tech-Now as an aide. After graduating from college, Brett hopes to get a
job as an advocate for individuals with disabilities or a special
education teacher.

Goal Setting

Learning to identify and explore both personal and academic strengths is
an essential skill for young people. Taking the next step and setting
pragmatic goals based on this personal exploration is fundamental to
positive youth development. To be active participants in their HS/HT
program, youth with disabilities need to learn the skills necessary to
develop goals and a plan for achieving those goals. Periodically, young
people should step back and evaluate whether they have met their goals.

Successful efforts to promote goal setting and attainment should focus
on the following steps:

• identifying specific long-term goals;

• breaking the long-term goals into short-term, attainable objectives;

• articulating (describing) these goals; • taking actions necessary to
achieve a desired outcome; • monitoring progress and adjusting the
strategy and goal as needed; and

• establishing a new plan when goals have been attained. When assisting
HS/HT participants in setting career and life goals, keep in mind the
following:

• goals should be specific, measurable, and attainable; • goals should
focus on something the youth wants to achieve; •

goals should have specific, reasonable starting and finishing dates;

• goals should be written (or typed); and

• youth should be encouraged to track their progress on each goal.

Conflict Resolution

Conflict resolution is the process through which individuals address a
problem, get to the root of the disagreement, and apply problem-solving
methods in a way that simultaneously achieves everyone's goals. It is a
constructive approach to resolving interpersonal and inter-group
conflicts. A major part of youth development and leadership is learning
how to handle conflicts that arise in different settings. When handled
appropriately, conflict can often help to clarify issues, increase
involvement, promote personal growth, and strengthen relationships.

Conflict resolution skills can support leadership development efforts by
helping youth to

• form more caring relationships with peers and adults;

• listen and communicate more effectively and assertively;

• collaborate to achieve shared goals;

• develop social and emotional competence;

• improve problem-solving skills;

• manage anger;

• become more aware of bias and different viewpoints;

• develop and promote multicultural understanding;

• build productive, healthy adult lives; and

• learn to negotiate and compromise.

In addition, collaborative conflict resolution can enhance the
self-confidence, competence, self-worth, and empowerment of the involved
individuals, thereby increasing their capacity to respond to conflict in
the future. HS/HT program operators can help students learn valuable
conflict resolution skills by participating in conflict resolution
training, serving as conflict resolution facilitators and coaches, and
serving as role models. HS/HT program coordinators should look for
opportunities for HS/HT students to access conflict resolution curricula
or participate in related training programs, and encourage youth to use
conflict resolution skills in all aspects of their lives.

The following are some suggestions for incorporating personal growth
skills into HS/HT:

1\. Offer workshops, training, and experiential learning opportunities
that focus on

• social skills development;

• goal setting and attainment;

• problem-solving and decision-making;

• understanding and expression of rights;

• school-to-work transition planning;

• identification of needed accommodations and modifications;

• conversation, listening, and nonverbal communication skills training;
and

• identification of self-advocacy mentors and role models.

2\. Integrate role-playing into different self-advocacy training
situations. Role-playing gives youth the opportunity to practice
confronting specific situations in a supportive environment. In
addition, it provides them with opportunities to observe how others act
when interviewing for a job, negotiating a salary, obtaining a needed
accommodation at school, arranging for time off from school to
participate in a job shadowing activity, or convincing an employer of
the need for an internship program at his/her worksite. Consider holding
a debate on "To disclose...or not to disclose...your disability."

3\. Hold a discussion among HS/HT participants on topics of personal
growth.

Examples of Discussion Topics Addressing Personal Growth and Youth
Development

• Ability to work with others to accomplish goals

• Vision and social responsibility

• Awareness of one's strengths/weaknesses

• Ability to motivate others

• Integrity and honesty

• Determination and perseverance

• Demonstration of personal values through behavior

• Sensitivity to the community

• Respect for diversity and individual differences

• Effective problem-solving and decision-making skills

• Ability to communicate

• Critical thinking

• Conflict resolution

• Willingness to share power

• Honesty

• Accountability

Consider Choice Maker Self-Determination Curriculum & Lessons are
designed to teach secondary students the self-determination skills they
need to be successful in adult life. Visit
\<http://web.uccs.edu/education/
special/self_determination/cmcr_curriculum.htm\>.

Conflict Resolution provides lesson plans, activities, and role playing
exercises to explore building community, problem-solving, and conflict
resolution. Visit \<http://www.ncwd-youth.info/assets/hsht/
conflict_resolution.doc\>.

Component 4: Leadership Opportunities

One way to help youth with disabilities develop leadership skills is to
encourage them to get involved in school clubs, student chapters of
professional organizations, disability interest/advocacy groups, and
programs offered at community-based organizations.

A group of HS/HT students in Salisbury, Maryland, visited local
facilities throughout the county to determine if they were accessible to
people with disabilities. The information they gathered was used to
create an "Accessibility Guide" for the local area. The students
received community service hours for their efforts.

Service-Learning

While service-learning was discussed in Chapter 3 as an aspect of
work-based learning experiences, it is examined here as a method for the
development of youth leadership skills. Providing services to the
community gives youth with disabilities a chance to apply academic and
social skills while also meeting real community needs. Service learning
challenges students to address issues in their community, while
increasing their self-esteem and growing personally, socially, and
intellectually. Service learning also encourages the inclusion of a
"youth voice" in the community through engaging the perspectives and
ideas of young people.

By adding a service and volunteer component to the HS/HT program,
participants will learn more about their communities while their
knowledge of science, math, and technology foster positive change. Thus,
students develop an ethic of civic responsibility and learn that
conditions can be changed. In addition, participation in service and
volunteer related activities introduces students to additional career
paths and provides a broader context for making decisions about future
employment.

Research shows that the benefits of service-learning include increased
commitment to schoolwork, improved school-community relations, and
better interpersonal relations. Service learning also allows nonprofit
organizations to get involved in partnerships with HS/HT. AHS/HT
service-learning project might "adopt" a local river, study ecology and
biology, and make recommendations to the conservation commission in the
community to preserve the quality of the water.

"WE LEAD" is a collaborative youth leadership project of the Center for
Creative Leadership, sponsored by the Michigan Developmental Disability
Council in partnership with the ARC of Kent County and MiConnections of
Kent County. This statewide initiative was piloted by students with
disabilities in Kent County for four weeks in 2005. The first week
focused on leadership development and disability awareness. During the
second week, a group of non-disabled youth joined the students with
disabilities for team-building activities. In addition, a group of Boy
Scouts and youth from the Grand Rapids Mayor's Youth Council joined the
group for leadership training. The third and fourth weeks focused on
developing and implementing a service leadership project. Staff from
Lighthouse Communities, a local community resource, talked to
participating youth about the needs of a number of local communities.
The youth selected a neighborhood beautification project in one of the
poorest and most crime-ridden neighborhoods in Grand Rapids. The youth
planned all aspects of the project, forming small committees, contacting
the media, securing transportation, hiring caterers, developing a
marketing plan, and making difficult decisions about how to allocate the
limited resources available for the project. To conclude the project,
the youth planned a cookout for neighborhood residents and for their
public servants (e.g., policemen, firemen, and EMTs). The MiConnections
staff involved in We Lead credited the youth for the success of this
venture.

In Florida, the Able Trust's HS/HT program and AmeriCorps's Volunteer
Florida Project have a formal agreement (Project Impact) whereby
students enrolled in HS/HT will be introduced to national, state, and
local volunteer service opportunities by being included in AmeriCorps,
Learn and Serve, and Senior Corps projects operated through local
volunteer centers. Leon County HS/HT students joined AmeriCorps
volunteers and community members in creating a mural for the HOPE
Community. HS/HT participants learned about homelessness and how to work
as a team, as they increased their self-esteem and grew personally,
socially, and intellectually. Under this agreement, both partners
benefit as the Volunteer Florida Project gains access to a new pool of
potential volunteers and HS/HT is able to increase the access that youth
with disabilities have to existing youth leadership development
programs.

Online Resources to Consider

Service-Learning Resources for Teens, Parents, and Teachers is sponsored
by the National Service- Learning Clearinghouse, a program of Learn and
Serve America and the Corporation for National and Community Service.
Youth, parents, and teachers can visit it to explore service-learning,
find project examples, and investigate opportunities in servicelearning.

Visit \<http://www.servicelearning.org/
resources/kids_teens/index.php\>.

Peer Mentoring Peer mentors can provide coaching, listening, and advice
in a formal or unstructured, manner. When HS/HT students become peer
mentors, they learn leadership skills. A peer mentor may be a senior or
recent HS/HT graduate who has proven his/her abilities to be successful
while participating in the HS/HT program and who is interested in
helping others. Outcomes of peer mentoring may include increased
positive personal relationships, improved academic skills, and
development of or improvement in other important life skills such as
increased self advocacy skills. Peer mentors can keep peers posted on
upcoming workshops and encourage them to get involved with other HS/HT
activities. Many universities are implementing peer-mentoring programs
that link older students with incoming, firstyear students.

Program operators can integrate peer mentoring into HS/HT programs by

• running a workshop on how peer mentoring works,

• matching peers with mentors who have similar interests,

• finding good matches early on by creating social opportunities where
people can meet and mingle, and

• encouraging youth to serve as role models or tutors for local
elementary and middle school students.

Leadership Training

Many programs nationwide help promote youth leadership development.
Although the following programs focus specifically on leadership
development for youth with disabilities, youth in HS/HT should be
encouraged to participate in all types of leadership development
programs.

• The Youth Leadership Forum (YLF) assists states in providing youth
leadership training for high school juniors and seniors with
disabilities. Students selected as delegates attend a four-day event in
their state capitals to develop leadership, citizenship, and social
skills. By providing a framework of history and an atmosphere of
encouragement, the forums offer peers opportunities to learn from one
another as they explore common challenges and experiences. For more
information, visit the website for the Association of Youth Leadership
Forums at \<http://www.montanaylf.org\>.

West Virginia YLF Sponsors Bill to Create Disability History Week

Research has shown that youth with disabilities need "an understanding
of disability history, culture, and disability public policy issues as
well as their rights and responsibilities" in order to successfully
transition to adulthood. Youth Leadership Forums (YLF) are convening in
23 states to help youth and emerging leaders with disabilities access
critical information such as this. These youth leaders are letting
America know that it's their right to learn their history!

In the summer of 2005, West Virginia's first-ever YLF emphasized the
history, culture, and community of the disability movement. The
delegates, a group of young people with different disabilities,
backgrounds, and experiences, were brought together for a single
mission: empowerment. During a mock legislative session held in the
actual West Virginia House chambers, these youth presented the "Justin
and Yoshiko Dart Disability History Week" bill to Speaker of the House,
Bob Kiss. The bill would dedicate the third week in October (Disability
Employment Month) as Disability History Week to educate all children in
public schools about the importance of the disability civil rights
movement. Speaker Kiss was very impressed and offered to sponsor a real
bill in the next legislative session. The bill, which was written and
promoted by the youth, passed the West Virginia House and Senate in the
spring, and was signed into law in the summer of 2006.

•The National Youth Leadership Network (NYLN), which is dedicated to
advancing the next generation of disability leaders, provides a national
voice for young leaders with disabilities and special health needs.
Originally sponsored by several federal agencies and led by the U.S.
Department of Education, NYLN promotes leadership development,
education, employment, independent living, and health and wellness among
young leaders. Now a non-profit organization, the Network's activities
include an annual National Youth Leadership Conference, mentoring
opportunities, and more. For more information, visit
\<http://nyln.org/\>.

• Youth Information Centers (YICs) are 15 organizations funded through
the Projects of National Significance (PNS) grant program authorized
under the Developmental Disabilities Assistance and Bill of Rights Act
(DD Act) and administered by the Administration on Developmental
Disabilities (ADD) at the U.S. Department of Health and Human Services.
These youth-led organizations received grants to develop information,
resource and training centers for youth (ages 13-17) and emerging
leaders (ages 18-30) with developmental disabilities. For more
information, visit \<http://www.addyic.org\>.

Organizational Leadership

Leadership development helps young people develop the necessary skills
to take charge of their lives and make a positive impact in their
communities. Active involvement in leadership organizations provides
members with opportunities to develop, practice, and refine their
leadership skills. Young people who show initiative and interest should
be encouraged to run for offices in youth organizations, civic groups,
and student clubs, and to become members of the HS/HT advisory board.

Encourage youth to research and become active in organizations such as

• Junior Achievement

• Career-Technical Education Student Clubs

• Boys & Girls Club • National Council on Youth Leadership

• 4-H Teen Leadership

• Prudential • National Youth Leadership Network

• National Youth Leadership Council • Youth Leadership Forum

• Girl Scouts of America

• Boy Scouts

• Rotary International

• Young Leaders On-Line

• Awesome Youth Leadership Training

• Rising Stars Program

• After-school clubs

Online Resources to Consider

Boys and Girls Clubs of America contains program descriptions of
services to promote and enhance the development of boys and girls up to
age 18. Club programs and services promote and enhance the development
of boys and girls by instilling a sense of competence, usefulness,
belonging, and influence. Visit \<http://www.bgca.org/\>.

Do Something is a "website community" where young people learn, listen,
speak, vote, volunteer, ask, and take action to make the world a better
place. It provides a place for young people to connect and to be
inspired, supported, and celebrated. It contains resources and
information on community projects to help youth turn ideas into action.
Visit \<http://www.dosomething.org/\>.

National 4-H Headquarters provides information on 4-H Programs of
Distinction, youth development programs that are occurring in
communities across the United States. Search the program abstracts
database and read the in-depth program descriptions. Visit
\<http://www.national4-hheadquarters.gov/index.htm\>.

National League of Cities Sponsors Youth as City Leaders is a place for
young people from all around the country who are active in the life of
their city or town to connect with each other. The website also serves
as a resource to youth who would like to be engaged in public policy in
their community. Visit:
\<http://www.nlc.org/iyef/networks\_\_\_assistance/ 7164.cfm\>.

National Youth Development Information Center (NYDIC) contains
information on youth development in the areas of funding, research,
program development, career development, evaluation, policy, and more.
It is a project of the National Collaborative for Youth. Visit
\<http://www.nydic.org/nydic\>

The Innovation Center for Community & Youth Development connects
thinkers and leaders of all ages to develop fresh ideas, forge new
partnerships, and design strategies that engage young people and their
communities. Visit \<http://www.theinnovation center.org/\>.

Getting Organized

To prepare for leadership development activities, HS/HT program
operators should consider the following:

• Create and maintain a database of contacts when networking to set up
various preparatory and workbased experiences. HS/HT staff will have
ample opportunities to meet potential role models and possible mentors
for youth.

• Invite your local Workforce Investment Board and Youth Council to
provide a workshop on leadership roles within the community and work
with the Youth Council to develop a set of coordinated leadership
development opportunities for all youth as required under the Workforce
Investment Act.

• Identify community instructors from institutions of higher learning,
civic organizations, faith-based groups, and others who would be willing
to serve as instructors in the areas of goal setting, self-advocacy, and
conflict resolution.

• Involve HS/HT students in a resource mapping exercise to identify the
services available in the community and the gaps in local services, and
use this information to identify a range of service learning
opportunities. (See Exhibit 7.5 in Part II of this Guide for a tool that
can be used to conduct a resource mapping exercise.)

• Promote social and recreational opportunities for HS/HT participants
along with the local recreation departments, the YWCA/YMCA, and
Independent Living Centers.

• Involve HS/HT youth in designing service-learning and other activities
and projects.

• Encourage seasoned HS/HT participants and graduates to serve as peer
mentors for new participants in HS/HT. • Invite HS/HT youth to be voting
members of your advisory council. • Use HS/HT youth as ambassadors for
your program.

HS/HT Student Advisory Committee

Most HS/HT programs have involved students with disabilities in some
type of advisory capacity to provide guidance for the program. For
example, Colorado HS/HT has convened a Student Advisory Committee that
is led by students and functions for students. The quarterly meetings
provide opportunities for leadership training that focuses on mentoring
and advocacy. Participating students take a proactive role in designing,
implementing and marketing their own HS/HT program. The students are
also responsible for developing goals and establishing measurable
outcomes and timelines for achieving them.

In Delaware, HS/HT students are encouraged to participate in Student
Leadership Advisory Committees (SLACs) and other types of advisory
committees, including Student Business Leadership Groups.

Supporting Research: Youth Development and Leadership

Youth with disabilities will learn to make informed decisions about
their future when offered the opportunity to develop their leadership
skills. In a survey of five national program initiatives focusing on
youth and leadership development, common program elements included, but
were not limited to (a) providing hands-on experiential activities; (b)
involving youth in developing and implementing activities; (c) seeking
opportunities for youth to experience success and to try new roles; (d)
emphasizing knowledge of self, strengths, and weaknesses; and (e)
offering connections to community and other youth-serving organizations.

Youth Develop Skills, Behaviors, and Attitudes That Enable Them to Learn
and Grow

Ferber, Pittman, and Marshall (2002) identified five areas in which
youth development should be promoted

•learning (developing positive basic and applied academic attitudes,
skills, and behaviors);

•thriving (developing physically healthy attitudes, skills, and
behaviors);

•connecting (developing positive social attitudes, skills, and
behaviors);

•working (developing positive vocational attitudes, skills, and
behaviors); and

•leading (developing positive civic attitudes, skills, and behaviors).

While noting the limited amount of quality research on youth development
and leadership (Benson & Saito, 2000; Eccles & Gootman, 2002; Edelman,
Gill, Comerford, Larson, & Hare, 2004), a number of studies and program
evaluations have identified components of effective youth development
programs and curricula. These components include: strong relationships
with adults (Boyd, 2001; James, 1999; Moore & Zaff, 2002; Woyach, 1996);
training in mediation, conflict resolution, team dynamics, and project
management (Edelman et al., 2004); new roles and responsibilities based
on experiences and resources that provide opportunity for growth (Roth &
Brooks-Gunn, 2003); and teamwork and peer networking (Boyd, 2001;Woyach,
1996).

Youth development is best promoted through activities and experiences
that help youth develop competencies in social, ethical, emotional,
physical, and cognitive domains (Eccles & Gootman, 2002; Roth &
Brooks-Gunn, 2003). The Konopka Institute (Komro & Stigler, 2000)
identified components of effective youth development programs,
including: decisionmaking; interaction with peers; acquiring a sense of
belonging; experimenting with their own identity, with relationships to
others, and with ideas; and participating in the creative arts, physical
activity, and health education. The American Youth Policy Forum
conducted a national review of 50 evaluations of youth interventions and
identified nine basic principles of effective youth programming and
practice, including (a) high quality implementation; (b) high standards
and expectations for participating youth; (c) participation of caring,
knowledgeable adults; (d) parental involvement; (e) taking a holistic
approach; (f) viewing youth as valuable resources and contributors to
their communities; (g) high community involvement; (h) long term
services, support, and follow-up; and (i) including work-based and
vocational curricula as key components of programming (James,1999).

Understanding the Relationship between Strengths and Goals, and Having
the Skills to Act on That Understanding

Research on social-emotional learning has found that instruction in
self-awareness, social awareness, self-management, relationship skills,
and responsible decision-making result in greater attachment to school
(Blum, McNeely, & Rinehart, 2002; Eccles & Gootman, 2002). Greater
attachment to school, in turn, leads to less risky behavior, more
developmental assets, better academic performance, and improved
long-term outcomes such as higher graduation rates, higher incomes,
lower arrest rates, and fewer pregnancies (Blum, Beuhring, & Rinehart,
2000; Wilson, Gottfredson, & Najaka, 2001).

Youth who participate in organizational leadership roles, planning
activities, extra-curricular activities, and presentations, show higher
levels of self-efficacy, self-advocacy, and selfdetermination (Edelman
et al., 2004; Larson, 2000; Sagawa, 2003). Other components of effective
youth development programs include discussing conflicting values and
formulating value systems (Konopka Institute, 2000); developing ethics,
values, and ethical reasoning (Boyd, 2001; Woyach, 1996); developing
personal development plans; assessing individual strengths and
weaknesses; and skill-building in goal-setting, planning, and
self-advocacy (Edelman et al., 2004). Wehmeyer and Schwartz (1997)
identified similar self-determination and self-advocacy skills needed by
students with disabilities such as communicating interests and
preferences, setting achievable goals, planning and time management,
problem-solving, negotiating and persuading, leadership skills, and
self-monitoring and reinforcement. 4-15 EXHIBIT 4.1

Youth Develop the Knowledge and Skills to Demonstrate Leadership and
Participate in Community Life

A study by Woyach (1996) identified 12 principles for effective youth
leadership programs, including knowledge and skills related to
leadership; the history, values, and beliefs of communities; leadership
styles; awareness, understanding, and tolerance of other people,
cultures and societies; experiential learning and opportunities for
genuine leadership; and service in the community, country, and world.
Boyd (2001) and Ferber et al. (2002) also found experiential learning,
such as servicelearning projects, to be an effective method for teaching
leadership skills and applying academic skills.

Additional experiential learning or on-the-job leadership experiences
that have proven to be effective include mentoring and counseling,
formal leadership training programs, internships, special assignments,
and simulations or case studies (James, 1999; Lambrecht, Hopkins, Moss,
& Finch, 1997); activities that convey information about life, careers,
and places beyond the neighborhood, as well as community service
opportunities (Carnegie Council on Adolescent Development, 1995); and
activities providing a sense of connection to the community,
problem-solving and social skills, and after-school recreation programs
(Komro & Stigler, 2000).

Effective youth leadership experiences identified by research include
placement in a variety of challenging situations with problems to solve
and choices to make under conditions of manageable risk; and placement
in a supportive environment with supervisors who provide positive role
models and constructive support, and mentors who provide counseling
(James, 1999; Lambrecht et al., 1997). For many youth, leadership skills
are developed during structured extracurricular (recreational and social
development) activities, such as clubs, service organizations, sports
programs, and fine arts (Larson, 2000; Wehman, 1996). Few youth with
disabilities participate in these types of activities and groups unless
teachers, families, and other advocates facilitate these conditions
(Amado, 1993; Halpern et al., 1997; Moon, 1994). Wehmeyer and Schwartz
(1997) found that students with disabilities who have self-determination
skills have more positive educational outcomes and have a greater chance
of being successful in making the transition to adulthood, including
achieving employment and community independence. For youth with
disabilities, the importance of developing self-advocacy skills has been
well-documented (Agran, 1997; Sands & Wehmeyer, 1996; Van Reusen, Bos,
Schumaker, & Deshler, 1994; Wehmeyer, Agran, & Hughes, 1998).

Successful youth development programs also must be able to adapt to the
social, cultural, and ethnic diversity of the youth they serve and the
communities in which they operate (Eccles & Gootman, 2002; Roth &
Brooks-Gunn, 2003). Programs that promote understanding and tolerance in
their participants have been shown to promote the development of
positive social behaviors, attitudes, and skills (Edelman et al., 2004;
Ferber, Pittman & Marshall, 2002).

Youth leadership is part of the youth development process and has
internal and external components, such as the ability to analyze one's
own strengths and weaknesses, set and pursue personal and vocational
goals, guide or direct others on a course of action, influence the
opinions and behaviors of others, and serve as a role model (Wehmeyer et
al., 1998). Evaluations of youth development programs have demonstrated
that young people who participate in youth leadership and civic
engagement activities consistently get the supports and opportunities
needed for healthy youth development (Innovation Center for Community
and Youth Development, 2003).

Youth Have the Ability to Make Informed Decisions

Parents, educators, and researchers agree on the need to promote
self-determination, self-advocacy, and student-centered planning.
Self-determination---the combination of skills, knowledge, and beliefs
that enable a person to engage in goal-directed, self-regulated,
autonomous behavior---has become an important part of special education
and related services provided to individuals with disabilities (Abery &
Stancliffe, 1996). Such skills include self-advocacy, social skills,
organizational skills, community and peer connections, communication,
conflict resolution, career skill building, and career development and
computer/technological competency (Martin & Marshall, 1996; Wehmeyer,
Kelchner, & Richards, 1996). Research has found that helping students
acquire and exercise self-determination skills is a strategy that leads
to more positive educational outcomes. For example, Wehmeyer and
Schwartz (1997) found that one year after graduation, students with
learning disabilities who received self-determination training were more
likely to be employed at a higher rate and earn more per hour, when
compared to peers who had not received the training. Youth development
programs foster self-determination by increasing participants' capacity
for independent thinking, self-advocacy, and development of internal
standards and values (Catalano, Berglund, Ryan, Lonczak, & Hawkins,
2002).

With the passage of the 1990 amendments to IDEA, transition services
were required to take into account students' needs, interests and
preferences. To accomplish this goal, students had to participate in
planning for their future. The IDEA regulations of 1997 required that
all special education students be invited to their IEP meetings when
transition goals are discussed. The 2004 amendments to IDEA went even
further in ensuring that youth and their parents have meaningful
opportunities to participate in transition planning. As a result, the
U.S. Office of Special Education Programs (OSEP) has played a major role
in advancing a wide range of self-determination strategies through
sponsored research and demonstration projects.

Although many students with disabilities attend their IEP meetings
(Hasazi, Furney, & DeStefano, 1999; Johnson & Sharpe, 2000), a
significant number remain uninvolved. This raises questions as to
whether students are not being extended opportunities for involvement,
or are simply choosing not to attend. Effective student participation in
the IEP process requires that students have the skills to move their
lives in the directions they choose, and have the support of their
school, family and the adult service system in accomplishing their
goals. A common element of exemplary self-determination programs is the
presence of an individual committed to the philosophy of
self-determination and dedicated to integrating self-determination
practices into schools. Exemplary programs also commonly have strong
administrative support. Without administrative support, student
self-determination programs are often limited to individual classrooms
and teachers who are dedicated to this effort despite limited resources
(Wood & Test, 2001).

Educators, parents, and students consistently recommend that
self-determination instruction begin early, well before high school.
This recommendation is consistent with published recommendations for
self-determination instruction (Wood & Test, 2001). Natural
opportunities for making choices occur throughout life, and increased
opportunities to express preferences and choices, beginning in early
childhood, can heighten an individual's sense of self-esteem and
self-direction. Izzo and Lamb (2002) suggest that schools seeking to
encourage self-determination and positive post-school outcomes for
students with disabilities should (a) empower parents as partners in
promoting self-determination and career development skills, (b)
facilitate student-centered IEP meetings and self-directed learning
models, (c) increase students' awareness of their disabilities and
needed accommodations, (d) offer credit bearing classes in
self-determination and careers, (e) teach and reinforce students'
internal locus of control, (f) develop self-advocacy skills and support
student application of these skills, (g) infuse self-determination and
career development skills into the general education curriculum, and (h)
develop and implement work-based learning programs for all students.

Qualities of an Effective Mentor

The National Mentoring Center has identified ten important features of
successful mentors' attitudes and styles.

1\. Be a friend. Don't act like a parent. Don't try to be an authority
figure. Don't preach about values. DO focus on establishing a bond, a
feeling of attachment, a sense of equality, and the mutual enjoyment of
shared time.

2\. Have realistic goals and expectations. Focus on the child or youth
and his or her overall development. Especially early on, center your
goals on the relationship itself. Throughout the relationship, emphasize
friendship over performance.

3\. Have fun together. Many youth involved in mentoring programs have
few opportunities for fun. Having fun together shows your mentee that
you are reliable and committed. Focusing on "fun" activities early in
the relationship can lead to more "serious" activities later.

4\. Give your mentee voice and choice in deciding on activities. Give a
range of choices concerning possible activities. Create an "idea file"
together. Listen. Emphasize to your mentee that her or his enjoyment is
important to you. Negotiate. Feel comfortable about setting clear limits
on the amount of money you will spend.

5\. Be positive. Offer frequent expression of direct confidence. Be
encouraging even when talking about potentially troublesome topics, such
as grades. Offer concrete assistance.

6\. Let your mentee have much of the control over what the two of you
talk about---and how you talk about it. Don't push. Be sensitive and
responsive to your mentee's cues. Understand that young people vary in
their styles of communication and their habits of disclosure. Be direct
in letting your mentee know that she or he can confide in you without
fear of judgment or exposure. Remember that the activities you do
together can become a source of conversation.

7\. Listen. "Just listening" gives mentees a chance to vent and lets
them know that they can disclose personal matters to you without
worrying about being criticized. When you listen, your mentee can see
that you are a friend, not an authority figure.

8\. Respect the trust your mentee places in you. Respond in ways that
show you see your mentee's side of things. Reassure your mentee that you
will be there for him or her. If you give advice, give it sparingly. If
you give advice, be sure it is focused on identifying solutions. If, on
occasion, you feel you have to convey concern or displeasure, do so in a
way that also conveys reassurance and acceptance. Sound like a friend,
not like a parent.

9\. Remember that your relationship is with the youth, not the youth's
parent. Maintain cordial but distant contact with family members. Keep
your primary focus on the youth. Resist families' efforts to extract
help beyond providing a friendship for the youth. Be nonjudgmental about
the family.

10\. Remember that you are responsible for building the relationship.
Take responsibility for making and maintaining contact. Understand that
the feedback and reassurance characteristic of adult-to-adult
relationships is often beyond the capacity of youth. 4-18

Chapter 5: Connecting Activities

This chapter examines the connecting activities necessary to assist
HS/HT participants as they transition to their next phase in life---one
that will hopefully include additional technical training, postsecondary
education, and/or work leading to economic self-sufficiency. As such,
this chapter focuses on the services and activities requiring support
from individuals or organizations outside of the educational setting,
such as tutors to improve academic performance, assistive technology to
address accommodation needs, and transportation. Youth participating in
HS/HT programs will also need to work with other agencies as they pursue
options in postsecondary education and high-tech careers.

Component 1: Mental and Physical Health Services

Although all students need easy access to mental and physical health
services, students with disabilities may require such services on a more
regular basis. To address the needs of youth with disabilities,
including those with mental health needs, HS/HT program coordinators
need to work closely with the schools to make sure the mental and
physical health services they have are readily accessible to students
with disabilities. Consider that youth with mental health needs often
face unemployment, underemployment, and discrimination when they enter
the workforce. Employment data indicate that individuals with serious
mental illness have the lowest level of employment of any group of
people with disabilities. Large numbers of youth with both diagnosed and
undiagnosed mental health needs who are transitioning into young
adulthood, to the world of work, and to postsecondary education are
therefore likely to experience significant difficulties. Research has
also shown that youth with mental health needs are over-represented in
the foster care and juvenile justice system, in school disciplinary
cases, and among high school dropouts.

Recently, a growing number of strategies and resources have been
emerging to support youth with mental health needs in achieving
independence, self-sufficiency, employment, and postsecondary education
goals. Research is showing that, similar to youth with other types of
disabilities, youth with mental health needs clearly benefit from
exposure to career preparation and related youth development activities
such as mentoring. As these youth have gained entry into the workforce,
their experiences have shown that youth with mild to moderate mental
health needs often require minimal or no employment supports.

While HS/HT staff may be able to identify youth who may be in need of
mental and physical health services, staff may not have the expertise or
credentials to provide such services. Therefore, they need to be
knowledgeable about the mental and physical health services that are
available in the community, and know how to refer youth participating in
HS/HT to those services when deemed appropriate. In some cases, this may
mean working with medical facilities and community mental health groups
to ensure that their services are fully accessible to youth with
disabilities.

HS/HT staff should also be aware of the "Healthy and Ready to Work"
(HRTW) initiative funded as part of the Social Security Act, Title V
Maternal and Child Health Block grant to states, under the Division of
Services to Children with Special Health Care Needs. One goal of HRTW is
to help states develop effective mechanisms to achieve a system of care
for children and youth with special health needs and their families by
2010. The following six national performance measures (NPM) serve as a
guide to states in meeting this HRTW goal. The performance measures
include

•early and continuous screening,

•families and youth as partners in decision-making,

•medical home,

•health insurance,

•organization of services, and

•transition to adulthood.

The needs of transitioning youth are infused throughout all six
performance measures, with a particular emphasis on the sixth measure,
"transition," which looks at the percent of children with special health
care needs, ages 0 to 18, whose families report the community-based
service system is organized so they can use it easily. Examples of how
this is measured include such things as sponsorship of Youth Advisory
Councils, youth developing skills and becoming spokespeople; staff
members talking directly to youth; youth involved in independence
building and work experiences; person-centered planning and mentoring
programs; work opportunities; independent living training,
transportation and technology; and connecting youth to other youth and
adult mentors. For additional information visit the HRTW National
Resource Center at \<http://www.hrtw.org\>.

In addition to generic health and mental health services, youth with
disabilities, particularly those with significant disabilities, may need
personal assistance services (PAS). Depending on the nature and severity
of the disability, a young person may need assistance in locating
attendants and personal assistance services, readers, interpreters, or
other such specialized services.

Ohio HS/HT has a relationship with the Ohio Bureau for Children with
Medical Handicaps. The Bureau assists with the costs of various
assistive technologies to address the needs of youth with physical and
sensory disabilities to keep these youth in school. A representative of
the Bureau serves on the HS/HT State Leadership Council.

Online Resources to Consider

Center for Personal Assistance Services provides research, training,
dissemination, and technical assistance on issues of personal assistance
services (PAS) in the United States. The information covers: the
relationship between formal and informal PAS and caregiving support, and
the role of assistive technology (AT) in complementing PAS; policies and
programs, barriers, and new models for PAS in the home and community;
PAS workforce issues related to development, recruitment, retention, and
benefits; and workplace models of formal and informal PAS and AT at
work. Visit \<http://www.pascenter.org/\>.

Children's Medical Services Transition Handbook provides assistance in
planning for medical needs during the transition from high school to
adult life. Visit \<http://www.cms-kids.com/CMSNTransition. htm\>.

Medical Training Curriculum to Improve Care for Persons with Physical
Disabilities, produced by the World Institute on Disabilities (WID),
contains curriculum and a video developed for medical professionals to
guide improved healthcare quality for individuals with physical
disabilities. The curriculum, Treating Adults with Physical
Disabilities---Access and Communication, can be downloaded free of
charge at \<http://www.wid.org/news/FinalCurriculum Guide4.doc\>.

Medicines in My Home was developed to help middle school students learn
about the safe and effective use of over-the-counter medicines. The
website, which is sponsored by the U.S. Food and Drug Administration
(FDA), is designed for use in health education courses. Visit
\<http://www.fda.gov/ medsinmyhome/\>.

Personal Assistance Services in the Workplace, a publication by the Job
Accommodation Network, discusses personal assistance services in the
workplace (WPAS) and answers frequently asked questions about WPAS,
including its use as an accommodation under the Americans with
Disabilities Act (ADA). It contains examples of WPAS to accommodate job
applicants and current employees with limitations due to sensory,
cognitive, physical, or mental health impairments. It provides a list of
WPAS resources and a glossary of WPAS-related terminology. Visit
\<www.jan.wvu.edu/media/PAS.html\>.

Tunnels and Cliffs: A Guide for Workforce Development Practitioners and
Policymakers Serving Youth with Mental Health Needs, a publication by
NCWD/Youth, was developed as part of ODEP's initiative to help workforce
practitioners, administrators, and policymakers enhance their
understanding of youth with mental health needs and the supports
necessary to help them transition into the workforce successfully. It
includes practical information and resources for youth service
practitioners at local One- Stop Career Centers, Vocational
Rehabilitation agencies, youth programs funded under the Workforce
Investment Act, school transition programs, and mental health agencies.
It also provides policy makers with information to help them address
system and policy obstacles in order to improve service delivery systems
for youth with mental health needs. The Guide can be purchased from
NCWD/Youth or downloaded for free at \<www.ncwd-youth.info/\>.

What's Health Got to Do with It?, published by the Florida Developmental
Disabilities Council, provides high school-level Health Care Transition
Curriculum and a related teacher's guide. Download the curriculum for
free from the University of South Florida's website. Visit
\<http://usfpeds.hsc.usf.edu/ adolescent/\>.

Component 2: Transportation

Although there are 62 federal programs that fund transportation
services, transportation continues to be one of the biggest barriers to
full integration and employment facing individuals with disabilities. It
is also one of the greatest challenges facing HS/HT programs. Students
need access to transportation to participate in HS/HT events,
particularly when they are scheduled on weekends and during the summer.
Even when HS/HT is conducted as an after-school club, students do not
always have access to transportation to get home. For example, some
schools reserve their after-school activities buses solely for use by
students participating in sports. HS/HT students also need
transportation to participate in industry site visits, job shadowing
activities, internships, and part-time employment. Unfortunately,
providing transportation can become a drain on the fiscal resources of a
HS/HT program.

Logistics regarding transportation for HS/HT activities must be planned
well in advance, as youth often need transportation to and from
activities and public transportation is not always an option. Individual
arrangements must be made using creative approaches that provide
dependable, affordable transportation, such as car pools, volunteers,
bicycles, negotiated discounts with taxi companies, and subsidies from
cities or counties.

To address the transportation challenges facing HS/HT, students and all
of the partners need to work together to find transportation solutions
so that youth will be able to fully participate in program activities.
Each HS/HT site needs to check with their state's department of
transportation and with local government offices to determine if their
community is involved in initiatives designed to improve access to
transportation for persons with disabilities.

For youth with disabilities, particularly those who are blind or
visually impaired, access to community orientation and mobility training
can be critically important to facilitating independence. Such youth may
need assistance in finding accessible bus routes, negotiating bus routes
or the subway system, finding accessible housing, and getting to the
local health clinic. HS/HT programs should include travel training as a
component of the program so youth can learn to travel on public
transportation. This can be done by asking someone from an adult
disability organization (e.g., a Center for Independent Living) or a
program for the visually impaired (e.g., the National Federation of the
Blind or the American Council of the Blind) to lead a session on travel
training.

Vocational Rehabilitation can also be an excellent resource. Many states
offer accessible transportation programs with reduced fares for people
with disabilities. Consider inviting representatives of public
transportation centers to participate.

Consider the following:

• If public transportation is an accessible option, work with the family
and ask them to practice with the young person.

• If the student has a valid driver's license and a mode of
transportation, he or she can supply transportation.

• Parents/guardians might be able to provide a car pool.

• The job site might have information available on car pooling.

• Conduct your HS/HT activities after-school during the same time frame
as other clubs and sports activities so that students can use the
school's afterschool activities bus.

• Partner with a school system to secure a school bus during off-school
hours to provide transportation within the district.

Depending on the circumstances, the HS/HT program may be asked to pay
the salary of the school bus driver for the time spent transporting
students, or the school district may cover this cost.

• Partner with a disability community organization that provides
transportation to its clients.

• If HS/HT program staff use their cars to provide transportation for
students, make sure they have appropriate liability coverage.

Online Resources to Consider

CTAA, the Community Transportation Association of America, has a
publication, "Linking People to the Workplace: Transportation Strategies
and Practices," that provides technical assistance, practices, and
strategies to assist workforce development professionals and other
professionals in providing accessible transportation services for
low-income individuals and persons with disabilities in their
communities. Visit: \<http://www.ctaa.org/ntrc/atj/ toolkit/index.asp\>.

Easter Seals Project ACTION (Accessible Community Transportation in Our
Nation) promotes cooperation between the transportation industry and the
disability community to increase mobility for people with disabilities.
Project ACTION maintains a clearinghouse and offers various resources,
training and technical assistance, including those specifically designed
to facilitate the use of public transportation for students and young
adults with disabilities. One such resource, "Public transportation: The
route to freedom," a transportation education program for students with
disabilities in grades 8-12, provides curriculum developed to teach
students in secondary schools about concepts, skills, and behaviors
necessary to use public transportation. Visit
\<http://projectaction.easterseals.
com/site/PageServer?pagename=ESPA_resources_supp orting_young_adults\>.

United We Ride, a five-part collaborative initiative of the U.S.
Departments of Transportation, Health and Human Services, Labor, and
Education, is designed to break down the barriers between programs and
set the stage for local partnerships that generate common sense
solutions to transportation challenges. Their Framework for Action is a
self-assessment tool that states and communities can use to identify
areas of success and highlight the actions needed to improve the
coordination of human service transportation. This tool can be used to
conduct resource mapping exercises to assess the transportation systems
in communities. Visit \<http://www.unitedweride.gov/\>.

Component 3: Academic Tutoring

Tutoring was discussed in Chapter 2 as a part of School-Based
Preparatory Experiences. The content of this chapter focuses on HS/HT's
role in connecting students with disabilities with tutoring resources
available in the community that they can access after they leave the
program. Since tutoring is available through many organizations in the
community, including schools, HS/HT program staff will need to "scan the
environment" to identify and access the tutoring services that work best
for a particular student.

Below are some suggestions on where to find tutoring services.

• If the young person is currently enrolled in high school, check with
the school's guidance department for a list of qualified tutors.

• Tutors may also be obtained through local adult education programs and
institutions of higher education.

• Link to after-school programs (often supported by Federal funding
under the 21st Century Learning Communities Act).

• Link current participants with other youth who have successfully
completed coursework or who have graduated from high school and exited
the HS/HT program.

• There may be business-community partnerships or community-at-large
mentors who may be qualified and interested in providing tutoring
services.

• Program staff can work with school personnel, community organizations,
and youth and families to identify areas where academic supports are
needed.

Component 4: Financial Planning

Like any young person, HS/HT students can also benefit from training in
or exposure to financial planning and management. In some cases, HS/HT
students might participate in classes or training programs available to
anyone. In other cases, financial planning can be built into a HS/HT
activity. For example, participants may be asked to select a job and
then be given a salary based on the comparable salary of people
currently employed in that job. The students could then be asked to
develop a personal budget for one month, including tracking expenditures
for rent, utilities, food, transportation, insurance, clothing, and
recreation. This exercise is particularly enlightening for youth who
have never had responsibility for paying their bills.

Tech-Now in Oklahoma conducts a week-long Summer Institute every year
for HS/HT students from across the state. One of the activities included
is a visit to the Oklahoma City Zoo. The day begins with a presentation
by a staff person who talks about the history of the Zoo and the costs
associated with buying and maintaining different animals. Following the
presentation, students are divided into groups and given specific
resources to plan and develop their own zoo. The resources include 200
acres of land, 4 buildings, a lake, and \$95,000 to purchase animals.
Each group develops a layout for their zoo and purchases animals from
the bank which is run by parents and sibling. However, once a purchase
has been made, the animal cannot be sold back to the bank. Rather,
students are encouraged to negotiate with other groups if they decide
they want a different animal. Among other things, participating students
learn how to work in groups, plan a budget, and negotiate with others.

Delaware HS/HT Partners with Junior Achievement

In Delaware, HS/HT and Junior Achievement (JA) cosponsored a one-week
Career Rally at JA's headquarters which houses an Enterprise Village and
Finance Park. Participating youth came from community centers, summer
youth programs, a program for economically disadvantaged youth, and
HS/HT. Youth participants were involved in activities to explore
careers, economic development, and personal finance. The afternoons were
spent at site visits to technology-based industries (e.g., the
Fraunhofer Center for Molecular Biotechnology, Hologic Direct
Radiography, and WL Gore's GoreTex Plant) learning about a vast array of
high-tech careers. This partnership has benefited both HS/HT and JA as
they collaborated to meet common goals. JA wanted to serve more at-risk
youth and HS/HT wanted to expand the access its students had to existing
youth development programs and programs dealing with basic employability
skills. In addition, the HS/HT coordinators were trained to use the JA
curriculum, "Success Skills." Since both organizations are pleased with
this evolving partnership, which is opening doors between students with
disabilities and local businesses, their goal is to expand the program
to two weeks. 5-5

Component 5: Connecting to Continuing Education Opportunities and the
Workforce

Another important linkage HS/HT programs can assist with is connecting
youth with postsecondary education and adult services workforce
preparation programs. It is important, however, that the youth drive
this process by being the primary decision makers concerning their own
learning and future work endeavors. When youth carry this
responsibility, they learn more about the range of their own strengths
and abilities. This knowledge can then translate into a greater sense of
confidence and personal adjustment, as well as academic and professional
success.

Postsecondary Education

While Chapter 3 (Career Preparation and Work-Based Learning Experiences)
emphasized educating HS/HT participants on available postsecondary
options in the context of what they would need to pursue their career
related goals, this chapter emphasizes the importance of actually
linking the youth to postsecondary institutions themselves, including
career and technical training facilities, while they are still involved
with HS/HT.

Upon leaving secondary school, the protections and services mandated by
the IDEA no longer apply to the educational settings in which students
with disabilities may find themselves. However, the protections of the
Americans with Disabilities Act (ADA) and Section 504 of the
Rehabilitation Act do apply to postsecondary education programs. Most
community colleges and four-year colleges and universities have
responded to the requirements of the ADA and Section 504 by establishing
Offices of Disability Support Services (DSS or a similar name) to
address the needs of students with disabilities. However, students with
disabilities are not automatically referred to the DSS office.

Although DSS offices provide services free of charge, a student with a
disability must initiate contact with the DSS office and establish
eligibility for services prior to receiving accommodations and/or
specialized services and supports while enrolled at the institution.
This means a student must disclose his/her disability in order to
receive services. If the student chooses not to disclose, accommodations
will not be provided. Although not standardized, the eligibility
criteria used by DSS offices are primarily based on Section 504 of the
Rehabilitation Act and ADA guidelines. Examples of eligibility criteria
for disability-related support services include

• verification of diagnosis and severity of the disabling condition
prepared by a qualified professional, and

• a detailed description of how this impairment significantly limits a
major life activity in an educational setting.

Since each category of disability may require different documentation to
prove eligibility, students should be instructed to contact the DSS
office at the schools they are considering to get information on the
school's specific documentation guidelines. For example, almost all
postsecondary institutions require documentation of a learning
disability or a mental health condition to have been verified within the
last five years. However, this timeframe may vary from institution to
institution.

Consider some of the following activities as ways to introduce HS/HT
students to the range of postsecondary education options:

• contacting local community colleges and universities and inviting
their admissions officer to talk with students about the school's
admission requirements;

• discussing with the students different options for financing
postsecondary education, including the Free Application for Federal
Student Aid (FAFSA), different types of scholarships, and possible
assistance from Vocational Rehabilitation;

• conducting site visits to as many community colleges, colleges, and
universities as possible;

• arranging for youth with disabilities to meet with Disability Support
Service representatives from local colleges and universities;

• connecting the youth and the program to faculty interested in helping
steer the participants into technology-based jobs and promising STEM
careers;

• finding mentors from postsecondary institutions to work with HS/HT
participants;

• developing a feeder program arrangement for postsecondary projects
that are promoting careers in the STEM careers for youth with
disabilities, such as those sponsored by the American Association of
Advanced Sciences;

• negotiating the use of computer laboratories on campus for use by the
HS/HT participants; • arranging visits to college and trade fairs;

• assisting youth in identifying specific college and training programs
related to their career interests and experiences;

• using college facilities for HS/HT summer programs; and

• writing letters of recommendation for youth to be used in college
applications.

Maryland HS/HT has a local site located at the University of Maryland
(UMD). The UMD site sponsors a summer program where HS/HT students stay
on campus for three weeks. During this time the students experience
campus life, become familiar with Disability Support Services,
participate in campus social life and recreational activities, and take
one course in a high tech area for three college credits. This program
is followed by an internship where each student receives a stipend. The
internship may or may not extend into the school year.

Online Resources to Consider

America's Career Resource Network (ACRN) consists of state and federal
organizations that provide information, resources and training on career
and education exploration. ACRN provides useful information on financial
aid resources for post-high school education. Visit
\<http://www.acrnetwork.org/\>.

Financial Aid Center, sponsored by Career OneStop, has information on
financial assistance for college students. It also has resources for
workers who need training. Visit \<http://www.careeronestop.org/
FINANCIAL/FinancialAidHome.asp\>.

U.S. Department of Education's Federal Student Aid (FSA) Programs are
the largest source of student aid in America. They provide about 70
percent of all student financial aid. Visit \<http://studentaid.ed.gov/
PORTALSWebApp/students/english/index.jsp\>.

Connecting to Workforce Preparation Programs

Students with disabilities may need assistance in securing services from
adult service providers who administer workforce preparation programs.
The most significant difference between receiving disability services in
school and receiving services post-school is that school-based services
are mandated through federal civil rights laws while adult services are
not. It is important to prepare youth for the transition from
entitlement to services prior to graduation from high school to
eligibility-based services available through the adult services system.
Accessing such services can be time consuming and difficult.

Connecting activities to help youth access adult services and workforce
preparation programs might include:

• visiting a local One-Stop Career Center and helping youth identify
existing job openings in the community (see Exhibit 5.2 for detailed
information on the services available through One-Stop Career Centers
and on how to locate the One-Stop Career Center nearest you);

• helping youth identify staff positions within companies that provide
internships;

• helping youth develop lists of personal resources and references, such
as workplace mentors and collaborating partner organizations;

• assisting students in developing resumes and completing job
applications;

• arranging meetings with local VR Counselors to determine the young
person's eligibility for VR services prior to exiting high school (see
Exhibit 5.3 for detailed information on the services and supports
available through the VR program and on how to locate local VR offices);
and

• identifying other community-based job placement resources that youth
might access.

Component 6: Connecting to Other Programs and Opportunities

Connecting to Programs Available to All Youth

Young people enjoy being involved in recreational activities,
participating in team sports, and becoming members of clubs. Youth with
disabilities are no different; however, they may need assistance in
making connections with programs available to all youth. Consequently,
HS/HT coordinators should explore what is available in the community in
terms of recreational activities, sports, clubs and other opportunities
of interest and approach those programs about including HS/HT students.
Several HS/HT programs have developed partnerships with groups like
Junior Achievement, AmeriCorps, Job Corps, and Youth Leadership Forums.
Some HS/HT sites have sponsored teams of students to enter in
competitions where youth with disabilities have not previously
participated.

Online Resources to Consider

Intelitek contains educational product lines such as Mechatronics and
Automation, and covers subjects such as CAD, CAM, CNC, robotics, machine
vision, FMS, CIM, hydraulics, pneumatics, PLC, sensors, and process
control data acquisition. Intelitek offers blended e-learning solutions
designed to prepare students for careers in technologically advanced
business environments. Intelitek's products are used in FIRST® FRC,
robotics competitions. Visit \<http://www.intelitek.com/default.asp\>.

Connecting to Disability-Specific Programs

HS/HT students can also benefit from connections to disability-specific
programs, services, and supports such as those available through
Independent Living Centers (ILCs) and other consumer-driven,
community-based support service agencies. In some places, HS/HT sites
are housed in ILCs, to easily facilitate such connections. In other
places, a visit to the local ILC or a presentation by staff from an ILC
can facilitate such connections. To locate the ILC closest to you, visit
\<http://www.ilru.org/html/publications/ directory/index.html\>.

HS/HT students may also benefit from connections to Parent Training
Centers, which are located in every state. These Centers provide
training and information to parents of infants, toddlers, school-aged
children, and young adults with all types of disabilities and the
professionals who work with these families. This assistance helps
parents participate more effectively with professionals in meeting the
educational needs of their children and youth. The Technical Assistance
Alliance for Parent Centers (the Alliance) coordinates the delivery of
technical assistance to the Parent Training Centers and the Community
Parent Resource Centers through six regional centers located in New
Jersey, North Carolina, Florida, Ohio, Colorado, and California. For
more information, visit \<http://www.taalliance.org/PTIs.htm\>.

Florida HS/HT Students Receive First Challenge Award at FIRST VEX
Robotics

The Palm Bay High "Piratech" Robotics team participated in the
Southeastern U.S. FIRST (For Inspiration and Recognition of Science and
Technology) VEX Midlevel Robotics Competition. HS/HT students made up
half of the team. Palm Bay High School is currently the only school in
Brevard County providing this new midlevel robotics program to students.

HS/HT students receiving Supplemental Security Income (SSI) benefits
should be made aware of benefits-planning counseling services. SSI is a
federal income supplement program designed to help individuals who are
aged, blind, and/or disabled, who have little or no income. It provides
cash to meet basic needs for food, clothing, and shelter. For more
information on SSI, visit \<http://www.ssa.gov/
notices/supplemental-security-income/\>.

Medicaid is a federally-funded, state-run program that provides medical
assistance for individuals and families with limited incomes and
resources. It pays for health care costs, including, among other things,
doctor and dentist services, clinic and hospital services, home health
care, family planning services, mental health care, prescription drug
coverage, and optometrist services and eyeglasses. For more information
on Medicaid, visit \<http://www.cms.hhs.gov/home/ medicaid.asp\>.

Since eligibility for both SSI and Medicaid is based on being low
income, determining the impact of employment on cash assistance and on
access to specific services, such as personal attendant care, is an
important consideration for some youth with disabilities as they plan
for the future. You can find benefits planning information in a number
of places. Federally-funded Work Incentives Planning and Assistance
(WIPA), formally called the Benefits Planning, Assistance, and Outreach
(BPAO) programs, can be found throughout the country in a number of
organizations. Visit \<http://www.ssa.gov/work/ WIPARFA.html\>. The goal
of the WIPA Program is to better enable SSA beneficiaries with
disabilities to make informed choices about work. Many State VR agencies
also have benefits planners on staff. A benefits planner can help

• explain what will happen to the benefits someone receives when they go
to work;

• assist individuals in planning for work and greater independence;

• assist individuals in taking advantage of work incentives (such as
Plans for Achieving Self-Support, known as PASS Plans) that will
increase the amount of income available to them;

• tell individuals about programs that may allow them to keep necessary
cash or health benefits when they go to work or school;

• explain notices received from Social Security that are often difficult
to understand; and • teach individuals how to report their earnings, if
necessary, to Social Security.

Online Resources to Consider

To locate the WIPA Program in your state, visit
\<http://www.socialsecurity.gov/work/Service
Providers/WIPADirectory.html\>.

To learn more about PASS Plans, visit
\<http://www.rcep7.org/\~ssawork/glossary/PASS.ht ml\>, or
\<http://www.disabilitybenefits101.org/ca/
programs/income_support/pass/faqs.htm\>.

Component 7: Assistive Technology

Assistive technology (AT) was referenced in Chapter 2, School-Based
Preparatory Experiences, as it applies to universal design for learning
and the need for AT while a young person is still in high school. Here,
AT is examined as it applies to individualized accommodations that can
ensure the meaningful participation of young adults in programs and
activities within their communities.

Thousands of AT devices are available, ranging from very simple,
low-cost or low-tech products---such as calculators or book holders---to
high-tech solutions such as voice-activated speech synthesizers. In
addition to helping students succeed in school, such devices allow youth
with disabilities to maintain or improve their functional capabilities,
become more independent, and pursue opportunities for postsecondary
education and employment. AT devices are compensatory tools, not
luxuries or a means to gain unfair advantage over others. Rather, AT
helps to create a level playing field for youth with disabilities.

AT devices can be purchased off the shelf from the local computer or
hardware store, or they can be designed especially for youth with
disabilities and marketed through catalogues or specialty stores. In
addition to 5-9 devices, the term "AT" also refers to related services
such as assessments, training, maintenance, and repair of equipment and
devices. AT assessments are used to identify what particular devices
would help an individual with a disability based upon the evaluator's
opinion of the individual's functional strengths and abilities,
preferences, and the proposed usage. A proper AT assessment also
addresses the related services needed to support use of the device.
Assessments and other services are critical to the successful selection,
acquisition, and use of appropriate AT.

You can identify what types of AT devices or services a young person
will need as s/he participates in HS/HT activities by considering the
following:

• Ask the youth what devices or services they have used in the past.
What worked and what didn't work?

• Review any vocational and/or AT assessments the student has had. If
the student has not had an AT assessment, recommend that s/he include
the need for an AT assessment in his/her Individualized Transition Plan,
IEP, or 504 Plan.

• Interview parents and teachers to see how needs were successfully
addressed at home and in school.

• Use the checklist in Exhibit 2.2 to get a clear understanding of the
range of assistive technology devices, materials, and services that have
been or can be used by a particular student.

As you will see, this checklist can be used to explore a student's need
for reasonable accommodations in a variety of settings.

• Help the young person find needed assistive technology by searching
for adaptive equipment on the Internet, making a referral to the
Statewide Assistive Technology Project, and/or working with a community-
based organization that specializes in assistive technology.

Commercial AT can significantly enhance the quality of- life,
independence, and employability of youth with disabilities. While a lot
of AT is cheap and easy to obtain, some is relatively expensive and, as
a result, many individuals can not afford it. While schools will often
purchase the AT that a student needs to facilitate learning, most
schools maintain ownership of the AT.

In some cases, students with disabilities are even precluded from taking
the school's AT home with them to complete homework assignments. In
almost all cases, students who graduate from high school no longer have
access to the AT that contributed to their success and independence
while they were in school.

In Maryland, several localities have included a voluntary assistive
technology (AT) addendum to their local transitioning agreements between
the Department of Rehabilitation Services (DORS) and the local school
systems. The purpose of the AT addendum is to document how DORS and the
local school system will work collaboratively to assure that AT devices
and services are provided to assist VR-eligible students with
disabilities in transitioning from school to postsecondary education and
employment. Since early intervention and identification are key,
students in need of AT for their transition are to be identified to DORS
during the fall of their next-to-last year of high school. School system
staff are to coordinate with DORS to arrange for necessary AT
assessments and allow for this to occur during school hours. Prior to
purchase of any device, the school system will confer with DORS to
ensure that both parties agree that the AT is appropriate for the
student and, in the case of computer equipment, that it is compatible
with school system information technology policies and can be used in
school. Third party resources and DORS funds are used to purchase the
equipment, the school system is to provide training on the use of the
equipment, and DORS is to provide technical support for the equipment.
The goal is for the student to receive AT equipment no later than
November of their final year in school. The equipment is to be included
in the student's IEP or 504 plan, and in his/her Individualized Plan for
Employment (IPE) negotiated with DORS. The equipment will then go with
the student when s/he leaves school. By beginning to use the equipment
while still in school, the student can make any adjustments during the
transition period and then be comfortable with it when s/he moves in to
postsecondary education and, ultimately, employment.

Free AT is available to help to mitigate these situations. The Ohio
HS/HT program has dedicated and maintains a portion of its website to
include links to various sources of free AT. Access this valuable
information at \<http://www.onlineconferencing
systems.com/at.htm#top#top\>.

Online Resources to Consider

Job Accommodation Network (JAN) specializes in helping people find the
accommodations needed to succeed in the workplace and maintains an
extensive database for Internet searches. JAN staff are available to
research various assistive technology solutions for callers. Visit
\<http://www.jan.wvu.edu/\>.

Statewide Assistive Technology Projects, authorized under the Assistive
Technology Act, provide an array of AT services and have a range of AT
equipment available for people to try. Many have AT loan or recycle
programs. Visit \<http://www.resna.
org/taproject/at/statecontacts.html\>.

Getting Organized

There are several organizational tasks HS/HT staff may wish to pursue
when connecting youth with different types of support services.

• Plan an active role for HS/HT participants throughout ALL connecting
activities (i.e., having students make phone calls to gather
information, set up appointments, etc). This will increase each
student's level of self-sufficiency for the future and promote the
concepts of self-determination, informed choice, and self-advocacy.

• Find out what tutoring programs are available through the school
system and in the community.

• Poll students to determine how many are participating in tutoring
programs, have visited their local One-Stop Center, have contacted VR,
have visited a college campus, etc.

• Solicit peer tutoring support from existing participants and from
graduates of the program. Find out if any of these people have areas of
academic "expertise" and are willing to work with other HS/HT students.

• Coordinate mentoring efforts locally by contacting other programs in
the community.

• Assure that assistive technologies are provided to meet the
individualized needs of each participant. If you feel a student may
benefit from assistive technology but has not explored the issue,
contact the Statewide Assistive Technology Project to set up an
opportunity for the student to explore using different assistive
technology devices.

• Develop a transportation plan for each participant (with their input),
arranging for travel training, and, for orientation and mobility
training if appropriate.

• Obtain information, including the eligibility criteria, on the youth,
adult, and VR programs available through local workforce organizations.

Supporting Research: Connecting Activities

While a number of federal initiatives encourage cross agency
collaboration and service integration, research and practice show that
effective cross-agency collaboration and service integration are
difficult to implement. As a result, the literature has more references
to impediments to collaboration than effective practices.

Fosler (2002) found a variety of cross-sector collaborations between
government, business, and nonprofits ranging from ad hoc problem-solving
to long-range and ongoing development of civic capacity. Components of
effective collaboration included process and membership elements, but
key among them was strong, facilitative leadership (Blank & Lombardi,
1991; Chrislip & Larson, 1994; Gray, 1991; Lashway, 1995; Lasker &
Weiss, 2003). Chrislip & Larson (1994) noted that when collaboration is
appropriate, it can provide a process for addressing shared challenges,
build a deeper sense of shared responsibility for a collective future,
and restore hope for creating, revitalizing, nurturing, and connecting
effective communities.

The Service Integration Network (SINET) found that (a) defining and
ensuring equitable treatment for disadvantaged families, (b) reducing
tensions among institutional cultures, and (c) ensuring fiscal and
programmatic accountability and assessing program performance, were
requirements for effective crossagency service integration (Corbett &
Noyes, 2004, p. 28). Factors affecting integration of TANF and WIA
employment services included legal issues and alignment of policies and
procedures, but the greatest barriers to comprehensive family services
were non-legal issues such as leadership, vision, resources, and
information sharing (Greenberg & Noyes, 2004, p. 31).

Research also suggests that barriers to service integration may include
the collective beliefs of front-line staff, mutual mistrust, and a
belief that staff members were powerless to change an ineffective
system. "Managers will be able to accomplish better, more integrated
service delivery only by understanding how to shape the deeper
structures in human service organizations that determine or constrain
action" (Sandfort, 2004, p. 35).

A significant structural barrier for people from diverse cultures is the
lack of cultural competence found in most organizations. The National
Council on Disability (NCD, 2003c) found that, "people with disabilities
who are also from diverse cultures are significantly hampered in
realizing outcomes of full participation in all aspects of society due
to a host of barriers to the benefits of civil and human rights. A small
but growing body of research on this issue indicates that barriers
include the lack of culturally appropriate outreach, language and
communication barriers, attitudinal barriers, and the shortage of
individuals from diverse cultures in the disability services
profession."

Organizational factors in schools are associated with better transition
outcomes for youth with disabilities and include innovative, effective,
and enduring partnerships among a variety of key stakeholders. The
importance of stakeholder collaboration and systems linkages to support
student achievement and post-school outcomes was recognized in early
work on transition concepts and challenges (e.g., Halpern, 1985; Will,
1984), and it remains critically important still (e.g., Hasazi, Furney,
& DeStefano, 1999; Johnson, Stodden, Emanuel, Luecking, & Mack, 2002).

The report by the U.S. General Accounting Office (July 2003b, p. 3),
Special education: Federal action can assist states in improving
postsecondary outcomes for youth, identified a number of problems
impeding youth transition to postsecondary education and employment,
including poor linkages between schools and youth service providers, and
a lack of community work experience while in high school. Although
states developed action plans to increase services such as vocational
training, and community work experience for youth with disabilities,
other "non-educational" problems such as transportation were less likely
to be addressed.

Frieden (2003) also found evidence of "a failure of secondary and
postsecondary schools to establish paths of communication and concert
their efforts." The challenge to locate and advocate for services and
accommodations can be quite frustrating as various systems feature
limited resources, inconsistent terminology, disconnected agencies,
inconsistent laws, and conflicting eligibility requirements (Whelley,
Hart, and Zafft, 2002). Ultimately, without a successfully functioning
transition program from secondary to postsecondary education, youth with
disabilities find themselves burdened with additional disadvantages
(Frieden, 2003).

Other research suggests that systems can work more effectively with
schools in order to improve student achievement of meaningful secondary
and post-school outcomes through: (a) the use of written and enforceable
interagency agreements that structure the provision of collaborative
transition services (Johnson, Stodden, Emanuel, Luecking, & Mack, 2002);
and (b) the provision of a secondary curriculum that prepares youth for
success in work, postsecondary, and community living environments
(Hasazi, Furney, & DeStefano, 1999). Promising collaboration strategies
have been proposed to link secondary education systems with employers
and community employment services funded under WIA (Luecking, Crane, &
Mooney, 2002; Mooney & Crane, 2002) and with postsecondary education
systems (Flannery, Bigaj, Slovic, & Dalmau, 1999; Hart, Zimbrich, &
Whelley, 2002; Stodden & Conway, 2003).

Research suggests that responsive and knowledgeable personnel can be
developed and supported through: (a) the establishment of key positions
funded jointly by schools and adult agencies to deliver direct services
to students (Luecking & Certo, 2002); and (b) the development and
delivery of interagency and crossagency training opportunities (Furney,
Hazasi, & DeStefano, 1997). Several studies called for new models of
support provisions that are personally responsive, flexible, and
individualized, as well as coordinated with instruction and integrated
with the overall support needs of the student (Burgstahler, 2002;
National Center for the Study of Postsecondary Supports, 2000b; Stodden
& Dowrick, 2000; Stodden & Conway, 2003). Many students with
disabilities in postsecondary education require case management
assistance or the skills, knowledge, and time to manage their own
services and supports (National Center for the Study of Postsecondary
Educational Supports, 2000a; Stodden & Dowrick, 2000; Stodden, Jones, &
Chang, 2002).

Lack of interagency collaboration and coordination has been found to
impede access to necessary support services for youth with and without
disabilities. These include

• legally required educational services to youth with disabilities in
the juvenile justice system that are not being provided due to limited
resources, inadequate record-keeping, and a lack of culturally
appropriate disability-related services for the large number of
racial/ethnic minorities in this population (NCD, 2003);

• youth with mental health needs housed in juvenile detention centers
without adequate services due to a lack of available community
residential treatments, inpatient psychiatric care, outpatient mental
health care, and foster care services (Special Investigations Division,
Committee of Government Reform, 2004);

• a lack of special education services for children who are homeless
(Jackson, 2004);

• bureaucratic delays that could be reduced by improved service
coordination through the formation of community partnerships that can
integrate resources and offer informal approaches to meet the needs of
children in foster care and the families that care for them (Vandivere,
Chalk, & Moore, 2003, p. 6);

• a lack of supportive housing for homeless populations (Greiff,
Proscio, & Wilkins, 2003) that include transitioning youth; •
"overlapping, fragmented, or confusing services among transportation
programs that did not coordinate" (U.S. GAO, 2003a, p. 4); and

• confusion among youth and their families about similar and
complementary transition services provided by VR, WIA, and
Ticket-to-Work programs due to differing eligibility requirements; lack
of expertise in serving youth with disabilities at workforce centers;
waiting lists for VR services; concerns about losing public assistance;
and lack of awareness that these federal resources exist (GAO, 2003b,
pp. 4-5).

NCD (2003a, p. 53) observed that "interagency information sharing
appears likely to increase in coming years, and the general, and
seemingly reasonable assumption appears to be that this sharing would
result in beneficial outcomes. At the same time, the comments obscure
the considerable complexity involved in the way both federal and states
laws can determine what information can and cannot be shared within and
among various agencies."

Stodden, Dowrick, Gilmore, & Galloway (2001, pp. 20-21) note that the
literature "lacked the voice of the student and their family members, a
circumstance that is indicative of the pervasive deficit-based approach
of providing service to those with disabilities as opposed to
collaborating with such individuals and families, as experts of their
own abilities, to create effective strength-based supports...Similarly,
the literature rarely focused on the needs or perspectives of teachers
who often feel they are victims of federal policy and research priority
development."

Leucking & Mooney (2002, p. 2) found that employers, who typically feel
unprepared to adequately support the employment needs of individuals
with disabilities, were also left out of the partnering equation
although quality service from employment specialists was a contributing
factor in the successful employment of youth with disabilities.

Making Connections to One-Stop Career Centers

This exhibit focuses on the services and supports available at One-Stop
Career Centers through the programs authorized under Title I of the
Workforce Investment Act of 1998 (WIA).

Within the federally-funded One-Stop system, adult services are divided
into three categories: (1) Core Services, (2) Intensive Services, and
(3) Training Services.

Core Services are available to all adults 18 years of age and older, and
include, but are not limited to

• determination of eligibility to receive additional services beyond the
services defined as WIA core services;

• outreach, intake, and orientation to information on the array of
services and training opportunities available through the workforce
system;

• initial assessment of skill levels, aptitudes, and abilities, as well
as an assessment of the need for any specialized or supportive services;

• job search and placement assistance, and where appropriate, career
counseling;

• consumer information regarding the availability of supportive services
(e.g., transportation services) in the local area and referrals to such
services;

• information on how to apply for unemployment compensation claims;

• assistance in establishing eligibility for programs and services not
funded under WIA;

• statistical employment information relating to local, regional, and
national labor market areas, including job vacancy listings, information
on the job skills required for these positions, and information relating
to local occupations in demand, the skills required, and earnings
potential;

• information on the performance and program cost of eligible providers
of training services; and

• follow-up services, including workplace counseling for participants
who meet certain eligibility requirements.

Although Core Services are generally viewed as "adult services," many
One-Stop Career Centers provide these same services to youth between the
ages of 14 and 18.

Intensive Services are available to adults who are eligible for WIA
adult services that have received at least one core service and are

• unemployed and have been unable to obtain employment through core
services, and have been determined by the One-Stop staff to be in need
of more intensive services to obtain employment; or

• who are employed, but who are determined by One-Stop staff to be in
need of intensive services in order to get or keep a job that allows
them to become economically self-sufficient.

Intensive services include, but are not limited to

• comprehensive and specialized assessments of skill levels and service
needs, which may include diagnostic testing;

• in depth evaluations to identify the barriers a participant might face
in securing employment and to help identify the participant's employment
goals;

• development of an individual employment plan to identify appropriate
objectives and the right combination of services to assist someone in
achieving their employment goal(s);

• group counseling;

• individualized career planning;

• case management for participants seeking intensive and training
services;

• short-term pre-vocational services including development of skills in
learning, communications, interviewing, punctuality, personal hygiene
and dress, and professional conduct to prepare the participant for
unsubsidized employment or training;

• assistance in keeping a job and moving to a better position within a
company after initial placement on the job; and

• supportive services such as childcare, transportation, and assistance
with work- and training-related expenses.

Training Services for eligible individuals are provided through a type
of voucher, referred to as an Individual Training Account (ITA), which
allows participants to choose among eligible training providers
pre-approved by Local Workforce Investment Boards (LWIBs) through a
competitive process based upon performance-related information. These
accounts are equivalent to vouchers that can be used to secure services
from any eligible training provider. At a minimum, a participant must
receive at least one intensive service before receiving training
services. A determination of the need for training services will be
identified in the participant's service plan, comprehensive assessment,
or through other intensive services. Training services include

• occupational skills training, including training for non-traditional
employment;

• on-the-job training;

• programs that combine workplace training with related instruction,
which may include cooperative education programs;

• training programs operated by the private sector;

• training to upgrade skills and retrain for a different job;

• education on how to establish and operate your own business;

• adult education and literacy activities provided in combination with
other training services; and

• customized training conducted with a commitment by an employer or
group of employers to employ individuals upon successful completion of
the training.

Supportive Services may be provided under certain circumstances to
enable an individual to participate in program activities and to secure
and retain employment. Examples include assistance covering

• local transportation costs,

• childcare and dependent care costs,

• housing and food, and

• relocation and out-of-area job search expenses.

Retention Services (or Follow-Up Services) include services that are
classified as post-employment or job retention services and include such
things as supportive services, counseling, and certain kinds of
training. These services are expected to assist an individual in
maintaining and succeeding in a job, as well as assisting in increasing
their salary and moving towards greater economic self-sufficiency.

WIA emphasizes that general employment and training services can meet
the needs of people with disabilities. The legislation and regulations
state specifically that One-Stop Career Centers are to be designed to
serve all people, including people with disabilities. WIA Youth Services

Youth with disabilities typically receive services under the youth
funding stream in Title I of WIA. WIA youth services are available for
youth ages 14 to 21. Eligibility is based on being low-income and one or
more of the following:

• deficient in basic literacy skills;

• a school dropout, homeless, a runaway, or a foster child;

• pregnant or a parent;

• an offender; and/or

• an individual who requires additional assistance to complete an
educational program, or to secure and hold employment.

Even if the family of a youth with a disability does not meet the income
eligibility criteria, the youth may be considered a "family of one" if
the youth's own income meets the income criteria. In addition, up to
five percent of the youth served in a local area can be exempted from
the low-income requirement, if they meet certain criteria.

Youth activities are available to youth who are in-school as well as
youth who are not. WIA requires that 30 percent of youth funds be used
to address the needs of out-of-school youth. The WIA definition of
"out-of-school" includes youth who have dropped out of school, as well
as youth who have graduated from high school or hold a GED but are
deficient in basic skills, unemployed, or underemployed. To be defined
as "out-of-school," the young person must not be enrolled in school or
any alternative educational program when s/he registers for WIA
services; however, the young person may be placed in an educational
program, such as a GED program or alternative school, as part of the
service strategy after registration.

Youth services are available through One-Stop Career Centers, but are
frequently delivered throughout local communities by eligible youth
service providers chosen by LWIB through a competitive process.

Online Resources to Consider

America's Service Locator can be used to find the One-Stop Career Center
nearest you. Visit \<http://www.servicelocator.org\>.

DisabilityInfo.gov is the federal government's one-stop website for
information of interest to people with disabilities, their families,
employers, service providers, and many others. It provides information
regarding services for people with disabilities, including One-Stop
Career Centers. Visit \<http://www.disabilityinfo.gov\>.

The U.S. Workforce Website contains information about WIA and can be
used to locate the One-Stop Career Center nearest you. Visit
\<http://www.dol.gov/dol/topic/training/ onestop.htm

Making the Connection to Vocational Rehabilitation

State Vocational Rehabilitation agencies (VR) have a wealth of resources
related to employment options for individuals with disabilities. VR
assist individuals with disabilities who are experiencing barriers to
employment. The intended outcome of the receipt of VR services is the
attainment of employment that is consistent with the individual's
strengths, resources, priorities, concerns, abilities, capabilities,
interests, and informed choice.

Although anyone who has a disability can apply for VR services, to be
eligible for VR services a person must

• be an individual with a physical or mental impairment that makes it
difficult to get or keep a job;

• expect to get or keep a job as a result of the services and supports
received from VR; and

• require VR services to prepare for or engage in employment that is
consistent with his/her abilities, capabilities, and interests.

Thus, to establish eligibility for VR services, a person must provide
information about his/her disability, any barriers to employment
resulting from the disability, and information demonstrating the ability
to benefit from VR services. VR must also collect documentation that
proves the person can legally work in the U.S. Individuals who are
receiving Supplemental Security Income (SSI) or Social Security
Disability Insurance (SSDI) are automatically eligible for VR services
as long as they are pursuing employment. However, these individuals must
still go through the process of applying for services.

Similar to special education services, VR services are individualized
based on the needs of eligible individuals.

Once a person has been determined eligible, a VR counselor will assist
that person in identifying appropriate vocational goals and in
identifying the services and supports needed to achieve those goals.
Individuals applying for VR services may be asked to participate in
formal evaluations or assessments to identify their strengths,
abilities, capabilities, and interests as they apply to employment. Once
a person has completed these assessments, a VR counselor will work with
him/her to identify one or two career choices that are in keeping with
the assessment results. The counselor should also provide the person
with information on the array of services VR has to assist individuals
in pursuing employment goals. This type of information is extremely
important for VR consumers to exercise their right to informed choice
throughout the VR process.

The Individualized Plan for Employment (IPE)

An IPE is a written agreement between the eligible individual and the VR
agency. The IPE describes an eligible individual's vocational goals,
lists the services and supports that will be needed to accomplish those
goals, explains how those services and supports will be provided or
purchased, and identifies the providers of those services.

The services and supports that an individual may receive from VR may
include

• evaluations and assessments to determine the extent of the
individual's disability and the types of services and supports s/he will
need to pursue competitive employment and to overcome functional
limitations resulting from the disability;

• vocational evaluation, counseling, and guidance services to explore
the individual's interests, skills, abilities, potential, and
limitations;

• work adjustment training to help the individual understand his/her
vocational needs and abilities, and to identify the types of jobs and
careers that s/he is likely to handle successfully;

• job-related services (job search and placement assistance, job
retention services, follow-up, and follow-along services);

• specialized support services such as interpreters, notetakers,
transcription services, TTYs, Braille, and large print materials, when
such things are needed to communicate with the individual's counselor,
participate in a training program, or engage in work;

• vocational training and other types of training, including assistance
in pursuing a college education;

• assistive technology devices and services;

• transportation services;

• supported employment services;

• assistance in setting up a small business;

• independent living skills training that supports an employment goal;
and

• transition services.

Transition Planning with VR Involvement

The following definition of "transition services" applies to the VR
program and outlines the scope of services that a VR agency may provide
to transition-age youth who have been determined eligible for services.

Transition services are defined as, "a coordinated set of activities for
a student, designed within an outcome oriented process, which promotes
movement from school to post-school activities, including postsecondary
education, vocational training, integrated employment (including
supported employment), continuing and adult education, adult services,
independent living, or community participation. The coordinated set of
activities shall be based upon the individual student's needs, taking
into account the student's preferences and interests, and shall include
instruction, community experiences, the development of employment and
other post-school adult living objectives, and, when appropriate,
acquisition of daily living skills and functional vocational evaluation"
\[29 USC 705(37)\].

As clearly indicated in this definition, Congress intended that VR
agencies be involved in transition planning for special education
students. For a variety of reasons, the way VR approaches transition
services varies significantly from state to state. Thus, VR's
involvement in transition planning may range from getting to know a
young person in order to provide transition services at a later date, to
actually providing services while the youth is still in school. If a
youth with a disability is still in school and is not involved with VR,
the youth may want to consider applying for services or talking to
his/her teacher or guidance counselor about involving a VR counselor in
his/her transition planning.

The Individualized Education Program (IEP) is required to include a
transition component, referred to as the Individualized Transition Plan
(ITP), for special education students beginning at age 16. It makes
sense to include a VR counselor in the development of the IEP whenever
employment issues are being addressed. VR counselors have a great deal
of expertise in addressing barriers to employment resulting from
disabilities. They are also familiar with different types of vocational
and functional assessments that can help a young person identify his/her
strengths, abilities, skills, functional limitations, and vocational
interests. In addition, VR counselors should be familiar with the
programs and services in the local community available to assist youth
in overcoming barriers to employment and in finding and keeping a job.
Based on differences in VR agencies, counselors in some states will join
students' transition teams and attend ITP meetings two or three years
before a special education student leaves high school. In other states,
counselors are not likely to get involved in ITP meetings until students
have started their senior year of high school.

There Are No Guarantees

Although VR agencies are funded by the federal government, they are
operated by the states and have lots of flexibility in how they use
their federal funds to meet the employment and training needs of
individuals with disabilities. For example, some VR agencies will assist
an eligible youth with the costs of college without looking at the
income and resources available to the youth's family. Others will look
at the income and resources of the youth's family prior to providing
financial assistance for college. In a state that looks at the person's
family's income and resources, the person may be asked to pay for part
or all of his/her college expenses depending on the family's financial
situation.

Since most VR agencies do not have the resources to serve everyone who
could potentially benefit from services, the length of time that a
person has to wait to actually receive services may be determined by an
"Order of Selection" (OOS). An OOS is a system of prioritization that
requires the VR agency to serve eligible individuals with the most
significant disabilities first, when the agency's resources are not
adequate to serve all who might be eligible for assistance. Thus, even
if a person is determined eligible for VR services, s/he may have to
wait for some time before receiving assistance if s/he lives in a state
where VR is under an OOS.

Getting Help Using VR

A VR consumer has the right to appeal any negative decisions affecting
his/her eligibility for and access to VR services whether s/he is
applying for services, or has been determined eligible and is receiving
services. A negative decision is, for instance, a finding that a person
is not eligible for VR services, a decision that an eligible individual
will not receive a specific service that the individual believes s/he
needs to achieve his/her vocational goals, or the termination of
services that an eligible person is already receiving. VR has both
formal and informal processes for appealing such decisions. VR
counselors are required to provide VR applicants and consumers with
information on these processes. If a consumer has gone through the
informal mediation process offered by the state VR agency and is not
happy with the outcome, s/he has the right to go through a formal
appeals process.

Anyone who feels they need assistance in pursuing either the informal
mediation process or the formal appeals process may request assistance
from the state's Client Assistance Program (CAP). CAP receives money
from the federal government to assist VR applicants and consumers when
they disagree with something VR has done in connection with their
requests for assistance. VR is required to provide information on how to
contact CAP when a person applies for services and when s/he signs an
IPE. Online Resources to

Consider To locate the VR office nearest you, visit
\<http://www.jan.wvu.edu/SBSES/VOCREHAB.HTM\>, or
\<http://www.rehabnetwork.org\>.

To obtain contact information for the CAP in your state, visit
\<http://www.ndrn.org/aboutus/PA_CAP.htm\>.

Chapter 6: Family Involvement and Supports

This chapter examines the fifth and final Guidepost, Family Involvement
and Supports, and its positive effect on youth with disabilities,
particularly with respect to success in school and improved post-school
outcomes. Research has shown that the involvement of parents, family
members, and/or other caring adults promotes the social, emotional,
physical, academic, and occupational growth of young people, and leads
to better post school outcomes (see Exhibit 6.1 for the supporting
research for this Guidepost).

A family has many relationships within its structure. Families are
systems that undergo change (e.g., marriage, divorce and remarriage,
birth of a sibling, chronic health issues, disability, and the death of
family members). In the context of this Guidepost, family relationships
are viewed very broadly and may consist of immediate family members
(mother, father, stepmother, step-father, siblings, and grandparents),
blood relatives (aunts, uncles, cousins, etc.), relationships from
adoptions, and close family friends. Young people may have many roles in
a family: son or daughter, brother or sister, grandchild, cousin, niece
or nephew, and friend.

For any number of reasons in today's busy and stressful society, parents
and family members may not be very involved in the lives of youth.
Parents differ significantly in both their ability and willingness to
get involved in the lives of their children. This is particularly true
for youth living in poverty. According to Hashima & Amato (April, 1994),
"it has been well documented that economic hardship influences how
parents interact with their children." They note that "many studies have
revealed that as a family's economic situation worsens, parents exhibit
less nurturance and more inconsistent discipline towards their
children."

For a variety of reasons, parents and family members of low-income youth
may have limited involvement in their children's educational endeavors.
In low-income families that are single parent homes, the parent may not
be able to attend school functions due to a lack of time or the
inability to afford a babysitter to care for siblings. Even in
two-parent households, both parents may be working, sometimes multiple
jobs, resulting in their being unable to attend school functions or help
with homework. Some low-income families do not own a car and do not have
access to public transportation. Often times, parents and family members
would like to be involved in the lives of their children but do not know
how to without incurring costs that they simply cannot afford.

Using the data from the second National Longitudinal Transition Study
(NLTS-2), Wagner, Cameto, and Guzmán (2003) found that more than
one-third (37 percent) of youth with disabilities live in poverty, which
is significantly more than the 20 percent of youth in the general
population whose households are below the federal poverty line. They
also found that just under one-third (31 percent) of youth with
disabilities live in single-parent households. Further, when compared to
the general population, youth with disabilities were twice as likely to
live with a head of household who did not have a high school diploma (21
vs. 10 percent) and were significantly more likely to be unemployed (17
vs. 11 percent). These factors can have a significant impact on the
aspects of family involvement and supports outlined in the Guideposts
for Success.

The Social Response

Rapidly changing demographics, combined with the disproportionate number
of minority students served in special education, furthers the need for
programs and staff to create a climate conducive to increasing the
involvement of family members. Sometimes the goals of a program, such as
independent living, self-determination, and self-sufficiency, may clash
with the cultural values of the family. In some cultures parental
involvement in a school or an education program is viewed as
inappropriate. Since culture can play such an important role in family
involvement and support, HS/HT program coordinators need to be informed
about the cultures of the students they are serving. In some cases, it
may be necessary to identify a cultural broker from a particular
community to help make necessary connections to the parents of youth
enrolled in HS/HT.

Despite the many impediments to family involvement, it is important that
HS/HT program coordinators make every effort to enlist the support of
parents, family members, and other caring adults as their support
greatly contributes to the successful transition of youth to adulthood.
One way to do this is to provide parents and family members with
examples of how they can support their children in their academic
endeavors and in their social and emotional development. For example,
HS/HT program coordinators might suggest that parents and family members

• read to or with their children,

• assist their children with their homework assignments and/or monitor
the completion of homework assignments,

• spend time with their children going over materials and instructions
provided by teachers,

• tutor their children,

• help their children develop good study habits,

• ask about what their children are learning in school each day, • ask
about their children's social relationships at school,

• use TV shows and commercials to demonstrate good/bad behavior and
discuss morals,

• regularly discuss things that happen in the news with their children,

• assign their children regular chores around the house,

• talk to their children about their vocational interests,

• emphasize the importance of volunteer work and community service, and

• talk with their children about options for postsecondary education and
training after high school.

Component 1: High Expectations

For many youth, achieving success depends to a large extent on the
expectations of those closest to them. When parents and family members
communicate low expectations to a young person, that youth is not likely
to expect much of him or herself. Conversely, if the caring adults in a
young person's life have high expectations for that youth, s/he is
likely to strive to meet those expectations.

As our culture still tends to have low expectations for youth with
disabilities, HS/HT program coordinators need to communicate the value
of high expectations to participants' family members. Help parents build
upon their son/daughter's strengths, abilities, capabilities, and
interests in communicating the young person's potential. Of course,
merely having high expectations is not enough. HS/HT program
coordinators must encourage parents and family members to communicate
those expectations, not only to their sons and daughters on a regular
basis, but also to their sons' and daughters' teachers, guidance
counselors, and other professionals.

The local coordinator for Hendry/Glades HS/HT site in Florida schedules
monthly meetings with the parents of HS/HT students. Flyers are taken
home by the students. While the parents are meeting in one room,
participating youth are meeting as the Student Advisory Council in
another room. During the later part of each meeting, the parents and
students come together as a single group where the parents share their
issues, the students report on their discussion, and the date for the
next meeting is set. This process has proven to be an effective way to
open up communication between the teens and their parents. The next day
the local coordinator calls the parents who missed the meeting and
provides them with a progress report on their sons/daughter's
involvement in HS/HT. This lets them know they were missed.

The local coordinator believes this is a vital part of the site's
success. It provides regular communication with parents and multiple
opportunities to remind parents how important it is to tell their sons/
daughters that they are proud of them. The average attendance at these
monthly meetings is 23-25 people, a notable accomplishment given that
the site covers two counties with some parents traveling as much as 70
miles roundtrip to attend. The coordinator rotates the sites for these
meetings to be fair to those who must travel such distances.

One effective way of getting parents and family members to see their
children's potential is to invite HS/HT students who have successfully
transitioned to adult life to talk to the parents of participating
youth. As these youth describe how HS/HT helped them overcome different
challenges to complete high school and enter postsecondary education or
employment, they can help the parents of participating youth see new
possibilities for their children's futures.

Component 2: Ensuring Access to and Progress in the General Curriculum
and Understanding How a Youth's Disability Might Impact His/Her
Education, Employment, and Daily Living Options

HS/HT program coordinators can play an important role in helping parents
and family members understand the importance of ensuring that their
children have access to and are progressing in the general education
curriculum. Parents may need to be encouraged to be proactive in
providing the school with information on their son's/daughter's
strengths, particularly as those strengths can be used to master aspects
of the school's curriculum. The HS/HT program coordinator, therefore,
should help parents gain a better understanding of their children's
strengths, particularly as they apply to vocational interests, teamwork,
leadership skills, and other transition skills needed for independent
living.

HS/HT program coordinators can help parents understand how their child's
disability might impact his/her learning, potential for employment,
options for daily living, and opportunities for socialization
experiences. If the program coordinator has been working with the young
person over a period of time, s/he may be more familiar with the types
of accommodations that will work best for that particular youth in an
educational setting. When such information is shared with parents, they
are better prepared to work with teachers and members of the child's IEP
team to advocate for the use of the most effective instructional
strategies and the most appropriate individualized supports to promote
that student's participation and progress in the general curriculum.
When a problem arises, the HS/HT coordinator may be able to assist the
parent in determining the source of the problem, in identifying
activities that can be undertaken at school and at home to address the
problem, and in identifying services available in the community to
address the problem

The Information Families Want and Need

Surveys conducted by the PACER Center (Parent Advocacy Coalition for
Educational Rights) in 2001 indicate that families seek information on a
variety of issues including

• helping youth develop self-advocacy skills;

• balancing standards-based academic instruction with functional life
skills training;

• inclusive education practices at the secondary level;

• postsecondary options for young adults with developmental and
cognitive disabilities;

• pre-employment experiences and employment options that lead to
competitive employment;

• financial planning;

• resources available to youth through the workforce investment,
vocational rehabilitation, Medicaid, and Social Security systems;

• better collaboration with community resources; • housing options; and

• interacting with the juvenile justice system.

In addition to helping parents understand various aspects of the
Individuals with Disabilities Education Act (IDEA), the HS/HT program
coordinator can also assist parents in understanding the provisions
under the No Child Left Behind (NCLB) Act that apply to including
students with disabilities in the state's standardized assessments, and
when a student might be considered for alternative or modified
assessments. Parents who understand the interplay between IDEA and NCLB
and the issues related to including students with disabilities in
assessments can play a critical role in ensuring that their children are
included in standardized or alternative assessments, as deemed
appropriate, and in ensuring that their children have access to needed
accommodations during assessments.

Component 3: Taking an Active Role in Transition Planning

The 2004 amendments to IDEA place new emphasis on transition planning
for special education students. Of particular importance to HS/HT is the
fact that they clarify the all too often misunderstood fact that one of
the goals of special education is employment. For the first time, states
receiving funding under IDEA are required to report on the "percentage
of youth aged 16 and above with an IEP that includes coordinated,
measurable, annual IEP goals and transition services that will
reasonably enable the child to meet the postsecondary goals." Referred
to as "Indicator 13," measures of success in meeting this indicator
examine a variety of factors, including the following:

• Is (are) there a measurable postsecondary goal or goals that cover(s)
education or training, employment, and, as needed, independent living? •

Is (are) there annual IEP goal(s) that will reasonably enable the child
to meet postsecondary goal(s) outlined in the IEP?

• Are there transition services in the IEP that focus on improving the
academic and functional achievement of the child to facilitate his/her
movement from school to post-school?

• For transition services that are likely to be provided or paid for by
other agencies, is there evidence that representatives of applicable
agencies were invited to the IEP meeting (i.e., with the consent of the
parents and/or youth)?

• Is there evidence that the measurable postsecondary goals were based
on age-appropriate transition assessment(s)?

• Do the transition services include courses of study that focus on
improving the academic and functional achievement of the child to
facilitate his/her movement from school to post-school?

Furthermore, IDEA 2004 requires states to report on the "percent of
youth who had IEPs, are no longer in secondary school and who have been
competitively employed, enrolled in some type of postsecondary school,
or both, within one year of leaving high school" (Indicator 14). In
addition to the transition planning that must now occur within the IEP
team and be recorded in the IEP, youth with disabilities and their
parents and family 6-5 members can benefit greatly from learning how to
use individualized planning tools to assist the youth in achieving their
transition goals and objectives. HS/HT program coordinators can help
youth with disabilities and their parents and family members identify
individualized planning tools that are designed for transition-age
youth. Program coordinators can also help youth and their family members
better understand how to use these planning tools to drive the
development of the transition component of the young person's IEP.

HS/HT coordinators should encourage parents to become active members of
the various "planning" teams that are working with their sons/daughters.
For example, they should be encouraged to become active members of their
child's IEP team, attending meetings and providing information on the
child's disability, learning style, accomplishments, strengths,
interests, likes, dislikes, etc. The HS/HT coordinator may be able to
assist youth and their parents in coming up with specific
recommendations regarding additional people to include as members of the
IEP team when transition planning begins. By providing youth and their
parents with information on employment options, the importance of and
options for further education and training, and the services and
supports available through the adult services systems and in the
community, the HS/HT program coordinator has provided them with the
tools they need to be active participants in transition planning. As
needed, the HS/HT program coordinator can serve as an important source
of information regarding medical, professional, and peer support
networks that are available to assist young people as they try to
establish their independence and work towards self-sufficiency.

While HS/HT program coordinators will want to encourage parents to get
involved in identifying the annual IEP goals for their children and the
ways that their children's progress towards meeting those goals will be
measured, they should also encourage parents to assist their children in
pursuing self-determination to the maximum extent possible. Ultimately,
the student should be the driving force throughout the transition
planning process. The HS/HT program coordinator can point out the
benefits of the multiple opportunities for the student to use his/her
skills in self-determination, self-advocacy, and informed
decision-making within the transition planning process. The HS/HT
coordinator can help parents identify the types of information that a
young person would need to facilitate his/her ability to make informed
decisions, and then encourage them to step back and let the student take
the lead in making the decisions that will impact the rest of his/her
life.

The local coordinator in Gainesville, Florida, encourages parents and
family members to attend workshops conducted by HS/HT and to participate
in IEP meetings, particularly when people have been invited to talk
about postsecondary options, financial aid, and scholarship information.
The local coordinator is also in contact with parents and guardians
throughout the year regarding transition planning. In addition to
regular communication by phone and written updates, parents and family
members are invited to participate in kick-off events, career counseling
sessions, and annual holiday parties. At these events, parents are
encouraged to talk about the change that HS/HT has made in their sons'
and daughters' lives, including how they have improved both academically
and in their attitudes towards college and their future careers. In
April 2007, this site conducted its first-ever family field trip, held
over a weekend so everyone could attend.

Component 4: Having Information on Programs, Services, Supports,
Accommodations, Rights, and Responsibilities

Some youth with disabilities need to access programs, services,
supports, and accommodations that are not found within the school
setting (e.g., medical, mental health, independent living, and
employment services). HS/HT program coordinators can serve as a valuable
source of information on what is available in the community, and can
assist youth and their parents as they try to access needed programs,
services, supports, and accommodations.

HS/HT program coordinators can provide young people and their families
with critically important knowledge about the rights and
responsibilities associated with specific disability programs as
outlined in disability-related legislation. Some HS/HT programs provide
orientation and/or training programs to help parents understand the
educational and related services available to special education students
under IDEA, and to familiarize them with a student's rights and
responsibilities under both NCLB and IDEA. Such training usually
includes information on, among other things, the standardized
assessments called for under NCLB, provisions related to accommodations
and alternative assessment for students with disabilities under NCLB,
and the mediation and appeals processes spelled out in IDEA. This type
of information will enhance the ability of family members to advocate on
behalf of their children within the educational system and teach their
children how to advocate for themselves.

As a student moves into the transition years, both the family and the
student need to become familiar with the programs and authorizing
legislation and governing regulations that apply to programs that are
available to assist people with disabilities as they move from
entitlement to services in the special education setting to the
"eligibility-based" adult services delivery system. For example, HS/HT
staff provide youth and their families with information on the services
available to all youth through each state's system of One-Stop Career
Centers (see Exhibit 5.2) and on the services and supports offered
through state VR agencies to assist individuals with disabilities in
securing employment (see Exhibit 5.3). Many program coordinators
encourage participating youth and their parents to seek the involvement
of VR counselors when IEP meetings are dealing with vocational issues.

HS/HT program coordinators can also help youth and their family members
understand the issues surrounding disability disclosure outside of the
secondary school setting and the implications of disclosing one's
disability in different settings, including postsecondary education,
employment, and social settings. Since many young people with
disabilities enter postsecondary educational settings with no
understanding of how to obtain needed accommodations, HS/HT programs
commonly include exposure to Disability Support Services in the
orientation they provide to postsecondary education.

The HS/HT program in Columbus, Georgia, uses The 411 on Disability
Disclosure, produced by NCWD/Youth in collaboration with ODEP, to help
parents and students learn to shift responsibility for disclosure from
the parents to the students. Meetings are planned where parents and
students are brought in to discuss the students' future career plans.
The discussion looks at the feasibility of accomplishing the students'
vocational goals and the steps that are needed to accomplish those
goals. Since some students have no interest in self-disclosure, this
group setting is used to discuss the benefits of disclosure,
particularly as it applies to maximizing one's college experiences. This
approach, which is used to help graduating seniors explore disability
disclosure, has proven to be quite enlightening to all who participate.

Getting Organized

There are many things that HS/HT programs can do to assist family
members in taking an active role in a young person's education and
transition planning, and to support a young person's involvement in
HS/HT.

Keep Parents, Family Members, and Caring Adults Informed

• Conduct an evening session designed specifically to inform parents and
family members about the HS/HT curriculum and activities.

• Plan a transition class that will inform parents and family members
about the requirements under NCLB and IDEA and the services and supports
available through special education, and to help them understand what to
expect in the IEP process.

• Invite parents and family members to a presentation by a Disability
Program Navigator where they can learn about the services and supports
available in the community and the employment and training programs that
can help a young person find and keep a job.

• Develop/disseminate informational flyers on a variety of topics (e.g.,
the IEP and other individualized planning tools, rights and
responsibilities under disability laws, the steps to applying for
postsecondary education, etc.).

Get Parents, Family Members, and Caring Adults Involved

• Encourage parents to participate in HS/HT activities by asking them to
serve as chaperones, facilitators, presenters, or trainers.

• Ask parents to provide transportation to HS/HT events.

• Encourage parents to participate with the student in conferences and
workshops being sponsored by HS/HT.

• Invite parents to serve on the HS/HT board of directors or advisory
body.

• Encourage parents to serve as ambassadors for the program when
interacting with other parents in their community.

• Involve parents and family members in fundraisers and recruitment
efforts.

Ask Parents, Family Members, and Caring Adults to Supplement What You
Are Doing

• Ask parents to keep track of the HS/HT activities in which the student
is involved.

• Ask parents to engage the student in discussions about his/her HS/HT
experiences.

• Ask parents to talk with their sons/daughters about the results of
vocational exploration and assessment activities undertaken as part of
the HS/HT program.

• Ask parents to provide the students with information about any jobs
they have had; what it took to get those jobs; and what responsibilities
were involved in each job.

• Ask parents to help their children explore options for additional
training and education beyond high school, particularly postsecondary
education.

Ask Parents, Family Members, and Caring Adults to Promote High
Expectations and Self-Determination

• Ask parents to undertake activities to foster self-determination and
develop decision-making skills by providing information on options and
encouraging youth to make their own decisions.

• Ask parents to encourage their children to increasingly take on
responsibilities such as inviting people to participate on their IEP
teams, leading their IEP teams, scheduling meetings with service
providers and support personnel, and completing their homework
assignments without assistance.

• Ask parents to provide their children with information on options for
postsecondary education and employment, and to discuss those options
with their sons/daughters to help them identify the pros and cons of
each option. The ultimate goal is for the young person to make his/her
own decisions based on the information that has been gathered.

The mother of one of the Tech-Now students in Oklahoma has been
extremely involved in the program, including providing snacks for the
weekly meetings at the local site at Memorial High School. After
attending Tech-Now's 2006 state competition, this mother realized the
significant impact the program was making in her daughter's life and
insisted that her daughter continue in Tech-Now during her senior year.
Although this mother and daughter had never considered postsecondary
education as a viable option, both are now seriously considering the
possibility and the daughter is looking into the programs at Tulsa Tech.

Supporting Research: Family Involvement

Demonstrating Commitment to Family Involvement and the Family's Role in
Supporting High Achievement and Post-School Results

A number of research studies, literature reviews, and program
evaluations have linked family involvement and support to positive
outcomes for youth with and without disabilities (Henderson & Berla,
1994; Henderson & Mapp, 2002; Hughes et al., 1997; James & Partee, 2003;
Keith et al., 1998; Kohler, 1996; Sanders, Epstein, & Connors-Tadros,
1999; Shaver & Walls, 1998; Simon, 2001; Yap & Enoki, 1994). These
outcomes include improved achievement test results, decreased risk of
dropout, improved attendance, improved student behavior, higher grades,
greater commitment to schoolwork, and improved attitude toward school.
Some studies have found that characteristics of family involvement are
correlated with social, racial/ethnic, and economic variables (Catsambis
& Garland, 1997; Harry, 2002; Kalyanpur, Harry, & Skrtic, 2000; Lamorey,
2002; Muller & Kerbow, 1993). Research findings indicate the
appropriateness of refraining from broad generalizations with regard to
family involvement and its relationship to increased student achievement
as such generalizations mask the complexity of the issue. The research
literature indicates that student achievement outcomes differ depending
on (a) the particular component(s) of family involvement studied, and
whether data analyzed were provided by parents or by schools; (b)
achievement measure(s) used (e.g., achievement test scores, grades,
GPA); (c) cultural or racial/ethnic groups involved; (d) the subject
matter (e.g., mathematics, reading, science) being tested; (e) income
levels of the parents; and (f) gender of the parents (Harry, 2002;
Kalyanpur, Harry, & Skrtic, 2000; Lamorey, 2002).

Although several studies have examined the relationship between family
involvement during the K-12 years and student outcomes (Cotton &
Wicklund, 1989; Desimone, 1999), the majority have focused on the
elementary school setting. With many, if not most, of these studies
focusing on younger children, much less is understood about the impact
of family involvement on middle and high school students (Balli, Demo, &
Wedman, 1998; Brough, 1997; Keith et al., 1993; Rutherford & Billing,
1995; Trivette et al., 1995). Morningstar, Turnbull, and Turnbull (1995)
found that secondary students with disabilities themselves reported the
need for their families to guide and support them as they planned for
the future.

Research has also found that the benefits of family involvement exceed
the mere realm of academics to include enhanced selfconcept and
motivation of students (Haynes, Comer, & Hamilton-Lee, 1989; Perla &
O'Donnell, 2002). The National Longitudinal Transition Study-2 indicated
that the following positive outcomes were associated with family
involvement:

• improved student motivation to learn and academic self-confidence
(Hoover-Dempsey, et al., 2001);

• more consistent attendance (Falbo, Lein, & Amador, 2001);

• improved homework completion and greater time spent on homework
(Callahan, Rademacher, & Hildreth, 1998; Cooper, Lindsay, & Nye, 2000);

• improved academic performance (Keith et al., 1998; Simon, 2001),
including achievement on standardized tests (Sui-Chu & Willms, 1996;
Thorkildsen & Stein, 1998; Zellman & Waterman, 1998);

• higher school completion rates (Rumberger, Ghatak, Poulas, Ritter, &
Dornbusch, 1990);

• more clearly defined future plans and educational expectations
(Trusty, 1999); and

• higher rates of postsecondary education enrollment (Eagle, 1989).

Facilitating Family Involvement

Numerous programs are continuously developed, implemented, and evaluated
to foster increased family involvement in educational issues and
facilitate school leaders in identifying practices and policies that
encourage parent trust and involvement in the process of schooling
(Machen, Wilson, & Notar, 2005; Nistler & Angela, 2000). Components of
effective family involvement identified in the literature include:

• engaging and supporting families in a wide range of activities from
preschool through high school (Henderson & Berla, 1994; Henderson &
Mapp, 2002; James & Partee, 2003; Kalyanpur, Harry, & Skrtic, 2000;
Sanders & Epstein, 2000), including facilitating parental presence and
voice in educational practices, activities, and policy beginning at the
preschool level (Henderson & Mapp, 2002; James & Partee, 2003; Kohler,
1996);

• collaborative plans based on annual feedback (Kessler-Sklar & Baker,
2000; Mapp, 1997);

• frequent professional development of practitioners on family and
student involvement (Boethel, 2003; Furney, & Salembier, 2000; Harry,
2002; Harry, 2002; James & Partee, 6-8 CHAPTER 6 / Family Involvement
and Supports EXHIBIT 6.1 2003; Kalyanpur, Harry, & Skrtic, 2000; Kohler,
1998; Lamorey, 2002; National PTA, 1997; Rutherford & Billing, 1995);

• promotion of parental education, advocacy, and leadership that
provides clear information on school or program expectations,
activities, services, and options for their children (Catsambis, 1998;
Hoover-Dempsey, & Sandler, 1997; Kohler, 1996; Leuchovius, Hasazi, &
Goldberg, 2001; National PTA, 1997; Perla & O'Donnell, 2002; Phelps &
Hanley-Maxwell, 1997);

• a cultivated level of trust and collaboration via familyschool
partnerships (Guy, Goldberg, McDonald, & Flom, 1997); and

• familial services/enticements (e.g., transportation, child care, and
refreshments) to overcome economic and social barriers inhibiting
optimal parental participation (Machen, Wilson, & Notar; 2005; Nistler &
Angela, 2000).

Though an abundance of research highlights the general education
setting, family involvement is imperative to the academic and
professional success of youth with disabilities (Bailey et al., 1998).
Secondary students with disabilities report the necessity of family
guidance and support in constructing postsecondary education programs
(Morningstar, Turnbull & Turnbull, 1995). Yet, literature warns against
excessive involvement as a student's ability to cultivate and hone self
advocacy skills may be hindered (Eckes & Ochoa, 2005; Smith, English, &
Vasek, 2002).

Due to its educational and societal value, family (parental) involvement
has been supported by the U.S. Congress and provisions have been
formulated to incorporate this support into education laws. The
preparation, planning, and implementation phases of the IEP process
mandate family involvement and solicit family/guardian input (IDEA,
2004). The No Child Left Behind Act of 2001 (NCLB), identical to its
predecessor the Elementary and Secondary Education Act of 1965, outlines
family involvement in children's education as a priority delineated by
Title I provisions. Title I states that improved higher achievement of
disadvantaged students can be accomplished by "affording parents
substantial and meaningful opportunities to participate in the education
of their children."

Additionally, the public values of choice and excellence have fostered
legislation buttressing parental entitlement to school choice in
supplemental educational services and academic programs---charter,
magnet, private, home schooling, etc.--- for their children (NCLB,
2001).

Strengthening Communication between Youth, Families, and Schools

The National Standards for Parent/Family Involvement Programs (National
PTA, 1997) states that "communication between home and school is
regular, two-way and meaningful." Outreach, communication, and
relationships with families have been identified as key ingredients of
effective programs and schools (Henderson & Mapp, 2002; James & Partee,
2003; Keith, et al., 1998; Mapp, 1997; Rutherford & Billing, 1995;
Sanders, et al., 1999; Yap & Enoki, 1994) and are especially important
for students from culturally and linguistically diverse backgrounds
(Espinosa, 1995; Martinez & Velazquez, 2000). Effective communication
strategies identified in the literature include (a) a variety of
communication methods (James & Partee, 2003; National PTA, 1997; Sanders
& Harvey, 2000), (b) communication based on individual student and
family needs and that includes alternate formats and languages as needed
(Brough & Irvin, 2001; Christenson & Sheridan, 2001; Comer & Haynes,
1991; Harry, 2002; Henderson & Mapp, 2002; James & Partee, 2003;
Kalyanpur, Harry, & Skrtic, 2000; Kohler, 2000; Lamorey, 2002; National
Center for the Dissemination of Disability Research, 1999), (c) reports
of positive student behavior and achievement (Epstein et al., 1997;
National PTA, 1997), and (d) improving the literacy skills of English
Language Learners (Boethel, 2003; Espinosa, 1995; Yap & Enoki, 1994).

The importance of establishing credibility and trust with culturally and
racially diverse populations cannot be overemphasized; cultural
responsiveness is essential to establishing such confidence (Harry,
2002; Kalyanpur, Harry, & Skrtic, 2000; Lamorey, 2002; National Center
for the Dissemination of Disability Research, 1999). Tailoring training
to the cultural traditions of families improves recruitment and outcome
effectiveness (Kumpfer & Alvarado, 1995). For example, parents from
culturally and racially diverse populations may prefer one-on-one
meetings rather than more traditional training formats such as workshops
(Minnesota Department of Children, Families & Learning, 1998; National
Center for the Dissemination of Disability Research, 1999). Additional
strategies may include family-mentoring programs, needs assessment
surveys, and working with culturally specific community organizations
that have created relationships of trust (Harry, 2002; Kalyanpur, Harry,
& Skrtic, 2000; Lamorey, 2002; National Center on Secondary Education
and Transition, 2002). Establishing effective levels of communication
between youth, families, and school professionals is critically
important in relation to these research findings.

Embracing Youth and Family Involvement

Despite recognition of the importance of student and family involvement,
families are resources that have been underutilized by transition and
vocational rehabilitation professionals (Czerlinsky & Chandler, 1993;
DeFur & Taymans, 1995; Marrone, Helm, & Van Gelder, 1997; Salembier &
Furney, 1997). Although parents and professionals are working to forge
new relationships, there remains a need to build the level of trust and
collaboration between them (Guy, Goldberg, McDonald, & Flom, 1997).

The current system does not make it easy for families to be effective
partners in the transition process, even with the new emphasis in NCLB
and IDEA on family involvement. Multiple service programs form a
confusing, fragmented, and inconsistent system (General Accounting
Office, 1995). Parent centers report that families of young adults with
disabilities are deeply frustrated by the lack of coordinated,
individualized services for high school students and the scarcity of
resources, programs, and opportunities for young adults once they
graduate (PACER, 2000).

Recent surveys indicate that families seek information on a variety of
issues including helping youth develop self-advocacy skills; balancing
standards-based academic instruction with functional life skills
training; inclusive education practices at the secondary level;
postsecondary options for young adults with developmental and cognitive
disabilities; pre-employment experiences and employment options that
lead to competitive employment; financial planning; resources available
to youth through the workforce investment, vocational rehabilitation,
Medicaid, and Social Security systems; better collaboration with
community resources; housing options; and interacting with the juvenile
justice system (Leuchovius, Hasazi, & Goldberg, 2001).

A number of studies and program evaluations highlight the importance of
actively encouraging family involvement and creating a welcoming school
or program climate for families (Boethel, 2003; Brough & Irvin, 2001;
Henderson & Mapp, 2002; James & Partee, 2003; Rutherford & Billing,
1995; Simon, 2001;Yap & Enoki, 1994). Strategies for cultivating family
involvement include (a) a formal process identifying strengths and needs
and connecting families and students to support and assistance (Kohler,
1993; Rutherford & Billing, 1995); (b) meetings that accommodate
scheduling, transportation, and other family needs (Henderson & Mapp,
2002; Martinez & Velazquez, 2000; National PTA, 1997); (c) family
training on positive family-child relationships (James & Partee, 2003;
National PTA, 1997; Simmons, Stevenson, & Strnad, 1993); (d) staff
development on welcoming and working collaboratively with families and
students (Boethel, 2003; Espinosa, 1995; Kessler-Sklar & Baker, 2000;
Kreider, 2002; National PTA, 1997); (e) supports and materials that
reflect community diversity (Boethel, 2003; Furney & Salembier, 2000;
Harry, 2002; Kalyanpur, Harry, & Skrtic, 2000; Lamorey, 2002; Martinez &
Velazquez, 2000); and (f) referrals to community resources (Henderson &
Mapp, 2002).

Youth, Families, and School Staff as Partners in Policy Development and
Decision-Making Strategies for effective partnering of families,
educators, and community members include (a) an accessible and
understandable decision-making and problem-solving process for partners
(National PTA, 1997); (b) dissemination of information about policies,
goals, and reforms to families and students (Kohler, 2000; Lopez, 2002;
National Center for the Dissemination of Disability Research, 1999); (c)
policies that respect diversity (Boethel, 2003; Harry, 2002; Kalyanpur,
Harry, & Skrtic, 2000; Lamorey, 2002; National PTA, 1997); (d) adequate
training for families on policy, reform, and related issues (James &
Partee, 2003; National PTA, 1997); and

\(e\) the inclusion of students and families on decision-making,
governance, and other program and school committees (Furney & Salembier,
2000; James & Partee, 2003; National PTA, 1997; Sanders et al., 1999).

Further, meaningful family involvement and participation must expand
beyond the individual student level. Student and family involvement are
important in making service systems and professionals aware of the young
person's needs (Gloss, Reiss, & Hackett, 2000). Family members can be
fully included in the research process (Turnbull, Friesen, & Ramirez,
1998) and at all levels of policy and service delivery planning.
Involving family members in the development and evaluation of federal,
state, and local policies and practices helps assure that the services
and supports available to youth with disabilities are of the highest
quality (Federal Interagency Coordinating Council, 2000). In addition,
research indicates that family participation and leadership in
transition planning practices enhances the implementation of transition
policy (President's Commission on Excellence in Special Education,
2002). In order for family members to expand participation beyond their
own child, they must have opportunities to increase their own knowledge
and develop leadership skills.

Online Resources to Promote Parental Involvement in Transition Planning

Below you will find a sampling of the many online resources that family
members can use to find information on transition planning for youth
with disabilities.

"Employment 101," a product of the National Dissemination Center on
Children with Disabilities (NICHCY), provides a wealth of information
about jobs and "getting employed." Visit
\<www.nichcy.org/enews/foundations/employment101.asp\>.

"Fanning the Flame," a product of the National Dissemination Center on
Children with Disabilities (NICHCY), can help parents fan the flame of
individuality, interest, and talent in their child. Accompanying
workbooks are designed for students and for the many folks who support
them in this quest. Visit \<www.nichcy.org/stuguid.asp\>.

"IEP & Transition Planning" is sponsored by the National Center on
Secondary Education and Transition and the Institute on Community
Integration at the University of Minnesota. It provides information on
strategies to support students, families and professionals to
participate in developing a student's IEP and transition plan. Visit
\<http://www.ncset.org/topics/ieptransition/ default.asp?topic=28\>.

"Measuring Transition Success: Focus on Youth & Family Participation," a
brief produced by the PACER Center in collaboration with the National
Post-School Outcomes Center (NPSO), describes the importance of engaging
families, youth, disability advocates, and parent centers in the design
of state post-school data collection systems. Visit
\<http://psocenter.org/Docs/PacerParentBrief.pdf\>.

"PACER Center (Parent Advocacy Coalition for Educational Rights)" was
created by parents of children and youth with disabilities to help other
parents and families facing similar challenges. The mission of the
Center is to expand opportunities and enhance the quality of life of
children and youth with disabilities and their families, based on the
concept of parents helping parents. The Center houses a number of
projects including the FAPE (the Families and Advocates Partnership for
Education) Project that provides information on IDEA for families and
advocates with the goal of improving education outcomes for youth with
disabilities, and the TATRA (Technical Assistance on Transition and the
Rehabilitation Act) Project that provides training, information and
materials to inform families of youth with disabilities about
transition, independent living, and vocational rehabilitation services.
For more information, visit \<http://www.pacer.org/\>.

"Parent Briefs on Transition," produced by the National Center on
Secondary Education and Transition (NCSET), offer an entire transition
series for parents. Explore topics such as "Age of Majority: Preparing
Your Child for Making Good Choices," "Preparing for Employment: On the
Home Front," and several issues on Supplemental Security Income (SSI).
Visit \<www.ncset.org/publications/default.asp#parent\>.

"Parental Roles and Active Lifestyles for Youth with Disabilities" is a
fact sheet produced by the National Center on Physical Activity and
Disabilities (NCPAD). Visit
\<http://www.ncpad.org/wellness/fact_sheet.php?sheet=450&vie
w=all&print=yes\>.

"Parenting Postsecondary Students with Disabilities," a guide from the
HEATH Resource Center, a clearinghouse on postsecondary education for
individuals with disabilities, discusses how parents can become mentors
and advocates, and guide their young adult's needs. Visit
\<www.heath.gwu.edu/PDFs/ Parenting1.pdf\>.

"Supported Employment and the Adult Service System," sponsored by the
Employment Training Program at the University of Washington (ETP),
briefly summarizes ETP's 20 years of experience working with adults with
developmental disabilities who benefit from supported employment. Visit
\<http://depts.washington.edu/\~transctr/ETP.html\>.

"SchwabLearning" is a website dedicated to understanding the challenges
of raising a child with a learning disability. It provides reliable
parent-friendly information from experts and parents. Topics addressed
include, "Components of Effective Reading Instruction," "Finding a Good
Reading Tutor," "Technology that Supports Learning," "Working with the
School," "IEP & 504 Plans," "Preparing for Life After High School," and
lots more. Visit \<http://schwablearning.org/\>.

"Transition Toolbox," sponsored by New York's Vocational and Educational
Services for People with Disabilities' Special Education Division,
provides tools and resources such as checklists, how-to guides, helpful
hints, and brochures, to assist students, families, schools, and
community agencies in developing and implementing effective transition
planning and services. These tools, frequently developed by local
schools, community agencies, and families in collaboration with the
Transition Coordination Sites are among the favorites when preparing
youth with disabilities to live, learn, and earn in the community as
adults. Visit \<http://www.vesid.nysed.gov/specialed/
transition/toolbox/home.html\>.

"To Work or Not to Work," a fact sheet from the Virginia Commonwealth
University RRTC on Workplace Supports and Job Retention, addresses
frequently asked questions by individuals with disabilities and their
family members as they begin to think about going to work in their local
communities. It provides answers to dispel the concerns parents have
about their youth entering the workforce. Visit \<www.worksupport.com/
resources/viewContent.cfm/501\>.

"You Have Homework" is a Wrightslaw information page that includes a
section, "Doing Your Homework: Making the Transition from School to
Work," that provides information for parents about transition planning
in the IEP process. It discusses NCLB and links to related information.
Visit \<www.ncset.org/publications/viewdesc.asp?id=1432\>.

"Want Your Near-Adult to Be An Active Player in Planning His or Her Own
Life?" is another example of NICHCY's guides on the IEP process. There
is one for students and one for parents and professionals. Visit
\<www.nichcy.org/stuguid.asp\> and
\<http://www.nichcy.org/parents.asp\>.

PART II High School/High Tech

Putting it All Together

Chapter 7: Launching a HS/HT Program

This chapter discusses what to consider when planning, developing, and
implementing a HS/HT program. It explores the role of advisory bodies
and examines the importance of partnerships and interagency
collaborations. It spells out the roles and functions of HS/HT
coordinators at both the state and local levels. Additionally, it
includes information on many of the lessons learned from HS/HT programs
around the country.

Historically, HS/HT programs have depended on multiple sources of
support to address the range of needs of transition-age youth with
disabilities. The experiences of the ODEP grantees demonstrate the
ability to successfully expand the depth and breadth of a HS/HT
initiative and to facilitate long-term sustainability when a state
infrastructure is in place to support local implementation and when
there are dedicated staff at both the state and local levels.
Consequently, this chapter promotes the establishment of a state
infrastructure, while at the same time acknowledging the infrastructure
development that must occur at the local level to implement HS/HT
programming successfully.

Establishing the Infrastructure Needed to Support HS/HT

Identify the State Agency to Lead the State Infrastructure Development
Effort

One of the first steps needed to establish a state level infrastructure
to support HS/HT involves the identification of a state level agency or
state-sanctioned entity to head this effort, and serve as a home base or
center of operation.

While no particular organization or type of program has emerged as the
forerunner to play this role, experiences from the current states have
identified a set of factors that should be considered when selecting
which state level entity should take the lead. HS/HT programs are most
successful when housed in an organization that

• is capable of providing in-kind support for such things as office and
meeting space, supplies and equipment, and specialized services such as
data collection, program evaluation, marketing, and fiscal management;

• has legal authority to undertake fundraising activities and to accept
resources from both public and private sources, and/or the capacity to
arrange interagency transfers of funds among partners;

• has the capacity to influence resource allocation decisions of
multiple agencies and programs focused on transition services;

• has established relationships (preferably through written agreements)
with a variety of state agencies that are committed to applying for
grants to support HS/HT and are willing to incorporate HS/HT into grant
proposals addressing transition services;

• is willing to incorporate elements of the Guideposts and references to
HS/HT into Request for Proposals

• has a track record and credibility for advocacy and support of youth
with disabilities; and

• is recognized as a trusted convener by key governmental agencies.

These lessons are drawn from the experiences of all the states that
received ODEP funding to help launch a state infrastructure, as well as
from states that launched the program without the benefit of such seed
money (e.g., South Carolina). Another emerging lesson is that the
initial home for HS/HT may not be the final home. Some constrictions in
state laws, such as contracting rules and the inability to accept
funding other than appropriated funds, place constraints on state
agencies that would not be applicable for non-profit organizations. In
such cases, administering HS/HT through a non-profit organization or
creating a spin-off non-profit to administer HS/HT may be necessary.
However, even when a non-profit strategy is pursued, the key factors
noted above that focus on generating "permanent" support on the part of
state government need to be carefully considered.

Determine State-Level Staffing

Along with selecting an appropriate center of operations for the HS/HT
program, determining appropriate staffing needs is critical to a
program's success. While there are many options, the most successful
HS/HT programs maintained one to two full-time staff at the state level
to carry out services during the launching stage. The state
infrastructure for HS/HT typically includes at least one additional
person (usually part-time) who provides administrative support, fiscal
management, support for data collection, assistance with program
evaluation, etc. In some states, such part-time administrative staff
have been financed with funds from the HS/HT budget, while others were
financed through an "in-kind" contribution by the agency leading the
state infrastructure development effort. As a HS/HT program grows and
the number of local sites increases, more state-level positions may be
needed to undertake specific duties such as program development and/or
intensive one-on-one consultation with developing local sites.

The following list outlines the responsibilities typically undertaken by
the state coordinator. This information will be helpful in developing a
job description for the state coordinator and in making decisions
regarding supervisory roles and the time commitment and salary for this
position. HS/HT state coordinators are typically responsible for state
level development and coordination, including

• meeting with state agency representatives, partners, potential
partners, employers, and other stakeholders to

promote the HS/HT program model,

explain the benefits of HS/HT as they relate to student outcomes,

solicit involvement and support, and

facilitate interagency cooperation and coordination;

• facilitating strategic planning for HS/HT, including convening and
managing a state-level advisory body and conducting regularly scheduled
meetings;

• developing and monitoring the budget, either individually or by
working with the financial officer of the fiscal agent for HS/HT;

• developing a plan for the long-term sustainability of HS/HT, including
researching and responding to funding opportunities at the national,
state, and local levels;

• consulting with the HS/HT advisory body, parent agency, stakeholders,
and consumers to determine the process and timelines for local
implementation and expansion; • supervising state level staff;

• developing materials to be used in marketing and outreach to different
target populations;

• participating in and serving on boards, committees, advisory groups
and work groups that address issues related to disability, education,
transition services, postsecondary education, vocational training,
employment, etc.;

• presenting on HS/HT at national, state, and local conferences and
meetings; assisting with the coordination of statewide activities such
as National Groundhog Job Shadow Day, Disability Mentoring Day, or a
statewide internship program;

• assisting in the planning and development of the state's Youth
Leadership Forum, as appropriate; and

• developing a data collection system (Chapter 9 addresses the topics of
data collection and evaluation in further detail). State coordinators
are also typically responsible for supporting local sites in the
following ways:

• assisting with the development of partnerships at the local level;

• assisting with the coordination of local meetings and events, and the
recruitment of local businesses;

• ensuring local coordinators receive training centered on the
Guideposts and convening statewide meetings of local coordinators for
the purpose of technical assistance, networking, and resource sharing;

• coordinating video conferences and conference calls with local sites
to determine the progress of local implementation and to share promising
practices and effective strategies for service delivery and partnership
development;

• assisting with the development of program activities and curriculum to
address the different components of the Guideposts;

• managing and conducting the process for local implementation and
program expansion;

• conducting site visits and monitoring local sites;

• conducting outreach to or assisting with outreach efforts targeted for
students, parents, state agencies, local service providers, employers,
etc.;

• ensuring quality controls are established for the supervision of local
coordinators and establishing a management information system for use by
local sites; and

• compiling, synthesizing, and analyzing data collected from local sites
for use in reporting program results to partners and stakeholders,
particularly entities providing financial support.

In developing training programs and providing technical assistance and
support to meet the needs of local sites, the state coordinator must
consider the diverse backgrounds, training, and professional experiences
of the local coordinators. In many cases, statewide gatherings of all
HS/HT staff are the only opportunities for local coordinators from
different geographical areas to meet and form a network of support.
Statewide meetings also provide opportunities for local coordinators to
meet members of the state level advisory body, to plan and discuss
program activities, to learn about program management and reporting
requirements, and to share successful strategies.

How Will the State Support Implementation of HS/HT on the Local Level?

Know the Landscape

In making decisions regarding state support of local implementation, it
is important for the state to determine if there are any existing HS/HT
programs operating. In addition to the nine states that have state
infrastructure to support HS/HT, a number of locally operated programs
exist in many other states. Visit the national HS/HT website,
\<http://www.ncwdyouth. info/HSHT/index.html\>, for information on
programs throughout the country.

Where such local programs do exist, decisions will need to be made by
the state as to how to coordinate with and bring the existing program(s)
within the state-led effort.

Delineate Responsibilities

When a state infrastructure exists, it is imperative to delineate which
issues related to local implementation will be dealt with at the state
level, and which will be left up to local decision-makers. For example,
if the state infrastructure provides funding for local implementation,
the entity leading the state infrastructure development effort, the
state-level advisory body, and/or the state coordinator, may have
responsibility for identifying and managing a process for distributing
funds to local sites. If a RFP process is used to establish local sites,
certain parameters for local implementation may be spelled out in the
RFP 7-3 announcement. If local implementation is to be managed through
an interagency agreement, specific aspects of local implementation may
be spelled out in the written agreement. If the funding for local
implementation is going to be secured through partner programs, aspects
of local implementation may be spelled out in legislative and/or
regulatory language applicable to the partnering programs. If the local
implementation begins with a resource mapping exercise, some aspects of
local implementation may be determined by the results obtained through
the exercise.

Decide Where Local HS/HT Sites Will Be Housed

Local HS/HT sites can be housed in any number of places and many
different approaches have been taken to identify the agency or program
to house a local site. Certain advantages and disadvantages are likely
to be associated with housing local sites in different organizations or
programs. Some of these issues have implications for securing the
resources to support a local site and also for the training and
technical assistance that will be needed to support local
implementation.

Some of the advantages commonly associated with housing a local HS/HT
site in a secondary educational setting include

• easy access to participating youth;

• opportunities to secure meeting space and access computers and other
types of technology free of charge;

• natural opportunities to facilitate school-based preparatory
activities, particularly HS/HT activities that complement what students
are learning in science, math, and information technology classes;

• the potential to minimize challenges associated with transporting
students to and from regularly scheduled HS/HT meetings; and

• parental participation may be easier to facilitate.

One potential disadvantage associated with housing HS/HT in a school
setting is the inability to access the school's facilities on weekends
and during the summer. Another potential disadvantage is the lack of
training that school personnel sometimes have on elements of the
Guideposts beyond school-based experiences.

Local HS/HT sites that are housed in Independent Living Centers (ILCs)
tend to have strong connections to the disability community and easy
access to accessible technologies, accommodations, and support services.
Since many, if not most, ILCs rely on an individual case management
process, participating students have access to intensive one-on-one
assistance addressing many different aspects of their lives and
providing guidance throughout the transition process. HS/HT programs
housed in ILCs tend to be relatively comprehensive in terms of
connecting activities and family involvement, and may include some youth
development and leadership activities.

Many HS/HT programs housed in ILCs have particularly strong components
addressing self-determination, self advocacy, and independent living
skill building. Some ILCs have accessible vans that can be used to
transport students to HS/HT meetings and other activities. On the other
hand, HS/HT sites housed in ILCs have historically been more costly than
school-based programs and programs housed with other service providers
such as VR or WIA youth programs. In addition, HS/HT programs housed in
ILCs may require more training and support with regard to program
components dealing with school-based preparatory experiences and
work-based learning experiences.

Local HS/HT sites housed in VR offices also have certain advantages and
disadvantages that should be considered. Some of the advantages include

• easy access to the expertise of VR counselors, transition
coordinators, and other specialized VR staff such as benefits planners,
job placement specialists, and job developers;

• access to significant in-kind support and to accessible computers and
equipment;

• staff who have significant experience in serving individuals with
different types of disabilities and different levels of severity;

• access to vocational assessments, information on different careers,
and an understanding of the needs of the local workforce;

• established relationships with local employers and various skills
training programs;

• facilitated referrals of HS/HT students for eligibility determinations
which can potentially facilitate their access to the wide array of
services and supports available to VR consumers; and

• minimization of transportation problems as VR offices are almost
always located on public transportation routes and often have accessible
vans that can be used to transport participating students.

There are also a number of disadvantages associated with housing HS/HT
in a VR office, including

• some VR agencies are hesitant to serve youth until they are within 12
months of graduation;

• most VR agencies have historically had a very narrow view of their
role in serving transition-age youth prior to their being determined
eligible for services and having an Individualized Plan for Employment
(IPE) developed;

• there is no guarantee that services will be provided in a timely
manner because many VR agencies operate under an Order of Selection and
place eligible individuals with less significant disabilities on waiting
lists; and

• many VR counselors have not traditionally viewed individuals with
disabilities as appropriate candidates for entry into the STEM careers.

HS/HT sites that are housed in community-based programs such as Easter
Seals, United Cerebral Palsy, Goodwill, and Jewish Vocational Services
also have certain advantages and disadvantages. Many community-based
programs have strong program components related to career exploration,
vocational assessments, skills training, and job placement.
Participating students are often able to access these opportunities for
free or at reduced rates. Many community-based programs have significant
experience working with individuals with different types of
disabilities, including those with the most significant disabilities.
Most of these programs have established relationships with local
employers and have a good understanding of the local labor market.

On the other hand, many community-based programs have limited experience
working with youth. Similar to VR agencies, some community-based
programs do not view individuals with disabilities as good candidates
for the STEM careers. HS/HT sites that are housed within different
generic components of the workforce system have the potential to provide
easy access to existing youth programs. They may also require less
direct financial support due to the availability of significant in-kind
contributions. However, most generic programs have limited experience
working with youth with disabilities and limited knowledge of reasonable
accommodations and community resources targeted for people with
disabilities. HS/HT programs housed in generic programs often need
training and technical assistance to help them develop program
components addressing school-based preparatory experiences, connecting
activities, and family involvement and support.

HS/HT Programs in Non-Traditional Settings

A number of HS/HT programs have been serving students with disabilities
in non-traditional settings. As with the settings most commonly housing
local HS/HT sites, each of these settings offer certain advantages and
disadvantages that should be considered.

Two Florida HS/HT sites target youth with disabilities who are either
involved with the Department of Juvenile Justice (DJJ) or "at risk" of
such involvement. One of these sites is run by the local workforce
board. Fifty percent of the enrolled students are served through the DJJ
and fifty percent are served through public high schools. The local
HS/HT coordinator has had to be creative in implementing certain aspects
of the Guideposts because of the restrictions placed on youth in DJJ
facilities.

For example, these sites use a website (http://virtualjobshadow.com)
that offers virtual job shadowing opportunities to facilitate career
exploration and employs a new e-mentoring component, Mentor Me!™, that
allows users to ask questions and seek advice directly from
professionals. To facilitate work-based learning experiences,
arrangements can be made with the DJJ Site Manager and the DJJ Education
Coordinator at each DJJ facility to transport incarcerated youth to
visit an industry site. If transportation is not possible, the DJJ
Partner Team, which consists of representatives of the programs and
agencies in the community that can assist in reconnecting incarcerated
youth to their communities, will facilitate having the selected business
bring its presentation to the DJJ facility. During the second year of
operation, the youth at this site had the opportunity to participate in
FIRST (For Inspiration & Recognition of Science and Technology) VEX
Robotics and to increase their communication skills and problem solving
while building robots. The students participating in this HS/HT site are
being exposed to learning environments where they are developing their
math and science skills, learning leadership skills, and experiencing
positive behavioral development.

The Florida DJJ has been watching this effort closely and based on its
demonstrated success, a second DJJ site began implementing HS/HT in 2007
at the Bay Point Schools, Inc. (BPS) in Miami Dade County. BPS is an
alternative boarding school that provides educational, vocational, and
therapeutic services to moderate-risk adolescent boys ages 13 to 18.
Florida DJJ contracts with BPS to provide residential services for 209
adolescents.

MiConnections, Michigan's HS/HT program, has also experimented with
serving incarcerated youth. The Wolverine Security Treatment Center is a
privatelyowned maximum security, lock-down facility for adjudicated
youth. A teacher and a teacher's aide employed by the Center staff this
local HS/HT initiative. Approximately 80 percent of the facility's
residents have IEPs. Many have learning disabilities and some have
emotional/behavioral disorders. Similar to the Florida DJJ sites, the
local coordinators at these sites have faced unique challenges in
implementing certain aspects of the Guideposts. For example, only ten
students are permitted to convene in one place at any one time. Since
students are not allowed to leave the facility, they cannot participate
in industry site visits, job shadowing opportunities, or internships.
Although students are permitted to use computer technology, they are not
given open access the Internet. Consequently, they do not have access to
the wealth of resources found online (e.g., vocational assessments,
information on career options, and options for postsecondary education,
etc.).

The staff involved in these programs have been creative in finding ways
to implement the Guideposts within this restrictive environment. For
example, volunteers from local businesses are brought into the facility
to talk about different career opportunities, and leadership
opportunities are designed so that they can be undertaken within the
facility. In addition, once a year volunteers, business representatives,
service providers, and family members are brought into the facility to
conduct the "Reality Store," one of the signature activities of
MiConnections. In the Reality Store exercise, each participating youth
chooses a career with a set salary assigned to it. Based on his/her
decision, the youth is given a paycheck for a month and asked to make
decisions about how to spend the paycheck on various things in the
Reality Store (e.g., rent, food, transportation, recreation, etc.). The
students learn about budgeting and about how different jobs and their
subsequent salaries will likely impact their ability to become
self-sufficient.

This HS/HT program has been so successful that the teacher's aide who
functions as the local HS/HT coordinator has been designated as the
facility's "transition coordinator." In this newly created position, he
is responsible for working with youth who are nearing the end of their
incarceration to help them prepare for their reentry into the community.

Several HS/HT sites have been designed specifically to serve American
Indian youth with disabilities. One MiConnections site serves youth from
the Hannahville Indian Community and Menominee County. The Director of
the American Indian 121 Vocational Rehabilitation Project serves as the
local HS/HT coordinator. This local initiative began by conducting a
resource mapping exercise using the Guideposts to assess the
comprehensiveness of the local programs serving youth with and without
disabilities, both on the reservation and in the surrounding
communities. However, rather than assuming that youth with disabilities
were accessing available programs and services, the local HS/HT
coordinator developed a student interview form that was used to
interview graduating seniors. The information gathered from the students
was compared with the information gathered through the resource mapping
exercise to determine if the youth were actually accessing the programs
and services available on the reservation and in the surrounding
community. This information was then used to determine the initial focus
for program activities at this developing site.

Working on a team with other students and adult advisors, two youth from
Red Eagle Fenv, a Native American HS/HT program in Grady County,
Georgia, were recognized as winners in the 2006 Microsoft Accessible
Computer Program Development Competition, a statewide competition
jointly sponsored by Microsoft and the Georgia Committee on Employment
of People with Disabilities. The team designed and developed a
fully-functional, bug-free Windows-based application. They adapted Lower
Muskogee Creek Indian myths and legends from print to electronic format,
creating an e-book. The electronic format was written to a database and
stored on a CD, along with the application, which accesses the stories
and modifies them using the accessibility features built into the
Microsoft Windows XP operating system. Throughout the competition, the
students applied critical thinking skills, mastered useful computer
programming concepts and techniques, deepened their understanding of
accessibility, and gained self-confidence. The project also addressed a
primary goal of the Muskogee Creek program---connecting its young people
to tribal elders through cultural awareness.

In Maryland, the National Federation of the Blind (NFB) sponsors a HS/HT
site at the Baltimore Center, which is NFB's national headquarters.
Students enrolled in the HS/HT Transition to Independence Club are
encouraged to get involved in math and science programs and explore the
STEM careers. Many of the activities focus on issues that are relevant
to blind students and their postsecondary plans, including the
advantages of attending a training center for the blind, using
disability resource centers on campus, accessing adult services, and
discovering careers that are available to blind individuals. Students
are exposed to mentors and encouraged to discuss their fears about
blindness and explore ways to overcome those fears. As a part of this
HS/HT initiative, the staff and students explore ways to make science
more accessible to students with visual impairments.

Ohio HS/HT is working with Electronic Schools of Tomorrow, a consortium
of four electronic charter schools, to establish a virtual HS/HT club.
These schools serve approximately 18,000 youth throughout the state and
approximately 20 percent are students with disabilities. Focusing on
students who have the technical capabilities of connecting via computer
and Internet, the HS/HT Club will use a web cam program to conduct
meetings to explore technical and scientific careers and to host virtual
tours of different businesses and industries. The web cam capabilities
are also used to conduct regularly scheduled meetings of the state-level
steering committee and to connect HS/HT students with professional
mentors, including mentors in other countries such as Canada.

Decide How Training and Technical Assistance Will Be Provided

Importance of Training and Technical Assistance

Youth service practitioners, including intake workers, case managers,
job developers, teachers, transition coordinators, counselors, youth
development group leaders, independent living specialists, and HS/HT
coordinators are often the first contact or "face" that transition-age
youth with disabilities encounter who are focused on connecting them to
the workforce development system. Unfortunately, there has been little
or no agreement regarding the type of skills front line workers such as
these should have in order to provide support to youth, including youth
with disabilities, as they transition from school to adult outcomes
including postsecondary education and employment.

In collaboration with ODEP, NCWD/Youth partnered with the National Youth
Employment Coalition (NYEC) to identify the competencies of
professionals who work on a daily basis with youth as a critical step to
improving their opportunities and outcomes. The result of this
collaboration was the creation of a new professional development tool
for youth service practitioners, organizations and systems. The
Knowledge, Skills, and Abilities (KSAs) webpage includes resources to
support the development of a system of professional development for
these practitioners.

On the KSA webpage, you will find

• A full list of competencies within the following ten competency areas:

1\. knowledge of the field;

2\. communication with youth;

3\. assessment and individualized planning;

4\. relationship to family and community;

5\. workforce preparation;

6\. career exploration;

7\. relationships with employers and between employer and employee;

8\. connections to resources;

9\. program design and delivery; and

10\. administrative skills.

• a KSA Study Guide with learning objectives, activities, demonstrations
of learning, and resources for each competency;

• strategies for youth service practitioners, organizations, systems,
and policy makers to identify, strengthen, and recognize the KSAs;

• a self-assessment and professional development plan to support youth
service practitioners in identifying and strengthening their own
competencies;

• a readiness assessment to help organizations and systems plan and
support professional development for youth service practitioners;

• an information brief describing the need for and benefits of
professional development for practitioners, programs, communities, and
youth;

• a "Hot Topics" section with audience-specific strategies for
practitioners, administrators, policy makers, employers, and youth and
their families; and • many, many more resources. Similar to the
Guideposts for Success, each competency area identifies the KSAs needed
to serve all youth effectively and the additional KSAs needed to serve
youth with disabilities effectively. For more information on how this
important tool can be used in providing training and technical
assistance to HS/HT coordinators, check out the KSA webpage at
\<http://www.ncwd-youth.info/ksa/\>.

The Role of the State Coordinator in Providing Training and Technical
Assistance

In places where there is a state infrastructure to support local
implementation, the state coordinator will most likely be responsible
for looking across local sites and developing training programs to
ensure that local coordinators have the knowledge, skills, and abilities
to effectively work with transition-age youth, and for providing
technical assistance on how to get local sites up and running. The
self-assessment and professional development plan on the KSAWebpage can
be used to identify the strengths and weaknesses of local coordinators
and develop a plan to address any identified deficiencies. Technical
assistance to local sites may be needed to help participating partners
work together collaboratively, to identify resources that can be used to
implement HS/HT locally, and to ensure that program activities address
the different components of the Guideposts for Success. Technical
assistance may be in the form of one-on-one consultations, materials
development, and facilitated networking among local coordinators within
a state as well as between HS/HT staff from different states.
Participants in the national network of HS/HT programs often provided
technical assistance and support across programs.

Partnerships and Collaborations Are Key to Success at Both the State and
Local Levels

The Importance of Partnerships and Collaboration

Successful HS/HT programs rely on interagency cooperation and
coordination, and on the blending and braiding of public and private
resources at both the state and local levels. Consequently, it is
essential that HS/HT programs put significant time and energy into
facilitating interagency cooperation and collaboration.

One positive benefit of these efforts is the increased understanding
that participating agencies and programs have of each other's programs.
Another benefit is the active engagement of multiple organizations in
developing interagency strategies to maximize the impact of their
limited resources. (See Exhibit 7.1 for information on supporting
research on effective collaboration.)

Meaningful interagency collaboration and adoption of coordinated public
policies does not just happen. It requires a skilled convener who can
engage multiple stakeholders and help them see the benefits of
collaboration and understand the implications of coordinated public
policy. The following strategies are provided to assist HS/HT personnel
at the state and local levels as they work with multiple organizations
and programs to facilitate interagency cooperation and collaboration.

• Create a Trusting Atmosphere. Stakeholders must feel comfortable and
respected, and trust that their opinions will be taken seriously.

• Share Knowledge. Organizational representatives should be encouraged
to share basic information about their programs/organizations, including
information on their target populations, mandates, legislative and
regulatory restrictions and flexibility, outcome measures, etc.

• Highlight Similarities. Whenever possible, similarities in goals,
objectives, target populations, underlying philosophies, assumption,
etc., should be highlighted. This will help build a foundation for the
discussions to follow and will help participants see that collaboration
is in their best interest. •

Provide Historical Context. Provide a brief history of previous
cooperative/collaborative initiatives, highlighting positive outcomes
experienced by participating organizations/programs.

• Acknowledge Political/Social Realities. Highlight any aspects of the
political and/or social climate that might positively or negatively
impact the collaborative effort.

• Establish Common Goals. Have participating organizations/programs
establish one or two broad goals for the current collaborative effort.
This will likely require the disclosure of any self-interest (individual
and organizational), an important step in identifying the needs of every
organization/program involved. These broad goals should focus on
long-term policy goals and immediate changes that are expected, rather
than specific quantitative objectives.

• Establish Corresponding Objectives and Outcomes. Identify a number of
measurable objectives and common outcome measures related to each broad
goal. To the extent that you can, address the needs of all participating
organizations/programs.

• Establish an Action Plan. Involve all participants in establishing an
action plan that outlines specific strategies for accomplishing the
agreed upon goals and objectives.

• Resolve Conflicts and Establish Collaborative Work Habits. If
conflicts arise, resolve them by clarifying issues and exploring
alternative resolutions. Recognize the possible need to alter policies
and procedures to keep the process moving. Set the stage to promote
collaborative work habits.

• Identify and Implement an Accountability and Evaluation Strategy.
Determine a system for ensuring accountability and assign responsibility
to ensure follow-through.

Continuously evaluate the effort to ensure that the focus stays on the
agreed upon goals and objectives.

• Be Adaptable. Leave enough flexibility to adapt to new needs as they
arise.

• Plan for Follow-up and Secure Commitments. Produce minutes for each
meeting, recording agreement on key decisions and action items. Assign
participants to ensure follow-through with specific commitments,
particularly when organizational approval is required.

• Communicate Effectively. Establish a decision-making protocol and
outline a communications plan to ensure ongoing communication among
participating organizations/programs. Between meetings, provide for open
and frequent interactions and communications (both formal and informal).
If timelines were established, provide follow-up to see that they are
met.

• Market Your Efforts. To ensure continuity of the effort, publicize and
promote the collaborative effort to make it highly visible. Be sure to
engage the community.

• Plan for Sustainability. This needs to be addressed from the start of
the program. As the collaborative effort evolves, it may be necessary to
secure diverse funding and involve new members.

This may necessitate reassessing the original vision and mission, and
modifying the goals and objectives to address the needs of new members.
Adapted from Mattessich & Monsey, 1992 and Winer & Ray, 1994. The
results of collaborative efforts will vary. Some will result in informal
arrangements that are largely an agreement to work together. Others will
result in formal written agreements. When written agreements are pursued
to support a HS/HT program, the end result will be more beneficial if
the agreement is more than merely an agreement to work together. Exhibit
7.2, titled "Interagency Agreement Checklist," outlines the key
components of a comprehensive interagency agreement and includes some
suggested language.

Local Partnerships

While the aforementioned discussion of effective strategies to foster
interagency coordination and collaboration applies equally to
partnership development at the state and local levels, this section will
focus on particular concerns relevant to local partnership development.
Partnerships and interagency collaboration are critically important at
the local level because ultimately it is imperative to leverage the
services and supports available through different organizations and
agencies to provide the full scope of services and activities outlined
in the Guideposts for Success. Local partners will need to be convened,
either by the state coordinator or by an organization or person willing
to spearhead the local initiative. While many of the partners involved
at the state level will have local affiliates that should be approached,
there are also potential partners that will be unique to each locality.

Meetings to recruit local partners should be scheduled at times and in
locations that will facilitate the participation of as many potential
partners as possible. Begin the meeting with a discussion about the
needs of transition-age youth with disabilities. Ask participants to
identify the strengths and weaknesses of the local service delivery
system in addressing those needs. Highlight the wide variety of
agencies, organizations, and programs involved in meeting the needs of
this population. Note that while one might assume that collaboration
within the local service delivery system would occur naturally,
experience has shown that there is no "natural" system to meet the needs
of this population.

Martinson (1999) stresses the importance of acknowledging that there are
many factors that can make interagency collaboration difficult,
including

• turf issues;

• fear of breaking away from the status quo;

• bureaucratic barriers associated with legislative and regulatory
requirements;

• incompatible eligibility criteria;

• competition for limited resources;

• differences in philosophies, missions, and approaches to service
delivery;

• different methods for measuring performance and obtaining credit for
outcomes; and

• incompatible management information systems.

This discussion will set the stage for a detailed presentation on HS/HT,
which can highlight the program's role as an intermediary that brings
different organizations and programs together to create a coordinated
system of services and activities with demonstrated success in improving
post-school outcomes for youth with disabilities.

Facilitate the buy-in of participants by asking for their assistance in
identifying

• individuals within their respective organizations (e.g., teachers,
administrators, VR counselor, transition coordinators, etc.) who might
be willing to champion the local HS/HT initiative within that
organization,

• organizations and programs that should be represented on the local
advisory body (if one is being convened) and individuals within those
organizations and programs who would be most appropriate to serve on the
advisory body, or,

• one or two individuals who would be willing to spearhead the local
initiative and convene local partners to develop a strategic plan for
program implementation if a local advisory body is not being convened.

Advisory Bodies: A Strategy to Maximize Stakeholder Buy-In at the State
and Local Levels

Advisory bodies are excellent mechanisms for engaging multiple
stakeholders in planning and implementing a HS/HT program at both the
state and local levels. Establishing an advisory body is also an
effective strategy for getting representatives of business and industry
involved in HS/HT, particularly individuals representing the STEM
careers. Although HS/HT advisory bodies go by different names (e.g.,
steering, planning, or advisory committee, consortium, etc.) and their
roles, responsibilities, and makeup may vary, all undertake certain
common roles and functions, albeit to different degrees and at different
times. HS/HT advisory bodies typically take on functions that include

• developing a plan to launch a HS/HT program;

• developing and monitoring a strategic plan to support local
implementation;

• providing ongoing guidance, direction, and advice as local sites are
developed; and/or

• developing a plan to secure the resources necessary to sustain the
program.

Establishing an effective HS/HT advisory body takes both time and
resources. However, a few people can form a core group that can take
responsibility for identifying and recruiting additional members and
convening the group to begin its work. This core group needs to be
strategic in identifying potential partners and stakeholders to ensure
that the right organizations/programs are at the table. It should
include representatives who bring different expertise, including
expertise in disability issues, education, youth services, youth
development and leadership, vocational training and employment services,
to name a few. To the extent possible, the organizational
representatives invited to serve on a HS/HT advisory body should be
people who have the ability to make strategic decisions within the
organization, particularly with regard to resource allocation. Youth,
families, and employers as ultimate consumers of HS/HT should also be
included.

Establishing an Advisory Body," provides a tool that can be used as you
consider who to approach about serving on your HS/HT advisory body. It
highlights the importance of approaching a variety of stakeholders and
potential partners, of thinking through the potential benefits of having
different stakeholders participate, and of identifying key contact
people within each organization to be approached. It also stresses the
importance of assigning someone to make each of these contacts.

The following things are important considerations when convening both
state and local advisory bodies:

• Membership. Involve a variety of partners, some that are disability
specific and some that are not. Include enough people to ensure adequate
participation in meetings without involving so many people that meetings
become cumbersome and reaching consensus becomes impossible.

• Functions. Spell out what the advisory body's mission, goals,
objectives, and functions will be. Determine whether the advisory body
will be convened primarily for planning purposes or for both planning
and ongoing program programmatic advice.

• Leadership. Determine how the leadership will be structured. Some
advisory bodies are headed by a chairman while others are headed by a
slate of officers or an executive committee. Decide whether term limits
will be imposed for the leadership and/or the membership.

• Structure. Determine how formal the advisory body will be. Some
advisory bodies are very formal and operate under established by-laws,
policies and procedures while others are very informal and operate under
loose guidelines. Identify the most effective operational structure
given political realities and available resources. Decide whether
subcommittees or work groups will be convened to deal with specific
issues (e.g., staffing decisions, sustainability, programmatic advice,
etc.). 7-11

• Meetings. Determine how often the advisory body will meet. Some
advisory bodies meet quarterly while others meet monthly. Some meet more
at the onset of a HS/HT initiative and less often after the program is
up and running.

Before approaching anyone about serving on an advisory body, the core
group will need to begin defining the roles, responsibilities, and
functions of the body. In some situations an advisory body is convened
primarily for planning purposes (e.g., to establish the state
infrastructure for HS/HT or to plan for local implementation) and is
intended to be time-limited in nature. In other situations, the initial
planning group may be modified when the planning function is completed
and new functions may be assumed. Some advisory bodies have ongoing
functions, such as

• providing ongoing guidance and direction on program implementation and
developing a plan for program expansion at the local level,

• determining the approach to program design at the local level,

• developing a business plan,

• developing and monitoring the annual budget for HS/HT, and

• identifying resources for ongoing sustainability.

When the primary function of an advisory body changes, the initial
membership is often modified and/or expanded to include different
partner organizations.

Once the advisory body is convened, the proposed roles and functions can
be further refined with the involvement of the entire membership and
issues such as term limits for organizational representatives can be
addressed. Exhibit 7.4, "Roles and Functions of a HS/HT Advisory Body,"
is a helpful tool to use as you think through the functions that your
HS/HT advisory body might assume.

Convening a Local Advisory Body

Many programs have found it beneficial to convene local advisory bodies.
For the most part, the issues discussed in the above section on
establishing a state level advisory body are also applicable to local
advisory bodies. The primary difference is that local advisory bodies
focus on providing guidance and direction for program planning at the
local level and securing local resources to support program
implementation. Local advisory bodies provide important links to local
resources and help engage local educational agencies, service providers,
community leaders, and employers directly in program implementation. If
needed, members of a local advisory body can assist in identifying
someone to serve as the local coordinator. They can help identify an
agency or program to house the local initiative or to function as the
fiscal agent for the local site. To the extent possible, the membership
of the local advisory body should be recruited through organizations
that were involved in initial planning and from the organizations
identified as potential stakeholders within the local community.

It may be necessary to conduct outreach to engage additional employers
in the local effort. The involvement of the local Workforce Investment
Board (WIB), specifically the Youth Council, and of local employers can
lend significant credibility to an emerging HS/HT initiative. The local
WIB may be willing to support HS/HT in different ways (e.g., small
grants or facilitating referrals of HS/HT students to programs and
activities sponsored by the local WIB). Local employers may be willing
to sponsor special events. Local WIBs and local employers are also
excellent sources of information on the local labor market and the needs
of the local workforce in terms of prerequisite education and training
for different jobs. In addition, local HS/HT sites rely heavily on local
employers to facilitate work-based learning experiences. As local
employers learn more about HS/HT, they may begin to view youth with
disabilities as an untapped source of future employees.

Local advisory board meetings should be upbeat, interactive, and appeal
to the needs of the group. If there is one, involve the state
coordinator in the initial meeting of a local advisory body to provide
guidance and facilitate the discussion. The state coordinator can help
articulate the goals and objectives of HS/HT, help create a vision for
the local site, and assist in identifying other potential partners to
recruit to participate in the local effort.

Using Community Resource Mapping As a Planning Tool

An important planning strategy used by some state and local advisory
bodies is to conduct an environmental scan or engage in a community
resource mapping exercise to determine the resources available in the
state or community, and to identify the strengths and weaknesses of the
service delivery system. Undertaking an environmental scan can reduce or
prevent the duplication of services and maximize the use of available
resources.

A number of HS/HT programs have developed tools that use the Guideposts
for Success as the framework for conducting a resource mapping exercise
(see Exhibit 7.5 for one example). Some local WIA Youth Councils have
also developed resource mapping tools that could be used by HS/HT. When
resource mapping has been completed, the information needs to be
compiled and provided to everyone involved in the exercise and to all
members of the local advisory body. In consultation with local partners
and stakeholders, this information should be used to develop a plan for
local implementation and to identify the core activities/curriculum that
will constitute the local HS/HT program.

Pulling It All Together: State and Local Roles in Implementing HS/HT

This section outlines some of the key considerations associated with
different aspects of HS/HT program implementation. Some of these
considerations have inherent cost implications, while others do not.

The extensive diversity in the ways that HS/HT programs are managed and
supported at both the state and local levels gives rise to some unique
relationships between state and local site coordinators. For example,
the wide variety of people who function as local coordinators can have a
significant impact on the state coordinator's ability to oversee local
implementation. When both the state and local coordinators are employees
of the HS/HT program, the lines of authority tend to be clearly
delineated and the state coordinator's ability to ensure quality control
is clearly spelled out in his/her supervisory functions. When a local
site is funded through a grant from the state infrastructure for HS/HT,
the lines of authority and mechanisms for quality control are often
spelled out in the grant announcement and/or the resultant contract or
interagency agreement.

When local coordinators are employees of other organizations and have
assumed responsibility for local implementation of HS/HT as part of
their regular job responsibilities, the state coordinator's roles and
responsibilities in relation to the local coordinators are nonexistent.
In those situations, the roles and responsibilities should be spelled
out in a formal agreement that includes well delineated expectations
regarding staff responsibilities (e.g., number of hours dedicated to
HS/HT, commitment to participate in training, agreement to collect data,
etc.). provides a sample Memorandum of Understanding (MOU) between the
entity leading the state infrastructure effort for HS/HT and a local
HS/HT site that lays out things that should be included in any such
agreement, along with things that might be included depending on how the
program is structured and funded.

Key Considerations for Implementation

Local Sites. How will local sites be defined (e.g., a single school; an
intermediary school district; a service provider such as UCP, Goodwill,
or an ILC; a VR office; a regional or local workforce board; a juvenile
detention facility; an alternative school; an Indian reservation, etc.)?

Advisory Body. Will the local site convene a local advisory body and, if
so, what will its role be? Who will be asked to serve? How will the
state assist in this effort? Will a separate advisory body be convened
for the express purpose of obtaining input from youth and family
members? How will local advisory bodies coordinate with the state
advisory body if one exists?

Resources. How will local sites be supported? Will the state have
primary responsibility for funding local sites and, if so, how will
funds be distributed (e.g., grants, subcontracts or cash-match
agreements; using start-up grants or mini grants for specific
activities; or some combination of these)?

Will the local sites be responsible for locating funds to sustain HS/HT
beyond an initial start-up period?

Staffing. How will the local site be staffed (e.g., by hiring staff or
by using staff employed by other local programs)? Will funding for
staffing come from the state or local level? Who will staff the local
site (e.g., teachers, VR counselors, transition coordinators, staff from
an ILC or a career/technical education, community rehabilitation, or
workforce development program, etc.)? How will staff be classified
(i.e., fulltime employee, part-time employee, contractor, stipend,
grantee, or in-kind contribution)? How will local coordinators be
supervised?

Training. Will the state coordinator be responsible for looking across
the local sites and developing or procuring needed training? If there is
no state infrastructure, is this the responsibility of the local
advisory board? Can other resources such as members of the national
HS/HT network be leveraged?

Goals and Objectives. Will local sites be required to develop their own
annual goals and objectives, or will the state develop goals and
objectives for them? Who will monitor the accomplishment of local goals
and objectives?

Marketing. Who will develop the marketing plan for the local sites? Who
will develop and pay for marketing materials that are targeted for
multiple audiences? (Exhibit 7.7 contains a sample Media Release Form
which must be signed before a HS/HT program can use pictures of youth in
brochures or other printed materials or publish success stories in
newsletters, local papers, etc. In addition, Chapter 10 provides
detailed information on how to market a HS/HT program.)

Outreach. Who will develop and pay for outreach materials? How will
state entities and local sites conduct outreach to inform people about
HS/HT, recruit schools to participate, facilitate the referral of
students, recruit businesses to participate, and secure financial
support?

Program Activities. Will the state require that a standardized program
of activities or menu of services be developed for use by all local
sites or will local sites develop their own program of activities? Will
local sites conduct resource mapping exercises? How will year-round
activities be ensured (e.g., by conducting a job fair, college campus
experience, or institute during the summer)? How will the site ensure
that activities are both age- and developmentally-appropriate? If the
program is multi-year, are the activities planned to be sequential in
nature? How will the site ensure that all categories of the Guideposts
have been addressed? Will students be encouraged to participate in
formal training programs available in the community (e.g., computer
training, self-advocacy training, youth leadership opportunities, etc.)?
How will students be exposed to community resources (e.g., mental and
physical health services, academic tutoring, etc.)? How will students be
exposed to postsecondary educational opportunities? How will STEM
careers be emphasized? Will special activities be planned for parents
and family members of HS/HT students?

Planning Specific Activities. When and where should the activity take
place? What are its goals and objectives? What format is most
appropriate? Who should lead it? How will accommodations be made for
youth with physical disabilities, with sensory disabilities, with
learning disabilities, etc.? What resources will be needed (e.g.,
supplies, room rental fees, transportation, refreshments, etc.)? Will
computers/equipment be needed? What resources are available to support
the activity?

Internships. Who will locate internships for HS/HT youth (the state
coordinator, the local coordinator, participating youth, etc.)? Who will
monitor internships? Will internships be paid or unpaid? If paid, who
will pay the salary or a stipend? Will youth be expected to meet certain
criteria before participating in internships (e.g., reach a certain
grade level, regular attendance at HS/HT meetings, maintain a certain
grade point average, participate in an internship orientation program,
etc.)?

Special Events. Will the program sponsor special activities such as an
annual kick-off, employer appreciation events, awards ceremonies for
participating students, etc.? How will such events be financed (e.g.,
mini-grants out of the state funds for HS/HT, fund raising, employer
contributions, etc.)? Who will be responsible for planning and staffing
special events? How often will special events occur?

Scheduling. Will the decision regarding how often regularly scheduled
HS/HT activities are to occur (e.g., weekly, bi-weekly, or monthly) be
made at the state level or locally? Where will they occur? How will the
accessibility of the facilities be ensured?

Transportation. How will students get to and from regularly scheduled
activities and special events? Will local HS/HT coordinators be insured
and permitted to transport youth in their personal cars? Does the school
have an activities bus that can be used? Can the local site purchase or
lease a van to transport youth? Are state level transportation
coordination funds available to assist in this effort?

Access to Technology and Equipment. How will students access computers
and other technology? Will equipment be purchased or will donated
equipment be sought? Are students able to use the school's equipment,
the computer lab at a local community college, or equipment at the local
VR office or One-Stop Career Center? How will students with sensory
impairments be accommodated in using computers and technology? Can the
Statewide Assistive Technology Program or VR provide access to equipment
that students can try?

Incentives for Participating Students. Will the program offer
incentives/rewards to students who demonstrate improvement in different
areas? Will students have the option of competing for small
scholarships? Will funding for this be a state or local responsibility?

Consumer Input. What mechanisms will be employed at the state and local
levels to facilitate obtaining input from participating youth,
employers, and family members? How will youth have opportunities to
provide input into the development and/or scheduling of program
activities?

General Program Management. Who will maintain ongoing contacts with
education officials, service providers, local employers, postsecondary
institutions, etc.? What process will be used to enroll students in
HS/HT? Who will be responsible for planning/conducting meetings of the
local advisory body and maintaining ongoing contact with members? Who
will maintain time and attendance records for HS/HT youth? Who will be
responsible for collecting data on students? Who will be responsible for
reporting outcomes from specific program activities? Who will compile
relevant data and report back to local funders and supporters? (Exhibit
7.8 contains a sample HS/HT Enrollment Form which includes a section for
the student and/or parent or guardian to sign giving the student
permission to participate in HS/HT. Exhibit 7.9 contains a sample
Release of Information form which must be signed prior to obtaining
information on a young person from the school, the VR agency, or any
other program or agency that is working with that youth.)

Supporting Research: Effective Collaboration

Collaborative efforts that focus on youth transitioning to adulthood,
and those that offer interventions supporting this transition, have the
potential to greatly improve postsecondary outcomes for all youth, and
particularly for youth with disabilities. Multiple stakeholders must be
involved if youth with disabilities are going to be exposed to the STEM
careers and secure the education and training needed to enter such
careers and earn a living wage. Potential stakeholders include youth
development or workforce preparation organizations (both generic and
disability specific), business-related organizations, employers, youth
with disabilities and their families, state and local agencies, higher
education institutions, parent centers, consumer and advocacy
organizations, and guidance counselors and transition specialists in
schools.

Collaborative efforts are key strategies for creating systemic change in
human services, education, government, and community agencies.
Collaboration and teamwork provide stakeholders the opportunity to
engage in meaningful interaction (Dettmer, Thurston, & Dyck, 1993). Each
individual in the group can build on the strengths of others. In this
way, the community benefits much more than it would from just the
individual efforts of the partner organizations. "By working
together---collaborating--- each partner organization can work smarter,
share important information, build a collective set of resources, and
keep its focus on youth" (Stasz, 1998). Collaborative efforts can
address the real issues of shrinking resources; the complex needs of
families, workers, and communities; and the current system of fragmented
services.

There are many fundamental elements necessary for a well organized,
successful collaboration. Mattessich and Monsey (1992) define six
essentials that make collaborations effective: environment, membership,
process/structure, communication, vision, and resources.

1\. Environment---There is a history of collaboration or cooperation in
the community, favorable political/social climate, strong local
leadership, a convergence of needs/public opinion/legislative
priorities/agency readiness, and a catalytic or galvanizing event.

2\. Membership---Both providers and consumers of services are
represented. There is mutual respect and understanding, trust, and the
ability to compromise.

3\. Process/structure---Collaborating groups must be careful not to
create new bureaucracies. Instead, structures and processes should be
designed to facilitate information exchange, participatory
decision-making, and resource allocation. The group must be flexible in
organizing itself to accomplish tasks and in adapting to change. Clear
roles, responsibilities, and policies must be established in the early
stages of group development.

4\. Communication---Good communication is the key to effective
collaboration. Communication within collaborative groups must be open
and frequent, through both formal and informal channels, as well as
culturally sensitive and reflective of different communication styles.

5\. Vision---Collaborative partners should have a shared vision of what
they are trying to achieve, with an agreed-upon mission, objectives, and
strategies. This vision or purpose should be unique to the group,
overlapping but not duplicating the missions of the individual
organizations. A shared vision with concrete, attainable goals for
accomplishing the vision spurs collaborative efforts and sustains
momentum.

6\. Resources---Financial and human resources are essential for
effective collaboration. Financial resources may include those resources
(funds, technology, facilities, and training) that collaborating partner
organizations can contribute, as well as those the group obtains from
outside sources. Human resources may include skilled group discussion
facilitators, committed leaders, and the best mix of knowledge, skills,
abilities, and contacts among individual members.

Many agencies and organizations exist to serve youth with disabilities.
Many of them, however, overlap in services, reflect unwieldy
bureaucracies, and have a maze of conflicting requirements (Guthrie &
Guthrie, 1991). The involvement of so many programs and agencies can
make it hard for the group to remain cohesive and effective. Although
many stakeholder groups want similar outcomes for youth, they often
operate in isolation or in competition with each other. To make sure
youth with disabilities receive the services they need, there must be
extensive collaboration among agencies so a system can be developed that
will integrate services and pool resources and costs (Johnson, 2000).

Numerous studies report problems addressing the transition needs of
youth with disabilities through interagency collaboration and
cooperation. The studies were conducted by the following: Furney &
Salembier, 1999; Guy & Schriner, 1997; Hanline & Halvorsen, 1989; Hasazi
et al., 1999; Johnson, Bruininks & Thurlow, 1987; Johnson & Sharpe,
2000; Johnson, Sharpe & Stodden 2000; Johnson, McGrew, Bloomberg,
Bruininks, & Lin, 1997; Stodden & Boone, 1987. These studies report the
following problems: (a) lack of shared student information across
agencies, (b) lack of follow-up data on program recipients that could be
used to improve service efficiency and effectiveness, (c) lack of
adequate attention in IEPs to all aspects of adult living (i.e.,
transportation, health services), (d) lack of systematic transition
planning with the adult agencies responsible for post-secondary service
needs, (e) deficient interagency agreements, (f) difficulties in
predicting needed post-services, (g) minimized role of parents and
students in decision-making and transition planning, and (h) inefficient
and ineffective management practices for establishing interagency teams.
Despite these ongoing problems, the studies report interagency
collaboration and services coordination must continue as a major
strategy to address the needs of transition-age youth with disabilities.

Gaining the interest and commitment of stakeholder groups to engage with
the workforce development system can also be challenging. Coordination
of collaborative effort is a necessity. Such connections require
strategic and continuous planning. These challenges can be eased by
working through third-party brokers or intermediaries (Miller, 2001).

Intermediaries can bring together traditionally separate programs and
services with separate funding streams, created in response to different
priorities, which are administered by a number of federal, state, and
local agencies. As these parties are convened by intermediaries, they
can identify mutually beneficial ways to blend and/or braid funding and
resources. Ultimately, these strategies can result in improved services.
Strategies that allow funds and resources to be used in more flexible,
coordinated, and sustainable ways are critical to the success of efforts
to improve the coordination and impact of multiple youth-serving
organizations.

Intermediaries can help build constructive collaborations among
employers, educators, youth development program personnel, and families
so that young people with disabilities have access to quality work-based
learning experiences. Linking with an intermediary can ensure the
quality and impact of local efforts and promote policies to sustain
effective work-based learning practices, along with providing access to
a wider range of learning experiences and career development services
(Mooney & Crane, 2002). In other words, research tells us that
collaboration, though difficult to develop and sustain, is absolutely
essential. There is a growing body of evidence that organizations that
serve as brokers or intermediaries play critical roles in communities to
promote collaboration (Jobs for the Future, 2002). A number of pilot
projects funded by ODEP have demonstrated the value of supporting
intermediaries to help improve outcomes for youth with disabilities. In
many ways, HS/HT programs have been doing just that for some time by
bridging in-school activities with the world of work and beyond.
Overall, intermediaries can foster relationships with multiple
stakeholders to create a comprehensive system of quality improvement
based on the promotion of mutually beneficial outcomes.

Interagency Agreement Checklist

Who are the participants in the partnership?

"This Memorandum of Understanding is between..."

Use the proper title of each organization, company or institution in the
group, not the names or titles of divisions or the people representing
it. One of the common mistakes with MOUs is to put the name of non-legal
entities as parties to the agreement.

Dates

What are the dates that the memorandum takes effect/ceases?

"The Memorandum of Understanding commences on (insert date) and
terminates on (insert event\* or date)."

"For example, acceptance of Final Report by xyz."

Project title What is the full name of the project?

"The title of the project is --------- hereafter referred to as 'the
Project' or (insert shortened form)."

State the actual full name of the project, not an acronym or shortened
form. Project definition

What are the project objectives, the intended outcomes, and outputs?

"The Project objectives, outcomes and outputs are:

\(a\) Objectives (list)

\(b\) Outcomes (list)

\(c\) Outputs (list)

Restate the definition in the primary letter of agreement. If the
project is complex, make this letter an addendum to the memorandum.

Obligations of the parties

Within the project, what are the obligations of each party and by what
date?

"Each party to this Memorandum has agreed to undertake the following
obligations:

\(a\) Party A has agreed to (insert tasks)

\(b\) Party B has agreed to" (insert tasks)

"Obligations" means those tasks each participant has agreed to do. In
some cases, that will be to undertake research or provide funds; in
other cases to provide an "in kind" contribution.

Project management structure

Who will manage the project?

Is there an Advisory Committee?

Who is the Chairperson?

Who are the Committee members?

What are their powers (supervisory, decision-making)? Optional---

How often do they meet?

Where/how?

Who is responsible for preparing minutes, distributing papers?

Who will provide administrative services?

"The Project will be managed by..." "There will be an Advisory committee
comprising..." "The role and responsibilities of the Steering Committee
will be..."

Name of the Project Manager

Who gets paid what? If there are in-kind contributions, spell them out.

What is the duration of these contributions---six months from the
start-up date (specify) or for the life of the project?

What functions or services do the payments or budget allocations cover?

"XYZ Institute of 123 will be paid \$ ---- for the administration of the
project, etc."

"ABC Department of Training will make an in-kind contribution of one
officer at 10% FTE per week for six months from the onset of the
project."

"ZZZ Vocational Institute will provide an office, two dedicated
telephone lines and a computer for the exclusive use of the project."

Apportionment of the allocated budget is determined by the Project
Manager in consultation with the Steering Committee.

Schedule of payments

When will payments be made?

What do recipients do to activate a payment?

Specify the project outputs and milestones.

"30 days after delivery of an acceptable YYY." "

Payment will be made on production of a valid Tax Invoice." Payments
will usually be linked to the achievement of milestones in an acceptable
manner and production of adequate documentation and invoices.

Sub-contracting

If some project work is to be subcontracted, who is responsible for the
sub-contractor?

If there is a sub-contract, what are the financial arrangements?

"AAA (one of the parties) is responsible for XY&Z. They may sub-contract
XY&Z but they remain responsible for XY&Z."

If it is known at the commencement of the Project which tasks will be
sub-contracted, details should be inserted.

Subsequent sub-contracting decisions (what to sub-contract, to whom and
on what terms) will be determined by the Steering Committee and will be
overseen by the Project Manager.

Contact persons

Who are the designated contact persons within each organization?

"Parties must have at all times one nominated person who is the contact
person for the project and an obligation to advise all other parties
immediately of any changes."

Insert the name, address, telephone, fax, email, website of relevant
officers, organizations.

Intellectual property

Who owns the intellectual property generated by the project?

"All intellectual property generated by the Project will be in the
ownership of ABC."

ABC will claim ownership of all generated intellectual property.
However, care should be taken where IP (such as proprietary software) is
licensed for the Project, as there may be restrictions on use and on
rights of ownership.

Motherhood clauses---use as required.

Record keeping and reporting requirements What records will be kept? To
whom will they be available?

What reports will need to be made?

To whom will they go?

How often will they need to be submitted?

"The Project Manager must ensure adequate records are kept with respect
to the Project, to enable the Project to meet auditing and reporting
requirements."

Each Project needs to meet the record keeping and reporting requirements
set down for the Project.

Confidentiality non-disclosure

Parties to the agreement must be asked not to use or pass on sensitive
information obtained in the course of the project.

Conflict of interest

Are there any potential conflicts of interest between the parties?

"A party must notify the other parties if performance of their
obligations would put them in conflict with obligations to third
parties."

It is important that any conflicts are disclosed and made transparent.

Dispute resolution

How do you propose to resolve any disagreements that arise?

"Any dispute which arises will be resolved by..."

Spell out the process.

Indemnity, liability, insurance.

Must align with primary agreement and local regulations.

Adapted from National Collaborative on Workforce and Disability for
Youth (2003). High School/High Tech Program Manual. Washington, DC:
Institute for Educational Leadership.

Establishing a HS/HT Advisory Body

Instructions: Use the table to help identify stakeholders that would
potentially be interested in a HS/HT initiative. The "Possible Sources
of Membership" section provides a list of organizations, entities, and
individuals in the state that could potentially have a vested interest
in HS/HT. While this list is not exhaustive, it provide lots of ideas on
where to start. The core planning team should use their personal and
professional contacts and relationships to develop a list of appropriate
people to contact under each of the stakeholders categories. For
organizations such as school districts, start with the "top" (the
superintendent or designee) to get assistance in identifying the
appropriate liaison or primary contact for a HS/HT initiative. To
complete the "Supporting Information" section, collect as much
information as possible about each organization from brochures,
websites, personal and professional contacts, and other available
sources of information. Support information might include the types of
services provided, the target population for those services, and any
eligibility criteria associated with the receipt of services. Brainstorm
with personal and professional contacts to identify the benefits of
involving each of these entities or individuals in a HS/HT initiative,
considering benefits to both the HS/HT program and the potential member
of the advisory body. Materials throughout this Guide can help you frame
a "benefits for all" discussion. Use this information to complete the
section on "Potential Benefits to HS/HT and to the Stakeholder." Use the
"Who Will Make the Contract" section to identify exactly who will be
responsible for contracting the individuals identified within the
organization where a mutually beneficial partnership can be envisioned.

Establishing a HS/HT Advisory Body

K-12 Education

Representative(s) of state or local education agencies (Superintendent
or designee) • Teachers (regular and special education) • 504 and
accommodations specialists • Transition counselors and coordinators •
Secondary vocational education teachers • Career and technical education
instructors • Schools for special populations (deaf, blind, etc)

Youth and Their Families

High school students with disabilities • Parents of HS/HT students •
Parent/Teacher Associations • Parent Information and Training Centers •
4-H Clubs • Boys & Girls Clubs • Boy & Girl Scouts • Other youth
organizations • Faith-based and community organizations

Workforce Development Organizations

State and Local Workforce Investment Boards (WIBs) • WIA Youth Councils
• One-Stop Career Centers • State Vocational Rehabilitation agencies •
Community Rehabilitation Programs • Private Employment Programs • Social
Security offices • Employment Networks

Postsecondary Educational Institutions

Community colleges, college and university offices (admissions and
disability support services) • Postsecondary technical training schools
• IT instructors • Vocational educators

Employers

Business Leadership Networks (BLN ) • State & Local Chambers of Commerce
• Chapters of American Society of Training and Development (ASTD) and/or
Society of Human Resource Managers (SHRM) • Employers involved in youth
council for the local Workforce Investment Board (WIB) • Industry
associations (e.g., IT, Manufacturing) • Employers involved in
School-to-Work partnerships • Rotary Clubs, Lions Clubs, Kiwanis, and
other business groups, etc.

Disability Community

State Rehabilitation Councils • Centers for Independent Living •
Developmental Disabilities Groups • disability-specific organizations •
youth leadership groups • Statewide Assistive Technology Project

Community Leaders

Mayors' offices • Elected officials • Local foundations • Community
based organizations Stakeholder Group Possible Sources for Membership
Supporting Information Potential Benefits to HS/HT & Stakeholders Who
Will Make the Contact?

Roles/Functions of a HS/HT Advisory Body

This table outlines activities that will need to be addressed by an
advisory body. These activities are not listed sequentially and an
advisory body will often find it necessary to work on several activities
simultaneously. Involving stakeholders in activities such as these will
assist in getting the buy-in of individual members and in promoting
collaboration within the membership. Although advisory body meetings are
usually scheduled only three or four times a year, members need to be
aware that they could be called upon more often for specific tasks based
on their individual expertise. While planning is the primary purpose of
such a body, the membership can also assist in facilitating connections
to and garnering the support of other potential stakeholders, including
employers, as program implementation moves forward.

Determine potential pool of eligible youth by collecting and analyzing
demographic data. State Census and Labor Statistics Offices or other
organizations responsible for profiling a state • WIA • Schools • State
Department of Education • Schools • VR

Staff and/or advisory council members who know how to collect and
analyze demographic data.

Advisory council members help identify "shared" consumers and determine
who will receive highest priority within the HS/HT program.

Conduct or facilitate an environmental scan to determine the programs
and services available to transition-age youth, including youth with
disabilities.

Schools • Independent Living Centers • Youth Services Providers • VR •
WIA Youth Council • Parent Information and Training Centers •
Community-based organizations • Junior Achievement • Others

Advisory council members who know how to lead a program resource mapping
effort. Advisory council convenes program representatives to learn about
HS/HT, discuss the programs and services available in the community, and
explore how these programs and services can be made available to HS/HT
students and/or become partners in the HS/HT initiative.

Determine potential sources of funding (begin with the best
possibilities).

IDEA • VR • NCLB • Workforce Investment Boards (state and local) • WIA
Youth Council • DD Act • AT Act • State Department of Education • Career
and Technical Education • Employers • BLN • Foundations • Governor's
Committees • Federal, state, and local grant opportunities

Advisory council member(s) who can contribute or locate information on
fiscal resources and services available in the state and locality for
transition- age youth, including resources to support a resource mapping
effort. Advisory council identifies and prioritizes the funding sources
that can most realistically support HS/HT. Determine fiscal agent.
Review all current providers of related services to identify the ones
that are most closely in line with the goals and objectives of HS/HT.
Advisory council subgroup should set core expectations for the fiscal
agent. These expectations must be sufficiently flexible to ensure that
reporting requirements and procurement rules are not burdensome. dvisory
council discusses HS/HT initiative with organizations/ agencies
determined to be in line with HS/HT goals and objectives to determine
which is willing to serve as the fiscal agent for HS/HT.

Roles/Functions of a HS/HT Advisory Body

Determine the program design and develop a staffing structure. Identify
desired outcomes and establish goals and measurable objectives, and
timelines for achieving the goals and objectives.

The established goals for HS/HT outlined in this Guide can be used to
start the discussion. However, the agreed upon goals need to be "owned"
by the local community. Information obtained in the environmental scan
can be used to identify measurable objectives that are in line with each
of the five Guideposts and adequately address any outcomes required by
each funding sources

. One or more persons on the advisory council should take the lead on
identifying the desired outcomes and developing a goal/outcome grid for
review and acceptance by the advisory council.

Advisory council members should come to agreement on the data to be
collected and a data collection process (preferably that includes
consumer satisfaction surveys). Establish a continuous improvement
process that includes revisiting program goals based upon outcome data
and feedback from youth and others involved in HS/HT (e.g., state
agencies, schools, employers, etc.).

Develop a plan to market the HS/HT program to different target
populations (students, parents, schools, state agencies, youth services
providers, employers, etc.)

Review suggestions in Chapter 10 on how to develop a marketing plan.
Hold a "kick-off" or open house each year to create increased public
awareness of HS/HT and generate support and contacts.

Advisory council members with marketing expertise, HS/HT staff and/or a
marketing advisory group comprised of key stakeholders---including HS/HT
youth.

Expand the network of contacts, seek publicity wherever and whenever
possible, and look for fiscal and in-kind contributions to support the
marketing effort.

Develop a business plan and budget.

Check with other HS/HT sites for examples.

Core group and/or advisory council subgroup with business expertise.

Create a comprehensive business plan that includes a budget for
implementation and addresses the issue of sustainability.

Approve business plan and budget.

N/A

All advisory council members.

A firm foundation on which to build the HS/HT site.

Establish a feedback loop to report progress on the goals, objectives,
outcomes, and resource management of the program.

HS/HT Program Guide and partners involved in HS/HT.

Continuous improvement subgroup of advisory council.

Use a continuous improvement process, which will ensure the growth and
stability of the HS/HT program/site.

Review and endorse the fiscal and human resource plan.

N/A

Staff, advisory council, and/or fiscal agent, as determined necessary.

Plan goes into action.

Activity Sources of Applicable Information Who Should Have Lead
Responsibility? Suggested Approach/Outcome

Community Resource Scanning Tool: I

nsert Name of Local HS/HT Site (Note: This tool focuses on the
components of the Guideposts for Success that HS/HT can potentially
impact.)

Agency Name: Target Population: Contact Person: Fees required?

Job Title: How Do Youth Enroll?

Phone: Phone number to enroll youth:

E-Mail: Are you able to provide accommodations?

Geographic Area Served: Average time between application and receipt of
services? Standards Academic programs based on state standards and
career and technical education programs based on professional and
industry standards

Learning Environments Small and safe learning environments with extra
supports such as tutoring

Educational Programming

Programming that complements school curriculum

Educational Curriculum

Curriculum and program options based on universal design of school,
work, and community based learning experiences

Transition Planning Using individual transition planning to drive
personal instruction, and use strategies to continue the transition
process post-schooling

Preparatory Experiences

Is this the responsibility of/offered by your organization?

Description/Frequency of Service Number of youth receiving service
annually?

How many youth have documented disabilities?

Community Resource Scanning Tool: Insert Name of Local HS/HT Site
Preparatory Experiences (continued)

Accommodations Develop knowledge of reasonable accommodations that can
be requested and controlled in educational settings, including
assessment accommodations

Qualified Staff Support from highly qualified transition support staff
Is this the responsibility of/offered by your organization?
Description/Frequency of Service Number of youth receiving service
annually?

How many youth have documented disabilities?

Work-Based Experiences Opportunity Awareness Career research, speakers,
informational interviews, community mapping Career Assessment Formal and
informal, hands-on and activity based, Internet-based

Work-Readiness Skills Soft skills development, computer competency, job
search skills, interviewing Industry Site Visits/Tours and Job Shadowing
Individuals or groups

Internships Paid or unpaid Is this the responsibility of/offered by your
organization? Description/Frequency of Service Number of youth receiving
service annually?

How many youth have documented disabilities?

Community Resource Scanning Tool:

Insert Name of Local HS/HT Site

Work-Based Experiences (continued) Is this the responsibility of/offered
by your organization? Description/Frequency of Service Number of youth
receiving service annually?

How many youth have documented disabilities?

Youth Development and Leadership Mentoring Adult, individual, group,
e-mentoring, individuals with and without disabilities

Peer-to-Peer Mentoring Supportive peer group, pen pal, peer role models,
job clubs

Role Models Exposure to role models in a variety of contexts

Is this the responsibility of/offered by your organization?

Description/Frequency of Service

Number of youth receiving service annually?

How many youth have documented disabilities?

Entrepreneurship School-based enterprises, business plan development,
and other entrepreneurial resources

Benefits Planning Understanding the relationship between benefits
planning and career choices

Communicating Needs Learning to communicate disability- related work
support and accommodation needs

Supports/Accommodations Finding and securing appropriate supports and
reasonable accommodations in education, training, and employment
settings

Community Resource Scanning Tool: Insert Name of Local HS/HT Site Youth
Development and Leadership

Is this the responsibility of/offered by your organization?

Description/Frequency of Service

Number of youth receiving service annually? How many youth have
documented disabilities?

Connecting Activities Health/Mental Health Services
Transportation/Orientation and Mobility Training Driver's education,
public transportation, and alternatives

Academic Tutoring Peer, adult, individual, group Is this the
responsibility of/offered by your organization?

Description/Frequency of Service Number of youth receiving service
annually? How many youth have documented disabilities?

Personal Growth Training in self-advocacy, conflict resolution, goal
setting, transition planning

Organizational/Community Leadership Opportunities Leadership training
and experiences, service-learning, volunteer work

Leadership/Self-Esteem Opportunities to exercise leadership and build
self-esteem

Disability History Exposure to disability history, culture and public
policy, including knowledge of rights and responsibilities

Community Resource Scanning Tool: Insert Name of Local HS/HT Site
Connecting Activities

Is this the responsibility of/offered by your organization?

Description/Frequency of Service

Number of youth receiving service annually?

How many youth have documented disabilities?

Family Involvement & Supports Parental Involvement Facilitating parental
involvement in transition planning Information On programs, services,
supports, accommodations, employment, further education, community
resources, rights and responsibilities under applicable laws

Is this the responsibility of/offered by your organization?

Description/Frequency of Service Number of youth receiving service
annually?

How many youth have documented disabilities?

Workforce Preparation and Postsecondary Education College visits,
disability student services, vocational rehabilitation, workforce
programs

Other Services and Opportunities Independent living, recreation, drug
prevention, drop-out prevention, crime prevention

Assistive Technology Consultation, awareness, acquisition

Personal Assistance Services Attendants, readers, interpreters, other
supports

Benefits Planning Counseling Information on available benefits and their
interrelationships

Community Resource Scanning Tool: Insert Name of Local HS/HT Site Family
Involvement & Supports

Is this the responsibility of/offered by your organization?

Description/Frequency of Service

Number of youth receiving service annually?

How many youth have documented disabilities?

Support Networks Access to medical, professional, and peer support

Disability Awareness Understanding a youth's disability and how it
affects education, employment, and daily living options

Rights and Responsibilities Under disability laws

Individualized Planning Understanding how individualized planning tools
can be used to achieve transition goals and objectives

Would you be interested in participating or becoming a partner in the
HS/HT program? \_\_\_\_ Yes \_\_\_\_ No \_\_\_\_ Not Sure

If so, please provide details as to the role you might assume.

Adapted from a form used by MiConnections, Michigan's High School/High
Tech Program.

Sample Memorandum of Understanding Between

(entity administering the state infrastructure for HS/HT) AND

(entity housing the local HS/HT site) This Memorandum of Understanding
(MOU) is entered into between

(name and address of the entity administering the state infrastructure
for HS/HT) and

(name and address of the entity housing the local HS/HT site), as a site
coordinating entity for a local HS/HT site. High School/High Tech
(HS/HT) is a community-based transition and enrichment initiative for
high school students with disabilities. The program is designed to
expose such students to career opportunities and provide activities that
will interest students in careers in science, technology, engineering,
and math fields (the STEM careers), and in pursuing higher education.
The overall goal of HS/HT is to improve the graduation rate of youth
with disabilities and increase their rate of participation in
postsecondary education and employment (particularly in the STEM
careers) following high school.

RESPONSIBILITIES OF THE PARTIES

The Local Site will:

1\. Scope of Work

A. Operate a HS/HT program and provide activities in accordance with all
five components of the Guideposts for Success, which was produced by the
National Collaborative on Workforce and Disability for Youth
(NCWD/Youth), in collaboration with the U.S. Department of Labor's
Office of Disability Employment Policy, and is incorporated by reference
into this MOU. The components include (1) School-Based Preparatory
Experiences, (2) Career Preparation and Work-Based Learning Experiences,
(3) Youth Development and Leadership Activities, (4) Connecting
Activities, and (5) Family Involvement and Supports.

B. Maintain the following documents, completed and appropriately signed,
on file for each participant: (1) HS/HT application, (2) signed
permission (if necessary) for student to participate in the program, (3)
media release form, and (4) consent to share information among VR, the
local school system and the Site (if different from the school system).
(Note: Blank copies of these forms should be included as exhibits or
attachments to the MOU.)

C. Recruit students with disabilities and determine student eligibility,
based on the following criteria: (1) secondary school students with
disabilities in grades 8-12, and (2) between the ages of 14 and 24, in
accordance with the Site's criteria. (Note: State programs or local
sites may have additional or slightly different criteria.) 7-32

2\. Staffing

(Note: The following responsibilities will vary depending on the nature
of the relationship between the entity administering the state
infrastructure and the local site.) The local coordinator agrees to

• dedicate \_\_\_\_\_\_\_\_\_\_ hours a week/month to HS/HT;

• report to with regard to the execution of his/her HS/HT duties;

• participate in \_\_\_\_\_\_\_\_\_\_ (monthly/quarterly) conference
calls with the state coordinator and other local coordinators, and to
participate in \_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (e.g., an orientation training,
annual conferences or trainings, etc.); and

• participate in an annual review of his/her work with regard to HS/HT,
to be undertaken by the state coordinator in conjunction with
\_\_\_\_\_\_\_\_\_\_ (e.g., the local coordinators' immediate
supervisor).

3\. Reporting:

A. Collect demographic data on participating youth and submit quarterly
statistical, progress and narrative reports to the State HS/HT
Coordinator, in the format and with the content required by the State
Coordinator. (Note: Minimum requirement for demographic data may be
included here or reporting forms may be included as exhibits or
attachments.) This information is to be provided no later than ten (10)
working days following the end of each quarter (i.e., September 30,
December 31, March 31, and June 30).

B. Provide additional data about youth participating in specific program
activities, and narrative information regarding activities and successes
(e.g., interim and final outcomes, including graduation from high
school, entry into postsecondary education, and obtaining employment)
and photographs (if available), to the State Coordinator for inclusion
in the HS/HT annual report. These materials are to be provided no later
than fifteen (15) working days following the end of the fiscal year
(i.e., June 30 or September 30). Original information and photographs
will not be returned to the site. (Note: Photographs and success stories
that identify participating youth must be accompanied by a signed
release form before they can be used.)

4\. Interagency Collaboration/Cooperation

A. Work with local educational entities and local vocational
rehabilitation offices to assure efficient and appropriate reciprocal
referrals of participating youth between the local site and these
entities.

B. Demonstrate active engagement with local Youth Councils, area
Chambers of Commerce, local postsecondary institutions, local
business/employer organizations, and other entities in the local area,
as appropriate.

5\. Financial Management (optional depending on funding mechanism)

A. Request funding from
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(name of entity administering the state infrastructure for HS/HT), using
correct forms and submitting required follow-up information. \[Note:
Applicable forms and description of follow-up information should be
included as an exhibit or attachment.\]

B. The site shall establish a separate account for funds received under
this agreement and submit quarterly reports detailing income and
expenditures.

C. Purchase all equipment and services costing more than
\$\_\_\_\_\_\_\_ on a competitive bid basis and use comparison shopping
to purchase equipment and services costing less than \$\_\_\_\_\_\_\_.
\[Note: This section may spell out the specifics of the competitive
bidding process. It may also address ultimate ownership of equipment
costing more than \$\_\_\_\_\_\_\_.\]

D. Restrictions: HS/HT funds may not be used to purchase vehicles or
real property or to finance building improvements.

6\. Miscellaneous (optional)

A. Establish and convene a local Advisory Board consisting of local and
state partners. Upon selection of Advisory Board, names of the members
will be submitted to the State HS/HT Coordinator.

B.Establish a local website that is fully accessible, reflective of the
five components of the Guideposts for Success, and is linked to the
statewide accessible HS/HT website.

State HS/HT staff will:

• Provide technical assistance and support to the Site, as requested.

• Sponsor conferences and training programs for local site coordinators.

• Develop partners and partnerships at the state and national level to
facilitate local implementation of HS/HT.

• Maintain state leadership/advisory involvement.

• Communicate and collaborate with
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(e.g., Statewide Assistive Technology Project, State Rehabilitation
Council, State Independent Living Council, postsecondary institutions,
etc.).

• Develop and provide state-level student activities. • Sponsor Annual
Youth Leadership Forum for students. (Optional.)

• Sponsor or co-sponsor National Disability Mentoring Day. (Optional.)

NON-DISCRIMINATION: The parties agree to comply with applicable federal
and state laws and regulations regarding nondiscrimination in employment
practices, based on political affiliation, religion, race, sex, sexual
orientation, disability, age or national origin. Furthermore, no
individual shall be excluded from participation in, denied the benefits
of, or otherwise be subjected to discrimination, on any such basis,
under any program or activity.

INDEMNIFICATION: The Site agrees to indemnify and hold harmless the
State of \_\_\_\_\_\_\_\_, and
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (name of
entity administering the state infrastructure for HS/HT), and its
employees, against any and all liability claims and costs for injury to
any person or property arising from the service, operation or
performance of tasks associated with this MOU, resulting in whole or in
part from the negligent acts or fault of the Site, or any employee,
subcontractor, or other agent or representative of the Site.

DURATION AND TERMINATION: This MOU is effective on the date signed by
both parties. This agreement may be renewed annually, with written
notice provided by
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (name of
entity administering the state infrastructure for HS/HT) and written
confirmation by the Site, no later than ten (10) days prior to the
annual renewal date. Either party may terminate this agreement, at any
time, with sixty (60) days written notice to the other party.

MODIFICATION: This MOU may be modified, with the written agreement of
both parties, at any time. By their signatures below, the parties enter
into this MOU.

State Infrastructure:

(State HS/HT Coordinator or representative of the entity administering
the state infrastructure)

Title:

Telephone Number:

Agency Name:

Date:

Local Site:

(Name of Local Coordinator or representative of entity housing the local
site) Title:

Telephone Number:

Agency Name:

Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Adapted from agreements used by
HS/HT in Florida, Georgia, and Maryland.

High School/High Tech Consent for Media Use

I, hereby give permission to the High School/High Tech Program to
photograph me, and to use audio and/or video equipment to record my
participation in program activities. I understand that print and visual
media may wish to distribute information regarding my participation in
the program. It is understood that this material will be used only for
educational purposes or to promote the High School/High Tech Program.

Student Name (print)

Student Signature Date

Parent's Signature (if student is under 18 year of age) Date

Sample Media Release Form

Sample HS/HT Enrollment/Permission Form HS/HT Site:

Student Name:

Date:

Complete Address:

Phone Number:

E-mail:

Gender: (circle one) Male Female Date of Birth:

Grade:

Disability:

High School:

Guidance Counselor:

Year of Graduation:

I have (circle one):

an IEP

a 504 Plan Current Program Involvement (circle all that apply):

VR

WIA

Youth Jobs for Graduates

Career Technical Education

Other:

Parent/Guardian Information:

Name:

Relationship to Student:

Complete Address

Phone: (home)

work)

(cell)

E-mail:

Permission I have chosen to participate in all program activities of
High School/High Tech, including field trips. Student Signature:

Date:

I hereby approve of this student's participation in all program
activities of HS/HT, including field trips, and will not hold HS/HT or
any persons connected with the activities, liable in case of an
accident. Parent Signature:

Date:

Note: Many HS/HT programs include additional information on their
enrollment forms, addressing such things as race/ethnicity, the need for
assistive technology, vocational interests, etc. While these forms may
vary, the signed permission to participate in HS/HT is a critically
important part of all enrollment forms.

Sample Release of Information Form

By signing and dating this release of information, I allow the persons
or agencies listed below to share specific information, as checked,
about my son's/daughter's history. I understand that this is a
cooperative effort by agencies involved to share information that will
lead to better utilization of community resources and better cooperation
amongst agencies to best meet my son's/daughter's needs.

The agencies or agency representatives who are authorized to share
information about my son/daughter are

Name

Address

Date

The information to be released includes:

History

Psychological Assessment

Lab Work

Psychiatric Evaluation

Diagnosis

Summary of Treatment

Medications

Legal issues/concerns

Performance

School Evaluation

Other (specify)

This information is to be released solely for the purpose of

This consent to release is valid for one year from the date it was
signed, or until otherwise specified. Specify date, event, or condition
on which permission will expire:

I understand that at any time between the time of signing and the
expiration date listed above I have the right to revoke this consent.

Student Name Date of Birth

Address

City State Zip Code

Student Signature Date

Witness Date

Witness Position

Signature of Guardian or Responsible Party (if student is under legal
age) Date

Guardian/Responsible Party Relationship to Student Sample contributed by
Flint Hills Special Education Cooperative.

Chapter 8: Resources to Sustain a HS/HT Program

This chapter addresses the resources needed to plan, initiate,
implement, and sustain a HS/HT program and provides tips on how to plan
a HS/HT budget and where to look to secure resources to fund the
initiative. It stresses the importance of developing a strategic plan to
ensure the sustainability of a HS/HT program. The HS/HT program model
offers significant flexibility in how the program is supported,
administered, and locally implemented. This flexibility is critically
important to capitalizing on existing resources at the national, state,
and local levels.

The resources needed to establish and operate HS/HT programs have come
from a variety of places, including • grants (public and private),

• federally-funded programs,

• in-kind donations,

• state legislatures, and

• other opportunities that have presented themselves!

The Necessity: Blending and Braiding of Resources and Establishing
Partnerships

The success of initiatives, such as HS/HT, designed to improve the
coordination and impact of multiple youth-serving organizations depends
on strategies that allow funds and resources to be used in flexible,
coordinated, and sustainable ways. Strategies that encourage
cross-systems collaboration and promote the blending and braiding of
resources have proven to be the most successful in designing a
comprehensive HS/HT program that addresses all of the Guideposts and
supports significant program expansion through local implementation.

Neither schools, nor workforce investment programs, human service
agencies, or any other single system alone can pay for and provide the
array of services needed to effectively meet the often complex needs of
youth with disabilities. When collectively pooled, however, these
resources can produce positive outcomes for youth, well beyond the scope
of what any single system can hope to mobilize on its own (National
Governors Association, 2004).

Before discussing budgeting and funding strategies, it is important to
develop a concept of blending and braiding resources. Successful
blending and braiding funding strategies require knowledge of
eligibility criteria, allowable services, priorities of potential
grantors, and more. As with all funding arrangements, the funder's
objectives have to be met. "Blended funding'' pools dollars from
multiple sources and combines the funds making the sources of the money
in some ways indistinguishable. At the point of service delivery (i.e.,
the actual program site), this may necessitate asking the state
government to request waivers for exemption from specific federal
legislative and/or regulatory requirements. However, this is not always
a successful strategy. A more successful approach to blending funds from
multiple sources at the state level can be found through the state
"set-asides" for administrative, research, and development, and for
training in all federal grant-in-aid programs. Funding to support a
HS/HT state infrastructure, including staffing to facilitate
collaboration, coordination, program planning, and staff development
functions, all fit within the allowable activities in these set-asides.
The demonstrated ability of the HS/HT program model to positively impact
post-school outcomes for transition-age youth with disabilities can be a
strong motivator for blending resources.

Propose an interagency agreement to multiple state agencies to support
full-time dedicated staff and other costs such as training, marketing,
and monitoring. Do so by using a modest amount of funds from each of the
state set-asides and possibly by tapping their staffing line item as
well.

"Braiding" is a funding and resource allocation strategy that taps into
existing categorical funding streams and uses them to support unified
initiatives in as flexible and integrated a manner as possible. Unlike
blended funding, the funding steams in a braided funding strategy remain
visible and are used in common to produce greater strength, efficiency,
and/or effectiveness. Under a braiding strategy, participating agencies
can continue to closely track the use of funds in such a manner as to
address the reporting requirements and accountability measures of the
state or federal agencies administering the funds. As a result, a
strategy that relies on braided funding requires significant attention
to administrative issues. This generally requires continued
accountability for assessing services and adherence to mandated data
collection and reporting requirements. In some instances it necessitates
the delineation of specific arrangements for the payment of fees to
collaborating agencies.

Blending and braiding funding strategies are not mutually exclusive and
can work to complement and reinforce each other. Both strategies require
collaboration, coordination, and cooperation across multiple programs,
agencies, and systems. The level of collaboration and coordination is
not easily achieved unless there is some mechanism to facilitate it,
such as an organization acting as an intermediary between the involved
agency and service system partners. In localities throughout the
country, HS/HT is that intermediary organization.

Exhibit 8.1, "Activities to Facilitate the Blending and/or Braiding of
Existing Resources," highlights some of the activities that HS/HT
coordinators can undertake at the state and/or local levels to assist
stakeholders in envisioning and potentially adopting funding strategies
that rely on the blending and/or braiding of resources.

Support Comes in Many Forms

It takes time and staffing resources to approach different agencies and
organizations to solicit support to sustain a HS/HT program. The
programs that have been most successful in this regard have had
full-time staff at the state level who are resourceful, creative,
flexible, and persistent. These people have been strategic about
approaching a variety of agencies and programs to talk about the
benefits of HS/HT and have been able to translate the benefits of HS/HT
into benefits that are valued by these different agencies and programs.

Ultimately, the mix of funding and resources that will sustain a
particular HS/HT program will depend on

• the partners of the programs and what they have to offer,

• the organization serving as the fiscal agent for HS/HT,

• the state entity heading the state infrastructure development effort
(if different than the fiscal agent), •

the organizations implementing the program on the local level, and

• the staffing structure at both the state and local levels.

Support for HS/HT programs comes in many forms. In addition to the
financial support provided by grants and the blending and braiding of
funding sources, programs also rely on many forms of in-kind support.
The state agencies heading the state infrastructure for HS/HT have
provided significant in-kind contributions to support the program,
including donated office space, use of supplies and equipment, fiscal
and administrative staff support, telephone, and Internet services, etc.

Similar in-kind support is also found at the local level, as most local
sites look to the agency housing the site and/or to local partnerships
to support implementation. In addition to the types of in-kind support
typically provided at the state level, local partnerships often provide
additional in-kind support such as transportation services for youth.
The local coordinator's time may also be made available through in-kind
support. HS/HT programs may also receive support in the form of free or
low-cost services that are made available to youth. Based on the
outcomes of community resource mapping exercises, some local sites
develop referral mechanisms (both formal and informal) to help youth
access services and supports within the community. Many local HS/HT
sites rely on local partnerships to support specific program activities
(e.g., internships) and special events (e.g., kick-off events and
employer appreciation programs).

Budgeting for the State Infrastructure for HS/HT

HS/HT programs with the state infrastructure to support local
implementation have taken different approaches to state-level staffing.
Some employ minimal part-time staff, while others employ one or two
full-time people or a combination of full- and part-time staff. Programs
supported by at least one full-time person at the state level, plus some
part-time administrative and content advisors, have had the most success
in facilitating program expansion and in securing resources from
multiple sources to support long-term sustainability.

The importance of having a full-time person at the state level becomes
evident when you consider the diverse roles and functions that must be
assumed by the state coordinator (see Chapter 7). Even when a full-time
position is dedicated to HS/HT, additional staff with specific expertise
(e.g., fiscal management, training, program evaluation, data collection,
reporting, etc.) may be needed at the state level. Such part-time
positions may be paid positions or provided as in-kind support. When
local implementation expands significantly throughout the state, the
exponential expansion of the state coordinator's duties will likely
necessitate more than one full-time position at the state level.

Table 8.1 provides a tool that can be used to estimate the annual budget
for the state infrastructure for a HS/HT program. The first column lists
the major categories of expenses associated with supporting a state
infrastructure. In designating staffing, remember to estimate the
percentage of full-time equivalent (FTE) staff positions needed to
support specific activities. The roles and responsibilities of the state
coordinator for HS/HT outlined in Chapter 7 should be helpful to
estimate the percentage FTEs needed. Remember, activities such as
budgeting/fiscal management, curriculum development, conducting program
evaluation, data collection and reporting, and designing, developing,
and maintaining a website may be the responsibility of the state
coordinator, or may require staff support with expertise in those areas.
The second column indicates the estimated costs associated with the
different categories of expenses, both actual and in-kind. The third
column can be used to identify potential sources of funding and in-kind
support for each of the categories of expenses. In some situations, the
annual budget for the state infrastructure will change significantly
from year to year, particularly if the program is successful in
expanding to new localities throughout the state.

Budget Worksheet -- State Infrastructure for HS/HT

Function

Personnel (percentage FTEs), including

state coordinator and/or state director

administrative support staff

staff with specific expertise (e.g., fiscal management, program
evaluation, marketing, data collection/reporting, etc.)

Office space to house state-level staff

Equipment and supplies

Communications (telephone, fax, Internet, postage)

Website

Transportation for staff to

conduct visits to local sites

participate in meetings/conferences

meet with partners/potential partners, service providers,
representatives of business and industry, potential funders, etc.

Curriculum development (i.e., to aid local sites)

Liability insurance

Training for local coordinators

Program evaluation, data collection, reporting

Miscellaneous expenses (e.g., conference registration fees)

Resources to Sustain a HS/HT Program HS/HT programs.

Budgeting for a Local HS/HT Site

From locality to locality, the organizations housing local HS/HT sites,
the mix of collaborating partners, the staffing structure, and in some
cases, the mix of services and activities is a function of many
different factors. Two examples from the ODEP grantees demonstrate this
diversity.

Tech-Now, Inc. in Oklahoma recruits site instructors and aides primarily
through the school system and pays each instructor and aide a set
stipend for implementing a standardized HS/HT curriculum which is
undertaken through a specific number of 90-minute weekly sessions
throughout the year. These weekly sessions are supplemented with a
statewide competition in the spring and a week-long summer institute.

Florida HS/HT uses a Request for Proposal (RFP) process to identify its
local sites. The RFP process is conducted by The Able Trust, the state
lead for HS/HT. When the Florida State Legislature appropriated funds to
support the expansion of HS/HT to new sites throughout the state, the
RFP process was conducted under the direction of the Division of
Vocational Rehabilitation, the state agency that functions as the fiscal
agent for these state-appropriated funds.

Many local HS/HT sites assume the responsibility to implement activities
and curriculum that address every category and most elements of the
Guideposts for Success. However, some local sites conduct community
resource mapping exercises to identify elements of the Guideposts that
are already available to students with disabilities through other
agencies and programs. This information is then used to design HS/HT
activities and curriculum that fill in the gaps where elements of the
Guideposts are not being addressed. Obviously, the approach that is
taken will have implications for establishing the budget for a local
HS/HT site.

The experiences of HS/HT programs around the country indicate that two
aspects of local implementation have significant cost implications:
transportation and internships. Securing transportation for students to
participate in regularly scheduled meetings, special events,
conferences, recreational activities, industry site visits, job
shadowing, and internships is one of the biggest challenges facing HS/HT
Programs. Planning, executing, and monitoring the internship component
of a HS/HT program require both a significant commitment of staff time
and program resources.

Many of the considerations for local implementation outlined in Chapter
7 will also have implications for establishing a budget for a local
HS/HT site. It is important to focus on the factors that have cost
implications and use the chart in Table 8.2 to estimate the local
budget.

A successful internship program requires a significant commitment of
time and program resources, including

• identifying local employers who are willing to sponsor HS/HT students
as interns;

• developing materials (e.g., a handbook, agreements, medical release
forms, etc.) to be used by youth participating in internships;

• screening participating youth to ensure a good match between the
student and an employer offering an internship;

• ensuring the interested youth have completed any prerequisites (e.g.,
participation in an internship orientation program) prior to
participation;

• arranging for interested youth to interview with employers;

• assisting students in making the logistical arrangements to
participate in an internship;

• monitoring each internship to make sure the needs of both the intern
and the employer are being met and being available to intervene if
issues arise;

• securing commitments from employers to pay salaries or stipends to
HS/HT interns or finding the funding to pay a salary or stipend to
youth; and

• dealing with the liability issues associated with high school students
participating in internships. (Note: Liability laws and coverage will
vary across different jurisdictions, and from company to company
depending on the type of work. Consequently, local coordinators will
have to research these issues locally.)

Budget Worksheet -- Local Site Development

Function

Personnel (percentage FTEs), including

local coordinator(s)/site instuctor(s)

aide(s) (if used)

support staff

staff with specific expertise (e.g., fiscal management, data collection,
etc.)

Office space to house the local staff

Meeting space for program activities

Equipment (computers and other types of technology for use by staff and
youth)

Communications (telephone, fax, Internet, postage)

Materials, supplies, printing, copying, etc.

Assistive technology and reasonable accommodations for participating
youth

Website (if applicable)

Transportation for youth to participate in

regularly scheduled HS/HT meetings

job shadowing opportunities, industry site visits, special
activities/events, etc.

internships (if provided by program) Transportation for local staff to

meet with partners/potential partners, school personnel, service
providers, representatives of business and industry, etc.

participate in training programs and conferences.

Curriculum development (if applicable)

Liability insurance

Stipends for students (e.g., paid internships)

Data collection and reporting

Miscellaneous expenses (e.g., conference registration fees)

Funding Strategies

An important step in developing a sustainable funding strategy is to
bring together program partners, potential partners, and interested
stakeholders to brainstorm on different funding opportunities and the
basic framework of the overall strategy. A small subgroup of these
people should be designated to take responsibility for developing a
detailed strategy to secure funding and resources to support the state
infrastructure for HS/HT and/or to support local implementation.
However, the involvement of the larger group does not end here. Each
partner and stakeholder should be asked to continuously be on the
lookout for funding opportunities that might support a HS/HT initiative
or support individual program components such as tutoring, career
assessments, mentoring, internships, etc.

Once an outline for a specific sustainability strategy has been
developed and the planning group has brainstormed a list of potential
funding sources, it is time to narrow down the options to identify those
that are the most likely to produce positive results sure the sources
included in this priority list are willing to fund projects in the
designated geographic area. Look at descriptions of any potential
funding sources and explore their funding track records. The goal is to
identify funding sources such as foundations that have supported
projects similar to HS/HT and that award the type of support the project
is seeking (e.g., support for programs that reduce the dropout rate).
However, do not overlook opportunities that may necessitate putting a
particular twist on the HS/HT program model to bring it in line with the
objectives of a particular funding source.

Create a prospect list based on your research and your program's needs.
Take time to identify an appropriate strategy for approaching each
potential funding source on the list. In some cases, you will be
responding to an announcement of availability of funding. In other
cases, you may be submitting unsolicited proposals.

Be Positioned to Take Advantage of Grant Opportunities

Another important step in any strategy to sustain a HS/HT program is to
draft a generic grant proposal that can later be modified and used by
both state and local coordinators to respond to different funding
opportunities. In developing a generic grant proposal you will need to
think through and address a variety of things that are common to most
funding announcements. Exhibit 8.2 provides information on the most
common elements of a grant proposal, and includes comments specific to
how you might approach developing a generic grant proposal.

When responding to grant opportunities, timing is almost always
critically important. The response time for grant announcements varies
from a few weeks to unspecified dates or open submission. Even in our
electronic age, it can take weeks before the word on a related grant
opportunity reaches a HS/HT program. If you have a generic proposal on
file, you can respond to a grant announcement even when the timeframe is
short. In many cases, the state coordinator will assume responsibility
for drafting a generic grant proposal that can be used by local sites
when needed.

Responding to Specific Grant Opportunities

Increasingly states are establishing interagency initiatives focusing on
youth. These initiatives vary in their scope but all relate to finding
more effective ways to support at-risk youth. Many are increasingly
addressing the reality that youth with disabilities are overrepresented
as wards of the state through the juvenile justice and child welfare
systems and that the transition period is particularly problematic.
HS/HT programs are well-positioned to be involved in assisting these
initiatives.

When actually responding to an announcement of availability of funding,
you will need to tailor the generic proposal to address specific
requirements in the announcement. In many cases, it is helpful to gather
additional background information on the entity sponsoring the
competition and on the types of proposals that have been funded in the
past.

To the extent that you can, use specific terminology found in the grant
announcement. If the announcement talks about working with high school
students, use this term rather than another such as transition-age
youth. If the announcement talks about enhancing achievement, use this
term and then describe how HS/HT enhances student achievement in terms
of advancing to the next grade, increasing grade point averages,
graduating from high school with a regular diploma, and entering
postsecondary education.

Read the grant announcement carefully to make sure you have been
thoughtful and thorough in responding to each item and addressing all
applicable requirements (e.g., deadlines for submission, page limits,
formatting, supporting information such as resumes and letters of
support, etc.).

Keep in mind, the HS/HT program model is extremely adaptable and can be
an effective strategy in serving any number of at-risk populations.
Don't be afraid to draft a proposal that is creative in addressing the
initiative being funded and in describing how the staff implementing
HS/HT is uniquely qualified to work with the population being targeted.
Based on the flexibility found within HS/HT, some programs have been
successful in supplementing their HS/HT activities and curriculum with
activities designed specifically to address the goals and objectives of
a grant announcement that would not typically be considered as a funding
source for HS/HT.

When local WIA Youth funds in Gainesville were designated for teen
pregnancy prevention programs, Florida HS/HT partnered with the
University of Florida's Rehabilitation Counseling Center and drafted a
proposal that incorporated a teen pregnancy prevention component into
the HS/HT curriculum and expanded the outreach strategies to target
young girls at risk of getting pregnant. The proposal was funded and
provided significant support for one of the Gainesville sites.

Favorable Grantee Characteristics

Grant makers (governmental and private) look for a variety of things
when reviewing grant proposals. In addition to looking for proposals
that respond specifically to the things spelled out in the grant
announcement, they also may consider the following criteria:

• Do the goals and objectives of the grant seeker fit the grant maker's
mission? A grant reviewer will immediately reject any proposal that is
not in line with the mission of the funding source and the goals and
objectives of the grant announcement.

• Is the organization applying for the grant well known in its
community/state and is it addressing an existing need within the
community/state?

• Does the applicant have a history of funding by other sources,
governmental or private? • Has the applicant demonstrated responsible
fiscal management?

• Does the applicant have a strong board of directors or advisory body?

• Does the applicant have access to a cadre of committed volunteers?

• Has the applicant demonstrated that it has a competent staff with
appropriate expertise to carry out the proposed project?

• Is the proposed project budget realistic and well planned? Exhibit 8.3
provides a list of common reasons why private sector proposals are
declined.

Public Funding---Federal

Several federal laws authorize specific programs that provide services
and supports for transition-age youth, including some targeted for youth
with disabilities. Even when a federally-funded program targets youth
with no mention of youth with disabilities, they have a responsibility
under the Americans with Disabilities Act and/or Section 504 of the
Rehabilitation Act to make their services and supports available to
individuals with disabilities as a condition of the receipt of federal
funding. In addition, some federally funded programs that provide
services and supports for adults with disabilities are often able to
serve transition-age youth as an approach to early intervention for
adults. Many of the laws authorizing such programs include discretionary
authority to fund demonstration projects and promising practices in
service delivery. HS/HT programs should always be on the lookout for
announcements related to the use of these discretionary funds.

Obviously, each federally-funded program has different purposes,
supports different services, imposes different eligibility requirements,
and is subjected to different data collection and reporting
requirements. In addition, different federal laws often include
different definitions for the same basic terms such as "disability,"
"individual with a disability," and "youth." There are even differences
in how "employment" is defined as an intended outcome of a
federally-funded program. It is important to note, however, that federal
funding may never be used for lobbying or fundraising.

Table 8.3 outlines the youth eligibility requirements that apply to
selected federally-funded programs and services. Additional details
regarding the federal laws authorizing some of the programs as well as
other federally-funded programs can be found on the NCWD/Youth website
by checking out the "Legislation" section of the "Resources and
Publications" page.

Age Requirements for Selected Federally-Funded Programs

IDEA Note:

Eligibility can start as early as birth, but transition services are
required at age 16.

Transition planning "may" start at age 14.

Transition plans are required at age 16. Services stop at age 21 unless
specified otherwise in State law.

WIA Services start

Local youth programs.

Eligible for Job Corps at age 16

Eligible youth ages 18-21 may be concurrently enrolled in adult and
youth activities.

Eligibility for most youth services ends. Eligibility for Job Corps ends
at age 24. There is no age limitation for people with disabilities

Ticket to Work

Individuals determined eligible for SSI or SSDI will receive a ticket.

Eligibility for the Ticket program extends to age 64.

Vocational Rehabilitation

No firm legislative age trigger

Although most VR agencies do not outreach to youth prior to their junior
or senior year in high school, youth may receive vocational assessment,
guidance and counseling services, and selected other services if they
apply for and are determined eligible for services prior to this.

Additional services and supports are generally available post high
school (ages 19-22) for eligible individuals.

Of the programs listed in Table 8.3, the public VR program has provided
the most support for HS/HT to date. In addition to the types of in-kind
support described in Chapter 7, VR has also been the primary source of
funding for HS/HT in two states (Georgia and South Carolina) and the VR
agencies in Maryland, Michigan and Ohio were instrumental in providing
the funding to keep HS/HT going after their ODEP grants ended.

When the ODEP funding for Georgia HS/HT ended, the program became a
permanent program within the Georgia Department of Labor (GADOL), under
the direction of Vocational Rehabilitation, which reports to the
Division of Rehabilitation Services. GADOL funds support the state
coordinator's salary, a consultant's fee, and one contract person
responsible for providing administrative support and technical
assistance to the state coordinator and the HS/HT State Advisory Board.
The South Carolina Vocational Rehabilitation Department (SCVRD) is the
first VR agency to move forward and implement HS/HT on a statewide basis
without receiving a grant from any source outside of the state. The
primary source of funding for HS/HT in SC is a grant from the Department
of Commerce which houses the WIA youth-related program, which is
combined with funds from SCVRD. All local HS/HT sites in SC, with the
exception of one, are operated out of area SCVRD offices. With the goal
of having a HS/HT Employment Specialist housed in all area offices and
sub-offices of SCVRD, the HS/HT program has expanded quickly to sites
throughout the state. Age Requirements for Selected Federally-Funded
Programs

The state VR agencies in Maryland, Michigan, Ohio and Oklahoma have also
explored ways to provide support to continue HS/HT beyond the ODEP
funding. In Maryland and Oklahoma, HS/HT sites have been approved as
vendors of specific types of VR services for which VR will pay a
fee-for-service for participating HS/HT youth. The Michigan
Rehabilitation Services (MRS) and the Michigan Commission for the Blind
(MCB) have pooled funds to support the state coordinator's position
beyond the ODEP grant period. In Ohio, the Rehabilitation Services
Commission (RSC) provided interim support to the local sites to keep
them in operation for one year beyond the ODEP funding while they
explored other ways to sustain the HS/HT program.

The Workforce Investment Act is another potential source of support for
a HS/HT program. Several HS/HT programs have leveraged support from
regional and local Workforce Investment Boards. For example, the
Workforce Development Board of Okaloosa and Walton Counties in Florida
administers a HS/HT Department of Juvenile Justice Re-entry Program. The
Georgia HS/HT program was successful in getting HS/HT students included
in the Georgia Department of Labor's WIA Summer Youth Program, which had
over \$1 million in funding for 2006. Youth participating in the program
are co-enrolled in WIA, VR, and HS/HT, with shared case management and a
written agreement outlining what each program agrees to do. HS/HT was
allotted 75 slots for the summer intern program. When more than 110
students expressed an interest, additional slots were given to HS/HT to
allow all interested youth the opportunity to participate. A few HS/HT
students were offered jobs following the internship.

Another source of federal funding not to be overlooked is the No Child
Left Behind Act (NCLB). Title I funds are targeted for students who are
low achieving or at risk of not meeting state academic standards and for
school-wide programs in schools where not less than forty percent of the
students are from low-income families. However, for a school to receive
Title I funds, it must be identified as needing improvement based on its
failure to meet the state's test score targets and other indicators of
adequately yearly progress for two or more consecutive years. Among
other things, Title I funds may be used for "supplemental educational
services," which are defined as "tutoring and other supplemental
academic enrichment services that are in addition to instruction,
provided during the school day, and are of high quality, research-based,
and specifically designed to increase the academic achievement of
eligible children on required academic assessments and to attain
proficiency in meeting the State's academic achievement standards."
These services may be offered through public- or private-sector
providers that are approved by the state.

There are numerous other federal laws that authorize programs that
provide assistance to individuals with disabilities regardless of age
that could potentially support a HS/HT initiative or specific components
of a HS/HT program. The Developmental Disabilities Assistance and Bill
of Rights Act funds state Councils on Developmental Disabilities (CDDs)
that support many different projects and activities addressing the needs
of individuals with developmental disabilities in the state. Although
individuals of all ages are eligible for the programs and services
supported by CDDs, eligibility is limited to individuals who experienced
the onset of a disability prior to the age of 22 and whose disability
resulted in three or more functional limitations. CDDs fund many
different initiatives to support this population. The Oklahoma HS/HT
program got its start with a five-year grant from the state CDD.

The Assistive Technology Act is another source of federal funding that
is not age-specific or disability specific. In the 2004 reauthorization
of the AT Act, Statewide AT Projects were required to focus some of
their efforts on coordination of and collaboration with state agencies
to facilitate access to assistive technology for transition-age youth.
As a result, every Statewide AT Project is now supporting some activity
or activities related to transition-age youth.

For more information on federal laws and programs that might be
potential sources of funding for specific services and supports outlined
in the Guideposts for Success, check out the online resources described
below.

Online Resources to Consider

Finding Funding: A Guide to Federal Sources for Youth Programs is a
comprehensive resource developed by the Finance Project that outlines
strategies for gaining access to and using federal funds, which provides
information on 103 funding sources offering supports for youth programs.
These programs support a wide range of services and activities for youth
that are provided by large and small and public and private organization
in diverse settings. Visit
\<http://www.financeproject.org/publications/finding funding_PM.pdf\>.

The Guide to Partnership Development for Transition-Age Youth is an
online resource that is being developed by NCWD/Youth to assist programs
such as HS/HT in securing federal funding to sustain different elements
of the program. This valuable resource will crosswalk each component of
the Guideposts with specific legislative and regulatory provisions found
in numerous federal laws to identify potential sources of funding for
those specific services and activities. The Guide will be available
online at \<http://www.ncwd-youth.info/resources\_&\_
Publications/partnership_Guides/\>.

State and Local Funding

As you explore different ways to support your HS/HT program, don't
forget to consider state and local funding. When looking at funding from
the State Department of Education (SDE), it is important to remember
that less that ten percent of education funding comes from the federal
government. The remainder is state and local funds.

Several HS/HT programs have been successful in securing funding from the
SDE. Tech-Now in Oklahoma received \$173,000 from the SDE to support
HS/HT during the 2005-2006 school year. The SDE increased their support
to \$200,000 for the 2006-2007 school year. Both Colorado HS/HT and
MiConnections have used discretionary funds from the SDE to support
local HS/HT sites. However, since discretionary funds are generally
time-limited, they are not a good resource to sustain a HS/HT program
over time.

In most states, the state legislature sets aside funds within the state
budget each year to support specific initiatives, including some youth
initiatives and some transition initiatives. You will want to do some
research to see if any such initiatives exist in your state and to
determine if they have the potential to support a HS/HT program or
specific components of the program. Working in partnership with the
Division of Vocational Rehabilitation (DVR), the Florida HS/HT program
was successful in getting the state legislature to appropriate \$500,000
from the state budget in FYs 2006, 2007 and 2008 to support HS/HT. These
funds were established as a line item within DVR's annual budget and are
used to expand local implementation of HS/HT throughout Florida.

When exploring support for local HS/HT sites, don't overlook local
programs that may be willing to support specific components of the HS/HT
program or specific types of activities such as small scholarships to
reward participating youth for outstanding achievement. Consider
approaching your local school board, your local community action
program, local volunteer programs, etc. While they may not be able to
provide significant financial support, small financial contributions
help and other types of support, such as use of a volunteer network, may
be available.

Private Funding Resources

There are many potential sources of private sector funding that could be
sought to support a HS/HT program, e.g., through independent private
foundations, community foundations, corporate philanthropy, and service
clubs.

Independent Private Foundations are nongovernmental, nonprofit
organizations with a principle fund or endowment. The foundation is
managed by its own trustees and directors to maintain or increase
charitable, educational, religious, or other activities serving the
public good. Usually, an independent private foundation awards grants,
most often to nonprofit organizations, based on announcements soliciting
proposals addressing specific initiatives (e.g., programs that increase
the number of females pursuing engineering degrees, programs that
encourage minorities to enter the STEM careers, programs that decrease
the dropout rate, etc.).

The National Science Foundation (NSF) provided funding to support
implementation of several of the early HS/HT programs. However, since
NSF funds are targeted to support new innovations, they are not a
potential source of ongoing funding for a HS/HT program. Consequently,
when NSF announced the availability of grants to support initiatives
that promoted an increased interest in the STEM careers among middle
school students, Tech-Now in Oklahoma submitted an application that
proposed to replicate the HS/HT program model in several middle schools.
NSF awarded \$103,000 to Tech-Now to implement this innovative program
in six middle schools throughout the state.

Community Foundations make funding available to support projects in a
defined geographic area. They pool the resources of many donors and also
provide a venue to assist smaller foundations in managing their assets
and allocating their funds. Community foundations usually have a broad
scope and local community focus. Funding is usually granted based on the
needs of the local community, which can evolve over time, resulting in
changes in the types of programs that are awarded grants over time.

Corporate Philanthropy can be particularly important to HS/HT because of
the recent emphasis on the STEM careers. While these philanthropic
programs often rely on their governing boards or endowment committees to
make funding decisions, some rely on employee committees and local
executives to make such decisions. HS/HT program coordinators can get to
know the business leaders in the state and/or local community by getting
involved with the Chamber of Commerce, the Business Leadership Network,
and other entities sponsored by the business community. Established
relationships with groups like these can facilitate your access to
information about funding opportunities as they arise. You may also
discover business leaders who might be willing to make HS/HT a funding
priority. In addition, it is through such relationships that some HS/HT
programs have found businesses willing to support specific activities,
such as kick-off events, through small donations. There are two ways in
which a company or corporation makes contributions to nonprofit
programs: through a separate company foundation or through company
sponsored giving programs. Corporate foundations are funded by corporate
allocations to the foundation to carry out grant making. The foundation
is usually set up as a separate but affiliated organization which may or
may not be located at a site within the corporation. Company-sponsored
foundations are separate legal entities that usually maintain close ties
with the parent company. Corporate foundations must follow the laws and
regulations for private foundations, including filing an annual Form
990-PF to the Internal Revenue Services (IRS). While their giving
usually reflects the specific interests of the parent company, they may
also reflect the particular interests of the corporate leadership or the
foundation's governing body. For this reason, their funding priorities
may change over time.

Service Clubs or Local Civic Organizations provide community support as
well as philanthropy. Often, this philanthropy includes providing
funding support to local community programs as well as scholarships and
other grants. Scan your community to find clubs and service
organizations in your area such as Civitan International, the Elks of
the United States, Jaycees, Kiwanis International, Lions Clubs
International, and Rotary International.

The Search for Private Funding Sources

An easy way to identify potential funding sources is to conduct a search
based on subject area, geographic restrictions, and type of support.
When searching by subject, search listings that have expressed an
interest in funding programs in a specific field (e.g., secondary and/or
postsecondary education; science, math, and/or technology; youth;
underserved populations; workforce development, etc.). To do a
geographic search, start with a listing of donors that support programs
in your city, state, or region. Although some give nationally and even
internationally, most funding sources limit their giving to specific
geographic areas where they are located or where their affiliates are
located. When searching by type of support, search for grants that focus
on youth, youth or individuals with disabilities, dropout prevention,
encouraging participation in the STEM careers, facilitating entry into
postsecondary education, etc. You will also want to look for grants that
fund specific aspects of program development such as seed money, general
operating support, or program-specific support.

Online Resources to Consider

The HS/HT Funding Resource Database is a searchable database of
primarily private foundations that have been pre-screened for
applicability to the HS/HT program, to youth initiatives, and
initiatives targeted for underserved populations. The private donor
database is searchable by organizational name or geographic area
(national or state-specific). Visit \<www.highschoolhightech.net\>,
click on "Resources," and scroll down to "Funding Resources." Click on
all resources or request resources by state.

What's New is a section of NCWD/Youth's website that is updated
constantly to include funding announcements specific to youth projects
and other youth initiatives. While many of the announcements here are
for smaller grants and awards, you may find them useful to fund specific
activities or to acknowledge student achievements. Visit
\<www.ncwd-youth.info/\>.

The Foundation Center provides a wealth of information to help nonprofit
organizations develop successful strategies to secure funding from
private sources. It includes a broad overview of how foundations
operate, outlines their common industry practices, and highlights trends
in philanthropy. It provides online training courses such as
step-by-step instructions on how to write a grant, quick tutorials and
short courses on topics of interests that are free of charge. Visit
\<http://foundationcenter.org/ sitemap.html\>.

Be Strategic

As you think about securing funding to start or expand a HS/HT program,
it is important to remember that resources are scarce. Thus, it is
extremely important to identify all of the available resources at the
federal, state and local levels, including both public and private
resources, and to develop a strategic plan for how to secure and use
them in the most effective way possible. Due to the nature of their
funding, state agencies and federally-funded programs are often
restricted on how they can use funds. Take the time to learn about the
program and its funding so that you can take advantages of any
opportunities that might be beneficial to HS/HT.

When dealing with state agencies and federally-funded programs, you will
most likely need to educate the agency about HS/HT and provide evidence
of its success in improving outcomes for transition age youth before
asking for financial support. It is also important to invest time in
developing relationships with key staff. When such relationships are
present, people are more likely to think of you when a funding
opportunity arises. Remember, developing relationships takes time and
energy, and people in key positions can change quickly. However, don't
be discouraged. Experience has shown that persistence pays off.

Activities to Facilitate the Blending and/or Braiding of Existing
Resources

Articulating a clear vision for service improvement that reflects
agreement on common outcomes for youth and strategies to streamline
services

Facilitating ongoing strategic planning for supporting the engagement of
multiple stakeholders in the preparation of youth with disabilities for
the world of work

Providing strong leadership to lay the groundwork for identifying and
coordinating financial resources

Facilitating ongoing strategic planning to engage youth service
providers, components of the workforce investment system, and employers

Convening local leadership (key stakeholders) to establish a clear
vision of what services need to be financed or re-organized (a community
implementation plan)

Providing strong leadership to lay the groundwork for identifying and
coordinating financial resources

Developing and sustaining interagency partnerships and collaborations
between agencies that fund and deliver youth services and between these
agencies and employer groups

Participating in the development of state plans that include waivers
allowing blending funds for specific youth initiatives such as HS/HT

Training service providers to use various funding streams that operate
within distinct systems to support different elements of the Guideposts
for Success

Providing support for training and technical assistance aimed at helping
local initiative leaders understand the funding landscape and tackle
administrative barriers to coordination

Managing specific initiatives that feature interagency partnerships

Sustaining commitments for collaborative agreements

Convening local decision-makers for collaborative planning across
various agencies and programs

Examining how specific local programs can work together to fund
particular services/activities

Sustaining commitments for local collaborative agreements

Identifying a range of youth-serving resources

Identifying existing budget assets and gaps in the current use of
potential funding sources

Identifying and interpreting resources uses, restrictions and reporting
requirements

Leading the development of grant and funding applications

Identifying budget assets and gaps in their current use of potential
funding sources

Using resource mapping to identify funding for various services and
activities---then, matching funding streams to programmatic goals of the
system

Identifying and interpreting resources' uses, restrictions and reporting
requirements

Leading the development of grant and funding applications

Providing technical assistance and training

Providing cross-training and technical assistance on aspects of youth
services, such as job development, service accommodation for disability,
etc.

Providing support for training and technical assistance for
professionals and staff of collaborating agencies and organizations as
they perform newly assigned roles

Linking providers to important sources of training, technical
assistance, and professional networks

Providing cross-training and technical assistance on aspects of youth
services, such as job development, service accommodation for disability,
etc.

Providing support for training and technical assistance for
professionals and staff of collaborating agencies and organizations as
they perform newly assigned roles

Linking providers to important local sources of training, technical
assistance, and professional networks

Drafting a Generic Grant Proposal

A grant proposal communicates the case you have built for your program,
particularly as it relates to the mission of the organization/foundation
sponsoring the grant opportunity and the specific goals and objectives
of the grant announcement. Competitive grant announcements go by many
different names, including Request for Proposals (RFPs), Solicitation
for Grant Applications (SGAs), and Announcement of Availability of
Funding. Regardless of the name, the announcement spells out the goals
and objectives for the awarding of funds and the intended outcomes the
grantee is expected to facilitate. It also outlines the areas that must
be covered in the grant application and rates the importance of each
area that needs to be addressed with a percentage value that the
reviewers will use in evaluating the applications submitted in response
to the announcement. Consequently, it is critically important to cover
each area identified, paying special attention to areas with the highest
ratings for the evaluation plan. The announcement will also identify any
special requirements that applicants must meet, such as providing
matching funds or collaboration with specific entities. It will also
outline any restrictions such as who can and cannot apply for funds. For
example, some funding sources will not accept applications from state
agencies or from for-profit organizations. Others may be targeted
specifically for public entities such as state agencies.

The most common elements of a grant application are outlined below.
While it is intended to give an idea of what to include in a grant
application, it is critically important to read the entire announcement
very carefully and to respond exactly to the particular requirements of
the specific announcement.

A. Executive Summary: Briefly summarize your program's goals, the
project design, and expected outcomes. Most announcements limit the
executive summary to one or two pages. In most cases you will not want
to draft an executive summary for your generic grant proposal, since
this section needs to concisely spell out the goals and objectives of
the proposal as it applies to a specific grant announcement and
summarizes the program model being proposed and the specific outcomes
that the model is expected to accomplish.

B. Statement of Need: Document the needs of the population to be served
in terms of depth and breadth (e.g., the potential number of students
that could benefit from HS/HT), the current lack of services or
identified gaps in services, the nature of the problem to be solved
(e.g., reduce the dropout rate for youth with disabilities), etc. On the
state level, you may want to include a statement of the number of
transition-age youth enrolled in special education, the estimated
dropout rate and/or graduation rate for this population, and any
information that might be available regarding the rate of enrollment in
postsecondary education for this population and/or the unemployment rate
for either this population or for individuals with disabilities in
general. For a local grant application, similar statistics for youth
with disabilities in a particular school, the local school district, the
county or some other local geographic area should either be the basis of
this section or be provided to supplement the state data being used to
define the need.

C. Goals and Objectives: Establish the overarching goals of your HS/HT
program and spell out the specific goals that your program can
accomplish in quantitative terms. When responding to a specific grant
announcement, you will need to spell out a timeline for accomplishing
the overarching goals and the specific objectives in terms of the
timeframe of the grant award.

D. Program Design: Describe the program design or service delivery
methods you are proposing to achieve the stated goals and objectives.
You will need a detailed but concise description of HS/HT, including the
underlying principles, the key program components, the target
population, and the intended outcomes. This basic information, which is
common to all HS/HT programs, will need to be supplemented with
specifics about how the program is actually being implemented in your
state or in the designated locality. If you are seeking funding to
initiate a new local site, provide a description of how you are planning
to implement the program. When you are applying for a grant to support
certain aspects of HS/HT or elements of the Guideposts for Success, you
may need to modify this section to stress specific elements of your
program design or to modify the program design consistent with the
requirements specified in the grant announcement.

E. Results/Expected Outcomes: Highlight the positive outcomes that will
be experienced by students participating in your program. If you have
existing data that demonstrates positive outcomes for youth
participating in HS/HT in your state, in your specific locality, or in a
similar locality somewhere else in the state, include that in this
section. If appropriate, this section might include a summary of
national outcomes for HS/HT to demonstrate the overall success of the
program and to show that HS/HT is being implemented in other states and
localities. This section will need to be updated when responding to a
specific grant opportunity

F. Organizational Capacity: Describe your organization's or program's
qualifications to accomplish the identified objectives, highlighting the
program's credibility in terms of past accomplishments in the same or
related areas. This section also needs to include a description of
material resources (e.g., staffing, office space, equipment, access to
support services, etc.) that are available to support the proposed
initiative. In the case of an application where the state entity heading
the state infrastructure development for HS/HT is the lead in applying
for the grant, you will need a statement of organizational capacity as
it applies to that agency, highlighting the resources that will be made
available for use by the HS/HT program. For a locally initiated grant
application, the statement of organizational capacity will focus on the
agency or program housing the local site and resources that it will make
available for use by HS/HT. It should also highlight any services or
supports that will be available to support the local initiative through
the state infrastructure. For both state and local applications, you
will want to describe any staff expertise that is available to assist
the proposed initiative or that will be hired specifically for the
proposed initiative.

G. Evaluation Plan: Think through a process for measuring outcomes for
individual students and evaluating the overall HS/HT effort. Develop a
detailed plan on how you will evaluate the outcome of your efforts,
including intermediate steps to ensure the appropriate use of resources,
the timely completion of tasks, the modification of the implementation
plan, etc. If you think through some of these things ahead of time, you
can begin collecting data in light of these measurements and criteria
even before you begin applying for grants. This will make it easier to
have up to date information for the Results section when you are
applying for a specific grant.

H. Budget: Prior to responding to a specific grant announcement, it is
important to develop a proposed budget that estimates how much funding
would be needed to support the state infrastructure and implementation
of multiple local sites throughout the state, or an estimate of how much
it would take to support the local site that is applying for the grant.
Specify costs of the overall initiative, including the costs to be
covered with grant funds, any other sources of funding, any in-kind
contributions that will be available to support the initiative, and any
interagency collaborations providing support for specific aspects of the
initiative. If appropriate, specify any resources that the receipt of
funds may be able to leverage. Be prepared to modify this budget when
actually applying for a grant to address specifications such as maximum
grant awards and requirements for matching funds which may or may not
include in-kind contributions. Having an idea of general program costs
will save considerable time and effort.

I. Future Funding: Since many grant announcements require you to address
the sustainability of the initiative beyond the initial grant period,
you may need to outline a strategy for securing funding from other
sources to continue the project after the grant ends.

Common Reasons Why Private Sector Proposals Are Declined

When crafting a grant proposal, you will want to pay close attention to
the criteria that will be used to evaluate applications. In most cases,
these criteria are spelled out in the grant announcement along with
information on how important each will be in determining the proposals
to be funded. In addition, you will want to consider some of the things
that the Fundraising School at Indiana University has identified as the
most frequently cited reasons private sector proposals are rejected,
including the following:

• The project hasn't been documented properly.

• The project doesn't strike the reviewer as significant or doesn't
interest him/her.

• The prospective client groups have not been involved in planning and
determining the goals of the project.

• The proposal is poorly written, or hard to understand.

• The proposal objectives do not match the objectives of the funding
source.

• The proposal budget is not within the range of funding available
through the funding agency.

• The proposed project has not been coordinated with other individuals
and organizations working in the same area or with the same population.

• The funding source has not been made aware that those individuals
submitting the proposal are able to carry out what is proposed; not
enough substantiating evidence has been provided.

• Project objectives are too ambitious in scope.

• The proposal writer did not follow guidelines provided by the funding
agency.

• There is insufficient evidence that the project can sustain itself
beyond the life of the grant.

• The evaluation procedure is inadequate.

These private sector lessons are also applicable when responding to
governmental grants.

Chapter 9: Managing for Performance Excellence -- Program Evaluation and
Reporting

This chapter provides a context and process for documenting the results
of HS/HT programs, and offers guidance on program evaluation strategies.
It highlights examples of common outcomes measures used by HS/HT
programs around the country. It includes examples of tools that can
easily be modified for use by any HS/HT program. With proper attention
to data collection and program evaluation, the success of HS/HT can be
clearly demonstrated.

Why Evaluate?

Programs evaluate their performance to ensure proper accountability for
the expenditure of funds and to obtain information to facilitate program
improvement and promote excellence in products and services.

Program performance has become increasingly important over the years,
particularly with the passage of the Government Performance and Results
Act (GPRA) in 1993. GPRA directs all federal agencies and the programs
they administer to establish performance indicators and outcome measures
to monitor their performance. As an outgrowth of this, the U.S. Office
of Management and Budget has developed a tool, the Program Assessment
Rating Tool (PART), which is used to assess and improve program
performance so that the federal government can achieve better results. A
PART review helps identify a program's strengths and weaknesses to
inform funding and management decisions aimed at making the program more
effective.

Consequently, the PART looks at all factors that affect and reflect
program performance including program purpose and design; performance
measurement, evaluations, and strategic planning; program management;
and program results. Because the PART includes a consistent series of
analytical questions, it allows programs to show improvements over time,
and allows comparisons between similar programs. (For information on the
results of various PART reviews, visit \<www.ExpectMore.gov\>.) The
emphasis on program performance has also been expanded as Congress has
increasingly incorporated mandates for greater accountability into
pending legislation. The ripple effect of these trends has been felt
throughout the country.

Program evaluation relies on the collection of relevant data and the
establishment of other appropriate methods for tracking performance and
results. However, program evaluation is more than just an accountability
tool. The data and evaluative information gathered by HS/HT programs can
also be used to provide a framework for self-assessment, continuous
program improvement, and marketing.

How to Organize an Evaluation Process

Evaluation is a continuous process that is a core part of program
management. A HS/HT program can use the information gathered about its
success, uniqueness, and challenges, along with information on the
Managing for Performance Excellence--- Program Evaluation and Reporting
approaches taken by other HS/HT programs, to fine tune its program to
achieve better results.

Figure 9.1, "The Planning, Implementation and Evaluation Cycle," shows
the cyclical nature of the planning, implementation, and evaluation
process. It begins with a program being implemented and results being
measured. The results are then examined and evaluated to determine what
can be done to improve the program. Each local HS/HT site can be
involved in determining what works and what does not work, and then use
that information to improve their programming and operations. When
shared widely, it has the potential of improving the programming and
operations of other HS/HT programs.

Systems HS/HT Programs Use for Data Collection and Reporting

Although the ODEP-funded HS/HT grantees had a prescribed system for
reporting data and outcomes, there is no mandated system that applies to
HS/HT programs in other states and localities. Nevertheless, some degree
of commonality across all programs is necessary to promote HS/HT as a
national initiative. Most HS/HT programs routinely collect information
on the youth they serve, the activities/curriculum being used, the
number of youth participating in specific activities, and the outcomes
for participating youth. When a state infrastructure is in place, the
state coordinator compiles the information to produce quarterly and
annual reports. These reports are effective tools for

• capturing the results of the local sites;

• generating data that describes specific activities and their results;

• preparing quarterly and annual reports for entities providing
financial support for HS/HT in general or for specific program
activities;

• demonstrating outcomes to current and potential funding sources;

• developing program benchmarks;

• sharing information with other local HS/HT sites and with entities
considering starting a HS/HT program;

• fine tuning program activities, promoting program improvement, and
ultimately improving outcomes for participating youth;

The Planning, Implementation and Evaluation Cycle Graphic Description:

To the extent possible, an evaluation plan should be developed prior to
implementing program activities. In some situations, program planning
and evaluation will occur primarily at the state level, while in others,
each local site will be responsible for developing its own
implementation and evaluation plans. Once a site begins implementing
program activities, it is important to start evaluating the outcomes
resulting from those activities. The information gathered through
evaluating outcomes should be fed back into the planning to facilitate
improved program activities...and so on. This process is graphically
described as cyclical.

• recruiting students, schools, community-based organizations, teachers,
transition coordinators, employers, etc., to participate in HS/HT;

• recruiting community leaders, employers, and representatives of the
STEM industries to get involved in the program;

• marketing the program; and

• facilitating program expansion. States also use the data collected
from local sites to

• meet the requirements of partnering organizations such as state
agencies;

• identify the training and technical assistance needs of local sites
and develop plans to ensure that necessary supports are available to
meet those needs;

• demonstrate the value of HS/HT and recommend policy changes, if
needed, across multiple agencies within the state; and

• promote cross-agency accountability and the sharing of information on
common program outcomes. Data collection, then, supports local
management and information needs and contributes to development,
expansion, and sustainability of HS/HT. HS/HT programs have used
web-based, electronic and paper-based reporting methodologies, including
the methodologies developed specifically for the ODEP funded HS/HT
grantees.

Collecting National Data on HS/HT

As a requirement associated with the receipt of grant funds, the HS/HT
programs that received ODEP funds to establish a state infrastructure
had to collect data for submission to ODEP. Each grantee was required to
submit quarterly and annual reports which included both data on program
participants and narrative descriptions of how the program was
developing and maturing. The participant data included age,
racial/ethnic background, education level, disability, employment
status, income for those earning wages, and any public assistance
received. Programs were also required to report on the number of
students participating in specific components under each category of the
Guidepost for Success, through both school-sponsored activities and
activities sponsored by HS/HT, as well as the total number of employers
that assisted with these specific activities. The grantees were also
responsible for reporting on intermediate and final outcomes related to
educational achievements and employment. The narrative section of the
ODEP reports addressed grants management related to program
implementation and progress on specific goals and objectives outlined in
the grant application. The narrative section also sought information on

• entities receiving sub awards under the ODEP grant,

• the involvement of stakeholders and building of collaborative
relationships,

• outreach to customers and employers,

• trainings offered,

• dissemination of information through forums other than trainings,

• changes in policies and practices resulting from HS/HT's activities,

• plans for sustainability,

• staffing changes,

• the provision of technical assistance,

• media contacts,

• utilization of and dissemination of information on the Job
Accommodation Network (JAN) and the Employer Assistance and Recruiting
Network (EARN), and

• quarterly reports and activities planned for the next quarter. The
ODEP-funded HS/HT programs took different approaches to collecting this
data. Most asked local sites to submit data on a quarterly basis and the
state coordinator compiled the data for submission to ODEP. Florida
HS/HT began by asking local sites to submit data to the state
coordinator on a monthly basis. Towards the end of their ODEP grant,
this procedure changed and the local sites were asked to submit data
quarterly.

A Model for Performance Excellence in HS/HT

To develop a model for performance excellence for HS/HT that works, one
must understand who the "customers" are, what "activities" are carried
out during the program year, what "resources" are available, and what
the "outcomes" were.

Customers

There are several categories of customers for HS/HT. Some things to
consider regarding data collection and program evaluation as it relates
to each category are highlighted here.

1\. Students with disabilities: All HS/HT programs track the number of
students served by each site. This is almost always accompanied by
demographic data on participating youth, including age, gender,
race/ethnicity, education/grade level, disability, and employment
status. Some programs collect information on the student's/family's
income and any public assistance and related services a student is
receiving (e.g., welfare benefits, Social Security benefits, VR
services, Medicaid, Title I-WIA youth programs, mental health services,
and mental retardation/ developmental disabilities services, etc.). Some
programs track where/with whom participating youth live (e.g., with
parents or with relatives, in foster care, in a juvenile detention
facility, etc.).

Additional questions related to participating students might include the
following:

• What was the student's grade point average upon entering, and annually
thereafter?

• Did the youth participate in advanced placement classes, clubs,
sports, service learning experiences, etc.?

• How long did the student participate in the program?

2\. Employers and business partners: The success of a HS/HT program is
dependent to some extent on the ability to engage employers in a variety
of ways. Some employers provide financial support (e.g., through small
grants to support discrete activities such as special events and
scholarships for graduating students). Some sponsor site visits, job
shadowing, and internships. Collecting information on the specific roles
that business partners assume is an important part of program evaluation
for HS/HT. Such information is then used to develop strategies for
improving relationships with existing business partners and approaching
additional businesses to establish partnerships. Thus, most HS/HT
programs record, at a minimum, the names of participating companies, key
contacts within those companies, the industries they represent, and the
nature of their involvement with and support of HS/HT. Most programs
also maintain a list of employers and business entities that should be
involved with the program and use that information in developing their
outreach and marketing strategies for business customers.

3\. High schools and other educational entities: The customer base for
high schools might include public, private, and alternative schools and
the staff associated with such schools, including teachers (special and
regular education), principals, school administrators, guidance
counselors, transition counselors and coordinators, 504 coordinators,
special events coordinators, local school board members, and district
administrators. Due to significant variations as to what constitutes a
local HS/HT site, almost every HS/HT program tracks the number of
participating schools, in addition to the number of participating youth
to establish some commonality across all programs. HS/HT programs should
also track the involvement of other educational entities such as
community colleges, colleges, universities, and postsecondary training
programs.

4\. Service organizations: Service organizations such as state agencies,
public and private employment and/or training programs, community-based
organizations, youth programs, etc., are also important customers of
HS/HT. In some places, service organizations have been delegated
authority to lead the development effort for the state infrastructure
for HS/HT. They are also regarded as the ones implementing HS/HT
locally. In almost every situation, partnering with service
organizations is critically important to the success of the program.
Thus, HS/HT programs generally keep records on the service organizations
partnering with the program, including what type of support they
provide. Such information can be useful in securing additional resources
to support the program (both financial and in-kind). Many programs also
keep a list of other service organizations and how they might benefit
HS/HT and use that information in developing a strategy for outreaching
to facilitate additional partnerships.

Activities

HS/HT programs should routinely collect data on how many students
participate in the various activities under each category of the
Guideposts for Success. This is important for two reasons. First, this
information will ensure the comprehensiveness of program activities.
Second, developing HS/HT programs/sites can use this information to
identify areas under the Guideposts that have not yet been addressed or
that need additional attention. This information can then be used to
develop a plan to address gaps in program design.

Recently, programs have been looking for ways to promote parental
involvement. By tracking their involvement in specific activities, a
program can determine the most effective activities for facilitating
parental participation. The following are examples of questions relating
to activities:

• What combination of activities under each Guidepost is the
program/site using?

• Have the activities been designed to complement the services already
available at school and/or in the community?

• Are activities planned throughout the year?

• Is the program a multi-year program and, if so, are the activities age
and developmentally appropriate and sequential in nature?

Some programs go so far as to report activities by the category of
resources supporting them. Such information can be critically important
in establishing the budget for HS/HT, in developing a plan to ensure the
comprehensiveness of the activities and curriculum offered, and in
developing long-term sustainability of the program.

Resources

When looking at the resources needed to support HS/HT, it is important
to consider all of the resources that are available to the program.
While only a few partners may be willing and able to provide direct
financial support, many may be willing to provide other types of support
(see Chapter 8). The monitoring and evaluation system for HS/HT should
track how the different categories of resources are being used and, to
the extent possible, the specific outcomes or benefits that can be
directly attributed to the use of those resources. This is particularly
important when partner organizations are providing financial support and
are being held directly accountable for the use of those funds.

In states where a state infrastructure supports local implementation,
resources are usually tracked separately at the state level and for each
local site. The following are questions relating to resources at both
the state and local levels:

• What sources of funding are available to the program and how much is
available through each source?

• Who staffs the program/site?

• What in-kind resources are available?

• Does the program have access to volunteers?

• What partnerships have been developed to benefit the HS/HT program and
participating students?

• Are students able to/encouraged to access other programs and services
that address different aspects of the Guideposts?

Outcomes

Measuring outcomes is probably the most important aspect of data
collection and reporting. Since most HS/HT programs have evolved into
multi-year programs, two levels for measuring outcomes for HS/HT
participants have evolved. The first level looks at intermediate
outcomes for students who have been participating in and are continuing
to participate in HS/HT, but have not yet graduated from high school.

On the individual level, intermediate outcomes look at such things as

• promotion to the next grade level,

• an increase in a student's grade point average,

• the assumption of leadership roles,

• retention in school, and

• employment or successful completion of a paid internship prior to
exiting high school.

The second level of outcome measurements looks at final outcomes for
students who have exited a HS/HT program.

On the individual level, final outcome measure such things as the number
of HS/HT students who

• graduated from high school (possibly broken down by type of diploma);

• enrolled in postsecondary education, • entered a postsecondary
training program,

• secured full or part-time employment (e.g., within one year of leaving
high school), and/or

• stayed connected to the program after graduation (e.g., serving as
mentors or site aides to assist other HS/HT students).

Under IDEA 2004, states are required to establish goals for the
performance of children with disabilities. A variety of indicators have
been established to assist states in setting these goals. Of particular
interest, Indicator 1 looks at the percent of youth with IEPs graduating
from high school with a regular diploma compared to percent of all youth
in the state graduating with a regular diploma. Since states define
graduation in different ways, a HS/HT program coordinator needs to be
aware of the graduation options available to students (i.e., receipt of
a "regular" diploma, a High School Certification, a Special Education
diploma and/or a General Education Development (GED) certificate) and
include those options in the HS/HT data collection system. In addition,
Indicator 2 looks at the percent of youth with IEPs dropping out of high
school compared to the percent of all youth in the state dropping out of
high school. Since there is no standardized definition of what
constitutes a dropout, a HS/HT program coordinators needs to be aware of
how the state defines dropout and collect comparable data on students
participating in HS/HT. While it may be difficult to attribute a higher
graduation rate and a lower dropout rate directly to HS/HT, some
implications may be drawn from the data.

Some HS/HT programs track additional outcome measures. These include
tracking increases in the number of companies that provide financial
support, sponsor work-based learning experiences, or hire HS/HT
graduates.

Since HS/HT relies so heavily on partnerships to support program
activities, it is often necessary to collect data and track outcomes
that will address the accountability needs of partnering organizations/
programs. In some places, local HS/HT sites or programs are responsible
for developing their own goals and objectives, either as part of the
proposal responding to an RFP or as part of the planning process prior
to actual implementation. When local goals and objectives have been
spelled out, appropriate outcomes measures will need to be identified to
address those goals and objectives.

Year-Round Data Collection

Conducting an annual evaluation of a HS/HT program is less time
consuming and more accurate if each local site is asked to track
students, schools, employer participation, etc., throughout the year.
Sites may keep track of students who are participating by using lists,
enrollment forms, rosters, and other means.

Since most local HS/HT coordinators are part-time employees of other
agencies/programs, the time and resources available to collect data and
report results are often very limited. Consequently, most local sites
are asked to report data to the state coordinator once a quarter, and
the state coordinator often takes responsibility for compiling the data
both quarterly and annually.

A Note on Tracking Final Outcomes for Students

Although tracking post-school outcomes for participating students is one
of the most important aspects of data collection and program evaluation,
it is not easy and can require a significant commitment of staff time.
However, the passage of the 2004 amendments to IDEA, which require
schools to track post-school outcomes for special education students,
may ultimately make it easier for HS/HT to track final outcomes. As
discussed under component 3 in Chapter 6, IDEA 2004 requires states to
track the progress of special education students, including reporting on
transition services and post-school outcomes. The U.S. Department of
Education has developed indicators to operationalize these new
requirements. Under the new indicator 13, states must report on the
"percentage of youth aged 16 and above with an IEP that includes
coordinated, measurable, annual IEP goals and transition services that
will reasonably enable the child to meet the postsecondary goals." Under
the new indicator 14, states must report on the "percent of youth who
had IEPs, are no longer in secondary school and who have been
competitively employed, enrolled in some type of postsecondary school,
or both, within one year of leaving high school."

The fact that schools must now report on these new indicators of
performance will likely make it easier for HS/HT programs to obtain such
information from the schools, so long as HS/HT can obtain signed
releases for participating students. These new requirements also provide
a unique opportunity to market HS/HT to schools and to state and local
education agencies as a comprehensive transition program that has a
demonstrated track record for improving post-school outcomes for youth
with disabilities. This also increases the likelihood that HS/HT will be
acknowledged as a legitimate program within the educational system.

The "Oklahoma High School Exit Survey" found in Exhibit 9.1 provides one
example of how schools are addressing these new requirements. Of
particular interest is the fact that Tech-Now, Oklahoma's HS/HT program,
is specifically listed as one of the programs that may have contributed
to student success.

Beyond the Basics: Resources to Support an Ongoing Commitment to
Evaluation and Continuous Improvement

While an integrated internal program evaluation system will require the
collection of basic data such as that described previously, most
programs go beyond such minimum requirements. For example, most HS/HT
programs conduct surveys to determine overall customer and employer
satisfaction with the program. Some go so far as to conduct follow-up
evaluations and/or consumer satisfaction surveys for individual
activities to determine the benefits to participating students and the
students' (and sometimes parents') satisfaction with the activity, as
well as the employer's satisfaction when the activity is a work-based
learning experience. Such information can be used to facilitate
continuous improvement as activities are modified to address input from
youth who have participated in the activity. Below are some things to
consider when establishing an internal program evaluation system.

Satisfaction and Follow-up Surveys

Customer satisfaction and follow-up surveys are valuable for informal
program self-assessments and quality improvement.

A customer satisfaction survey is a valuable way to make sure that the
program is working as intended. As indicated earlier, HS/HT has several
"customers," including students, parents, schools, companies, employment
programs, partner programs, organizations/people providing financial
support, etc. Using a customer satisfaction survey for each of these
"customers" lets them know that their opinions count. The information
gathered provides a good indicator of how well the program is achieving
its desired results for each of these customer groups, and has the
potential to identify ways to improve those results.

Examples of customer satisfaction surveys for students, parents, and
employers, which can be modified to fit your program's activities and
goals, can be found in Exhibits 9.2 and 9.3. Exhibit 9.2 contains a
sample generic survey that can be used for different customers of the
HS/HT program. Many of the questions focus on the five content areas of
the Guideposts for Success contains separate survey forms designed
specifically for four key customers of the HS/HT program: students,
parents, employers, and educators.

Follow-up surveys are important tools for determining final outcomes for
program participants. They are used to track what individual students
did after they exited HS/HT. For example, they are effective tools for
determining the number of HS/HT students who graduated from high school,
the types of diplomas they received, the number who entered/continued in
postsecondary education, and the number finding and retaining employment
in STEM industries and other high-tech professions. Capturing and
reporting this type of information clearly demonstrates the success of
the HS/HT program, and can be a critical factor in securing future
support for the program.

Follow-up surveys may be done by phone, e-mail, mail, or in-person. They
can be done individually or in group settings. To the extent possible,
HS/HT students should be encouraged to take responsibility for assisting
with this type of follow-up. Ask exiting students to provide their
contact information (address, telephone number, and e-mail address)
prior to leaving the program and to let the program know if this
information changes in the future. Keeping in touch and completing
follow-up surveys should be presented as an opportunity for youth to
give something back in exchange for the benefits they reaped from HS/HT
and to demonstrate their ongoing commitment to the program. Setting up
mentoring relationships between current and former members of the
program can also facilitate the exchange of this data.

Follow-up should take place at regular intervals after students leave
the HS/HT program. Follow-up surveys take time and resources. Some
programs start with a six-month or one-year follow-up of last year's
HS/HT seniors, and build the follow-up program gradually from there.
Knowing where students end up after graduation and what they consider to
be the benefits of HS/HT in light of their accomplishments, progress,
and successes can be very valuable information to support program
improvement.

In order to measure long-term outcomes such as completion of
postsecondary education, securing a job and retaining it over time, and
advancing in employment, follow-up for a number of years after
graduation is advisable. Sites with funding from other education,
transition, and employment-related programs may have additional
follow-up and outcome reporting requirements, including specific time
requirements for follow-up reporting. Exhibit 9.4 contains a Sample
HS/HT Follow-Up Survey that can be modified to meet the needs of any
HS/HT program.

Some HS/HT programs have looked to other programs that have demonstrated
success in meeting the needs of transition-age youth with disabilities
to get ideas for program improvement, and to identify other outcomes
(both intermediate and final) that might be appropriate measures of
HS/HT success.

Quantitative Versus Qualitative Information

The data collected, analyzed and reported by HS/HT programs should
portray the depth and breadth of the program, in addition to providing
documented evidence of outcomes and impact. This will require a
combination of both quantitative and qualitative data. Quantitative data
looks at numbers and percentages, e.g., the number of youth
participating in the program or in a particular activity, the number of
participating students graduating from high school, the number of
employers providing work-based experiences, the percentage of youth
exiting the program and entering postsecondary education, the amount of
wages and/or stipends paid to HS/HT interns, the percentage increase in
students with disabilities graduating from high school, etc. Qualitative
data is more descriptive and attempts to reflect the quality of a
particular initiative. Customer satisfaction surveys are generally used
to obtain qualitative data. However, qualitative data for HS/HT could
also include descriptions of program activities that reflect the
comprehensiveness of the program and success stories that emphasize how
HS/HT has positively impacted the lives of participating students.

Continuous Improvement and Self-Assessment

To continually improve a HS/HT program and provide more opportunities
for youth with disabilities, each HS/HT program and every local site it
supports should undertake a self-assessment. Start with the ideas in
this chapter and develop a specific self-assessment process that works
for your program.

Getting Organized

The following outlines the initial steps necessary to establish,
implement, and maintain a data collection system and a process for
program evaluation:

• Define your program's overall objectives for data collection,
monitoring, and evaluation.

• Determine what types of data, both quantitative and qualitative, will
be needed to meet these objectives.

• Consider your limitations. Recognize any constraints that will impact
your ability to collect and analyze data and to undertake monitoring and
evaluation efforts. Take into consideration resource limitations
(staffing, fiscal constraints, computer capabilities, etc.) at both the
state and local level.

• Develop methods and tools that will ensure consistency in gathering
data across local sites.

• Develop a system for tabulating and processing the data; determine who
will be responsible for collecting, consolidating and analyzing data;
and establish a timeframe for data collection and analysis.

Some data will need to be collected after each event, and some will be
collected and reported quarterly and annually.

• Have local sites collect and process the data based on the established
system, process, and timeline.

• Analyze the data that has been collected, looking for things to
highlight, emerging trends, implications for training and technical
assistance, etc.

• Evaluate the program components and overall project activities as
measured against your project goals. This is most effective when it is
done at the state level for the overall project goals and at the local
level to assess the accomplishment of local goals and objectives.

• Prepare reports that reflect your program monitoring and evaluation
objectives.

• Disseminate those reports widely and use relevant information to
develop and update your marketing and outreach materials.

Oklahoma High School Exit Survey---Part 1

Directions: We are contacting you on behalf of your high school to find
out what your plans are after you leave high school. This is an effort
by the Oklahoma State Department of Education (OSDE), Special Education
Services (SES) to ensure students with disabilities are being prepared
to accomplish their goals after high school. One year after you leave
high school, we will contact you again to see what you have accomplished
toward reaching your post-school vision and what you are doing at that
time. Please take a few moments to complete this survey and return it in
the postage-paid envelope provided. Thank you for your honesty and
cooperation. We look forward to hearing from you.

District Code

School Code

DEMOGRAPHIC INFORMATION

• Special Education Teacher's First Name

Last Name

Student's First Name

Last Name

Date of Birth: Month \_\_\_\_ Day \_\_\_\_\_\_ Year

Student's Home Telephone Number ( )

Student's Home Address

City

Zip Code

Gender (Please select one)

Male

Female Race/Ethnicity

• Primary Disability Category

Secondary Disability Category

Educational Setting: Place an "x" by the amount of services that best
describe your educational setting. \_

0 hours per week outside the general education classroom

Less than 6 hours per week outside the general education classroom

6-21 hours per week outside the general education classroom

Over 21 hours per week outside the general education classroom

Number of people living in household

Number of siblings

How long do you plan to stay in high school?

Please place an 'x' to indicate your selection.

Until I graduate

Until I turn 21

I do not know yet.

I will probably drop out.

• Current Grade Level in School

Date Survey Completed

Please list contact information for two adults who will know how to
contact you after leaving high school.

Name

Relationship to you

Telephone number

Address

City, State, Zip Code

For students under the age of 18, parent consent is required. I hereby
consent for the Oklahoma State Department of Education, Special
Education Services, to survey my child for the purpose of collecting
post-school information one year after leaving high school.

Parent Signature and Date

Oklahoma High School Exit Survey---Part 2

1\. How do you spend your time when you are not in school?

(Mark all that apply.)

Working

Studying

Hanging out with friends

Watching TV

Playing video/computer games

Listening to music

Volunteering

Playing sports

Doing hobbies (e.g., gardening, sewing, collecting)

Going to church or community activities

Going to the mall or movies

Doing outdoor activities (e.g., hunting, fishing, hiking)

Other:

2\. While in high school, have you been involved in extracurricular
activities?

If yes, please select all that apply from the list below and circle the
number of years you were involved during high school. If no, please skip
to question No.3.

Academics Club 1 2 3 4

Art Club 1 2 3 4

Athletics/Sports 1 2 3 4

Band/Vocal Club 1 2 3 4

Drama Club 1 2 3 4

FBLA 1 2 3 4

FFA 1 2 3 4

Special Olympics 1 2 3 4

Speech/Debate 1 2 3 4

Tech-Now Oklahoma High School High Tech 1 2 3 4

Other:

Which groups or individuals provided a service to you while in high
school? (Mark all that apply.)

General Education Teacher

Special Education Teacher

Career/Technical Education Teacher

Tech-Now Oklahoma High School/High Tech Instructor

Job Coach

School Counselor

Rehabilitation Counselor (Vocational Rehabilitation Services)

OKDHS Case Manager

WIA/Navigator (Workforce Office/One-Stop Career Center)

Athletic Coach

Assistive Technology (ABLE Tech)

Medical supports/healthcare/Mental Health Agency

None

Other:

4\. Which classes or activities are preparing you the most to work and
live in the community? (Mark all that apply.)

General education academic class

General education elective class

Special education class

Career/Technical education class

Extracurricular activities (e.g., clubs or sports)

Tech-Now Oklahoma High School/High Tech Course

Work Study

None

Other:

5\. Which people at your high school are most helpful in preparing you
to work, get additional education, and live in the community? (Mark all
that apply.)

General education teacher

Special education teacher Career/Technical education teacher

Tech-Now Oklahoma High School/High Tech Instructor

Job Coach

School Counselor

Rehabilitation Counselor

OKDHS Case Manager

WIA/Navigator/One-Stop Career Center staff/Navigator

Athletic Coach

Assistive Technology Specialist

Health Care Provider (doctor, nurse, etc.)

Parent/Guardian

None

Other:

6\. Who makes important decisions about your life? (Mark all that
apply.)

Me

My parent/guardian

Other family members

My friends

Professionals in my school

Professionals from other agencies

Other:

7\. What did you do to prepare for your Individualized Education Program
(IEP) meetings? (Mark all that apply.)

Nothing

I considered possible goals and developed a plan for my future.

I chose my own elective classes.

I thought about what to say at the meeting.

I talked to others about the meeting.

I worked directly with the teacher in developing my IEP.

I received education and training on self-determination and how to lead
my own IEP meetings.

Other:

8\. What did you do at your IEP meetings? (Mark all that apply.)

Nothing; others did all the talking.

I answered questions.

I set goals for myself.

I led the meeting.

I introduced and thanked those who participated.

N/A; I did not go to the meeting.

Other:

9\. Have you participated in an on-the-job training activity while in
high school?

Yes

No

10\. If you have had a paying job while in high school, who helped you
get the job? (Mark all that apply.)

N/A, I did not work

Myself

Parent/Guardian

WIA/Navigator/One-Stop Career Center staff

Rehabilitation Counselor

School staff

Other family

Friends/peers

Juvenile Justice Worker

Tech-Now Oklahoma High School/High Tech Staff

11\. While in high school, when did you work? (Mark all that apply.)

N/A, I did not work.

During the school day

After-school and in the evenings

During the weekend

During the summer

12\. What are your plans after immediately leaving high school? (Please
select only one.)

Work

Attend Career/Technical School

Go to college Join the military

Volunteer/community service

Job Corps

Nothing

I don't know

Other training

Other:

13\. What kind of job, if any, do you want to have when you leave high
school

14\. Within a year after leaving high school, where do you plan to live?
(Please select only one.)

With my parent/guardian

With my grandparents

With my siblings

In my own apartment/house

With my spouse/significant other

With other relatives

In a group home

In a foster home

In a shelter

Other:

15\. After you leave high school, what challenges might you have? (Mark
all that apply.)

No problems

My parents will not agree with what I want to do.

I will not be able to get a job.

I will not be able to get into college.

I will not be able to get academic support in college.

I will not have access to appropriate assistive technology.

I will not have access to medical supports or healthcare.

I will not have adequate medical supports or healthcare.

I will have legal issues.

I will lose benefits (e.g., SSI) if I work.

I will not have enough money to live on.

I will not have a place to live.

Lack of transportation

Other:

16\. What things would help make your life better in the community?
(Mark all that apply.)

Nothing

Having a job

Having a better job

Being able to make more choices about my life

Finding solutions to personal problems

Having more things to do in my free time

Having more friends

Having transportation

Having more money

Living in a different place

Having a boyfriend or girlfriend

Getting married or having a family

Getting more education/training

Volunteering/community service

Having access to appropriate assistive technology

Having access to medical supports/healthcare/insurance

Having adequate medical supports/healthcare/insurance

Other:

Sample HS/HT Customer Satisfaction Survey (Generic)

Overall Assessment Overall, how satisfied were you with your association
with this HS/HT program?

Connecting Activities What was your overall satisfaction with the
program's connecting activities (see below for description? Level of
satisfaction: 1 = very dissatisfied; 2 = dissatisfied; 3 = neutral; 4 =
satisfied; 5 = very

Expectations

Did the HS/HT program meet your expectations?

Competence

What is your level of satisfaction with the competency of the HS/HT
staff?

Information

To what degree were you satisfied that HS/HT staff informed you of
everything you needed to do?

School-Based Preparatory Experiences

What was your overall satisfaction with the program's school based
preparatory experiences (see below for description)?

Career Preparation and Work-Based Learning Experiences

What was your overall satisfaction with the program's career preparation
and work-based learning activities (see below for description)?

Youth Development and Leadership Experiences

What was your overall satisfaction with the program's youth development
and leadership activities (see below for description).

Your answers will help us understand how the program met your needs, and
how we might improve the program.

Name

Today's Date

I am a (circle one): parent employer teacher VR Counselor Transition
Coordinator Other (specify:)

Issue Question Satisfaction Rating Scale 9-15

Definitions:

• School-based preparatory experiences: include academic programs based
on standards, support from highly qualified staff, graduation standards
that include options, access to specific learning accommodations, etc.

• Career preparation and work-based learning experiences: includes
career exploration and assessments, presentations about different
careers, industry site visits, job shadowing, and internships.

• Youth development and leadership: includes finding role models and
supporting peer mentoring, personal development and growth, and
leadership training.

• Connecting activities: includes program supports---such as academic
tutoring, mentoring, assistive technology, transportation, and
connections to the workforce system, vocational rehabilitation, and
continuing education.

• Family involvement and supports: includes access to caring adults who
have high expectations, taking an active role in transition planning,
knowledge of and access to programs, services, supports and
accommodations available to youth with disabilities. Any other comments
you would like to make:

Family Involvement and Support What was your overall satisfaction with
the program's activities to facilitate family involvement and supports?

Significance How satisfied were you that the program provided a
significant experience for students? Value Overall, how satisfied were
you with your investment in HS/HT. Recommendation

Were you satisfied with this HS/HT program to the extent that you would
recommend it to other parents, teachers, employers, etc.?

Level of satisfaction: 1 = very dissatisfied; 2 = dissatisfied; 3 =
neutral; 4 = satisfied;

High School/High Tech --- Student Evaluation

1\. Your grades have improved as a result of your participation in the
HS/HT program.

2\. Your high school attendance has improved as a result of your
participation in HS/HT.

3\. Your participation in the HS/HT program has helped you stay in
school.

4\. Your social skills and relationships have improved as a result of
your participation in the program.

5\. HS/HT participation has made your overall high school experience
better.

6\. You plan to continue your education or training in a high tech area
because of your experience with HS/HT.

7\. Participation in the HS/HT program has increased your access to
training, employment opportunities, and career advancement.

8\. Your participation with HS/HT has made you more aware of career
opportunities in high tech industries.

9\. Your experience with HS/HT has helped you make the decision to
pursue a high tech career.

10\. HS/HT site visits and tours have helped you understand high tech
careers.

11\. HS/HT job shadowing and mentoring experiences have helped you
develop high tech career goals.

12\. HS/HT internships have helped you make career decisions.

13\. Overall, the HS/HT program has been a valuable and worthwhile
experience.

14\. What did you like MOST about the HS/HT program?

15\. What did you like LEAST about the HS/HT program?

16\. Would you recommend the HS/HT program to other students?

Yes

No (n = ) (Note: In tabulating responses, indicate the percentage of
people that responded to each item

High School/High Tech --- Parent Evaluation

1\. Your child's grades have improved as a result of participation in
the HS/HT program.

2\. Your child's high school attendance has improved as a result of
participation in the HS/HT program.

3\. Participation in the HS/HT program has helped your child stay in
school.

4\. Your child's social skills and relationships have improved as a
result of participation in the program.

5\. Your child's relationship with his or her teacher has improved as a
result of participation in the program.

6\. HS/HT participation has improved your child's overall high school
experience.

7\. Participation in the HS/HT program has increased your child's access
to skills training, employment opportunities, and career advancement.

8\. Your child has fully participated in HS/HT site visits and tours.

9\. Your child has fully participated in HS/HT job shadowing and
mentoring experiences.

10\. Your child has fully participated in a HS/HT internship.

11\. Overall, the HS/HT program has been a valuable and worthwhile
experience for your family.

12\. What did you like MOST about the HS/HT program?

13\. What did you like LEAST about the HS/HT program?

14\. Would you recommend the HS/HT program to other families? (n= )
(Note: In tabulating responses, indicate the percentage of respondents
that replied to each item.)

High School/High Tech --- Employer Evaluation

1\. Describe the participation of your company in the High School/High
Tech program (site tours, mentoring, job shadowing, internships, etc.)
over the last year:

Employed Student =

Yes

No Provided Internship =

Yes

No

Provided Site Tour

Yes

No

Provided job shadowing opportunity

Yes

No

2\. The goals of the HS/HT program were made clear to you at the start
of your company's participation.

3\. The HS/HT program staff and coordinators were easy to work with.

4\. Your company's participation in the HS/HT program helped students
understand high tech skills and career opportunities.

5\. Your expectations about the HS/HT program were met.

6\. Rate your overall satisfaction with the High School High Tech
program:

Very Satisfied

Satisfied

Somewhat Satisfied

Dissatisfied

Very Dissatisfied

7\. What would you change to improve the program?

8\. Would you recommend the program to other employers?

Yes

No

Unsure

9\. Would you be willing to participate in the HS/HT program in the
future?

Yes

No

Not Sure

(n = ) Employers: List the employers that completed the survey. (Note:
In tabulating responses, indicate the percentage of respondents that
replied to each item.)

The goals of the HS/HT program were made clear to you at the start of
your participation.

1\. Total no. students in HS/HT program:

\% have 1 to 2 students in the program

\% have 3 to 5 students in the program

\% have 6 to 9 students in the program

\% have 10 or more student participating Average students per teacher =

2\. Total number of years teaching experience:

Average = \_\_\_\_ years:

Range = \_\_\_\_ to \_\_\_\_ years

3\. Schools represented: List individual schools or number of schools by
district.

5\. The overall difficulty of participating in the HS/HT program was
appropriate.

6\. The HS/HT program staff and coordinators were supportive of you.

7\. You received adequate notification of events and activities.

8\. The HS/HT program has become an important resource for you.

9\. Participation in the HS/HT program has made a positive difference in
your classroom.

10\. Overall, the HS/HT program has been a valuable and worthwhile
experience for you.

11\. What did you like most about the HS/HT program?

12\. What did you like least about the HS/HT program?

13\. Would you recommend the HS/HT program to other students and
teachers?

Yes = \_\_\_\_\_ %

No = \_\_\_\_\_%

Not Sure = \_\_\_\_\_ % 14.

Additional comments (n = ) (Note: In tabulating responses, indicate the
percentage of respondents that replied to each item.) Source: Colorado
High School/High Tech Program.

Educator Evaluation Compilation of Responses 9-20

Sample HS/HT Follow-Up Survey We are interested in finding out how our
former HS/HT students are doing after exiting high school. Your answers
will help us understand how the program helped you, and how we might
improve our program.

Name of Former HS/HT Student:

Dates enrolled in HS/HT: from \_\_\_\_\_\_\_\_\_\_\_\_\_ to
\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date graduated from high school

Today's date

The following questions relate to your employment or education situation
right now.

1\. Currently, are you (circle all that apply) a. Enrolled at a 4-year
university b. Enrolled at a 2-year junior or community college c.
Enrolled at a vocational or technical school d. Employed (full- or
part-time) e. Participating in an adult employment program f. Other
(specify)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(like VR, WIA, private program) If only employed, go to Question 3 If
only attending school, go to Question 2

2\. What is your major area of study?

(If currently ONLY attending school, go to Question 9)

3\. On average, how many hours per week do you work?

hours

4\. How much do you earn in this position in a week?
\$\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ per week

5\. How long have been working in this job? a. 3 months or less b. 4-6
months c. 7-9 months d. 10-12 months e. more than 12 months

6\. Do you receive medical insurance in your current job? a. Yes b. No,
because they don't offer it c. No, because I haven't worked there long
enough d. No, because I don't work enough hours per week

7\. Have you held any other jobs since you left high school?

a\. Yes (specify number

b\. No

8\. Has anything hindered you from finding a job?

a\. My disability

b\. Need more education

c\. Need more experience

d\. Lack transportation

e\. Need a specific skill (specify)

f\. Other (please explain)\_\_\_\_\_\_

The following questions explore the HS/HT activities in which you
participated, and ask whether you found them valuable.

9\. To what extent did the activities that you participated in while
enrolled in HS/HT help you become better prepared for entry into a STEM
career or other high-tech profession? a. To a great extent b. To some
extent c. Not at all

10\. To what extent have the activities that you participated in as part
of your HS/HT experience helped you become better prepared for further
education or training (e.g., community college, university/college,
vocational technical school, or other adult learning opportunities)?

a\. To a great extent

b\. To some extent

c\. Not at all

11\. To what extent have the activities you participated in during HS/HT
helped you live more independently?

a\. To a great extent

b\. To some extent

c\. Not at all

12\. How would you rate the quality of activities that you participated
in/services you received from HS/HT?

a\. Excellent

b\. Good

c\. Fair

d\. Poor

13\. Which HS/HT activities did you find most helpful?

14\. Which HS/HT activities did you find least helpful? Thank you for
your time! This instrument was adapted from documents used by the HS/HT
program at UCP, in Cleveland, Ohio. The Research Triangle Institute
prepared the Longitudinal Follow-up for HS/HT and the Follow-Up
Questionnaires for a longitudinal study of the Vocational Rehabilitation
Service Program in 1994.

Chapter 10: Marketing a HS/HT Program

Conduct a Google or Amazon search, or 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 marketing a HS/HT program.
Consequently, this chapter presents information on basic marketing
principles and offers ideas for strategies that are particularly
applicable to marketing a HS/HT program.

What Is Marketing?

The American Marketing Association defines marketing as "the process of
planning and executing the conception, pricing, promotion, and
distribution of ideas, goods, and services to create exchanges that
satisfy individual and organizational objectives." As this definition
suggests, marketing involves a variety of interrelated, ongoing
activities that permeate an organization's operations. Marketing
activities range from creating a service or product that meets your
target markets' needs, to promoting the product, to making sure that
your customers are satisfied. People sometimes mistakenly equate
marketing with its individual components, such as advertising, sales, or
public relations. Although these components may be important in an
overall marketing effort, strategic marketing takes a much broader view.
It involves designing services or products that meet a specific market's
needs and then getting those services or products to the target market
or customer.

Why Market Your Program?

While establishing a HS/HT program is an important accomplishment to
celebrate, strategic marketing of the program is critically important to
a program's long-term sustainability. Whether your program already
exists or is just getting underway, planning and implementing a
strategic marketing strategy will help it to flourish and make a real
difference in the lives of participating youth.

Before you can decide how to market your HS/HT program, you need to
think about why you want to market the program and to whom you want to
market the program. In the HS/HT context, your ultimate marketing goals
might be to

• increase the program's visibility among youth with disabilities and
their families, employers, educational staff, and potential funding
sources, as well as staff at One-Stop Career Centers, Vocational
Rehabilitation agencies, and other community-based organizations;

• persuade youth and prospective stakeholders to participate, get
involved, and/or "invest" in the program;

• establish and convey a clear identity for your program;

• inform high-tech employers and other stakeholders about the benefits
they will reap by participating in your program; and

• educate people in business and industry about the untapped resource
that people with disabilities represent and the advantages of employing
persons with disabilities, including youth with disabilities.

Although the prospect of doing "strategic marketing" may sound
intimidating at first, keep in mind that effectively marketing your
HS/HT program does not require a degree in business or decades of
marketing experience. Rather, it requires enthusiasm, resourcefulness,
persistence, thoughtful planning, and the ability to persuade others to
become part of the program. Also, keep in mind that marketing is as much
art as science. Each situation is unique and each target audience may
require a different approach. Consequently, there is no right or wrong
approach to marketing---only more effective or less effective marketing!

Become a Strategic Marketer

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 to packaging and advertising their wares. Fortunately,
the task of marketing a HS/HT program requires more ingenuity than
monetary outlay.

The next section provides an example of a step-by-step process for
planning and implementing a HS/HT marketing strategy. As you move
through the process, you may find that some of the suggested steps
overlap and may be conducted at the same time. You may also find that
you need to revisit some of the steps as you gather information and gain
experience.

The information you gather and develop as you proceed through these
steps should be compiled into a detailed, written strategic marketing
plan. Remember, your plan can be as simple or complex as you wish;
however, it must be realistic and achievable. Since you will be
gathering additional information and gaining more experience with HS/HT
as you move forward with program implementation, your marketing plan
should not be set in stone, but rather should change as your program and
marketing needs evolve.

A strategic marketing plan typically includes

• an introduction that states the program's mission, describes the
rationale for marketing the program, and summarizes the goals of your
marketing strategy;

• a situation analysis that describes internal and external
environmental factors that may impact your marketing efforts; • the
identification of target market(s) that specifies your target
audience(s);

• marketing goals and objectives that state what you hope to achieve in
terms of broad marketing goals and more specific objectives;

• an action plan that specifies the marketing strategies and tactics you
will use to achieve each goal and objective, sets target start and
finish dates, and identifies who will be responsible for and involved in
each activity; and

• an evaluation plan that describes how you will evaluate the success of
your marketing efforts (Tilson, 1999).

Five Steps to Marketing a HS/HT Program Step 1

Analyze Your Situation

Before you dive into marketing your HS/HT program, it is important to
analyze your current situation. By gathering information from a variety
of sources, you will better understand the environment in which you are
working and your program's marketing challenges and opportunities. For
example, to market your program effectively to local employers, it is
helpful to understand your community's economic situation, become
familiar with employment trends, and be aware of your community's
leading, new, and growing high-tech businesses. It is also useful to
understand the hiring, retention, and competition challenges that local
employers face. Understanding your internal and external environments
will also make you more credible when speaking with colleagues,
employers, or others about the value of your HS/HT program. Your
"situation analysis" should focus on both the strengths and weaknesses
of your internal (or organizational) situation and resources, and the
aspects of the external environment that may influence your marketing
and your program design. Be sure to take notes as you gather information
and then compile the notes into a written analysis.

Sources of information for your internal and external situation analysis
may include • members of your advisory body;

• co-workers;

• youth with disabilities and their families;

• teachers and school administrators;

• current employer contacts;

• the business sections of local newspapers;

• the Yellow Pages or other telephone directories;

• local Chamber of Commerce and other business organizations (e.g., the
Rotary Club);

• contacts at career/technical schools, community colleges, colleges and
universities;

• the reference section of your public library;

• state and local professional and trade associations;

• faith-based and community organizations, including those serving
persons with disabilities;

• employment service agencies (e.g., the local Vocational Rehabilitation
agency and the local One-Stop Career Center); •

other local, state, and federal government agencies (e.g., the U.S.
Census Bureau); and

• the Internet.

As part of your situation analysis, be sure to visit high-tech employers
in your community. Develop a contact database and plan to conduct site
visits with known or new personal and professional contacts. Let the
employers know you are with HS/HT and that your work involves assisting
youth with disabilities in exploring career opportunities in high-tech
industries. Initially, your focus should be on learning about a
particular industry, although such visits also offer opportunities to
get to know employer representatives, and for them to get to know you.

Developing a Contact Database

A contact database can help you take an inventory, keep track of current
and prospective contacts, and serve as a useful organizational tool as
you plan and implement your marketing strategy and your program
activities. The following suggestions will assist you in developing such
a database.

• Begin by compiling a list of individual contacts you have in
companies, government agencies, employment service agencies, funding
groups, and other relevant organizations. Also include the names of
current and former HS/HT participants who may help market the program or
serve as speakers or mentors.

• Brainstorm the types of STEM industries and high-tech occupations
which may be of interest to HS/HT students (e.g., graphic design,
website design, computer repair, telecommunications, engineering,
biotechnology, software engineering, etc.).

• Ask your colleagues to help you identify local high-tech companies and
prospective funding sources. Using both personal and professional
contacts, try to identify contact people within those organizations.

• Compile all of the information into a contact database that, at a
minimum, includes each company's name, at least one contact person's
name and position, mailing address, telephone, fax number, e-mail
address, website, date of the most recent contact, name of the program
staff person who made the contact, and the outcome of the discussion
(for example, "discussed internship opportunities").

• If possible, use database software to create a searchable, electronic
database. • Build and update the database as your program evolves and
your marketing activities progress.

Step 2---Define Your Marketing Goals and Objectives

Before choosing your marketing strategies, it is important to determine
what you hope to achieve. Use the information gathered through the
situation analysis to define your goals and objectives. For example, if
you learned that most youth with disabilities in your area are aware of
or already participate in your program, but that few high-tech employers
are familiar with the program, it would be best to focus your efforts on
employers, not youth. Your marketing goals should define the overall
changes you hope to accomplish in the process of marketing your program.

For example, do you hope to

1\. increase the number of youth with disabilities who participate in
the program?

2\. build parents' awareness and support of the program?

3\. recruit teachers to serve as local HS/HT coordinators?

4\. convince school administrators to let you establish HS/HT sites in
their schools?

5\. recruit people to serve on your state/local advisory body?

6\. obtain a grant or other funding to support the program's operations?

7\. increase the number of industry representatives willing to serve as
guest speakers?

8\. increase the number of industry tours or site visits offered to
youth with disabilities?

9\. identify host organizations for job shadowing experiences?

10\. increase the number of internships available to participating
youth?

11\. recruit professionals in high-tech industries to serve as mentors
to HS/HT students?

After you have defined your overall marketing goals, write down
objectives that describe the steps that must be taken to achieve each
goal. Unlike goals, which are broad statements about what you hope to
achieve, marketing objectives should be measurable and time specific.
For example, one of your marketing goals might be to establish new
internship opportunities for HS/HT participants. Associated objectives
might be to

1\. increase the number of internships at XYZ Corporation to three
within the next year, and

2\. establish at least five summer internship opportunities at new
genetics research firms in the community by April.

Step 3---Identify Your Target Market

In order to define your marketing goals and objectives, you must also
clearly define your "target market." To define your target market, think
first about the broad "universe" of "customers" (e.g., youth with
disabilities, family members, school staff, employers, foundations,
employment service agencies, etc.), and then divide the universe into
narrower market "segments" (e.g., teachers, transition coordinators,
scientists at biomedical research labs or human resource officers in the
software development companies). Refer to your situation analysis and
your marketing goals and objectives to help define your target markets.

If your resources and time are limited, you may want to focus initially
only on the one or two market segments that will give your HS/HT program
the greatest benefit. Channeling your efforts to reach only those
segments that will provide the greatest benefit will help focus your
efforts and ensure that you can achieve your goals with the resources
available. You can later expand your efforts to other target markets as
you gain experience and your program grows.

Features to Benefits

Because HS/HT programs rely on a variety of partners, it is important
for marketing efforts to be targeted. This is achieved by translating
your program features into customer benefits. Features are defined in
terms of products or services. A car, for example, may feature a manual
transmission and power accessories such as windows, door locks, and
radio antenna.

The customer, on the other hand, defines benefits. Depending on the
customer, the benefits of a manual transmission may be in handling and
responsiveness or in improved gas mileage. Power accessories may
represent luxury or may simply be elements of convenience. Again, the
benefits are determined by the customer. Think about express mail. Most
people would think companies dealing with express mail are in the
shipping business, but in essence they are in the reliability business.
Many of its customers are businesses that want the absolute, positive
assurance that their valued shipments will be delivered the next day or
even the same day. These customers are so motivated by reliability that
they will pay a substantial premium over other shippers.

Now, think about the services provided by a HS/HT program. How could
these "features" be thought of as "benefits" to your target audience?
This becomes your marketing "script." It will be different for different
target audiences. For example, when approaching employers about making
internships available to HS/HT students you will likely want to point
out the following things:

• Interns provide assistance for permanent staff on projects.

• Interns often undertake projects postponed for lack of time and/or
staff resources.

• Employees working with HS/HT interns develop an awareness of the
potential for youth with disabilities to be successful, productive
workers.

• Engaging interns with disabilities can increase the organization's
overall comfort with persons with disabilities and has the potential to
improve the organization's understanding of reasonable accommodations in
the workplace.

• Engaging interns with disabilities enhances an organization's
community responsibility role. • Interns create a natural pipeline for
new permanent employees. When talking to youth about the benefits of
participating in internships, you might point out the following: •
Internships provide opportunities for youth to obtain direct exposure to
different careers in a structured setting.

• Through internships, youth see a variety of applications of what is
being taught in school.

• Youth who participate in internships discover more about their
talents, skills and interests---information that can be used in
formulating initial career choices.

• Youth who participate in internships have the opportunity to develop
the soft skills associated with work, i.e., what it takes to be a
successful employee.

Step 4---Develop and Implement a Marketing Action Plan

A carefully designed and written action plan will serve as a road map
for your marketing efforts. The methods and techniques you choose to
include will depend on many factors, including your program vision, your
existing relationships with employers and representatives of other
target audiences, the size of your program and of your target audiences,
and the fiscal and human resources available to your program.

Your written marketing action plan should provide clear, concise
direction for your marketing efforts and include methods for measuring
the success of your efforts. The action plan should

• state the broad marketing strategies (e.g., personal contact or media
relations) and tactics (i.e., specific activities selected to implement
the strategies) you plan to use,

• establish target dates for each activity,

• assign responsibilities and define the involvement of different
individuals, and

• specify how your marketing efforts will be evaluated (see suggestions
below).

As you begin to develop an action plan, think carefully about your
marketing goals and objectives, and carefully choose strategies and
tactics that will help you achieve them. Sometimes, a targeted approach
aimed at reaching specific types of employers (government agencies or
small graphic arts firms) and involving only one or two strategies and a
few tactics will suffice. In other situations, a broader approach that
involves several strategies and tactics will be more effective. As you
draft your action plan, be sure to solicit input from your advisory
body, interested stakeholders, and trusted representatives of your
target audiences.

Marketing Strategies and Tactics

There are at least eight primary strategies for marketing your HS/HT
program and reaching your target audiences:

1\. personal and professional contacts,

2\. print communications,

3\. electronic communications,

4\. media relations,

5\. public service advertising (see Exhibit 10.4 for a PSA Template),

6\. paid advertising,

7\. specialty advertising, and

8\. special events sponsorship.

Exhibit 10.1 provides a detailed explanation of the marketing strategies
and tactics as well as the advantages and disadvantages for different
target audiences.

Don't forget that HS/HT participants are your best advertisement.
Involve them whenever possible in special events, personal contacts, and
presentations. There is nothing like a personal success story to get
people listening. You will also want to involve them in determining the
design and content of ads, articles, promotional material, and websites.
This will provide them with another opportunity for work-based
experiences.

Step 5---Evaluate Your Marketing Activities

While Chapter 9 deals with overall program evaluation, this section
focuses on evaluating your marketing efforts. People who succeed in
business know the importance of tracking the results of their marketing
efforts. Building evaluation plans into your strategic marketing plan
from the beginning will help you measure your results. It will also
provide the information you need to further refine your marketing
efforts and gain ongoing support for your HS/HT program. Two types of
evaluation are useful: process evaluation and outcome evaluation.

Process evaluation provides 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 or received from
prospective employer partners, meetings held with employers to discuss
opportunities for involvement in the program, quarterly employer
satisfaction survey results, news stories that were published in local
newspapers, materials (i.e., coffee mugs, pens, etc.) distributed, and
hits on your website. Process evaluation data should be gathered
continuously and analyzed periodically. Outcome evaluation focuses on
the actual results of your marketing efforts.

Outcome evaluation measures might include, for example, an increase in

• the number of students enrolling in HS/HT;

• the number of site visits, job shadowing opportunities, and
internships created as a result of your marketing efforts;

• the number of employers expressing an interest in participating in
your HS/HT program; and/or

• the amount of funding received from different sources to support your
program.

When analyzing both process and outcome evaluation data, you will want
to look at both the positive and negative impacts of your marketing
efforts. You should consider the return on investment for your marketing
efforts. Which marketing strategy had the highest response rate? What
was the cost per response? Be willing to improve or eliminate the weak
areas, make the most of your marketing program's strengths, and adopt
new marketing strategies and tactics as you gain experience and gather
more information as your program evolves.

Making Your HS/HT Program Business-Friendly

Solid relationships with employers are essential to any HS/HT program.
Your success as a program operator depends in large part on how well you
interact with employers in your community. As you market your HS/HT
program and develop relationships with employers, think about how
"business-friendly" you and your program are.

Taking steps to be business-friendly is important for several reasons:

• Your HS/HT program needs employers for speakers, job shadowing, site
visits, and internships.

• Business people expect to work with others who present themselves as
professionals.

• Employers want to know that their relationship with HS/HT will benefit
them and that they will receive a personal or business return on their
investment. When working with employers, be sure to do the following:

• Conduct business in a professional, respectful manner (e.g., by
arriving on time for appointments, dressing appropriately, being
prepared, replying promptly to telephone and e-mail messages, sending
thank you notes, and following up as appropriate). Encourage
participating youth to do the same.

• Think of employers as customers. Talk their language. Listen to their
needs and take extra steps to meet those needs. For example, could an
employer's workforce benefit from disability awareness training? Does
the employer need advice on workplace accommodations?

• Work to build a relationship rather than "make a sale."

• Look for ways to make your HS/HT program convenient and understandable
to employers. Employers may not have experience working with youth or
with people with disabilities. They may not have been involved in
providing internships, job-shadowing opportunities, work-study programs,
or other programs for high school students in the past.

• After you begin working with an employer, continuously assess the
employer's satisfaction with the relationship and make improvements as
needed. Resolve problems immediately and make it clear that you are
interested in helping them to achieve their business goals.

Adapted from ODEP's 2002 Customized Employment Strategies Training
Manual.

Think outside the Box

In identifying target audiences for your marketing efforts, think about
ways to get political leaders at the state and local levels involved.
For example, consider asking the governor or mayor to support a
proclamation stating their support of the HS/HT program or asking them
to establish a Youth Achievement Day where the accomplishments of
individual HS/HT students can be recognized. Send members of the state
legislature and your state's representatives to the U.S. Congress copies
of your newsletters or a letter providing information about HS/HT
students in their districts who were successful in getting a job or
securing a summer internship. Ask them to send letters of
congratulations to those students. This will remind them of HS/HT on a
regular basis and it will be a real thrill for your HS/HT students and
their parents.

Remember, all politics are local. When approaching mayors, members of
the state legislature and members of Congress, you should try to
identify current and past participants in HS/HT who live in their
jurisdictions, and either invite them to accompany you to meetings or
ask if you can share their stories when talking with politicians.

Working with the Media

Note: The information in this section was adapted from the Florida HS/HT
Public Relations Toolkit sponsored by The Able Trust, Florida Governor's
Alliance for the Employment of Citizens with Disabilities.

HS/HT offers tremendous media potential! It combines

• a story of national impact with activities taking place in states and
localities throughout the country,

• local human interest stories well-suited to local coverage,

• great facts and statistics about improved post-school outcomes for
HS/HT graduates, and

• the opportunity to highlight an untapped source of labor (i.e., youth
and adults with disabilities).

However, achieving media coverage will take time. The ability to attract
coverage will grow with increases in the number of HS/HT sites and
increased participation from students and employers. Over time, forming
good relationships with local media will aid in securing more and better
coverage.

Media Coverage T

he more exclusive characteristics you add to your event, the more likely
it is to attract media coverage. Try to arrange for a local VIP or
public figure to speak or attend the event. Consider partnering with a
well-known organization or planning your event in conjunction with a
special day that is already being celebrated. Remember, reporters are
looking for certain "news value" when deciding what stories to cover,
including timeliness, importance, proximity, significance, unusualness,
human interest, and newness.

While the state coordinator for HS/HT may take the lead on securing
media coverage, local coordinators also have a role. Local coordinators
may be better equipped to craft a locally-focused media advisory,
develop a local press list, call local reporters to pitch the importance
of HS/HT, and prepare a targeted press release for the day of the event.
A local coordinator may want to approach a local public relations firm
of a media relations department at a university or corporation to see if
they would be willing to provide assistance on a pro bono basis as a
local sponsor of HS/HT.

Writing a News Release

The news release is often viewed as the public relations professional's
bread and butter. However, since reporters receive hundreds of news
releases every day, you must make sure yours stands out. A news release
highlights the essence of your story and is written to heighten the
editor's interest. Reporters' most common criticism about news releases
is that they lack news.

Consequently, you should ask yourself the following questions before
drafting a news release:

• Is this newsworthy?

• What are the important points?

• Is there any new data or statistics to substantiate the claim?

• Is new information being presented?

• Are well-known experts involved who might be willing to provide a
quote that would reinforce the main message being communicated?

(See Exhibit 10.2 for a Sample News Release Template.)

Media Advisory or Media Alert?

A media advisory, also known as a media alert, is a variation of a news
release. It notifies assignment editors of a press conference or any
other event that you believe will generate news for the media to cover.
It is always one page, brief but compelling, and sufficiently
informative to arouse interest, usually (but not necessarily) without
giving away the story. Make it clear that there are visual opportunities
on a newsworthy topic for cameras and print photographers. Since timing
is critically important, a media advisory or media alert must be
distributed far enough in advance to get the media to the event.
(Exhibit 10.3 contains a Sample Media Advisory Template.)

The Release Is Written, Now What?

Once a news release and/or media advisory has been written, proofread,
and approved, the next step is to send it out. Since reporters are not
working for you, it is up to you to sell your story or event to them.

Timeliness on sending out news releases and media advisories is
critically important. The following general guidelines will help you
generate news coverage for your HS/HT program.

The News Release

When---If the news release is telling about an event, you typically want
to send it out a couple of days before the event is taking place. You
can always put the date of the event as the release date, but send it to
the reporter a day or two early. However, it is just as important not to
send it too early. If the event is too far into the future (to a
reporter a week is too early), the release will get lost and your event
will not get covered. If you are writing a release about one of your
HS/HT students, timeliness isn't as much of an issue as relevance to the
community.

How---Releases can be sent to reporters through standard mail, fax, or
e-mail. However, many reporters prefer e-mail. Faxes are also common,
but many times the fax machine can get overloaded and your release could
get lost. Do some research to determine the name of the reporter that
would be most likely to cover the topic, e.g., by checking their website
or calling their office.

At the event, it is a good idea to have several copies of the news
release available for the media representatives who are present.

The Media Advisory

When---A media advisory should only be given out for an event you want
the press to attend. You should send it out 24 hours prior to the event.
If it is on the weekend or on a Monday, if is best to send it out on
Friday. If it is on a Monday, it is advisable to send it again on Monday
morning.

How---Media advisories should only be sent through fax or e-mail because
of time constraints. You will also want to distribute advisories at
events where media representatives are likely to be present.

Media Etiquette

Demonstrating respect for the media is critically important to getting
your story covered. The following are some things to consider when
interacting with the media:

• When calling reporters about your story, make sure you reiterate why
the story should be covered, rather than merely asking whether they got
your news release or advisory;

• Stick to the facts when writing your release or advisory. Many people
use opinions that cannot be included in a media report. Make sure you
can provide evidence of your program's excellence, e.g., using facts,
statistics, or personal experiences of past participants;

• Don't use a release which sounds like an advertisement;

• Target specific media outlets. Don't send your release to just
anybody. Do your research and determine where it should go and who it
should go to; •

Proofread! Make sure you check for spelling or grammatical errors.
Errors will turn off reporters and your release may end up in the
garbage; and

• KISS! Keep It Short and Simple.

Other Written Public Relations Tools

Media Kit Media kits are used by organizations to provide basic
information about the organization, special events, news conferences and
crises to the media. The shell for media kits is usually a basic folder
that has the name and logo of the organization or program. In all cases,
the kit should have a letter attached or enclosed addressed to the
person who is going to use the information.

The letter should explain why the kit is being sent, identify its
contents, and list important dates and contacts (see "Pitch Letters").
Media kits are often distributed at press conferences and events.

A basic media kit generally includes the following:

• a fact sheet giving information about the organization, program, or
event;

• biographical information on the principals/officers of the
organization. In the case of HS/HT, this would likely be biographical
information on members of the advisory body;

• a backgrounder that tells something about the character of the
organization/program and the nature of what it does;

• photocopies of articles printed about the organization, program, or
event in publications such as daily newspapers or monthly magazines;

• selected copies of any position papers prepared by the
organization/program;

• selected copies of any serial publications such as newsletters or
magazines produced by the organization/program; • an annual report or
informational brochure if available;

• logo in electronic or other formats; and

• optional items, including black and white glossy photographs (print
media only), sound bytes on compact disk (electronic media only), and
B-roll video footage (television media only).

Pitch Letters

A pitch letter should accompany every media kit sent. It is designed to
illicit help from an editor, reporter or producer to provide coverage on
your organization, program, or event.

A pitch letter is a standard business letter (about four to five
paragraphs with a maximum of one page) that includes the following
information:

• why you are writing them---for example, you are announcing an event,
new service or program, accomplishment, or news conference;

• why they should read through the media kit;

• why the organization, program or event is interesting and/or
important;

• a brief statement describing the organization or program and what it
does;

• as appropriate, a brief statement describing the event or issue;

• information on what the media kit contains;

• a plea for support or explanation of what you would like them to do;
and

• contact information.

Fact Sheets

Standard fact sheets present the fundamental facts about the
organization, program, or event in an easy to read, bulleted format.
Fact sheets should not be any longer than one page, and may include:

• names of officers or of the leadership of the HS/HT advisory body;

• office location(s) with address, phone number, fax numbers and
appropriate e-mail addresses;

• description of what the organization, program, or event is and/or
does;

• historical milestones in the organization's/ program's/event's history
(e.g., when and where it was founded, when and where activities began,
etc.); • major accomplishments;

• interesting facts and statistics; and

• programs/services offered. For fact sheets on events, you should also
include: • where and when the event is being held;

• any cost associated with the event, if applicable;

• past benefits offered as a result of the event and who benefited;

• name of participants or type of people participating;

• goals of the event; and • names of the people and organizations
sponsoring the event.

Backgrounder

Backgrounders provide a more comprehensive overview of an organization,
program, event or issue than a fact sheet. Backgrounders are longer and
give more in-depth content than a news release. For example, a two-page
release announcing the merger of two organizations may not permit much
description of the companies involved. A four or five-page background
paper would provide more detailed information on the make-up,
activities, and history of the companies that are merging.
Representatives of the media seldom use all of the information provided
in a background paper; rather they excerpt selected information. A
background paper needs to include the latest research and information on
outcomes (if available) in order to be effective.

Using a Website to Market

Your HS/HT Program Most HS/HT programs maintain a website which is a
powerful tool for marketing the program. A website provides global
access to information about the program twenty-four hours a day, seven
days a week. It can be easily updated to address changes in information
and to include new information. A website can be designed to provide
basic information about HS/HT with icons and links that lead to more
detailed information of interest to different target audiences. A
website can be used to post information on upcoming events, to provide
detailed descriptions of past events, and to highlight HS/HT success
stories. A website can also be made interactive, providing an easy
method of communicating with and getting feedback from HS/HT students,
family members, education personnel, employers, etc. Several HS/HT
programs use their websites to share information on the Guideposts for
Success and to disseminate information on resources useful to
transition-age youth and the people who work with them.

If your program decides to establish a website, it is important to make
it simple to navigate and fully accessible to individuals with
disabilities. The Bobby WorldWide Web Accessibility Tool,
\<http://webxact.watchfire.com/\>, was designed to aid webmasters in
creating standard compliant websites and to increase the accessibility
of a website. Bobby tests web pages using the guidelines established by
the World Wide Web Consortium's (W3C) Web Access Initiative,
\<http://www.w3.org/WAI/\>, as well as Section 508 guidelines from the
Architectural and Transportation Barriers Compliance Board (Access
Board) of the U.S. Federal Government. WAI guidelines are widely
regarded as the international standard for web accessibility support
materials to help understand and implement web accessibility resources,
through international collaboration. It is also important to register
your website with major search engines so people will be able to find it
easily.

Suggested Marketing Strategies and Tactics

Personal Contact

• Send personalized letters and your HS/HT business card to selected
employers or others in the community to let them know about your program
and invite their participation in the program or in a specific event.
When sending letters, be sure to follow up with a phone call to confirm
receipt and answer any questions.

• Call or send e-mail messages to people with whom you have an existing
relationship to let them know about your HS/HT program and invite their
participation. Before making contact, know what you want to communicate
and what you are going to ask them to do.

• Contact your local Chamber of Commerce to get information on local
businesses, particularly those that emphasize the STEM careers and other
technology-related professions.

• Make "cold calls" or canvas high-tech employers to learn more about
their organizations, let them know about your program, and get a sense
of the employer's potential interest in getting involved with HS/HT.
Even though you may be making cold calls, be sure to take a warm
approach!

• Ask to speak during regularly scheduled meetings of your local Lion's
Club, Kiwanis Club, etc. Use these opportunities to inform professional
members of the business community about HS/HT and explain how they can
get involved.

• Educate others at your school or organization about the goals and
activities of the HS/HT program.

• Arrange for site visits to help you better understand the operations
and business cultures of STEM industries.

• Represent your program at community, business, and professional events
as a speaker, host, or exhibitor.

• Network at professional conferences, in classes you may be taking, or
through your involvement in church, community events, or volunteer
activities.

• Visit the websites of employers, employment service agencies and
potential funding sources, or call their offices to obtain e-mail
addresses. Send e-mails to targeted individuals to let them know about
your HS/HT program.

• Volunteer to serve on boards or committees of stakeholder
organizations.

• Arrange for booth space at conferences attended by youth with
disabilities or their families, local employers, service providers, and
community-based organizations.

• Attend or exhibit at high-tech trade shows to meet and network with
employer representatives.

• Invite target market representatives to become a part of your
state/local advisory body.

• Ask your current employer partners to tell their colleagues in the
business world about HS/HT.

• Follow up after each contact by sending a letter or by calling with
additional information.

• Begin by focusing on building long-term mutually beneficial
relationships, rather than asking for financial support up front. Such
relationships often evolve into financial support.

Advantages of Personal Contact

Allows greater control of results, requires few material resources, and
allows you to use your interpersonal skills and known contacts.

Disadvantages of Personal Contact

Can involve significant time and offers limited reach.

Print Communications

• Develop a HS/HT program brochure or fact sheet to mail with letters,
disseminate at meetings or workshops, or post in targeted locations such
as high schools. • Create an inexpensive newsletter that periodically
updates current and prospective employers and others about your HS/HT
program. Include success stories about participating youth.

Produce the newsletter in a print format, distribute it by e-mail, and
post it on your website.

• Design and print HS/HT business cards and stationery that convey a
professional, consistent program 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.

• Develop program progress reports or an annual report to update
stakeholders about program activities and accomplishments.

• Make copies of articles that have been published about your HS/HT
program and share them with stakeholders and prospective stakeholders.

Advantages of Print Communications

Lets you control the messages and timing and allows you to target
specific audiences.

Disadvantages of Print Communications

Requires funds for reproduction; can involve significant time for
writing and layout; and requires lead time to develop materials.

Electronic Communications

• Create an accessible website that informs targeted markets about your
HS/HT program and provides your contact information. Be sure to keep the
website current and add new material to encourage viewers to return to
it.

• Register your website with search engines to improve the chances of
the site being found when web users conduct a search. Register for free
on search engines' websites (e.g., www.google.com) or pay to use a
search engine registration service.

• Disseminate program updates, event invitations, and other information
by e-mail and place it on your website.

• Create and send periodic e-mail newsletters.

• Create a video or CD-ROM that explains the goals, activities, and
successes of your HS/HT program.

• Participate in online communities such as electronic bulletin boards
and listservs used by local high-tech business leaders, workforce
development representatives, or disability employment professionals.

• Ask employer partners to include information about HS/HT and their
involvement with the program on their websites and in their electronic
newsletters.

• Arrange for reciprocal website links with other organizations (e.g.,
websites of employer partners, One-Stop Career Centers, Vocational
Rehabilitation agencies, etc.).

• Include your program contact information and website address on your
e-mail address block.

Advantages of Electronic Communications

Lets you control the messages and timing; allows instant, low-cost
dissemination of messages and information; allows you to target specific
audiences as needed (i.e., through targeted e-mails); and facilitates
interactive, around-the-clock communications with known contacts.

Disadvantages of Electronic Communications Requires expertise,
technology, and time to develop, launch, and maintain a website; and
requires staff time to keep the information up-to-date, respond to
e-mail inquiries, manage listservs, etc.

Media Relations

• Create news by "pitching" story ideas to local media representatives.
Suggest interesting angles for covering your HS/HT program, the
accomplishments of participating youth, or collaborations with
employers. •

Mail, fax, or e-mail news releases or media advisories to reporters,
editors, or producers at local newspapers, television stations, and
radio stations to inform them of program events and activities. Be sure
to use the proper format and always include your telephone number and
e-mail address for any questions the recipient might have.

• Write articles about HS/HT activities for placement in local
newspapers, trade publications, employers' in-house or external
newsletters, or school system publications. Before writing an article,
contact the publication to determine the editor's interest in a
particular story line.

• Use---but don't abuse---any connections you may have with local
reporters, editors, or producers. • Develop and use a database of media
contacts.

• Tap into the expertise of media relations experts within your school
system or ask your employer partners if their public relations staff can
advise you on media relations.

• Invite media representatives to become a part of your state/local
advisory body.

• Invite reporters to attend your program events.

• Make yourself and your program participants available for media
interviews.

• Talk with representatives at your local public access cable television
station about being included in their programming (e.g., in a panel
discussion about youth with disabilities and employment).

Advantages of Media Relations

Often allows rapid dissemination of messages; involves few or no
material costs; and allows you to reach a broad audience.

Disadvantages of Media Relations Provides limited control of messages
and timing of message release, takes time to develop a story, requires
sustained work to maintain relationships with reporters and other media
representatives, and requires time to communicate and follow-up with
reporters and others.

Public Service Advertising

• Submit announcements about events, need for volunteers, and need for
partner organizations to local newspapers, radio stations, and broadcast
and cable television stations.

• Work with program partners (e.g., employers) to develop issue-oriented
print or broadcast public services announcements (PSAs).

• Use the proper format for the media outlet you are targeting. Try to
limit PSAs for television and radio to 30 seconds and indicate the
running time on the announcement.

Advantages of Public Service Advertising Offers free promotion air time
or print space and can offer wide reach. Disadvantages of Public Service
Advertising Offers little control over timing and editing of messages
and can involve costs to develop print or broadcast ads.

Paid Advertising

• Do a cost benefit analysis for paid advertising, which can be very
expensive. Investigate circulation numbers, who the readers/viewers are,
and other relevant information. (Which TV channel has the highest
viewership among your target audience(s)? Should you run your display ad
in the sports section, business section, or near the education columnist
in the newspaper? What day of the week would be best from an optimal
exposure and impact standpoint?)

• Develop a template or "look" for your print advertisement working with
a graphic designer---or with your HS/HT students.

• When looking for employer partners, place paid advertising in local
newspapers and on radio, broadcast television, or cable television.

• Place ads in local business magazines, newsletters, and directories.

Advantages of Paid Advertising Lets you control the content of the
message, lets you control where and when messages are disseminated, and
can offer targeted or wide reach.

Disadvantages of Paid Advertising Involve costs to create and place ads
and requires repeated ad placement to achieve the greatest impact.

Specialty Advertising

• Create t-shirts, mugs, magnets, bookmarks, mouse pads, pens, or other
giveaways bearing your HS/HT program's logo or slogan. Distribute these
items at events, when you meet employers or have other contact with
representatives of your target audiences.

• Include HS/HT participants in the design and creation of products and
materials.

• Consider selling specialty advertising items to raise funds for your
program. Advantages of Specialty Advertising Offers low-cost program
visibility, and offers control over product design and distribution.
Disadvantages of Specialty Advertising Requires funds for product design
and production, and requires staff time to oversee item production,
distribution, and inventory.

Special Event Sponsorship

• Invite representatives of business and industry, employment service
agencies, schools, and prospective or current funding organizations to
an annual informational meeting or kick-off event.

• Hold an annual employer or funding organization recognition event, or
present awards to employers, youth participants, and other stakeholders
at an annual conference or program banquet.

• Invite local high-tech employers and representatives of community
colleges, colleges and universities to participate in a career fair for
people with disabilities.

• Create an annual, issue-oriented awareness event that involves program
stakeholders.

Advantages of Special Event Sponsorship Provides visibility in the
community or targeted communities, offers opportunities to recognize and
solidify support of program stakeholders, and offers opportunities to
make new contacts.

Disadvantages of Special Event Sponsorship Can require funds to rent
event space, produce materials, and provide refreshments; requires
significant staff time for planning, logistics, and follow-up; and can
be negatively impacted by weather, traffic, and other problems.

Sample News Release Template For Immediate Release

Contact:

Contact Name In Caps

Month, Day, Year

Name Of Organization/Company

(If Not On Letterhead)

Phone: (Xxx) Xxx-Xxxx

Or E-Mail Address

Title of release should summarize the content of the release in one line
and should be in caps, bold and centered

(month, day, year---name of city in caps and bold) In the first
paragraph of a news release, state the basic who, what, where, when and
why information. A release should lead with the most important
information and end with the least important. As a general rule, news
releases should be no longer than two pages.

Indent all new paragraphs. Paragraphs should consist of approximately 3
-- 4 concise sentences. The body of a news release should be
double-spaced, whereas the contact information should be single-spaced.
Print news releases on organization or company letterhead if available.
Do not use bright colored paper for a news release. Even though you want
to get the reporter's attention, use neutral colored paper. Provide at
least one-inch margins on each side of the paper if possible.

Use three number marks (###) centered on the bottom of the page to
indicate the end of a release. If an additional page is necessary,
indicate that the release continues onto the next page using the
following centered on the bottom of the first page: -more-. If you must
continue your release onto the next page, never break up a sentence.

Simply begin the next page with the entire sentence. Do not indent this
sentence unless you are beginning a new paragraph.

"Slugline" and date should be single-spaced. However, the remainder of
the release body will be double-spaced.

There is no need to use letterhead for subsequent pages. Plain white
paper is fine. The last paragraph should be separate and include your
contact information in case the reader wants more information.

For more information, contact , at.

You can include telephone, fax, e-mail or address.

About your organization/program. In this paragraph, you may choose to
briefly describe your organization/ program. What is its mission? When
was it established? Why does it exist? Once again, this should be short
and to the point. Random facts and information should not be included.
It can be single-spaced and a smaller font if needed.

Source: The Able Trust---Florida Governor's Alliance for the Employment
of Citizens with Disabilities.

Sample media advisory template contact: contact name in caps name of
organization/program: in caps

Phone:

FAX:

E-mail Address:

Media Advisory/Photo Opportunity (Centered In Bold, Caps And Larger Font
Size)

Who: Name of the organization/program hosting the event

What: Name of event that is taking place

Where: Physical location---provide address

When: Date and time of event

WHY: Purpose of event

You may choose to provide a brief summary underneath (1-2 paragraphs)
with more detailed information on the event. Highlight particular
aspects of the event that are newsworthy and not included in the basic
who, what, where, when and why, such as dignitaries attending, special
awards or honors being presented, activities surrounding the event, or
announcements being made.

For more information, contact at
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.

Source: The Able Trust---Florida Governor's Alliance for the Employment
of Citizens with Disabilities.

Public Service Announcement Template Title Of PSA Spot:

Broadcast Dates:

Second PSA: Contact:

Name Of Contact In Caps

Phone:

Dates: (Month & Day)

Fax:

E-Mail Address:

Announcer: PCA copy should be typed on the right-hand side of the sheet
in capital letters. Triple-space the copy to make it easier for the
announcer to read. Be sure to list if the announcement is a 60, 30 or
10-second spot in the top left-hand corner of the copy. List the dates
(month, day through month, day) you would like it to run. Read your copy
out loud and time yourself to ensure you are within the appropriate time
limits. Use -30- to indicate the end of the copy.

Chapter 11: HS/HT Glossary of Terms

ACCESS refers to the ability to find, manipulate, and use information,
an object, a place, a service, or a program in an efficient and
comprehensive manner. Access can be programmatic or physical.

ACCESSIBLE refers to providing access to or capable of being reached or
used. It may also be used to describe architecture that can be reached
or utilized by everyone, including those who have functional limitations
and, as a result, may use a wheelchair, a walker, or a cane.

ACCOMMODATION refers to the modifications or adjustments to the work
environment or to the circumstances under which a particular task is
customarily performed that enable a qualified individual with a
disability to perform the essential functions of that position
(including jobs, education, and community involvement). Also includes
any strategy that eliminates or lessens the effect of a specific
barrier.

ADULT SERVICES refer to those services needed for people when they reach
adulthood. Such services often include (but are not limited to)
assistance in finding a job, keeping a job, living independently, and
the provision of various therapies or medications.

ASSISTIVE TECHNOLOGY under the Americans with Disabilities Act, refers
to "any item, piece of equipment, or system, whether acquired
commercially, modified, or customized, that is commonly used to
increase, maintain, or improve functional capabilities of individuals
with disabilities." Assistive technology helps people with disabilities
complete daily living tasks independently, assists them in communicating
with other individuals, and provides access to education, employment,
and recreation.

BENEFITS PLANNER is a person who interprets complex policies, rules,
procedures, administrative code, and legislative language into practical
and understandable information. Under the Ticket to Work and Work
Incentives Improvement Act, Congress created a formal program, known as
the Work Incentives Planning and Assistance (WIPA) program, as a core
employment support for people with disabilities who receive Supplemental
Security Income and Social Security Disability Insurance. All 50 states
participate in the WIPA program.

BENEFITS PLANNING refers to the person-centered analysis of the effect
that work and other life situation changes have on public and private
programs, including income support programs. Benefits planning helps
people with disabilities steer through the maze of public and private
benefits programs while minimizing disincentives and barriers that exist
for them to prepare for, obtain, advance in, retain, leave, and regain
employment.

BLENDED FUNDING is a term used to describe mechanisms that pool dollars
from multiple sources and make them in some ways indistinguishable.
Blending may require the changing or relaxing of regulations guiding
relevant state and federal funding term by policy makers at the federal,
state, or local level to permit program flexibility, and change the way
services are structured and delivered.

BRAIDED FUNDING is a term used to describe a funding and resource
allocation strategy that taps into existing categorical funding streams
and uses them to support unified initiatives in as flexible and
integrated a manner as possible. Braided funding streams remain visible
and are used in common to produce greater strength, efficiency, and/or
effectiveness. Braided funding allows resources to be tracked more
closely for the purpose of accounting to state and federal
administrators. Thus, implementing a braided funding approach requires
that significant attention be paid to administrative issues.

BUSINESS LEADERSHIP NETWORK (BLN) is a national network led by employers
in concert with state Governor's Committees on Disabilities and/or
community agencies that engage the leadership and participation of
companies throughout the United States to hire qualified job candidates
with disabilities.

CAREER ASSESSMENT refers to a comprehensive process conducted over a
period of time, involving a multi-disciplinary team with the purpose of
identifying individual characteristics, education, training, and
placement needs. Such assessments provide educators and others with the
basis for planning an individual's school and career development
program. Career assessment may use both formal and informal
methodologies and should provide the individual with insight into his or
her vocational potential (Leconte & Neubert, 1997).

CAREER EDUCATION refers to an educational emphasis stressing the
teaching of life career roles (e.g., family member, citizen, community
participant, worker, etc.) early in life, to be followed up throughout
the student's education, in preparing him or her for those roles
(Sitlington, Clark, & Kolstoe, 2000).

CONFLICT RESOLUTION refers to the process of becoming aware of a
conflict, diagnosing its nature, and employing an appropriate
problem-solving method in such a way that it simultaneously achieves the
goals of all involved and enhances the relationships among them
(Dettmer, Thurston, & Dyck, 1993).

CONSUMER EMPOWERMENT refers to programs that allow for, and even
promote, self-determination, self-advocacy, and active participation in
the decision-making process at the individual and systems levels.

DISABILITY PROGRAM NAVIGATORS (DPNs) are positions that exist in a
growing number of One-Stop Career Centers to build staff capacity and
work with people with disabilities and service providers to access,
facilitate and navigate the complex statutory and regulatory provisions
that impact their ability to gain/retain employment. DPNs also develop
linkages and collaborate with employers and conduct outreach to agencies
and organizations that serve people with disabilities.

DISCLOSURE refers to the act of opening up, revealing, or telling. With
regard to individuals with disabilities, it refers to the act of
informing someone that an individual has a disability, including self
disclosure. It is often associated with a person's need to request
accommodations.

ENTREPRENEURSHIP is the process of finding and evaluating opportunities
and risks, in developing and executing plans for translating those
opportunities into financial self-sufficiency. The two variables of this
definition are process and risk.

INDIVIDUALIZED PLANNING refers to the process of assessing a person's
strengths, skills, resources, interests, and limitations as they apply
to the achievement of a specific goal, and then using that information
to develop a plan that lays out the steps that need to be taken for that
person to accomplish that goal. Under IDEA, special education students
are required to have an Individualized Education Program (IEP) that
includes information on the student's present level of functioning in
each identified needs area, a statement of annual goals for the student,
a statement of appropriate short-term objectives with the evaluation
approach and criteria for determining progress toward achievement of
annual goals, a statement of any required related services and who will
provide them, a statement of transition service needs (beginning at
least by age 16), and a statement that relates to the amount of time the
student will spend in the least restrictive environment (i.e., general
education classes). Under Title I of the Rehabilitation Act, individuals
determined eligible for services from a State Vocational Rehabilitation
agency must have an Individualized Plan for Employment (IPE) which is
developed in partnership with a qualified VR Counselor and which
outlines the person's vocational goals, the services that the individual
will receive, the providers of those services, and the methods that will
be used to procure those services. Another example of an individualized
plan is the Plan for Achieving Self-Support (PASS) which allows
recipients of Supplemental Security Income (SSI) to set aside income and
resources to achieve a specific work goal. Other examples of
individualized plans include individualized service strategies for
participation in Title I WIA youth activities, the Individualized Family
Service Plan (IFSP) required under Part C of IDEA, the Individual Work
Plan (IWP) required under the Ticket to Work and Self- Sufficiency
Program, and the Individual Habilitation Plan (IHP) required for
individuals receiving services from State Divisions of Developmental
Disabilities.

INFORMED CHOICE refers to the process by which an individual arrives at
a decision. It is a process that is based upon access to, and full
understanding of, all necessary information from the individual's
perspective. The process should result in a free and informed decision
by the individual about what he or she needs.

MEMORANDUM OF UNDERSTANDING (MOU) refers to a written document detailing
the work and fiscal responsibilities of participating parties. Such
documents may also be referred to as Service, Resource Sharing, or
Governance Agreements. These agreements include details regarding who is
providing what services, how much they will cost, who is paying for
them, where they will be delivered, and additional information as
needed.

MENTORING refers to a trusting relationship, formalized into a program
of structured activities, which brings young people together with caring
individuals who offer guidance, support and encouragement aimed at
developing the competence and character of the mentee. There are four
basic types of mentoring models: traditional one-to-one, peer, group,
and e-mentoring.

NATURAL SUPPORTS refer to personal associations and relationships
typically developed in the community that enhance the quality and
security of life for people, including, but not limited to, family
relationships; friendships reflecting the diversity of the neighborhood
and the community; association with fellow students or employees in
regular classrooms and workplaces; and associations developed through
participation in clubs, organizations, and other civic activities.

REQUEST FOR PROPOSAL (RFP) refers to an invitation for providers of a
product or service to bid on the right to supply that product or service
to, or on behalf of, the individual or entity that issued the RFP.
Self-Advocacy is the action part of self-determination. It refers to
taking action on one's own behalf and includes seeking out options,
determining levels of independence, determining individual rights and
responsibilities, and speaking out (Hayden & Shoultz, 1991 BH). When
individuals make decisions about their lives, they must have skills to
voice their decisions to others and act.

SELF-DETERMINATION is a concept that combines "skills, knowledge, and
beliefs \[to\] enable a person to engage in goal-directed,
self-regulated, autonomous behavior. An understanding of one's strengths
and limitations together with a belief in oneself as capable and
effective are essential to self-determination"
(http://www.dcdt.org/pdf/self_deter.pdf). There are three components to
self-determination: self-awareness, self-advocacy, and goal setting.
Self-determination also involves the concept of "informed choice" which
means having the right information to make the right decision at the
right time.

SOFT SKILLS refers to skills other than technical skills and basic
knowledge that are valued by employers in the workplace. These include
behaviors such as good work habits and attitudes, dressing
appropriately, the ability to communicate and get along with others, and
the ability to work in teams. These skills are essential for all youth.

TECHNOLOGY refers to the tangible objects of the human designed world
(e.g., bridges, automobiles, computers, satellites, medical imaging
devices, drugs, etc.) and the systems of which these objects are a part
(e.g., transportation, communications, finance, healthcare, food
production, etc.), as well as the people, 11-3 infrastructure, and
processes required to design, manufacture, operate, and repair the
objects (Pearson & Young, 2002).

UNIVERSAL DESIGN refers to the design of products and environments that
are usable by all people, to the greatest extent possible, without the
need for adaptation or specialized design. The Center for Applied
Special Technology (CAST) defines "Universal Design for Learning" (UDL)
as a framework for designing education environments that enable all
learners to gain knowledge, skills, and enthusiasm for learning. UDL is
accomplished by simultaneously reducing barriers to the curriculum and
providing rich supports for learning. UDL involves providing multiple
and flexible methods of presentation, means of expression, and means of
engagement. "Universal Design for the Workforce Development System"
refers to the design of environments, products, and communication
practices, as well as the delivery of programs, services, and activities
to benefit the greatest number of people served by the workforce
development system.

WORKFORCE DEVELOPMENT SYSTEM is a term that encompasses organizations at
the national, state, and local levels that have direct responsibility
for planning, allocating resources (both public and private), providing
administrative oversight, and operating programs to assist individuals
and employers in obtaining education, training, job placement, and job
recruitment. Included in this broad network are several federal agencies
such as the U.S. Departments of Labor and Education, charged with
providing specific education and/or training support and other labor
market services such as labor market information. At the state and local
levels the network includes state and local workforce investment boards,
state and local career and technical education and adult education
agencies, vocational rehabilitation agencies, recognized apprenticeship
programs, state employment and unemployment services agencies, state and
local welfare agencies, and/or sub-units of these entities. A wide array
of organizations provide direct education, training, or employment
services (e.g., technical schools, colleges, universities, Vocational
Rehabilitation agencies, apprenticeship programs, community-based
organizations, One-Stop Career Centers, Welfare to Work training
programs, literacy programs, Job Corps Centers, unions, and
labor/management programs).

WORKFORCE INVESTMENT BOARD (WIB), as required under the Workforce
Investment Act of 1998, refers to an appointed body, certified by the
governor to set policy, guide implementation, and provide oversight to
the local workforce development system. A WIB is also a forum for
planning workforce development strategies. A WIB attempts to anticipate
economic and business trends, develop community linkages and
partnerships, and provide a focus on system outcomes.

YOUTH DEVELOPMENT refers to a process that prepares young people to meet
the challenges of adolescence and adulthood through a coordinated,
progressive series of activities and experiences that help them to
become socially, morally, emotionally, physically, and cognitively
competent. Youth development spans five basic developmental areas in
which all young people need to learn and grow: thriving, leading,
connecting, learning, and working. It includes mentoring activities
designed to establish strong relationships with adults through formal
and informal settings, peer-to-peer mentoring opportunities, and
exposure to role models in a variety of contexts. Positive youth
development addresses the broader developmental needs of youth, in
contrast to deficit-based models that focus solely on youth problems
(NCWD/Youth).

YOUTH LEADERSHIP refers to an internal and external process leading to
(1) "the ability to guide or direct others on a course of action,
influence the opinion and behavior of other people, and show the way by
going in advance" (Wehmeyer, Agran & Hughes, 1998); and (2) "the ability
to analyze one's own strengths and weaknesses, set personal and
vocational goals, and have the self-esteem to carry them out. It
includes the ability to identify community resources and use them, not
only to live independently, but also to establish support networks to
participate in community life and to effect positive social change"
(Adolescent Employment Readiness Center, Children's Hospital, n.d.). It
includes training in skills such as selfadvocacy and conflict
resolution; exposure to personal leadership and youth development
activities, including community service; and opportunities that allow
youth to exercise leadership and build self-esteem.

APPENDIX A:

HS/HT Program Guide References

Abery, B., & Stancliffe, R. (1996). The ecology of self-determination.
In D. J. Sands & M. L. Wehmeyer (Eds.). Self-determination across the
life span: Independence and choice for people with disabilities (pp.
111-146). Baltimore, MD: Paul H. Brookes.

Achieve, Inc. (2004). The expectations gap: A 50 state review of high
school graduation requirements. Washington, DC: Author. Retrieved May
24, 2005, from \<http://www.achieve.org/dstore.nsf/
Lookup/coursetaking/\$file/coursetaking.pdf\>

Agran, M. (Ed.). (1997). Student-directed learning: Teaching
self-determination skills. Thousand Oaks, CA: Brookes/Cole.

Allington, R., & McGill-Franzen, A. (1992). Does high stakes testing
improve school effectiveness? Career Development for Exceptional
Individuals, 20(2), 179-190.

Amado, A. N. (1993). Friendships and community connections between
people with and without developmental disabilities. Baltimore, MD: Paul
H. Brookes.

American Youth Policy Forum & Center for Workforce Development. (2000,
June). Looking forward: Schoolto- work principles and strategies for
sustainability. Washington, DC: Author.

Aune, B. (2000). Career and academic advising. In H. A. Belch (Ed.),
Serving students with disabilities (pp. 55-69). San Francisco, CA:
Jossey-Bass.

Bailey, D., McWilliam, R., Darkes, L., Hebbeler, K., Simmeonsson, R., et
al. (1998). Family outcomes in early intervention: A framework for
program evaluations and efficiency research. Exceptional Children, 64,
313-328.

Balli, S. J., Demo, D. H., & Wedman, J. F. (1998). Family involvement
with children's homework: An intervention in the middle grades. Family
Relations, 47(2), 149-157.

Beasley, C. (1997, February). Students as teachers: The benefits of peer
tutoring. In Pospisil, R., & Willcoxson, L. (Eds.), Learning through
teaching (pp. 21-30). Proceedings of the 6th Annual Teaching Learning
Forum, Murdoch University, February 1997. Perth: Murdoch University.

Benson, P. & Saito, R. (2000). The scientific foundation of youth
development. In Public/Private Ventures (ed.), Youth development:
Issues, challenges, and directions. Philadelphia, PA: Public/Private
Ventures.

Benz, M. R., & Halpern, A. S. (1993). Vocational and transition services
needed and received by students with disabilities during their last year
of high school. Career Development for Exceptional Individuals, 16,
197-211.

Benz, M. R., & Lindstrom, L. (1997). Building school-towork programs:
Strategies for youth with special needs. Austin, TX: Pro-ed. Benz, M.
R., Yovanoff, P., & Doren, B. (1997, Winter). School-to-work components
that predict postschool success for students with and without
disabilities. Exceptional Children, 63(2), 151-165.

Blackorby, J., & Wagner, M. (1996). Longitudinal postschool outcomes of
youth with disabilities: Findings from the National Longitudinal
Transition Study. Exceptional Children, 62(5), 399-413.

Blank, M. J., & Lombardi, J. (1991). Towards improved services for
children and families: Forging new relationships through collaboration.
A policy brief based on The Eighth Annual Symposium of the A.L. Mailman
Family Foundation, White Plains, NY, July 1, 1991. Washington, DC: The
Institute for Educational Leadership.

Blum, R. W., Beuhring, T., & Rinehart, P. M. (2000). Protecting teens:
Beyond race, income, and family structure---Report from the Add Health
Survey. Minneapolis, MN: University of Minnesota, Center for Adolescent
Health.

Blum, R. W., McNeely, C. A., & Rinehart, P. M. (2002). Improving the
odds: The untapped power of schools to improve the health of teens.
Minneapolis, MN: University of Minnesota, Center for Adolescent Health.
Retrieved May 25, 2005 from \<http://www.allaboutkids.umn.edu/presskit/
connectmono.pdf\>.

Boethel, M. (2003). Diversity: School, family, and community connections
(Annual synthesis 2003). Austin, TX: Southwest Educational Development
Laboratory, National Center for Family and Community Connections with
Schools.

Bowe, F. (2000). Universal design in education. Westport, CT: Bergin and
Garvey.

Boyd, B. L. (2001, August). Bringing leadership experiences to
inner-city youth. Journal of Extension, 39(4). Retrieved May 25, 2005
from \<http://www.joe. org/joe/2001august/a6.html\>.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How
people learn: Brain, mind, experience, and school. Washington, DC:
National Academy Press.

Bremer, C. D., & Madzar, S. (1995). Encouraging employer involvement in
youth apprenticeship and other work-based learning experiences for high
school youth. Journal of Vocational and Technical Education, 12(1),
15-26. Retrieved May 25, 2005 from
\<http://scholar.lib.vt.edu/ejournals/JVTE/v12n1/ bremer.html\>.

Brough, J. A. (1997). Home-school partnerships: A critical link. In J.
Irvin (Ed.), What current research says to the middle level practitioner
(pp. 265-274). Columbus, OH: National Middle School Association.

Brough, J. A., & Irvin, J. L. (2001). Parental involvement supports
academic improvement among middle schoolers. Middle School Journal,
32(5), 56-61.

Burgstahler, S. (2002). The role of technology in preparing youth with
disabilities for postsecondary education and employment. A white paper
developed for the Postsecondary Outcomes Network of the National Center
on Secondary Education and Transition (NCSET). Honolulu, HI: University
of Hawaii. Retrieved January 29, 2007 from
\<http://www.staff.washington.edu/sherylb/\>.

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For more information, please contact:

HIGH SCHOOL/HIGH

TECH TECHNICAL ASSISTANCE COORDINATOR

c/o National Collaborative on Workforce and Disability for Youth

1-877-871-0744 (Toll-Free)

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www.ncwd-youth.info/

NCWD/Youth publications can be downloaded for free from the web at
\<www.ncwd-youth.info\>.

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