High Tech Connections
Fairfax, Virginia
Contact
Henry Angle
Coordinator
Career and Transition Programs and Services
Fairfax County Public Schools
Dept. of Student Services & Special Education
Belle Willard Administration Center
10310 Layton Hall Drive
Fairfax, Virginia 22030
Phone: 703-246-7752
Fax: 703-691-0677
E-mail: hangle@bwac.fcps.k12.va.us
Website: www.fcps.k12.va.us/DSSSE/career_transition.htm
Mission
The mission of this project is to enhance the future human resource pool for employers of high-tech firms. By working together as partners, we can meet the fast-changing high-tech demands of the 21st century and improve employment opportunities for individuals with disabilities in high-tech companies.
Organization
Organization Type: Education Agency: Local
Geographical Area: County
Primary Setting: Other: Business Internship Sites
Funding: External funding source, Other: Virginia Board for People with Disabilities
Consumers
Target Population: Secondary education students with
disabilities, business people or employer
Disability Areas: Deaf, deaf-blind, hearing impairment, mental retardation (Mild), orthopedic impairment, multi-disabled, severe emotional disturbance/emotional disability/behavior disorder, specific learning disability, speech impairment, visual impairment, autism, traumatic brain injury, other (other health impaired)
NTA Framework Categories
Description
High Tech Connections (HTC) is modeled after High School/High Tech designed by the President's Committee on Employment of People with Disabilities. HTC completed its third and final year of funding by the Virginia Board for People with Disabilities. HTC is continuing this year through employer-funded internships and activities and LEA-funded staff support.
In HTC, staff establish internships and activities with high-tech companies so students will consider the high-tech career field as an option, while strengthening partnerships with businesses. The target population includes students in grades 9-12 with mild disabilities who will continue on to postsecondary education in the high-tech field. Younger students participate in awareness activities such as job shadowing and site tours, while older students participate in paid high-tech internships.
The success of this project depended on the team efforts of all the following: students, parents, school staff, employers, Business Advisory Council, and additional resources such as TransCen, Inc., President's Committee on Employment of People with Disabilities, and Virginia Board for People with Disabilities
The High Tech Connections program has several goals, one of which is to improve employment opportunities for students with disabilities in high-tech companies. In order to achieve this goal HTC has: identified high-tech business and contacts in the northern Virginia region; provided a kick-off event to initiate contact with high-tech businesses, orient them to the project, and solicit their involvement in the various activities; provided paid internships for students with disabilities in grades 11 and 12; developed mentoring relationships between high-tech employees and students with disabilities; provided ongoing follow-up and support to students and businesses, utilizing school staff and school-funded job coaches; and supported students in planning next steps following completion of internships.
The second goal is to prepare students to make career decisions, considering high-tech business as a potential career option as part of the transition planning process. Therefore, HTC develops and coordinates activities in high-tech businesses to include job shadowing, site visits, and guest speakers for students in grades 9 and 10; incorporates awareness and activities into classroom instructional program; and instructs students in how to participate in job shadowing, mentoring, site visits, and responding to guest speakers.
A third goal is to provide training to students, parents, school staff, and employers and employees of high-tech firms. In order to fulfill this goal, HTC provides orientation and training to participating youth and their families prior to internship placement; provides training to school staff on strategies for securing high-tech sites for internships and employment; conducts training and disability awareness, reasonable accommodations, and strategies for recruiting, hiring, supervising, and retaining youth with disabilities for employers and employees of participating businesses; provides team meetings to share successes, discuss problems and challenges, and generate solutions; and planned and implemented Future Quest in 1999 in conjunction with Northern Virginia Transition Coalition.
HTC’s fourth goal is to develop, enhance, and strengthen partnerships with high-tech businesses. As a result, HTC established a Business Advisory Council (BAC) to include high-tech businesses, school staff, adult service providers, and area college representatives; utilized the expertise of the President's Committee on Employment of People with Disabilities for overall project support; networks with Fairfax County's Business/Industry Council and local Chambers of Commerce to promote hiring individuals with disabilities; and publicizes involvement of business partners for community recognition and to entice other high-tech businesses to become involved in the project.
A fifth goal is to establish, implement, and maintain a continuous evaluation system. HTC accomplishes this by collecting data on student internship placements; collecting data on career awareness/exploration activities; collecting feedback from students, families, school staff, and employers on activities; evaluating transition plans for project participants to determine if project activities had an impact on future career/transition goals; and evaluating the effectiveness of the BAC to consider expansion, involvement, and future directions.
Finally, the sixth goal of HTC is to contribute to current knowledge and practice of persons with disabilities in the high-tech job market. In order to do this, HTC developed a comprehensive manual that includes materials for job development; strategies for developing internships and career awareness/exploration activities; internship orientation for students and parents; intern and employer appreciation and next steps activities; and BAC activities. HTC also developed outreach and publicity informational activities to include a project brochure; news articles and feature articles; reported and publicized project outcomes; and disseminated information and materials throughout Virginia and the nation through training events, presentations, and articles.
Evidence of Success
Student Outcomes
Employer Outcomes
Staff Outcomes
Parent Outcomes
Follow-Up Summary
· Fifty-six percent are pursuing tech course.
· Sixty-four percent (8 did not respond) reported that High Tech Connections helped them decide upon their school course.
· Forty-four percent (14 did not respond) reported that High Tech Connections helped them decide upon their career goal.
· Eighty-eight percent reported that High Tech Connection helped them decide upon their personal goals.
· Sixty-three percent are pursuing a tech career/major.
· Seventy-five percent reported that High Tech Connections helped them decide upon their course of study.
· Seventy-five percent reported that High Tech Connections helped them decide upon their career goal.
· One hundred percent reported that High Tech Connections helped them decide upon their personal goals.
· Twenty-six percent were hired by the site following completion of the internship.
· Fifteen percent are currently working for the internship site.
· The lowest salary reported was $5.15 in a data entry clerk position.
· The highest salary reported was $12.00 as a Human Resource assistant.
· Seventy-three percent reported they were pursuing a tech career.
· Eighteen percent said that High Tech Connections helped them decide upon their school course.
· Forty-one percent said that High Tech Connections helped them decide upon their college course.
· Eighty-two percent said that High Tech Connections helped them decide upon their career goal.
· One hundred percent said that High Tech Connections helped them decide upon their personal goals.
Success Story
High Tech Connections opened many doors for the students. It provided opportunities for students to expand their skills, gain experience in real work settings and learn from mentors. Students gained confidence to move forward and build on their successes.
Two years later they all have enthusiasm for learning and respect for their potential. They are all motivated and succeeding. We expected success, offered High Tech Connections internships, encouraged and mentored them, and they excelled. The following two students both interned at George Mason University, which gave them each a new direction in life.
"J's" Story
"J," 20, is a 1997 graduate of Chantilly High School and High Tech Connections. He has a learning disability and an emotional disability and was very much at-risk in school. He had difficulty getting along with other students. He just wanted to get out of high school and had reduced his class load to the two classes he needed to graduate. His teachers reported that he was easily distracted and would often deliberately say or do things in class to disrupt others and get other students involved. Even though the teachers complained about his lack of academic interest and disruptive behavior with peers and adults, they continuously commented on his aptitude and potential to learn.
"J" was looking for a part-time job when I met him and thought he might be a good candidate for a High Tech internship. We explored possibilities at George Mason University Computer Lab and arranged a Technology Training Lab Assistant position for "J." There he assisted GMU students with operational problems, maintained computer lab order and cleanliness, and followed and completed duties as assigned. He had several excellent mentors on the site and completed his internship with excellent evaluations. This experience gave "J" self-confidence and an interest in attending college.
When I talked with "J's" mother recently she said, "The High Tech Connections internship at George Mason University was one of the most positive experiences of "J's" high school years." She believes the internship turned him around and motivated him to go on to college.
"J" will graduate this semester from Northern Virginia Community College with an Associate in Science and a major in Business Administration. His grades have been great and he is in the honors program. In addition to school, "J" is shift manager at Chicken Out, where he has received several awards for excellence in management. "J" plans to transfer to American University or the University of New Hampshire to complete his Bachelor's degree in Business. We wish "J" all the best in his future endeavors.
"JO's" Story
Mr. Ray at Chantilly Center nominated "JO" during the first semester of his junior year. At that time, "JO" was in the culinary program and was excited about using his technology skills. "JO" did well in design and tech class and showed potential for trouble-shooting computer problems and glitches. "JO" was also a volunteer in the Career Center and assisted students with career center computers and career software.
Mrs. Cirillo invited "JO" and his mom to attend the HTC information session along with other student nominees and parents. Students participated in group activities and met with their employment and transition representative to discuss possible internship sites.
At that time, "JO" did not drive and had not thought much about attending college, nor did he know what or where George Mason University was. Ms. Cirillo had developed internships for other students at the university. An internship in the small computer lab in Krug Hall seemed a good site for "JO" to gain experience, become familiar with the university, and intern with the great people who direct the Saturday Compuwrite program for young students to improve their writing skills.
"JO" waited until his senior year to do his internship once he had acquired his driver's license. "JO" interviewed for the lab position and started in January of his senior year. In his internship, "JO" provided technical support to students and their teachers in the Compuwrite program. When students arrived for class, "JO's" work began.
Of course, with computers there are always glitches. A printer wouldn't print, a student was stuck, the smart board wasn't on. "JO" had his work cut out for him and he loved every minute of it. He repaired minor computer errors, monitored student activities, deleted obsolete programs, and developed a Power Point presentation incorporating digital photos that integrated two separate software systems. At the end of the day, "JO" was exhausted but elated. "Wow, I love this type of work. It is perfect for me." Each day "JO" learned something new, gained confidence, worked well as a team member and became motivated to attend George Mason University.
When a student panelist was unable to attend the Transition Forum in Williamsburg, "JO" came forward and presented with the FCPS team at the Forum. "JO" was an articulate and poised member of the team, who described the benefits of the High Tech Connections' Internship Grant from a student's perspective.
"JO" began working for George Mason University as he started the first day of his classes last fall. He is a lab assistant in the computer lab in Robinson Hall, providing technical support to college students and professors. He is earning $8.35 an hour and works about 25 hours a week. "JO" is also doing well in his classes and has made a smooth transition to college life. "JO" says, "Thank you, thank you, thank you to High Tech Connections."
Products
High Tech Connections Brochure
High Tech Connections Replication Manual
The Marketing Game Marketing Guide
Workplace Mentoring Guide for Employers
Workplace Mentoring Guide for Employers • Teacher Resource
Updated 10/30/00