Iowa s High School High Tech Goes to College Program: Preparing Students With Mild Disabilities for Careers in Technology

Transcription

1 Journal of Developmental and Physical Disabilities, Vol. 16, No. 2, June 2004 ( C 2004) Iowa s High School High Tech Goes to College Program: Preparing Students With Mild Disabilities for Careers in Technology John Nietupski, 1,4 Terry McQuillen, 1 Deana Duncan Berg, 2 Judy Weyant, 1 Vicki Daugherty, 2 Stephanie Bildstein, 2 Amber O Connor, 2 Judy Warth, 3 and Susan M. Hamre-Nietupski 3 This paper describes an innovative approach to preparing high school students with mild disabilities for challenging careers in high tech industries, called High School High Tech (HSHT). Iowa s HSHT Goes to College program has three central elements, each of which is discussed in this paper: High School Preparation assisting students in identifying a suitable high tech career goal; Higher Education Preparation and Supports assisting students in selecting college/training programs that match their career goal, and in successfully completing their postsecondary programs; Workforce Entry Assistance linking students with employers and launching their high tech careers. The paper concludes with a presentation of outcomes to date and recommendations for program enhancements. The information presented here is intended to assist education and rehabilitation professionals interested in establishing similar efforts across the nation. KEY WORDS: transition services; postsecondary education; employment preparation; career education. Over the past decade, studies have raised concerns over the postschool adjustment of students with disabilities. A series of reports from the National Longitudinal Transition Study (NLTS; Blackorby and Wagner, 1996; Wagner 1 Grant Wood Area Education Agency, Cedar Rapids, Iowa. 2 Goodwill Industries of Southeast Iowa, Iowa. 3 The University of Iowa, Iowa. 4 To whom correspondence should be addressed at Grant Wood Area Education Agency, 4401 Sixth Street SW, Cedar Rapids, Iowa ; [email protected] X/04/ /0 C 2004 Plenum Publishing Corporation

2 180 Nietupski et al. et al., 1993) document the following findings: High school dropout rates range from 28 to 48% versus 25% for nondisabled students. 23% access postsecondary education, versus 52% of their nondisabled cohorts. Only 16% of students with disabilities entering college receive their degree, versus 27% of their nondisabled peers. Only 9% of working adults with disabilities between ages 25 and 64 complete college. Students with disabilities have a 57% employment rate 2 years post high school, versus 73% for nondisabled individuals. 76% of those working hold low skill/status occupations (e.g., service, laborer). Nearly 30% of all working people with disabilities earn below poverty level wages It has been argued that the reason for the lack of postsecondary success for students with disabilities is that most high school programs fail to provide the comprehensive array of services needed to ensure success (Gugerty et al., 1996; Nietupski et al., 2001; Phelps and Hanley-Maxwell, 1996). To address this issue, these and other authors have recommended that real world experiences must be blended with traditional academics so that the latter content becomes more meaningful. NLTS research also suggests that parents, students, and postsecondary training and educational programs become more proactively involved in the transition planning process. Finally, these transition researchers stress that comprehensive support services must be provided to ensure that students complete high school, enter and complete postsecondary education/training (PSET) and achieve meaningful employment outcomes. High School High Tech (HSHT) is a program designed to overcome the shortcomings of previous transition efforts and improve postschool outcomes for students with mild disabilities. Its strength is that it incorporates the critical elements of real-world experience, collaborative transition planning, and ongoing support for success in higher education and employment entry. Its purpose in doing so is to prepare students with learning, physical, sensory, and behavioral disorders for high tech careers in promising fields, such as computer technology (e.g., programming, technical support, networking), web design, graphic arts, telecommunications, engineering, science, and mathematics. In a previous paper, Nietupski et al. (2001) described Iowa s HSHT program efforts to prepare students for postsecondary education and training.

3 Iowa s High School High Tech Goes to College Program 181 Since that time, the program has expanded to include more extensive preparation for college entry and follow-along supports for postsecondary success. Additional services are being developed to facilitate the job market entry of students completing PSET. In this paper, the authors describe Iowa s program, with particular attention to the college preparation/support and workforce entry components, report findings to date, and recommend program enhancements based on experiences over the past 4 years. IOWA S HIGH SCHOOL HIGH TECH PROGRAM HSHT is an enrichment program designed to spark interest in high technology fields and pursuit of PSET among high school students with learning, behavioral, physical, sensory, and/or cognitive disabilities. Iowa s program began in 1997, with receipt of a 3-year grant from the U.S. Department of Education, Office of Special Education Programs (H158Q70029), and has expanded its operation through a second federal grant (H324R000064). Iowa s project operates in two sites: Cedar Rapids, a population center of 150,000 with a growing technology sector; and Iowa City/Coralville, cities with a combined population of over 80,000 and home to the University of Iowa. Until recently, the area economy had been booming, with unemployment at an all time low of 1.5% in 2000, increasing to over 2.5% today. High tech companies have flourished in the area over the past decade. Over 55 of those businesses and organizations participate in the program. These companies range from small, start-up firms to global giants, such as WorldCom and Rockwell, as well as government agencies with high tech learning opportunities. Industries involved in the program include: software development, graphic design, internet services, web design, engineering, medicine, telecommunications, broadcasting, photography, desktop support, automotive, agri-business/agri-science, meteorology, and police science. Students with an IEP or Section 504 accommodation plan, an interest in technology and likelihood of postsecondary success are eligible for the program. Over 80% of the students have learning disabilities and 95% of the pupils receive resource program special education assistance. Iowa s HSHT program is operated jointly by an intermediate education agency, Grant Wood Area Education Agency (GWAEA), and an adult vocational service provider, Goodwill Industries of Southeast Iowa. Staffing includes a part-time Director responsible for fiscal and program management, coordination of the program steering committee, and all federal reporting requirements. GWAEA employs a college preparation and follow-along Coordinator responsible for conducting this program element. GWAEA also has a part-time staff who works with students at two assigned schools. Goodwill

4 182 Nietupski et al. Fig. 1. HSHT goes to college conceptual model. Industries employs a part-time Program Coordinator, responsible for coordinating staff activity and developing/organizing special events such as a 3-day summer tech camp and semiannual career days. Two Goodwill Services Coordinators develop business partnerships, schedule site visits, job shadows, and internships, and obtain employer feedback on the program. These individuals promote participation in assigned schools, prepare students for activities, assist in transporting students, serve as liaisons between students and their job shadow and internship mentors, maintain the database regarding student activities, collects satisfaction and outcome data, and update the HSHT web page ( HSHT liaisons in each school, typically special education teachers or guidance counselors, refer students to the program and provide classroom experiences that connect academics to work-based learning experiences. The conceptual framework underlying Iowa s HSHT program is depicted in Fig. 1. As indicated there, the program has three main elements, each with a specific intended outcome and core set of services. Each element is described below. High School Preparation The High School Preparation component forms the foundation of HSHT programs across the country, including Iowa s. The intended outcome of this component is for students to choose a high tech career goal that match their interests, capabilities, and needs. Iowa s program seeks to achieve this

5 Iowa s High School High Tech Goes to College Program 183 outcome through a comprehensive array of learning activities. These include: Site visits: tours of high tech firms to gain insight into various industries, identify possible career paths and learn about educational requirements. Students engage in multiple site visits to explore a broad range of occupations and identify those they wish to explore further via job shadows. Job shadows: 1 3 hr sessions where students observe and work alongside an employee to acquire specific career information. Students typically shadow three to six businesses per year to deepen their understanding of various occupations. Internships: 8 12 week, hands-on experiences where students acquire specific skills and contribute to the business through guidance from career professionals. Junior and/or senior year students complete one or more paid/nonpaid internships prior to high school graduation. Tech days: where students engage in hands-on learning activities (e.g., web development), visit postsecondary institutions, museums or high tech companies and interact with peers. Tech camps: A 3-day, high tech learning experience on a college campus. Students with and without disabilities engage in a host of stimulating learning activities and experience life on a college campus. Software training: where students are given free access to Manpower, Inc. s computer-assisted, self-paced, instruction on Microsoft Word, Excel, PowerPoint, and Access. HSHT course: new in is a course to enable students to obtain credit for HSHT participation and better connect classroom content and community training. High School Preparation elements are conducted throughout the calendar year. The bulk of the site visits, shadows, internships, and career days, however, are held from September to May. College Preparation This element was added in the spring of to enhance our intended outcome of entry into PSET programs that match student career goals. Our College Preparation component involves direct financial assistance to students and an ongoing college planning activities with HSHT juniors and seniors, conducted either face-to-face or through an online tutorial at our HSHT website. The direct financial assistance piece involves a scholarship developed through local fundraising efforts and provided to one or two deserving students annually. In addition, a local foundation has

6 184 Nietupski et al. earmarked two $500 scholarships to HSHT students who choose to attend our local community college. The foundational premise of the college preparation element is designed to encourage students to make informed decisions in five primary areas: (1) Develop a college prep plan to define what they want to accomplish; (2) Choose a college based upon their course of study, finances, and location; (3) Plan for how to ask for an accommodation; (4) Think about how to study in college; and (5) Consider issues of transitioning to college. It should be noted that, although computer modules and worksheets were designed to support this process, students are encouraged to access this information through whatever means works best for them. This could be through their guidance counselors, college counselors, discussions with resource room teachers or HSHT staff, or by working through the modules with staff or on their own. The college prep plan will help design this journey for the student, will empower them to take ownership over the plan for achieving their college opportunity and will prepare them to assume the self-directedness needed to succeed in higher education. Our college planning activities focus on five core areas. The first area involves developing a College prep plan. Here, students, their parents, and HSHT staff member identify the assistance students want/need in preparing for college, and the responsibilities each party will assume. On the basis of this plan, students proceed to the second area: Choosing a college. This module involves four main steps. First, students complete an on line career inventory such as Career Key (can be found at: to identify a career goal that matches their interests and capabilities. Second, students complete an online assessment such as Collegenet ( or Counselor-O-Matic ( to identify schools that match their criteria. For example, Collegenet finds 2- to 4-year institutions that match the student s geographical, course of study, tuition and size requirements and provides links to those schools for students to obtain more information. Third, HSHT helps arrange day-long visits to Iowa schools that offer high tech training programs. These visits include sessions with faculty and student services staff, observation of classes in their desired field of study, and discussions with college students who have disabilities regarding support services, what it takes to be successful and life at that school. Finally, HSHT staff work with the student, parents, and guidance counselors to help schedule college entrance exams and complete financial aid and entrance applications. The next College Preparation area is titled Asking for an Accommodation. Here students complete their learning style profile, identify their strengths and support needs and role play strategies for obtaining the

7 Iowa s High School High Tech Goes to College Program 185 accommodations they need to succeed. Students are given contact information about student assistance and disability services they might access for assistance on the campus of their choice. In How to Study for College, students complete an interactive PowerPoint program that helps them identify how to: (1) make the most out of course lectures; (2) take notes and study effectively; and (3) obtain assistance if they are struggling. This module is completed just prior to entry into postsecondary education. Making the Transition is the final core area within the College Preparation component. Here, students complete an interactive PowerPoint program that helps them identify ways to learn more about the campus/school of their choice, succeed in dorm life, make and keep friends, manage their money and cope with stress. College Follow-Along Assistance Many campuses are not equipped to meet the needs of students with disabilities (Wilson et al., 2000). College follow-along support services are currently under development to address this need. Our vision is that this element will involve: (1) linking postsecondary students to their school s disability service resources; (2) maintaining regular contacts with students to identify where they are doing well and areas in need of assistance; (3) advocating for students should they encounter difficulties; and (4) maintaining their connection with Iowa HSHT by enlisting them as mentors/tour guides for current high school students interested in attending their school. The follow-along assistance is tailored to allow for maximum flexibility in the method and frequency of contacts made. Therefore a standard process is difficult to define. Our flexible process for developing and implementing follow-along assistance is intended to empower the student to determine the level and types of support that they desire once they enter college. In the spring of the Senior Year (April), students work with HSHT staff to complete the follow-along plan. The plan allows the student to define how and how often they will be contacted. Contact vehicles students may select include , phone calls from HSHT staff, phone calls initiated by the student, meetings, and could include methods like contacting parents for information. Likewise students determine the frequency of contact. Staff encourage monthly contacts initially but students may choose the schedule they desire. We feel this is critical to ensure their openness and participation. The planning process prompts the student regarding areas for staff to follow-up. These areas include: class grades, getting the help needed at

8 186 Nietupski et al. college, social life issues, study skills, working while going to school, and family issues. Any area that has been challenging for the student in the past should be noted here so that it can be probed during the follow along contact. The plan similarly gives students the opportunity to indicate interest in a summer internship through HSHT and encourages them to give back to the program. Opportunities to contribute to HSHT include: serving as a mentor, talking with groups, participating on the steering committee, and taking students on tours of their college. The purpose of these activities is to keep college students connected to the program and to mentor to younger students as well. The student then presents this plan at their exit staffing (HSHT staff will support as needed). The intent is to put the student in control of this process with the outcomes of greater participation and ownership. This plan guides the remainder of the process. HSHT follow along staff contact the student when school starts (August/ September) to review the plan, modify if needed and confirm the schedule for the next contact. The agreed-upon support services plan is then implemented by the student and staff. Contact protocol is individually designed to meet the unique needs and desires of the student. The content of a typical contact involves the following: 1. General questions how s it going? 2. Probing questions on specific areas grades, studying, school life, schedules. Any area that has previously or is currently challenging to the student should be explored to determine extent of problem and effectiveness of strategies. 3. Determine help being accessed what is student currently doing to address the issues. 4. Brainstorm strategies to solve problem identify next steps for the student and for the HSHT staff and make any appropriate modifications to the plan at this time. Workforce Entry Services This element will be developed prior to completion of the school year. At this juncture, our thoughts are to: 1. Provide students with internships when they return for semester/ summer to build their resumes and employer connections 2. Enlist the aid of our Chamber of Commerce in connecting graduating students with employers seeking high tech job candidates

9 Iowa s High School High Tech Goes to College Program Connecting students with on-campus placement officers who can assist them in interviewing and resume writing, participating in job fairs and identifying companies recruiting students in their fields of study. IOWA PROGRAM RESULTS Evaluation is an ongoing part of Iowa s HSHT program. This section summarizes data documenting program growth, student participation and education/employment outcomes in the first 5 years of operation (1997/ /02). Growth in Program Presence One standard for measuring program vitality is the degree to which it grows over time. As Table I indicates, Iowa s HSHT program seems to meet this standard exceedingly well. Specifically, Iowa s HSHT has experienced: 200% Growth in School Presence: five schools participated in and 15 in % Growth in Student Enrollment: 19 students were served in and 119 in % Growth in Business Partners: 11 firms participated in , with 78 in % Growth in Sites: from one to two locations Growth in Student Participation A second measure of program utility is the degree to which student participation increases over time. As indicated below, Iowa s HSHT program would appear to be flourishing by this measure as well. Specifically, Iowa s program experienced: Growth in Internships: three internships were arranged in and 11 in Table I. Program Growth Growth indicator Year 1: Year 5: Number of project sites 1 2 Number of partner schools 5 15 Number of studnts Number of businesses 11 78

10 188 Nietupski et al. Table II. Postsecondary Education/Training (PSET) Outcomes as of August 2001 Status of PSET participants as of October 2001 Enter Technical Completed Still Dropped Unable to Class of PSET? program? program enrolled out locate % (4 of 7) 100% % (4 of 5) 75% % (9 of 16) 78% % (7 of 11) 71% 0 7 Total 62% (24 of 39) 79% (19 of 24) Growth in Tech Camp Registration: four students registered in and 15 in Growth in Job Shadows: 21 student job shadows held in , and 53 in Growth in Site Visits: 33 student site visits in , and 385 in Postsecondary Education/Training Outcomes Iowa s HSHT program has attempted to track postsecondary education outcomes. Specifically, we have examined whether high school graduates and entered and completed 1-, 2-, or 4-year education/training programs in technical fields. While long-term follow-up data were difficult to obtain due to limited staff resources and student/family mobility, Table II illustrates these outcomes as of August Overall, 62% of graduating seniors (24 of 39) entered higher education programs, with cohort group figures in any given year ranging from 56 to 80%. Of the 24 students who entered postsecondary education, 20 were admitted to a community college, two started at a community college and transferred to a 4-year school and two were admitted to a 4-year school upon high school completion. Twenty of 24 postsecondary students entered high tech fields, in courses of study such as graphic arts, electronic engine repair, computer technician, network administrator, computer engineering/programming, mechanical engineering, accounting, web design, and business administration. The four former HSHT students in nontechnical postsecondary programs are preparing for careers in agriculture/agribusiness, elementary education, land management and data processing. One of the 24 students entering PSET dropped out of school during his first semester, reentered a technical school the next semester and dropped out of that program as well.

11 Iowa s High School High Tech Goes to College Program 189 Table III. October 2001 Employment Status of HSHT Students Not Entering PSET After Senior Year in High School Status as of October 2001 Hold Tech Hold non-tech No employment Class of jobs jobs Unemployed information Total 7% (1/15 not 53% (8/15 not 20% (3/15 not 20% (3/15 not entered PSET) entered PSET) entered PSET) entered PSET) Employment Outcomes As indicated in the previous section, our initial concern was to transition students into technical postsecondary education and training programs. Over time, we came to see this as but one important student outcome. Of even greater importance is whether students entered the high tech workforce. It is with this realization that we have expanded the program purview to include support for success in higher education and entry into high tech careers. Since all but one of our students who entered higher education are still attending school, meaningful determinations of the impact of Iowa HSHT on employment outcomes cannot as yet be made. We were able, however, to document the employment outcomes for HSHT students who did NOT attend postsecondary education. The data presented in Table III, paint a fairly bleak employment picture for this group: 20% unemployed, 53% employed in nontechnical work (e.g., food service), 20% unaccounted for, and only 7% in a technical job. Should employment outcomes of students entering postsecondary education prove to be superior to those of noncollege students, it at the very least show a correlation between HSHT participation and postsecondary attendance and employment outcomes. A Case Study Example A case study from one of Iowa HSHT s former students may bring the impact of the to life. One young man with learning disabilities entered Iowa s HSHT as a sophomore. At the time, he expressed an interest in computer programming. Through HSHT he participated in site visits and job shadows in the desktop support, graphic arts, and web design areas. As part of his first year of participation, he worked with the GWAEA webmaster and HSHT staff to develop Iowa HSHT s first website and updated/maintained it for 2 years. During the summer after his sophomore year, he held a paid

12 190 Nietupski et al. internship at MCI/Worldcomm in their desktop support unit. Feedback from his employer indicated that his performance was comparable to that of technicians with postsecondary training and years of experience. As a result, he was invited back the following summer for a second internship, which he combined with a technician position he had arranged at a local computer store. During his senior year, he provided consultation to his school district s Information Management Services unit, further developing his familiarity with computer networking. This past fall, he entered the Computer Engineering program at Iowa State University, where he hopes to specialize in network security. When asked what influenced his career development and success to date, he cited three factors: his father s computer interest and expertise, the encouragement he received from his parents and teachers and the real life experiences he gained from HSHT. PRACTITIONER IMPLICATIONS HSHT programs hold promise for improving career outcomes for students with mild disabilities. Iowa s experience, both its successes and disappointments, would suggest that several elements must be put in place to capitalize on this promise. First, close connections must be forged between the work-based learning activities of the program (e.g., site visits, shadows, internships) and high school coursework. Iowa s program works best when mechanisms, such as a HSHT class, are in place to encourage students to prepare for community experiences and to help students debrief following those activities to assess what they ve learned and the impact on their career aspirations. Without such support, programs run the unintended risk of simply giving students a series of unrelated field trips. Second, parental involvement needs to be strengthened if programs are to achieve their mission. No program can on its own help students choose a career, plan for or support for postsecondary education, and ensure successful college completion/workforce entry. Parents, however, can be a strong ally in achieving these outcomes. Iowa s program has recognized the need to more fully involve parents in several ways. Summaries of work-based learning activities are sent home for each student after each event. Our hope is that they spur family discussions of what the students experienced. Parents also will be more actively involved in the college preparation element, with staff holding the initial planning meeting in the home and giving parents regular updates on their students college planning progress. Increasing parent involvement is a challenge. However, it is a challenge that must be addressed if students are to receive the full benefit from HSHT. A final implication for practitioners is that mechanisms for tracking the long-term program impact are needed to sustain HSHT services. Tight

13 Iowa s High School High Tech Goes to College Program 191 budgets make it difficult to sustain new, relatively unproven ventures. In hindsight, we regret not having devoted more resources to the ongoing tracking of student performance beyond high school graduation. Data on how students are doing in college, degrees/certificates received, employment obtained and their perceptions of the impact HSHT has had on their lives can be powerfully persuasive to funders. HSHT across the country need to invest in ongoing evaluation of program impact. SUMMARY This paper provides an overview of Iowa s HSHT program for preparing students with disabilities for postsecondary education and challenging careers in technical fields. Program services were described and data presented regarding the program s growth and efficacy. As indicated, much remains to be accomplished if students with disabilities are to achieve the outcomes of identifying realistic, achievable high tech career goals, entering and completing college and obtaining careers with a future. The information presented here was intended to assist education and rehabilitation professionals in helping students achieving these important outcomes. ACKNOWLEDGMENTS This paper is supported in part by grant H324R from the U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, Research and Innovation to Improve Services and Results for Children with Disabilities, Outreach Projects for Children with Disabilities The ideas expressed here are solely those of the authors and do not necessarily reflect the position of the Department. REFERENCES Blackorby, J., and Wagner, M. (1996). Longitudinal outcomes of youth with disabilities: Findings from the National Longitudinal Transition Study. Except. Child. 62(5): Gugerty, J., Tindall, L., Weis, C., Phelps, B. R., and Dhuey, S. (eds.) (1996). A Guidebook for Serving Students With Disabilities in Tech Prep, Center on Education and Work, University of Wisconsin, Madison, WI. Nietupski, J., McQuillen, T., Duncan Berg, D., Daugherty, V., and Hamre-Nietupski, S. (2001). Preparing students with mild disabilities for careers in technology: A process and recommendations from Iowa s High School High Tech program. J. Vocat. Rehabil. 16: 1 9.

14 192 Nietupski et al. Phelps, L. A., and Hanley-Maxwell, C. (1996). School-to-work transitions: A review of outcomes and practices. In Gugerty, J., Tindall, L., Weis, C., Phelps, B. R., and Dhuey, S. (eds.), A Guidebook for Serving Students With Disabilities in Tech Prep, Center on Education and Work, University of Wisconsin, Madison, WI. Wagner, M., Blackorby, J., Cameto, R., and Newman, L. (1993). What Makes a Difference? Influences on Post-School Outcomes of Youth With Disabilities, SRI Intl. Menlo Park, CA. Wilson, K., Getzel, E., and Brown, T. (2000). Enhancing postsecondary campus climate for students with disabilities. J. Vocat. Rehabil. 14(1):

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