LAKOTA LOCAL SCHOOL DISTRICT

Lakota’s Internship Program

Written by Dr. Lon Stettler March 12, 2013

Description of Internship Program One of Lakota Local School District’s goals is to prepare all students for their future by getting them to be college-, career-, and innovation-ready. Lakota is adding internships and job shadowing experiences to give students deeper, richer, and more relevant learning experiences which complement the rigor available through its academic courses. Internships and Field Experiences To get students college-, career-, and innovation-ready, Lakota is establishing partnerships with area businesses and organizations to provide internship experiences for students implementing board policies. In conversations with area business leaders and organizations, Lakota leaders discovered that employers in highly technical and specialized professions, such as the engineering and biomedical fields, traditionally recruit college-level students. They have concluded this process begins too late. These employers are now beginning their recruitment efforts as early as high school to give students internship experiences to attract them to the technical and specialized professions. Lakota has started partnering with local businesses specializing in the biomedical and engineering fields and would like to expand to other areas (i.e., business, technology, the fine arts) in the future. We view the experience as a win-win-win for the student, school district, and the local business or organizations. Parallel with these conversations with business leaders, Lakota developed a grades 112 STEAM2 (science, technology, engineering, arts/design, mathematics, and medical) program (www.lakotaonline.com/STEAM2/) to strengthen both workforce development and college readiness. The STEAM2 program develops a strong foundation in two pathways: Engineering and Biomedical. At the high school level, each pathway consists of four, rigorous courses culminating with local internships (see figure below).

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TWO MODELS OF INTERNSHIPS/FIELD EXPERIENCES Through these partnerships, two different internship models have emerged: a districtmanaged one and an employer-managed one. District-Managed Internship Model Key Features Key features of the district-managed internship model: 1. Student applies to the school district (rather than the business or organization) to be considered for the internship experience. Students must be at least 17 years of age to apply. 2. School district conducts the selection process, including making students aware of the internship experience, receiving student applications, interviewing the students, and making the final selection of the students for participation. 3. Selected students and their parent(s) participate in an evening informational meeting at the business facility. The purpose of the meeting is to ensure that there is a mutual understanding of expectations and requirements (i.e., attendance, confidentiality, dress code, requirements for high school credit) of the internship. 4. Students sign a Student Internship Agreement Form, and the parent signs a Parent Consent Form with the school district. The business may also require the student (and parent) to sign a confidentiality agreement. 5. Students participate in and complete an on-site orientation prior to the start of the actual rotations. 6. Students provide their own transportation to and from the internship site. 7. Students complete each rotation or session, writing a Reflective Journal for each rotation/session. 8. Upon completion of the rotations/sessions for the cohort group, students submit the completed Reflective Journals to the high school principal or designee. Once each student’s reflection journals are accepted, students are awarded elective high school credit (grade of pass or fail) for the internship experience.

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Biomedical Internship Example “So, you think you want to be a doctor?” One of Lakota’s successful biomedical partnerships is with West Chester Hospital. Selected high school juniors and seniors from the district’s two high schools participate in nine, 4-hour rotations, each lasting from 8 a.m. to noon. Some hospital departments host one rotation, while others have two rotations. The rotations include imaging (x-ray, nuclear medicine), respiratory therapy, the clinic laboratory, pharmacy, the operating room, perioperative areas, inpatient units, rehabilitation services (physical, occupational, and speech), and the emergency room. Students provide their own transportation to and from the hospital. For the spring cohort group, students attend the rotations during the OGT testing week and spring break. For the summer cohort group, students attend the rotations during the last two weeks of June. Student Selection. The district developed a promotional brochure and an application that were distributed through the high school science departments to high school juniors and seniors (at least age 17). Interested students completed the brief application, which included the students’ transcript and statements about how the internship would further their career goals. From the applications, the science department chairs worked with their departments to screen the applicants to identify the students to call in for interviews. The interviewed students typically have completed or are currently enrolled in AP Biology, AP Chemistry, Anatomy and Physiology, or AP Physics. In our district, students came to the district office for a short interview by a team of district and high school administrators and science department chairpersons. Students were informed about their selection for the internship within 24 hours. There are two, required agreements: a student internship agreement and a parent consent agreement for the internship experience and permission to drive to/from the hospital. The hospital also requires the student (and parent) to sign a confidentiality agreement. Each student is provided with a syllabus which describes the internship experience and each rotation. Selected students and their parent(s) participate in a required, evening information meeting at the hospital, which is conducted jointly by a hospital administrator (Chief Operating Officer, in this case) and a school district administrator. The purpose of the meeting is to ensure that there is a mutual understanding of expectations and requirements (i.e., attendance, confidentiality, dress code, requirements for high school credit) of the internship. A parent and the student must sign an agreement form with the hospital to participate in the experience. Once the internship experience begins, the students also complete a required, 2-hour orientation prior to the first rotation.

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Reflective Journal and Credit. Each student is required to complete a reflective journal (5 questions) for each of the 9 rotations. Once the internship experience is completed, students submit their completed reflective journals and are awarded one-half unit of elective science credit, entitled “Biomedical Internship” for the 38-hour internship experience. Partnership Agreement. Due to the risk exposure for both the hospital and the school district, a partnership agreement was drawn up to clarify expectations and commitments, as well as to protect the student, the school district, and the hospital. This guarantees the experience is mutually beneficial for all involved. The student receives a relevant learning experience and validation of his or her interest in the biomedical field. The school district is able to expand its educational program to include a real-world, hands-on learning experience for its students. Finally, the hospital benefits by attracting potential employees into not only the biomedical profession, but possibly its organization, too. Student Response. The students from the first cohort group were so positively impacted and energized by the internship experience that they asked if they could make a presentation about the experience to Lakota’s School Board. The presentation, originally scheduled for 15 minutes, lasted 40 minutes as a result of very engaged school board members.

Engineering Internship Example “So, you think you want to be an engineer?” One of our successful engineering partnerships is with Procter & Gamble’s Global Engineering Team at the Beckett Ridge Technical Center in West Chester, Ohio. Selected high school juniors and seniors from the district’s two high schools participate in six, 4-hour rotations. The rotations include modeling, simulation, & analysis engineering; mechanical engineering; electrical (control systems) engineering; cost engineering; materials & welding engineering; and process engineering. Students provide their own transportation to and from P&G. For the spring cohort group, students attend the rotations during the OGT testing week and spring break. Student Selection. The district developed a promotional brochure and an application that were distributed through the high school science departments to high school juniors and seniors (at least age 17). Interested students completed the brief application, which included the students’ transcript and statements about how the internship would further their career goals. From the applications, the science department chairs worked with their departments to screen the applicants to identify the students to call in for 5

interviews. The interviewed students typically have completed or are currently enrolled in Honors Chemistry, AP Chemistry, and CP or AP Physics. In our district, students came to the district office for a short interview by a team of district and high school administrators and science department chairpersons. Students were informed about their selection for the internship within 24 hours. There are two, required agreements: a student internship agreement and a parent consent agreement for the internship experience and permission to drive to/from the company. P&G also requires the student (and parent) to sign a confidentiality agreement. Each student is provided with a syllabus which describes the internship experience and each rotation. Student Selection. Selected students and their parent(s) participate in a required, evening information meeting at P&G, which is conducted jointly by two engineers and a school district administrator. The purpose of the meeting is to ensure that there is a mutual understanding of expectations and requirements (i.e., attendance, confidentiality, dress code, requirements for high school credit) of the internship. A parent and the student must sign an agreement form with P&G to participate in the experience. Reflective Journal and Credit. Each student is required to complete a reflective journal (5 questions) for each of the 6 rotations. Once the internship experience is completed, students submit their completed reflective journals and are awarded one-fourth unit of elective science credit, entitled “Engineering Internship” for the 25-hour internship experience. Partnership Agreement. Due to the risk exposure for both P&G and the school district, a partnership agreement was drawn up to clarify expectations and commitments, as well as to protect the student, the school district, and the company. This guarantees the experience is mutually beneficial for all involved. The student receives a relevant learning experience and validation of his or her interest in the engineering field. The school district is able to expand its educational program to include a real-world, handson learning experience for its students. P&G benefits by attracting potential employees into not only the engineering profession, but possibly its organization, too.

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Employer-Managed Internship Model Key Features Key features of the employer-managed internship model: 1. Student applies to the business partner (rather than the school district) to be considered for the internship experience. Students must be at least 17 years of age to apply. 2. The business partner conducts the selection process, including making students aware of the internship experience, receiving student applications, interviewing the students, and making the final selection of the students for participation. 3. Selected students and their parent(s) may be required to participate in an informational meeting at the business facility. The purpose of the meeting would be to ensure that there is a mutual understanding of expectations and requirements (i.e., attendance, confidentiality, dress code, and any monetary compensation) of the internship. 4. The school district and the business partner sign a Student Referral Agreement. 5. The parent and student sign a Parent Consent Form with the school district. The business partner may also require the student (and parent) to sign a confidentiality agreement. 6. Students may be asked to participate in and complete an on-site orientation prior to the start of the actual rotations. 7. Students provide their own transportation to and from the internship site. 8. The syllabus for the internship is developed by the business partner or organization. The length of the internship is determined between the student and the business or organization. 9. Whether the student receives pay/compensation for the internship is at the discretion of the business partner. 10. Students may apply for high school credit for the internship through the school district’s Credit Flexibility process. Students are awarded elective high school credit (grade of pass or fail) for the internship experience based on the student’s approved Credit Flex Plan. This is submitted prior to the student’s first day with the company.

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Engineering Internship Example The Lakota school district also has established successful partnerships with local engineering firms. One example is Kinetic Vision, a global, full-service engineering and design firm. One key similarity to the hospital model is in the partnership agreement, which outlines expectations and commitments to protect students, the school district, and the company. Student Selection. The primary difference is that students apply directly to the engineering firm, which then screens, interviews, and selects the students for the internship. Part of this involves permitting a representative from Kinetic Vision to come to the two high schools and present the opportunity to interested students. Credit. Under this model students are also paid for their work at an hourly rate. While they can receive high school credit, they must do so by applying through the district’s Credit Flexibility process. Learning Outcomes. Another key difference is that the engineering firm, rather than the school district, takes the lead on providing the students with a syllabus of the learning experiences. Length of Internship Experience. Finally, rather than participating in rotations, students must drive to Kinetic Vision three to four afternoons each week after school during the duration of the internship. The length of the internship is decided on between Kinetic Vision and the student, ranging from a semester to the full school year. Obviously, the full-year experience gives students a deeper dive into the topics on the syllabus. The engineering syllabus for this internship include these topics:  Understanding the culture of the organization;  Professional work ethic and environment;  Communication skills;  Computer skills, including leading-edge design and CAE (computer-aided engineering) software products; and  Understanding prototyping and testing. Student Response. One of the program’s first student participants wrote a letter following the completion of the internship program. In his letter, the student attests to the unparalleled power of getting a hands-on field experience as early as high school. He worked alongside the company’s full-time engineers and college-level interns. “It was an eye-opening experience that gave me an inside look at the field of engineering,” 8

the student wrote. “In ten weeks, it reaffirmed my aspiration to become an engineer and to learn more in the field of biomedical engineering. Going into college this fall, I already know I have a leg up on other students.” The student credits his experience with teaching him how to use a wide range of engineering programs, work collaboratively in a group, and solve problems in the workplace.

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Checklist for Business Partnership for Internships The school district reaches out to potential businesses and organizations to determine their interest in partnering to provide internships and field experiences for students. It can take a number of months, even up to a full calendar year, to develop a relationship to the point of creating a partnership for internships. Once a business or organization is interested in partnering with Lakota to provide internships, the following steps are completed. Planning and Preparation _____Item 1: Decide who will manage and act as the contact person on behalf of the school for the internship person. _____Item 2: Decide on the internship model (district-managed internship model or an employer-managed internship model), which defines the focus and content of the partnership agreement and grade/coordinate assignments. _____Item 3: Work with the high school principal to identify a key teacher at each high school to be the point person for students _____Item 4: Agree upon the internship program objective and learning objectives of each rotation that students will experience. _____Item 5: Agree upon the timeline and schedule of all activities related to the internship, including application deadline, interview dates, parent/student evening meeting, and dates and times of all rotations, any credit options, and any assignments. _____Item 6: Agree on how the internship program will be promoted and advertised to students (i.e., through teachers only, business representative visit the high school for a brief presentation to interested students, etc.). _____Item 7: Due to the potential risk exposure and confidentiality issues for both the business and the school district, the district’s attorney draws up customized agreement documents to clarify expectations and commitments, as well as to protect the student, the school district, and the business _____ Partnership agreement _____ Student agreement (district-managed internship only) _____ Parent Consent (district-managed internship only)

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_____ Confidentiality agreement _____Item 8: Communicate the district-managed internship to the school board, and gain school board approval for the partnership agreement. _____ Add the approval of the partnership agreement to the school board agenda. _____ Develop a media release regarding the internship partnership and distribute after board approval. _____Item 9: Agree upon the amount of elective high school credit for the internship experience. For a district-managed internship, the amount of credit is determined by the district. For an employer-managed internship, the student will apply for the amount of credit through the Credit Flexibility process. _____Item 10: In collaboration with the business, create an individualized rotation schedule for each student if the model has students dispersed across departments for their rotations. Implementation of Internship _____Item 1: For a district-managed internship, the school district and/or the business develop a promotional brochure, application process, and application form and communicate this internship through key teachers and the high school websites. _____Item 2: Schedule a representative from the business or organization to come to each high school to conduct a brief informational session for interested students (if business partner is willing). _____Item 3: Key teacher promotes and advertises the internship opportunity. _____ Provide/ensure that students receive the information, documents, and application for the internship _____ Attend informational meeting(s) and parent/student meetings as appropriate _____ Receive the student applications for the internship _____Item 4: For a district-managed internship, teacher(s) will screen the applications and narrow the number of applicants to interview and notify students to be interviewed.

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_____Item 5: For a district-managed internship, schedule and conduct student interviews, selecting students for the internship from each high school. Key teacher will inform the students if they are selected as a finalist for the internship. _____Item 6: For a district-managed internship, conduct the parent/student meeting in the evening at the business facility to provide an overview and orientation to the internship program, including expectations and commitments. _____ Get signed forms for the student agreement, parent consent form, and the confidentiality agreement _____Item 7: For a district-managed internship, key teacher receives and evaluates the completed reflective journals submitted by students for each rotation, assigns a pass/fail grade, and assigns elective credit for the completed internship experience. For an employer-managed internship, the student will be awarded credit through the Credit Flexibility process.

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Teacher/Coordinator Roles and Responsibilities 1. Work collaboratively with the district administrator and business partner to determine the internship program objective(s) and learning objectives/activities, timeline, and schedule:  

Agree on application deadline, interview dates, parent/student meeting, and dates/times of all rotations and Work with the district administrator to determine the amount of elective credit to be awarded for successful completion of the internship.

2. Promote and advertise the internship opportunity to students:  

Collaboratively develop a promotional brochure, application process, and application form and Ensure that interested students receive the information, documents, and application form for the internship experience through key teachers, the high school website, or hard copy.

3. Arrange for a representative from the business partner to come to the high school to conduct a brief informational session for interested students (if business partner is willing). Schedule/publicize any presentation to appropriate students. 4. Receive the student applications for the internship and screen the applications to narrow down the pool of student to be interviewed; notify students to be interviewed. 5. Seat an interview team, develop interview questions, schedule and conduct student interviews, and lead the interview team to interview and select candidates for internship program; inform students if they are selected (or not) as a finalist for the internship. 6. In collaboration with the business partner, create an individualized rotation schedule for each student if the model has students dispersed across departments for their rotations.

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7. Attend both district and business site parent/student meetings where an overview and orientation (expectations and commitments) of the internship program is presented by the business partner and the coordinating teacher; collect the signed forms (student agreement, parent consent form, confidentiality agreement).  For district-managed model, develop and coordinate a student/parent meeting to discuss district policies and expectations  For both district-managed and employer-managed models, coordinate business facility tour and meeting with students and parents for orientation and collection of required forms. 8. Implement and oversee the use of the Reflective Journal tool to monitor and evaluate student participation and engagement in the internship:    

Ensure that students receive an electronic copy of the Reflective Journal, Receive and evaluate the completed reflective journals submitted by students for each rotation, Assign a pass/fail grade, and Assign elective credit for the completed internship experience.

9. Serve as liaison to business partner department heads/point person   

Attend as many rotations as possible, including the orientation, Provide collaborative/collegial feedback to business partner department heads or point person about the effectiveness of each rotation, and Share the internship experience with younger students.

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