FREDERICKSBURG, Va.- Five students at James Monroe High School in Fredericksburg, Va., kicked off a pilot paid internship program this summer, working various jobs at the school throughout the summer break. The first cohort of students dubbed the new program: PROGRESS, which stands for Providing Resources and Opportunities for Growth Readiness Employment Skills and Success.
The six-week program was initiated by Virginia Commonwealth University Rehabilitation Research and Training Center and supported by the Virginia Tribal Education Consortium, which provides the salaries for the interns. The Virginia Tribal Education Consortium (VTEC) is dedicated to the empowerment, betterment and ultimate success of Native youth and Tribal citizens, in Virginia by helping to facilitate educational opportunities, career training, and ensuring accessibility to accurate historical information on Virginia Indians.
The pilot program provides students who have an Individualized Education Program (IEP) or 504 plan with work-based learning experiences in the school. Their jobs include office assistant, computer and technology assistant, custodial assistant, and library assistant with supervisors from within the school’s departments.
VCU-RRTC Director of Native Initiatives Joshua Drywater, who helped launch this pilot program, discussed the potential future of the program saying, “We are hoping with this program we can bring in the state workforce agency to see if we can incorporate this into a summer youth program or looking at continuing our partnership with DARS (Virginia Department of Aging and Rehabilitative Services) to include this work-based learning with Pre-Employment Transition Services. Hopefully, this pilot program develops a framework we can utilize in other school divisions in the future.”
The Virginia Department of Education also provided program funding and support to establish work assessments for each student. The pre-and post-assessments focused on the student's strengths and interests. The assessments informed the creation of student work portfolios that will hopefully help provide DARS counselors and teachers with information that can be used to create more individualized transition services.
Kristi Allison, the career and technical education coordinator for Fredericksburg City Schools, highlighted the benefits of the program and the vision moving forward.
“This a real learning opportunity for students to get real-life skills, real work skills in an environment where they are comfortable,” Allison explained. “Our plan is to have more opportunities for more students throughout our school division next summer. But most importantly, giving these students an opportunity to continue having employment throughout the school year next year.”
“It has all come together nicely. The students are happy and really enjoying the opportunity,” Drywater added.
The students provided some of their favorite aspects of the program.
One student and program participant says, “I've enjoyed getting to explore the library and helping students and teachers find the things they need. The library really is the heart of the school, and I'm very grateful to be part of it this summer."
Another student said, “I like that I have different tasks to work on every day so it’s not always the same thing.”
A participant who worked as a technology assistant credits his supervisor during the internship saying, “My supervisor has helped me a lot. He answers any questions I have and teaches me a lot.”
A student who worked around the main office enjoyed the opportunity to work with staff on various tasks. The student developed increased independence as a result of their daily routines. For that particular student, the best part is helping people, “Helping people is important.”
Jeremiah Balade, the computer technical support for Fredericksburg City Schools, explained the value of having the students working with him. “We have so much going on there’s not always enough time to get everything done, so having them help has been great. It’s a good learning experience for them, they get excited about learning new things about technology, and they help us get everything done.”
Phyllis Washington, head custodian at James Monroe, said, “The students help us move along, get the work done, and take some of the workload off [of the team].”
A student who worked daily with Washington and said, “I like working here, because it gets me outside during the summer break.”
Allison summed up the idea of the program and offered some advice to school divisions looking to implement work-based learning.
“Always give the students a chance,” Allison explained. “We want to prepare them to go to work outside of our school building. Let’s talk the talk and walk the walk and give them the opportunity within the school building first. They really do have the skills, so let’s merge their soft skills with their hard skills and learn how to become employees before they go out into the real world.”
To stay up to date with VCU-RRTC projects and initiatives including PROGRESS, subscribe to the monthly newsletter at vcurrtc.org/subscribe