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LTI Guide For Parents/Guardians Learning through Interests (The Internship Program) May 2016
LTI Guide For Parents/Guardians
Learning through Interests
(The Internship Program)
May 2016
WHAT IS THE LTI PROGRAM?
It is a photography studio, an art gallery, a lawyer’s office, a city councilmen’s
office, an auto mechanic shop or a local theater. It’s referred to as the “Learning
through Interests” program and is a pinnacle component of our high school
experience. It is an internship program designed to provide relevancy by bridging
academic learning to the working world. Students take responsibility for and
ownership of their learning through interests and passions by developing skills
both in the classroom and outside the school walls. Searching for internship
placements can be difficult for students and we encourage parents to become
active in that process by canvassing their own personal and professional networks
to find potential Mentors. Parent involvement is key to the success of the LTI
program. Family engagement is crucial to the Bellevue Big Picture School as a
whole, and it is also an integral part of the LTI program as reflected in this Big
Picture School Distinguisher:
PARENT AND FAMILY ENGAGEMENT:
Parents are welcome and valued members of the school community and
play a proactive role in their children’s learning, collaborating in the
planning and assessment of student work. They use their assets to support
the work of the school, and often play an integral role in building
relationships with potential LTI Mentors.
WHAT ARE THE QUICK FACTS? 10-12 week placement; may go all year
7 hours every Thursday
Hours scheduled during school day
Provide own transportation
Work on projects that contribute to company and connect to learning
Appropriate dress at all times
Advisor & LTI Coordinator will visit the site
Prior to attending full-time, site will be cleared and approved, and Mentor
will pass a background check
WHO DOES WHAT? Parents/Guardians:
Help find mentors & provides support with first placement
Provides ongoing support & helps with network building
HS Advisor:
Leads Advisory class
Primary contact for LTI
Helps students find internship sites & provides guidance
LTI Coordinator:
Teaches high school LTI classes
Helps Advisors find internship sites & provides guidance
Coordinates and approves Mentors
Community Partnership Coordinator:
Helps LTI Coordinator find internship sites & provides guidance
Mentor:
Acts as advocate & host at worksite
Helps determine a great project
AS A PARENT, WHAT SHOULD I BE DOING? Network, Network!
Help complete the contact search list
Encourage your student to explore careers, ask questions of family and
friends, attend events, etc.
Canvas personal and professional network to find that first placement
Understand where your student is going on Thursdays.
Sign the BLUE, LTI Off-Campus Permission Form on Tuesdays, so it can be
turned in on Wednesdays
Support your student with questions about their day and their project.
Attend exhibitions.
HOW DOES IT WORK? Self-exploration: Students who have been at Bellevue Big Picture since 6th grade
have been actively exploring their career interests through the annual College &
Career Unit in Advisory. They have taken multiple career assessments to gauge
personality traits, interests and passions. They have listened to multiple
professionals speak, participate in a Career Fair and created display boards and
presentation on their career choices. Most 9th graders enter high school with a
clear understanding of what they ‘might’ do as a profession. Some are not quite
sure or still exploring and for those students the following questions might help
their thought process for choosing an industry area for which to search out an LTI:
Dig into the past: What was your favorite thing to do when you were 6
years old?
Look to the future: What is the one thing you want to accomplish in the
next 10 years?
Explore a moral compass: If you could change one thing about the world
right now, what would it be?
Explore different industries: Find 10 careers you know nothing about.
After identifying 1-3 interests to pursue as an LTI, the next phase is to explore the
careers associated with those interests. The following questions will give the
student a knowledge base as well as a list of informed questions to ask
professionals:
Who works in those fields?
What types of organizations hire those people?
What organizations are dedicated to those fields?
What current events are impacting those fields?
What are people in those fields concerned about? Talking about?
Exploring the working community: Informational interviews are the first step.
During this phase, the student will identify local organizations and people to
interview. Students can either call on the phone or email professionals to ask for
an informational interview. Both phone and email scripts are taught and
practiced in the LTI Prep Classes. In-person interviews are best, offering the
student a first-hand look at the work environment. Appropriate dress and
behavior are also covered in class to prepare. Students are expected to write a
thank you note (hand-written or email) immediately following an informational
interview.
Shadow days are the second step. It is an opportunity to observe the professional
at work and participate when possible. The goal is for the student to get a feel for
what a typical day is like at the organization and what the professional’s job
entails. It is also a critical time for the student and professional to get to know
each other better. If the shadow day goes well and both the student and mentor
agree, an LTI commitment can be made. The student will complete the Worksite
Learning Agreement (WSLA) which stipulates the LTI start and end date, the time
of day onsite and general guidelines for responsibilities. Parents will be asked to
sign this document.
The LTI: After the LTI decision has been made and the LTI Coordinator (LTIC)
receives the WSLA, the student’s Advisor will send a ‘welcome aboard’ email to
the Mentor and schedule a time to visit within the first 3 weeks of the LTI. The
LTIC will also contact the new Mentor and schedule a time to visit. During this
visit, the Coordinator will vet the site for safety, discuss the legal documents and
start the paperwork for a background check. During the first few weeks, the
student will settle-in at the worksite and start to determine what their project will
be that aligns with their interests/passions as well as benefits the company. The
Advisor and Mentor will take an active role in determining the project.
Throughout the LTI timeframe, Advisors will check-in occasionally at the worksite
and be working with students during their Advisory period back at school.
Exhibitions are scheduled twice a year (semester and year-end) when students
discuss their LTIs, the skills they are building, and how it affects their Learning
Plan. Parents are invited to attend these meetings.
Ending the LTI: Ending the LTI in a professional manner is highly stressed.
Students usually end at either semester or year-end. Their projects should be
completed. Student and Advisors end the LTI with a wrap-up meeting and thank
their Mentors. Mentors are also invited to the year-end Mentor Appreciation
Event in June. Mentors become valuable members of a student’s network for
future internships and for college and job references.
HOW IS LTI TAUGHT? LTI is taught through the Career Choices (LTI Prep) classes:
Career Choices is taught in two phases:
8th Grade: 5 lesson class in the spring
9th Grade: 6 lesson class in the fall
The Career Choices classes are CTE (Career & Technical Education) classes
CTE graduation requirement is completed through these classes and the
internship placements
WHAT DO STUDENTS LEARN IN THE CLASSES? 8th Grade LTI Prep Class:
Lesson 1: Overview
Middle School Preparation
Intro to CTE
Beyond Big Picture …
LTI Quick Facts
Roles & Responsibilities
Finding a Mentor – The Contact Search List
Lesson 2: Communication Skills
Phone Calls
Emails
Lesson 3: Resume & Reference Page
Dos & Don’ts
Example
Create one
Lesson 4: Informational Interviews
What makes a good question?
Develop 10 great questions
Lesson 5: Wrap Up
Develop Packet for new HS Advisor
Summer Activity
9th Grade LTI Prep Class:
Lesson 1: Overview & Refresh
LTI Program quick facts
Student intern panel discussion
Networking techniques
Complete Networking Contacts List
Lesson 2: Communication Skills and Resumes
Review email and phone communication skills
Create a personalized email
Update & refine resumes
Lesson 3: Transferrable Skills, the LTI Project & Worksite Expectations
Current Skills – Dream Job Skills
LTI Projects
Mentor Relationships
Workplace Behaviors
Lesson 4: Mock Informational Interviews
Practice interviews with professionals
Lesson 5: Wrap Up
Worksite Safety
LTI Forms
Next Steps
WHAT IMPORTANT FORMS ARE USED? In order to keep accurate attendance and know where students are located on
Thursdays, we use several forms to track their attendance.
BLUE, LTI Off-Campus Permission Form is used to obtain parent and Advisor
permission for students to be off-site on Thursdays at Informational Interviews,
Job Shadows or any other appropriate career exploration activity or event. Blue
forms are due to Attendance by Wed afternoon. Parents sign this form.
WHITE, Work Site Learning Agreement (WSLA) Form is used to authorize an LTI
placement. It stipulates, start & end dates, time of attendance and roles and
responsibilities. Parents sign this form giving their permission for their student to
attend an LTI at a specific site.
GREEN, LTI Off-Campus Attendance Form is used once the WHITE WSLA form has
been turned in and the site has been approved by the LTI Coordinator. Students
take this form to their LTI and have it signed by the Mentor at the end of the day
on Thursday. The student turns it into their Advisor on Friday for credit. Parents
do not sign this form (you have already given permission for your student’s
placement via the WSLA).
NEED MORE INFORMATION? Bellevue Big Picture School Website: www.bsd405.org/bigpicture/internship
This website page, dedicated to the internship program, has lots of information to
help familiarize parents with the LTI Program. It contains an overview, videos,
handbooks, brochures, quick fact lists, and more. We would encourage parents
new to the LTI program to review this website page to gain a deeper
understanding of the LTI experience.
Staff to Contact: Your student’s Advisor is the main point of contact for the LTI
Program. However, if you have more questions, please contact:
Shanon Stathers, LTI Coordinator, 425-456-7861, [email protected]
Or
Barb Mercier, Partnership Coordinator, 425-456-7807,
Resources
Informational Interview Checklist
Informational interviews are opportunities for you to check out several workplace sites. You are
interviewing a professional about his/her job and the host is getting a first impression of you.
Informational interviews may evolve into job shadows and internships.
To Do:
_____ Research: web research the business and potential mentor (go with “prior knowledge”)
_____ LTI Off-Campus Permission Form given to your advisor by Wednesday 1:00pm.
_____ LTI Off-Campus Attendance Form- filled in and ready for host to sign.
_____Transportation: plan for your own transportation and confirm time and address of site.
_____” Introduction about Yourself” script memorized.
_____Questions: 5-10 questions to ask that cover several categories (bring list with you).
_____ BPS internship program. Be prepared to describe the BPS internship program (bring brochure).
_____Time: 30 minutes max.-don’t ask or expect for more time. Arrive five minutes early.
_____Dress: Business casual (nice pants, modest, nice shirt, nice shoes).
_____Behavior: Shake hands, smile, use his/her surname, sit up straight, eye contact and be polite.
_____Business card: ask for their business card. Show proof of your visit to your advisor on Friday.
_____Thank you note: handwritten on a professional “thank you” card and mailed the day after.
To Bring:
_____ LTI Off-Campus Attendance Form-have signed by host/mentor (attach their business card).
_____Questions: 5-10 questions to ask that cover several categories (bring list with you).
_____ BPS Internship Program Brochure. Be prepared to describe internship program.
To Know:
All off-campus visits must be to a commercial site with two or more adults present. No in-home,
private residences.
No group Informational Interviews.
Students must provide their own transportation. Students may drive themselves or with their
parents/guardians, walk or use the Metro bus.
Emails and phone calls must follow BPS guidelines (see examples in Appendix) and be pre-
approved by your advisor.
Sites used by students previously must be approved by LTI coordinators to avoid mentors being
overwhelmed by multiple students contacting them. Sites that need prior approval from an LTI
coordinator include: Jubilee Reach, Heart and Home, Foundry 10, YMCA, Overlake Hospital,
Bellevue School District, Tobacco Prevention and Teen Ground Zero.
Students are encourage to contact individuals from their network list and internet research.
Job Shadow Checklist
A Job Shadow is an opportunity for you to learn more about a worksite and for you and the host to determine if it a
“fit”. Be willing to explore several workplaces. Many student have had great internships at sites that were not
initially on their radars. For example: a student interested in technology and wanting to intern at a software
company had a fantastic experience creating a website and social media campaign at a non-profit organization.
Job Shadows evolve into internships.
To Do:
_____ Research: web research the business and potential mentor (go with “prior knowledge”)
_____ LTI Off-Campus Permission Form given to your advisor by Wednesday 1:00pm.
_____ LTI Off-Campus Attendance Form filled in- to be signed by host/mentor give to advisor on Friday.
_____” Introduction about Yourself” script practiced and memorized.
_____ Resume: bring an updated resume in case your host desires to know more about you.
_____ BPS Internship brochure: be prepared to describe the BPS internship program.
_____Be prepared to ask for an internship.
_____Transportation: plan for your own transportation and confirm time and address of site.
_____Time: 1-3 hours on Thursdays. Arrive five minutes early.
_____Dress: Business casual (nice pants, nice shirt, modest, nice shoes).
_____Behavior: Shake hands, smile, use his/her surname and be polite and interested.
_____Business card: ask for a business card. Show proof of your visit to your advisor on Friday.
_____Thank you note: handwritten on a professional “thank you” card and mailed the day after.
To Bring:
_____ LTI Off-campus Attendance Form- signed by host/mentor (Attach their business card)
_____ Resume: bring an updated resume and give it if they desire to know more about you.
_____ BPS Internship brochure.
_____Sack lunch/snack if necessary.
To Know:
All off-Campus visits must be to a commercial site with two or more adults present. No in-home,
private residences.
No group Job Shadows unless approved in advance by your advisor.
Students must provide their own transportation. Students may drive themselves or ride with
their parents/guardians, walk or use the Metro. Per BSD policy, students are not allowed to ride
in personal cars with other students, parent volunteers or their mentors.
Emails and phone calls must follow BPS guidelines (see examples in Appendix) and be pre-
approved by your advisor.
Sites used by students previously must be approved by LTI coordinators to avoid mentors being
overwhelmed by multiple students contacting them. Sites that need prior approval from an LTI
coordinator include: Jubilee Reach, Heart and Home, Foundry 10, YMCA, Overlake Hospital,
Bellevue School District, Tobacco Prevention and Teen Ground Zero.
Email to Someone You Don’t Know
Dear __________________,
Hello, my name is _______________________ and I am a high school student in the Bellevue School
District at The Bellevue Big Picture School.
Part of our curriculum is that students get go out into the real world each Thursday to learn about
careers first-hand. I have looked at your website and am very interested in the work you do; it is
something I have been wanting to explore.
I am writing to ask if I may set up a time to talk with someone in-person at your place of business for
about 30 minutes concerning the work that you are doing.
You can reach me at ___-___-____ or via e-mail at ________________@____________._________.
Thank you for your time and consideration. For more information about our school, please visit our
website at www.bsd405.org/bigpicture.
Sincerely,
_____________________
Blitz Email Example (Contact Search List)
Dear ____________________,
I hope you are doing well and I was wondering if I could ask you a favor. As you know, I am now a
high school student at Bellevue Big Picture School. Every Thursday we are out at worksites exploring
our career passions. As a way to understand different occupations, we go out on short, 20-minute
informational interviews. I am exploring the __________________ career field. Would you be
willing to have me visit you at your worksite for a short talk about your job? Also, do you know of
any other professionals in the field who might be willing to have me visit? If you would like more
information about our program, here is the link to our school website: www.bsd405.org/bigpicture.
Thank you for your help and I hope to hear from you soon,
Sincerely,
____________________
Internship Research Websites
Job Shadows:
www.jobshadow.com
Volunteer Agencies: (frequently are willing to create internships)
City of Bellevue Teen Volunteer Opportunities
http://www.ci.bellevue.wa.us/teen-volunteering.htm
Volunteer Nation – for Teens
http://www.volunteennation.org/?gclid=CI7pkdzy6MACFYqBfgod95QATQ
Idealist
http://www.idealist.org/
Local Volunteer Opportunities
http://volunteermatch.com
Career Research: Look at related career pathways that develop skills
Occupational Outlook Handbook (OOH): Provides national information and job outlook data
on occupations by searching keywords, general subject headings or an A-Z index. Information
compiled and updated by the US Dept. of Labor, Bureau of Labor Statistics.
http://stats.bls.gov/oco/
O*NET Online: The Occupational Information Network provides a national database of
occupational information. Information was developed for the US Dept. of Labor address:
http://online.onetcenter.org
MyMajors: Provides information on major descriptions, college courses, potential jobs, salary
information and institutions that offer the program.
Website: http://mymajors.com
Road Trip Nation Interest Interviews.
Your road is the Open Road. Find it.
www.roadtripnation.com
