• 1. How do we begin implementing the policy within our districts and what resources are available for training staff?
• 2. What are the components of the K-12 Career Connections Framework?

• 1. Where can I find resources for elementary, middle and high school students?

• 1. How is career advising implemented across grades 6-12?

• 1. What is a Student Success Plan?
• 2. What resources are available to support districts with identifying students who are at risk for dropping out of school?
• 3. Is a Student Success Plan just for at-risk students, or should all students develop plans?
• 4. Is there a standard template that all districts must use when developing a Student Success Plan?
• Can a student be removed from a Student Success Plan if they are no longer identified as at-risk of dropping out of school?

• 1. How does the Student Success Plan align with the IEP?

• 1. What documentation is a district required to maintain for all students?
• 2. What information will be reported to the Ohio Department of Education for the Ohio School Report Cards?
• 3. Beyond adopting the policy, what is a district required to do in 2015-2016?
• 4. How does this policy align with Ohio’s Options to Earn a High School Diploma?
• 5. Where does this policy integrate Ohio’s Learning Standards and State Tests?

• 1. How can district and school administrators lead this initiative as a comprehensive effort?

• 1. What are the various delivery models for implementing the policy?
• 2. How can the policy be delivered in an online learning environment?
• 3. How can JVSDs best collaborate with partner districts to implement the policy?

The Professional Learning Toolkit contains resources for conducting training sessions, including a training workbook and sample guides for trainees. This is an introductory resource that will help establish common language and expectations. The next step is developing your district plan that maps out what will happen at each grade level. Implementing your district plan will require specialized training for staff, which will be determined by individual needs and goals established by the district. Use these steps to get started:

1. Review your district’s policy as adopted by your local board of education;
2. Scan the Professional Learning Toolkit to get the basics and tools to help organize your district planning team;
3. Develop an implementation plan with your district team;
4. Compile identified resources necessary for implementation (i.e., training, supplies, scheduling);
5. Start small and plan big – see what can be started this year and then phase in additional components in subsequent years.

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Career Connections emphasizes a comprehensive approach for expanding the opportunities for students to link their learning to career fields. Through career awareness, exploration, planning and preparation, students can access experiences across grades K-12. The Framework document is available online at http://education.ohio.gov/CareerConnections. 

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• OhioMeansJobs K-12: K-12 Resources includes a number of Web-based resources that supplement and enhance the tools available in OhioMeansJobs K-12.
• Activities for grades 6-12 that can be adapted for any classroom can be found online at http://education.ohio.gov/Topics/Career-Tech/Career-Connections/Lesson-Plans.
• K-12 strategies are embedded in the Ohio Department of Education’s Model Curricula, aligned to Ohio’s Learning Standards, for teachers to implement, available at http://education.ohio.gov/Topics/Career-Tech/Career-Connections/Resources-for-Teachers. 

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Located within the Model Student Success Plan are recommended activities by grade level for grades 6-12. These activities can be integrated into an existing course, organized as a standalone course, or established as an advisory or school counseling curriculum for career advising. The resources are flexible for adapting to local resources.

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It is a student-focused process that addresses academic and career goals and resources of individual students. Each plan will be unique as it reflects aspirations, strengths and interests of the individual student. While many initial activities documented in the Student Success Plan may be common, development will become customized based upon student needs and tentative pathways.

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Districts may use a number of research-based products, models or processes for identifying students. The department offers a Student Success Resource Library that includes research-based indicators, state interventions and national models. These resources will help inform a district’s process for identifying students who are at risk for dropping out. Once identified, schools begin developing a Student Success Plan with students and their parents or guardians.

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State law requires that Student Success Plans be developed for at-risk students. However, national research and best practices will support that all students benefit from having focused, individualized plans for their futures that recognizes the role of various educational options, resources and goals for high school and beyond.

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No, there will be common components across many plans, but there will not be a standardized template that all districts must use. There is a model plan with suggested activities posted online at http://education.ohio.gov/Topics/Career-Tech/Career-Connections/Career-Advising-Policy-and-Student-Success-Plan. However, the documentation, forms or system that a district chooses to use is a local decision. This allows for flexibility across districts and customization for each individual student’s needs.

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A student with disabilities who has an Individualized Education Program (IEP) Transition Plan and is determined as at-risk through a district’s career advising policy should have a Student Success Plan that aligns with but does not conflict with the IEP.

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Documentation on the career advising activities can include an OhioMeansJobs K-12 Backpack as a portable, no-cost option for all schools. There are tools to document advising conversations, experiences outside of the school and future goals. Otherwise, a district will need to consider what methods will work best to document activities where they can be shared with parents and future schools, as needed.

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While there are no additional reporting requirements, there are implications on existing measures within the Ohio School Report Card. The Prepared for Success section of the report card reflects many of the measures expected to be impacted by the policy and related components (i.e., participating in college entrance exams, earning college credits, earning industry credentials).

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Implementation of the policy components begin the 2015-2016 school year. While implementation will vary from district to district depending on readiness, capacity and starting point, all districts are expected to begin work on implementing the policy this school year.

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As the work to personalize learning in Ohio continues, it will be increasingly important to advise students and families on the options available. Building awareness of the pathways, as well as sharing any potential risks and benefits along the way, is important for preparing students to make informed decisions with their parents and family. Note: the Student Success Plan as defined in the career advising policy serves as the plan required for students participating in curriculum choice, dropout prevention and recovery, and students identified as at risk for dropping out.

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The first component of the policy establishes an expectation that connections to career fields be integrated into all classrooms. This is applicable in grades K-12, and schools may leverage the resources provided by the department that align with Ohio’s Learning Standards. Ohio’s State Tests reflect the expectations for learning throughout K-12. The Career Connections Learning Strategies offer resources for teachers to build relevance and real-world connections for students to develop a deeper understanding across all classes.

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This policy requires all hands on deck. Establishing that expectation early on will help to foster a supportive environment. Additionally, administrators need to form a vision for this effort and share that information with school staff in a clear and concise manner. Forming a committee or team within the school and district helps to drive priorities and support overall implementation. Administrators will need to determine who best to include in the team and be sure to provide adequate support (i.e., time, resources and collaboration).

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Districts may leverage a number of models to deliver advising and the suggested activities. For example, an advisory program, comprehensive school counseling program or required elective courses. A district may utilize multiple models based upon staff capacity and available resources.

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The policy requires the use of online planning tools. Through OhioMeansJobs, or a similar district tool, students and school staff can engage in exploration and planning digitally. However, the list of suggested activities includes those that require visiting businesses or colleges. These activities will not necessarily be most effective in an online setting. eSchools or other schools that are exclusively online will need to determine how best to support students with accessing experiences that are not conducted online.

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Since all city, local, exempted village, joint vocational school districts and community schools are required to adopt a policy, it is imperative they establish clear communication lines. In situations where students may be enrolled in two schools (i.e., home high school and a career-tech center), each respective district will need to determine how to share documentation of advising activities, Student Success Plans and related data needed to monitor and evaluate student needs and progress. The policy establishes the requirement for districts to make documentation available to parents and any subsequent schools a student may attend. This applies to when students participate in educational options including College Credit Plus, career tech and Credit Flex.

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