1. Carolyn George, OCIS Coordinator carolyn.george@ode.state.oh.us
Academic and Career Planning: A Strategy for Promoting Post-Secondary Education
10:45 am – 12pm (1 hour 15 minutes, with time for questions)
Carolyn George, OCIS Coordinator

2. Why Planning? Drop-out prevention strategy
Develop early awareness and focus
Create relevance and purpose in the classroom
Identify career interests for basing informed decisions
Promote college going and completion
Research shows that a consistent factor in the reason for students dropping out early in high school is a lack of motivation due to the perceived irrelevance of school.
Thus, students aren’t seeing the connection to what they are doing in the classroom and the purpose and relevance is has with the real world or world of work.
Career Development, or academic and career planning, is one way to increase students’ awareness of the connections between the classroom and their career pathways.
In order to do this we have to help them realize their career interests. Using tools to develop and increase their career maturity which will lead to more informed decision making.
Ultimately, this all leads to creating a post-secondary plan; how many of you research things as a consumer? For example, before I bought a new vacuum I googled for hours looking at consumer reports, reviews on Amazon, and then lastly price comparing across several retailers and online stores. Not until I found the right item with the features that were right for me did I make the purchase. Sure it took me extra time up front to do the research, but ultimately I made an informed decision based on reliable information and sources.
There’s no difference for students. They too need to the time and support to research, evaluate, plan, and follow through.
How many of you are familiar with the “college for all” campaign? Well the flaw behind this message was that it was being interpreted as a four-year degree for all. Which in reality wasn’t setting students up for much success.
We have to be sure that students are making decisions based on data and information. This means that they need experiences throughout high school so that they can determine not a specific career but a pathway. Students who enroll in college as undecided often times continue as undecided. They may not receive or seek out the support they need to make a decision about a major. Ultimately this increases the likelihood of them dropping out or accumulating unnecessary debt.

3. When? Introduce career awareness in the elementary grades
Begin planning in the middle grades and continue through high school; the earlier, the better
Establish goals for clear post-secondary education actions
The actual planning process doesn’t necessarily begin in Elementary School, however in introducing careers and building awareness you’re setting the stage for the exploration, planning, and decision making that’s to come.
Upon entering the Middle Grades students should be familiar with work and careers. Their knowledge will more than likely be limited to those adults around them (family, school, doctor, etc.). Thus, in the Middle Grades you’re building on their foundation and broadening their understanding of work and careers. By the time they are ready to exit the Middle Grades they should have assessed their interests and connected those interests with careers. Building a basic understanding of the connections between when we like and how it relates to work satisfaction and interests.
In grade 8 students begin making scheduling decisions. They can even begin earning high school credit! Thus, the importance of establishing goals and building plans.

4. What? Individual Academic and Career Plan Academic course planner
Résumé and Cover Letter
Career Goals and Action Steps
Career Assessment Results
Career Research
Career Narrative
IACP is the state’s tool for organizing the many pieces to academic and career planning. This isn’t a new concept, in fact it’s been around for quite a while in the form of an ICP which was also linked with the Career Passport. Thus, this isn’t ground breaking stuff we’re talking about. However, what has happened over the last 5-7 years is that we’ve lost focus and may have forgotten how important these processes are to students’ futures.
The Academic piece relates to course selection. Now if we think about how students are evaluated by colleges and universities in the application process – course selection is near the top on the list of criteria. If this is such an important factor, not just for post-secondary, but also for high school why aren’t we spending more time with students and families? ODE has a parent advisory council that meets just about quarterly. This past meeting I presented on OCIS (which we’ll get to shortly) and their most concerned response was that they had no idea this existed and they feel there’s room for improvement between schools and families. Elementary students are sent home with numerous communications and they usually get to their parent. However, the same method of communication doesn’t work with older students. The notes home rarely get beyond the school doors. Thus, we have to involve families in the planning process and make a more diligent effort towards getting them involved and staying informed. Use what resources you have – one school mentioned a robo – dialer. It’s an automated system that a school can set up that dials all parents on a list and presents a recorded message from the school. Think about alternate routes and methods for sharing information and building awareness of school resources.
In addition to Academics there needs to be an emphasis on creating a resume. How many of you know this is already being done in an ELA class? Good. Now, how does that student maintain the resume and update it regularly? Are they also working to identify gaps in experience or skill? The resume is a valuable piece but we need to understand that it’s only as valuable as the content it holds. Thus, if there are substantial gaps there need to be opportunities for students to gain experience while still in high school. How many of your schools have a person on staff to coordinate and assign internships, job shadowing, or other experiential learning opportunities? Great. As for the rest of you, how are you seeing that students have access to these experiences. Could we do more? What are the barriers and challenges? If nothing else when students begin to make the connections between their interests and careers they may want to know more. They may want to talk with people in those jobs or career fields. What opportunities do you create at your school for career exploration and networking?

5. Where are the Resources?
OCAN and OASFAA
Ohio Department of Education & Ohio Career Information System (OCIS)
Ohio Board of Regents
Ohio Department of Job and Family Services
Ohio Bureau of Labor Market Information
Ohio Means Jobs
Ohio Here to Help
OCAN and OASFAA
The organizations that put this conference in place are going to be great resources. Connect with your peers and colleagues to evaluate what you’re currently doing and what you could do to expand
ODE
Resources on the ODE website; information about Dual Enrollment, Advanced Placement, career technical education, OGT test prep, etc.
OBR
Ohio High Education portal; specific resources for students and educators, profiles of our public 2 and 4 year colleges and universities, career and technical programs for adults, etc
ODJFS
Career Exploration and Information, Ohio Means Jobs, Ohio Here to Help
OCIS
- College and Career exploration, planning, and decision making resources, information, and tools

6. Questions? Toll Free 1-800-700-ocis (6247)
Carolyn George, OCIS Coordinator
Ohio Department of Education, Office of Career-Technical Education
Toll Free ocis (6247)