 Serve nine public school districts (urban, suburban, and rural) K-12  Employ two career specialists, one career skills assessment specialist and assistant, and one secretary  Career specialists work with students, teachers, counselors, and administrators with the goal of helping students choose careers that closely match interest, skills and values

 Each district that agrees to report its performance measures to its board of education receives $7.50 per student (K-12).

 Core Standard Interview Questions (asked of 5% of 8 th, 10 th, and 12 th graders): - What is your career goal/interest? - What courses/classes are you taking in high school to prepare you for a career in that area? - What do you plan to do after high school to prepare for a career in that area?

- Are there other activities in or out of school that will help prepare you for a career in that area? - Have you applied to higher education? Apprenticeship? Military? Work? (12 th grade only)

 Individual Academic Career Plan - Kuder ® Electronic Portfolio System: account established in 8 th grade that holds all career- related information, including assessment results, research, activities, writings, work experiences, job shadowing, etc. (Review 5% of portfolios).

 Career Passport (Portfolio) - High School exit document developed by junior and senior students consisting of various items, including resume, career essay, college essay, school profile, letters of recommendation, transcript, awards, honors, etc. (Review 5% of Passports)

Future Fair Adopt-a-Class

 For Butler County fifth-grade students  Held at Miami University, Hamilton  Sessions presented by business personnel and college professors  Goal 1 is for students to get exposure to a college campus  Goal 2 is for students to understand how academics are used in the work world (Relevance of school to world of work).

Skills Assessment

 Idea taken from Springfield Clark  Pair elementary students with high school students in order to integrate academic standards-based activities with a hands-on approach to careers  Incorporates team-building, project planning, cooperative learning, and multiple learning styles

 3 days in June for 8 th graders that include taking an interest assessment, exploring various labs, updating Kuder accounts, and taking field trips to area businesses and colleges  Students rotate through a series of six labs in two days—chosen according to results of interest assessment

 Get the full vocational assessment, including hands-on assessments and paper/pencil assessments  Assessment followed up with a report to the students, identifying strengths and suggesting recommended training and career possibilities.

 Mobile unit that goes to Butler County high schools throughout the year  Majority of students are academically at-risk and are oftentimes in either our Options programs or in our CBIP classes

 Increase number of students earning credit in both academic and career tech education through the provision of an extended school year  Increase career interest and opportunity awareness that includes transition to postsecondary education

 50% of students earned credit through this program opportunity  12% increase in the number of students who could articulate their career goal and plans to achieve the stated career goal. (75% of students had appropriate plans after high school on the pre- questionnarire—87% on post questionnaire)