2024-2025 Business AdvisoryCouncil Plan Template
The Ohio Department of Education and Workforce recommends using this template and the optional award addendum for your Business Advisory Council plan. However, feel free to use any extra space for additional initiatives thatyou list based on how much space isallocated in the template.You can add extra rowsto the tables to include more than two initiatives for each quality practice.

Identify the Structure and Name of the BusinessAdvisory Council:(School District, Educational Service Center, JointVocational School District or Independent Collaborative)

JobsOhio Regionin which business advisorycouncil operates:

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District
	District Primary Contact and Role
	Primary Contact Email
	District Secondary Contact and Role
	Secondary Contact Email
	
Piqua City Schools
	Dwayne Thompson, Superintendent
	thompsond@piqua.org
	ScottBloom, Curriculum Director
	blooms@piqua.org

					

Business Advisory Council Member
	Title
	Email
	Industry
	
Nasekh Moniruzzaman
	Recruiter
	nmoniruzza@premierhealth.com
	Healthcare Support
	
Tayte French Lutz
	CEO
	tflutz@frenchoil.com
	Production
	
Kate Schulze
	School Counselor
	schulzek@piqua.org
	Educational Instruction
	
Matt Cox
	Business
	thecox6@sbcglobal.net
	Business and Financial Operations
	
Mimi Crawford
	CEO
	mimi.crawford@crayex.com
	Production
	
J.J. Frigge
	President
	jfrigge@hartzellprop.com
	Production
	
Cindy Frantz
	Recruiter and Head of Community Relations
	CindyFrantz@scottmcd.com
	Business and Financial Operations-Food Operations

List all member districtsRepresented bythe Business Advisory Council:

Note: May add cells as needed.

List business advisory councilmembers (business,higher education, communitypartners,for example). Listindustries represented on the business advisory council based onOhio’s Top Jobsclassification. Include workforce boards,economic development, higher education,and community partners.

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Jason Haak
	Superintendent, Upper Valley Career Center
	haakj@uppervalleycc.org
	Vocational Educational Instruction and Library
	
Jean Heath
	Nurse, retired
	kheath@woh.rr.com
	Healthcare Practitioners and Technical
	
Deb Holthaus
	Tech Prep Coordinator
	DHolthaus@edisonohio.edu
	Educational Instruction and Library
	
Tony Lyons
	Assistant Superintendent
	lyonst@piqua.org
	Educational Instruction and Library
	
Rob Messick
	Principal, Piqua High School
	messickr@piqua.org
	Educational Instruction and Library
	
Scott Rasor
	Regional Mortgage Loan Manager
	scott.rasor@parknationalbank.com
	Business and Financial Operations
	
Jim Sever
	President and CEO
	jim.sever@pscind.com
	Construction and Extraction
	
Kathy Sherman
	CEO, Piqua Chamber of Commerce
	ksherman@piquaareachamber.com
	Business and Financial Operations
	
Tony Trapp
	Apprenticeship Coordinator, Upper Valley Career Center
	TrappT@uppervalleycc.org
	Vocational Educational Instruction and Library
	
Liz Sonnanstine
	Career Connection Coordinator, Miami County Educational Service Center
	liz.sonnanstine@mcapps.org
	Vocational Educational Instruction and Library
	
Kristi Voisard
	Career Navigator, Miami County Educational Service Center
	kristi.voisard@mcapps.org
	Vocational Educational Instruction and Library

Note: May add cells as needed.

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Quarter 1 Meeting:9/17/2024
	Quarter 2 Meeting:12/17/2024
	
Quarter 3 Meeting:2/18/2025
	Quarter 4 Meeting:5/20/2024

Schedule of Meetings

Planning meetings for the (Academic Year) school year include:

Note: Some business advisory councils maychoose to meet more frequently; Please include anyplanned meetingin the schedule.

The Mission of the Piqua City Schools Business Advisory Council for the academic year 2024-2025:
•	Advise the district on changes in the local and regional economy and job market and the areas in which future jobs are most likely to be available.
•	 Advocated for the employment skills most critical to businesses and industry and the development of curriculum to teach these skills.
•	 To aid and support the district by actively engaging in the development of working relationships among businesses, labor organizations and educators.

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Initiative 1
	
Describein detail the plan associated with implementing this qualitypractice. What collaborativeaction steps are required to facilitate achieving outcomes?

On the Job Training, Credentialing and Preparation for Employment

Students working inthe Piqua City School’s student-run coﬀee shop will develop skills that are required for employment in the food service and hospitality industry.These skills are based on concepts fromthe WorkKeysCustomer Service curriculum.
Students are provided with the opportunity to develop these work skills,utilize them in a real-world working environment, and become credentialed in the ServSafe Food Handler course.
This program was constructed collaboratively withPiqua High School staﬀ members, BAC members, and the Ohio State University Miami County Agricultural Extension.
	
List allparticipatingschooldistricts. What percentage of students within the BAC will be impactedby this initiative?

Piqua City Schools
	
Listall businesses involved.

Business Advisory Council Mission and Vision for the 2024-2025 School Year

Business advisory councils operate underthree qualitypractices: Develop Professional Skills for Future Careers,Build Partnerships, andCoordinate Experiences.

DEVELOP PROFESSIONALSKILLS FOR FUTURE CAREERS

Describe how the business advisory councilplans toDevelop Professional Skills for Future Careersfor the 2024-2025school year.

•	Describe the plan, includinginitiatives, projects,or events. Include specific districts impactedby initiative(s),and list all businesses involved.

•	 Use the template as a guide to list allinitiatives,projects,andevents used to develop professional skills for future careers (include business input in curriculum alignment with skillsneeded for in-demandprofessions, educator engagement and development, employers in classroom involvement, etc.).Be sure toinclude existing programs and how theywill be sustained and scaled.

•	When describing initiatives,please tie themto previous initiatives so thatthe Departmentcan see the progression of the business advisorycouncil from year toyear.

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Indian Trail Café
Scott Family McDonalds Miami County OSU Extension
	
List all relatedtimelines for each phase of plan development and associated deadlines.

2023-2024:
•	Identify essentialskills and training process for student employees. Students work under the guidance of the Indian Trail Café manager to develop and strengthen customer service and food preparation skills.
•	Provide ServSave credentials to40 students 2024-2025
•	Integrate WorkKeysCustomer Serviceconcepts into studenttraining and preparation.
•	 Continue to enhance the abilities of student employees as the Indian Trail Caféprovides additional services to customers
•	Provide ServSafe training to all employees
•	Review Customer Service skills and protocols with Scott Family McDonalds to ensure that they are aligned with industry standards.
•	Work with BAC and community employersto place students into jobs or work experiences
	
Listthe resources needed for implementation (funding, manpower, tools,for example).

Piqua City Schools provides thecoﬀeeshop and employs the coﬀeeshop manager.
Incomefrom the student-run coﬀee shop are utilized to pay for ServSave credentials that are earned by students. ServSafe Training is provided by theOhio StateUniversity Extension Oﬀice in Miami County.
WorkKeys Customer Service Curriculum–provided by Piqua CitySchools.
Members of the PiquaCitySchools BAC are supporters of the Miami County ACT Work-Ready Community initiative.
	
Identify any challenges that may impact this plan. How will the business advisory council overcome thesechallenges?

Providing OTJ training to students is not a challenge as this employer is located on our campus.

Two main challenges exist:
•	Increasing access to employers. We need to continue to increase student accessto employerswho are seeking students who are trained to provide customer service.
•	Transportation. Student transportation in the community and region continuesto be challenge. Many students lack transportation to the workplace.
	
Identify existingdataand set measurable outcomes to achieve plan. If data is unavailable, identify steps being taken to acquire this data.

Approximately 40 students per year are credentialed through the ServSafe process. 100% of these students have the opportunity to work in the Indian Trail café and to strengthen customer serviceskills.
The number of students who are working in the café hasincreased each year,as has the number of patrons who are frequenting the café.
Approximately 5-10% of students are employed by area businesses.
These opportunities also provide students with the opportunityto earn the Ohio Means Jobs graduation seal.

How does this initiative help to develop relevant in-demand skills for students and educators.

Customer service is listed in thetop in-demand jobs for Ohio. Students inthis program will betrained, credentialed and ready to enter into both thelocal and regional job market.

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How does this initiativeimpact students with disabilities?Please refer to the State Systemic Improvement Plan.

Nearly 100% of students inthis program are students with disabilities. This program is designed to provide training and credentialing for these studentsso that they are able to become prepared to enter the job market.
Customer service instruction, along with work-based learning instruction, is provided by an intervention specialist.

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Initiative 2
	
Describein detail the plan associated with implementing this quality practice. What collaborativeaction steps are required to facilitate achieving outcomes?

PiquaCitySchools and the Piqua BAC is committedto developing professional skills for future careers across all grade levels.
The concept of Success Bound students is the framework aroundwhich practices are built. Piqua City is committed to ensuring that all students are provided the resources and experiencesto become Success Bound.

Piqua CitySchools has developed a vertical alignment of experiences, opportunities, skills and credentialing for students in grades K-12. All of these events are aligned with one of the BAC Quality practices and aligned with the Success Bound concept.
	
	Grade Level
	Number of Students
	Success Bound: Career Awareness, Exploration, Planning, Training Event
	BAC Quality Practice
	Business Partnership
		
	K-12
	3200
	Piqua City Schools Success Bound Initiative
	Professional Skills Build Partnerships Coordinate Experiences
	PiquaBAC
		
	K-3
	1000
	STEM Programming for all K-3 Students
	Professional Skills
	French Oil
Miami County Parks LEGO
		
	K-2
	750
	Big Trucks-Service Vehicles
	Coordinate Experiences
	City of Piqua Fire and Police Departments
		
	3
	500
	BigLift-Wind Turbines with STEM Students
	Professional Skills Coordinate Experiences
	Hartzell Propeller
		
	4-6
	800
	STEMprogramming for all students grades 4-6
	Professional Skills Build Partnerships
	French Oil Hartzell
		
	4
	250
	Junior Farmers Market
	Build Partnerships
	OSU Agricultural Extension
		
	5
	250
	Hartzell STEM Day
	Build Partnerships Professional Skills
	Hartzell Propeller
		
	Grade 7-8
	500
	STEM Courses
	Professional Skills
	Upper Valley Career Center
		
	Grade 8
	250
	Higher Education Visit
	BuildPartnerships
	Edison State Community College
		
	9-12
	40-50/year
	ServSafe Credentialand Student Coﬀee Shop
	Professional Skills
	Miami County OSU Agricultural Extension
		
	9-12
	60 in 2024 Approximately 70-100 per year
	Piqua High School Pre-Apprentice Program
	Professional Skills Build Partnerships Coordinate Experiences
	Ohio Job and Family Services
BAC Members
		
	9-12
	900
	UVCC Satellite Program: Patient Care Mechatronics
Pre-Engineering
Family Consumer Science
	Professional Skills Coordinate Experiences
	UVCC
Premier Health
		
	9th
	250
	Flex-FactorPre-Apprenticeship STEM Program
	Professional Skills Coordinate
Build Partnerships
	Sinclair Flex Factor
		
	9th
	250
	You Science for all 9th grade students
	Coordinate Experiences
Build Partnerships
	Miami County Educational Service Center
You Science

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Piqua City Schools
	Miami CountyESC
	Hartzell Propeller
	
French Oil
	OSU Ag Extension
	Upper Valley Career Center
	
Edison State Community College
	Sinclair
	Flex Factor
	
TOOLS Project
	City of Piqua
	Miami County Parks

	10th
	250
	Career Exploration Visit to Career Center
	Build Partnerships Coordinate Experiences
	Upper Valley Career Center
		
	11-12
	100
	Work Base Learning
	Professional Skills Build Partnerships
	TOOLS Project ACT WorkKeys Many regional businesses
		
	11-12
	20-30
	CareerNavigator Services
	Build Partnerships Coordinate
	Miami County Educational Service
		
	Teachers
	20-30per year
	Educator Business Tours
	Coordinate Experiences
	Multiple BAC members

Please note-this is an ever-changing initiativethat responds to the needs of students and employers in this region. Piqua City Schools constantly adapts, improves and evolves this initiative.
	
List allschooldistricts participating.What percentage ofstudents within the BAC will be impactedby this initiative?

Piqua City Schools. 100% of Piqua City School students are impacted by the Success Bound integrated experiences initiative.
	
Listall businesses involved.
	
List allrelated timelines for each phase of plan development andassociated deadlines.

STEM Programming-year long for students
Big Trucks programming –March-April of each year BigLiftWindTurbines-January-April
Junior Farmers Market-September Hartzell STEM Day-May
ServSafe Credentialing-September–October Student Coﬀee shop-year long
Pre-Apprentices-year long
Flex Factor–December and April of each year You Science-October and March of each year Career Visits-spring of each year
Work-Based learning–year long Career Navigator Services-year long Educator Tours-June

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Listthe resources needed for implementation (funding, manpower, tools, etc.).

STEM instructors:
3 from Piqua City Schools 8 satelliteinstructors

Junior Farmers Market:
Funding for produce for students

The majority of the programming is integrated into the corecurriculum for each grade level and provided by Piqua City Schools.
	
Identify any challenges that may impact this plan. How will the business advisory council overcome thesechallenges?

1.	Additional business partners for Success Bound initiatives
The BAC has been presented with this Success Bound plan. The BAC will work to identify partners that would provide a meaningful experiencefor each grade level and/or groupof students.
2.	Developing additional experiences for students
The district and the BAC willcontinue to develop experiences forstudents. These experiences will be based on local and Ohio job trends.
3.	Employment for pre-apprentices, work-based learning and credentialed students The BAC will continue to search for employment opportunities for these students
	
Identify existingdataand set measurable outcomes to achieve plan. If data is unavailable, identify steps being taken to acquire this data.

The goal of this plan to is to provide experiences to 100% of our students so that Success Bound experiences are integrated into our curriculum.

The number of students whotake part in each initiative in our Success Bound plan is listed in thetable above. This indicates that 100% of studentsat these grade levels aretaking part.

The following initiatives are specific to a grade level or group of students. This dataindicated changes in thosespecific initiatives:
•	 ServSafe: Student numbers increased between2023-2024 and2024-2025.,from 25 students trained to approximately 40 in2024-25.
•	The number of certified pre-apprentice students increased from 12 to 59 in2023-2024.
•	You Science is now provided to 100% ofgrade 9 students, which has increased from 45% in 2023-2024. •	Work-based learning numbers continue to increase as studentsbecome more aware of employment
opportunities. Nearly 100 students will take part in work-based learning in 24-25, up from approximately 70. •	Career navigator services are impacting more students. The career navigator partnership will work with 20-30
students in24-25, which is an increase over 23-24.
	
How does this initiativeimpact students with disabilities?Please refer to the State Systemic Improvement Plan.

The majority of initiatives in theSuccess Bound program involve all students, includingthose with students with disabilities.
STEMprogramming is specifically designed to provide STEM instruction to all students-including those with disabilities. ServSafe training is provided primarily to students with disabilities.
Work-based learning and pre-apprentice programming are also designed to address the needs of students with disabilities.

Note: May add cells as needed.

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Initiative 1
	
Describein detail the plan associated with implementing this quality practice. What collaborativeaction steps are required to facilitate achieving outcomes?

In 2024-2025, Piqua City Schools will enter intoan agreement with Edison State CommunityCollege toprovide articulated credits to studentswhoachieve bronze, silver, gold or platinum scores are on the ACT WorkKeys Work Basedmath assessment.
This articulation will provide students with credits in Applied Mathematics. This 3-creditmath course is a pre-requisite for multiple certificates and degrees.

This process was designed collaboratively betweenPiqua City Schools and Edison State.
Piqua City Schools will provide the ACT WorkKeys assessment for students and will identify students who would like to apply for the articulated credit. Edison State will work to analyze student results and provide thecredit to students.
	
List allschooldistricts participating.What percentage of students within the BAC will be impactedby this initiative.

Piqua City Schools
	
Listall businesses involved.

Edison State Community College

BUILD PARTNERSHIPS

Describe how the business advisory councilplanstoBuild Partnershipsfor the for the 2024-2025 school year.

•	Describe how the business advisory councilwill growpartnerships in alignment with in-demand careers in the region with representation from industry,workforce boards, port authority, Ohio Means Jobs Centers,industry sectorpartnerships, higher education, etc.

•	Use the template as a guide to list allinitiatives,projects,andevents used to build partnerships.Includeinformation on partnershipalignment,eﬀectiveness, and initiativesspearheadedbythesecollaborations.Demonstratecooperativeeﬀorts between districts andpartnersto benefit students and businesses.

•	When describing initiatives,please tie themto previous initiatives so thatthe Departmentcan see the progression of the business advisorycouncil from year toyear.

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Initiative 1
	
List allrelated timelines for each phase of plandevelopment and associated deadlines.

Fall 2024-2025: Complete articulation agreement with Edison State Community College. Early 2025: Begin to assess students in WorkKeys Applied Math.
Early spring 2025: Provide list of students who wish to apply forarticulated credit to Edison State
Spring 2025: Firstcohort of studentsto receive articulated creditfor WorkKeys assessment achievement
	
Listthe resources needed for implementation (funding, manpower, tools,for example).

Provided by Piqua City Schools:
ACT WorkKeyscurriculum–provided to all students
ACT WorkKeys Assessment-provided by Piqua City Schools Conference of credit-provided by Edison State Community College
	
Identify any challenges that may impact this plan. How will the businessadvisory council overcome these challenges?

The main challenge is helping students to understand how these college credits can help them as they pursue employment of further education.
Piqua City and the BAC will provide students with a list of programsin whichthese math credits are a pre-requisite.
	
Identify existing dataand set measurable outcomes to achieve plan. If data is unavailable, identify steps being taken to acquire this data.

Approximately 60 students would have qualified for articulated credit in2023-2024. This is the estimated number of students who would qualify if 2024-2025.

How does this initiative help to develop relevant in-demand skills for students and educators?

The ACT WorkKeys assessmentitself is designed to provide students with credentials and strongwork-based mathematics skills. Employers are able to useWorkKeys results to help determine job placementfor potential employees.
Providing collegecredits to these students will open the door to additional education. Many students viewcollege as more schooling beyond high school and are not aware of the types of programs available that can lead to credentials and certifications thatmeet the in-demand job needs.
	
How does this initiativeimpact students with disabilities?Please refer to the State Systemic Improvement Plan.

Approximately 25-30% of students who are in Work-Based learning programs are students with disabilities. This ACT Applied Mathematics course and exam are focused solely on work-based skills. Students with disabilities have the opportunity to strengthen theseskills and to earn college creditbased on their understanding of math in the workplace.

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Initiative 2
	
Describein detail the plan associated with implementing this quality practice. What collaborativeaction steps are required to facilitate achieving outcomes?

PiquaCitySchool and Heritage Ohio will work in unisonto develop and implement a JuniorMainstreet Board. This Junior Board will work to learn how non-profit organizations and boards work with their communities, will betrained in identifying and developing a community needs, and will learn to develop, coordinate, fund and implement a work plan to achieve their identified goal.

Local businesses and local economic development are a vitalcomponent of any strategiccommunity plan. Many students have little exposure to conceptsof non-profit boards, supporting and sustaining localsmall businesses, the interplay between government and business communities and the overalleconomic health of local communities.

This initiativeis a collaborative partnership between Piqua City Schools, Piqua Mainstreet and the Heritage Ohio. This represents the first Junior Mainstreet board in Ohio.
	
List allschooldistricts participating.What percentage of students within the BAC will be impacted bythis initiative.

The initial Junior Mainstreetboard will becomprised of six students. However, this project willbe embedded in a large group of service learning students atPiqua High School. The Junior Mainstreetboard will work to design a project that will benefit theircommunity-Piqua High School-so that all studentsare able to benefit.
	
Listall businesses involved.

Piqua City Schools
Piqua Mainstreet–Non-profit Heritage Ohio–Non-profit
	
List allrelated timelines for eachphase of plan development and associated deadlines.

September 2024-Junior Mainstreet board members identified
October 2024-First planning session with MainstreetPiqua. Planning for project begins. November 2024-Training with Mainstreet Piqua and Heritage Ohio
December 2024-Junior Mainstreet plans and conductstheiridentified work plan January 2025-Junior Mainstreetreviewsthe process

January –May 2025
Repeated with second semestercourse members and second Junior Mainstreet board
	
Listthe resources needed for implementation (funding, manpower, tools,for example).

Training with Piqua Mainstreet and Heritage Ohio: Provided by those organizations Funding for Junior Mainstreet Project: Provided by Piqua Mainstreet
	
Identify any challengesthat may impact this plan. How will the business advisory council overcome thesechallenges?

This is an entirely new initiative in Ohio. The length of time for planning and conduction a work plan may not fit within a student semester. This will be monitored closely and the work plan will be adjusted accordingly.

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Identify existingdataand set measurable outcomes to achieve plan. If data is unavailable, identify steps being taken to acquirethis data.

MeasurableOutcome: The Junior Mainstreet willconstruct a work plan and conduct the work plan. There is noexisting data for this. The BAC will measure the number of students who are aﬀected by the Junior Mainstreet work, whether the Junior Mainstreet Board followed work plan processes, and the overall eﬀectiveness of the work plan.

How does this initiative help to develop relevant in-demand skills for students and educators?

Local business owners and entrepreneurship are often overlooked when developing BAC initiatives. The Junior Mainstreet Board initiative will provide students with insight into how local business ownership works, howthey becomesmall business owners, andhow their city actually functions to provide a high quality of life to its citizens.
	
How does this initiativeimpact students with disabilities?Please refer to the State Systemic Improvement Plan.

This initiativeis open to all students and will aﬀectthe school community as a whole, including students with disabilities.

Note: May add cells as needed.

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Initiative 1
	
Describein detail the plan associated with implementing this quality practice. What collaborativeaction steps are required to facilitate achieving outcomes?

Work-based learning programming at Piqua High School. This initiative continues to be a vital connection between students and the business community.

Studentsin this program are provided with time to work during the school day. Students earn creditsfor working while simultaneously learning on the job skills and competencies.

The BAC is working to identify additional areas and opportunities in which students are ableto work. BAC members continually strive to help identify these opportunities.
	
List allschooldistricts participating.What percentage of students within the BAC will be impactedby this initiative.

Piqua City Schools
	
Listall businesses involved.

Multiple businesses in our community and BAC member are employing students,including: Crayex
Hartzell
Piqua City Schools McDonalds

In 2024-2025the BAC added Premier Health to thecouncil and will work to provide additional work-based learning opportunities in health care. Stole Manufacturing has also been added andwill work to provide work-based learning opening for students.

COORDINATE EXPERIENCES

Describe how the business advisory councilplansCoordinate Experiencesfor the 2024-2025 school year.

•	Describe how the business advisory councilwillconnect students to experiential learning toshow competencyofskills learned through hands-on demonstration (for example, internships, problem-based learning,pre-apprenticeships,and apprenticeships).

•	When describing initiatives,please tie themto previous initiatives so thatthe Departmentcan see the progression of the business advisorycouncil from year toyear.

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Initiative 1
	
List allrelated timelines for each phase of plan development and associated deadlines.

Fall 2024: student enterthe WBLcourse and begin training with ACT WorkKeyscurriculum (Applied Math, Workplace Documents and GraphicLiteracy). The WBL course provide not only job placement assistancebut credential obtainment opportunities.
October-December: Job placement begins for students. Piqua High School employs WBL coordinator to assist with job placement. BAC members arecontacted and prioritized as job sites.

Winter 2024-2025: Students areprovidedwith the WorkKeys assessment, learn to apply for the National Career Readiness Credential, apply for credit articulation with Edison State Community College, and continue to develop on the job skills with employers.

Spring 2025: graduating students and those who require assistance work with Career Navigator Services. These services are supplied by the Miami County Educational Service Center and are designed to help students transition from Work-Based Learning to long-term employment.

Identify any challenges that may impact this plan.How will the business advisory council overcome these challenges?

Thereare two main challenges to this initiative:
1.	 Job placement. The amount of job placement openings needsto expand. We also need to workwith employers toprovideflexibleshifts orhours to work-based learning students.
The BAC will work to identify diﬀerent waysto hire these students. For example, Stole works with three-hour shifts four days a week to help students who are work-based learning programs.
2.	Transportation continues tobe hurdle. The barriers to driving and the cost of transport and insurance is often prohibitive.
The BAC has admittedly struggled with this for many years, with few solutions. This willcontinueto be a challenge that needsconstant attention.
	
Identify existing dataand set measurable outcomes to achieve plan. If data is unavailable, identify steps being taken to acquire this data.

Measurable Outcomes:
Number of students placein WBL positions
Number of BAC members or local employers who are hiring WBL students Increase or decrease over prior years
Students place inin-demand fields
Number of Students credentialed in any area that are working inthe WBL program Types and number of credentials earned

This data needsto be collected more regularly inthe 2024-2025 year so that BAC members havedata to help identify ways to work with students.

How does this initiative help to develop relevant in-demand skills for students and educators?

Job placements that develop in-demand skills area priorityinthe WBL process.

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Initiative 1
	
How does this initiativeimpact students with disabilities? Pleaserefer to theState Systemic Improvement Plan.

The WBL initiative is designed to provide anystudent with the ability to work and learn simultaneously. Many students with disabilities take part intheWBL program.

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Initiative 2
	
Describein detail the plan associated with implementing this quality practice. What collaborativeaction steps are required to facilitate achieving outcomes?

Increasing access to College Credit Plus courses and early obtainmentof college credits.
In the past few years the BAChas worked to help identify Work-Based Learning and pre-apprentice opportunities for students. Early obtainment of college credits through the College Credit Plus program isthe next step of providing all students with the opportunity to earn post-secondary credentials and credits.

Piqua High School has worked with Edison State Community College to provide additional accessto college credit plus courses byinvesting in and increasing the number of college credit plus teachers who are on the Piqua HighSchoolstaﬀ.

Piqua High school has added two language arts teachers and one mathematics teacher who arequalified to deliver Edison Statecourses to students on thePiqua High School campus. This has provided an increased opportunity to these students and removed multiple challenges for these students. Students are able to enter a college course with teachers they know, on a familiar campus, with no need to transportation. Without these hurdles a large number of students are able to begin earning college credits.
	
List allschooldistricts participating.What percentage of students within the BAC will be impactedby this initiative.

Piqua City Schools
	
Listall businesses involved.

Edison State Community College Wright State University
	
List allrelated timelines for each phase of plan development and associated deadlines.

2023-2024: One language arts teacher completed training to become college credit pluscertifiedand able to teach college courses
2024-2025: One additional language artsteacherand one additional mathematics teachers have been trained to become credentialed to teach college courses
Fall of 2025: Piqua High Schoolwillhave College Credit Plus instructors in: •	Mathematics (TwoStaﬀMembers)
•	English Language Arts (Two Staﬀ Members) •	World History (One staﬀ member)

Note-these are not additional hires, but rather areexisting high school teachers who have undergone additional training.
	
Listthe resources needed for implementation (funding, manpower, tools,for example).

Funding for training teachers. Piqua City Schools has provided this funding Articulation with Edison State Community College.

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Identify any challenges that may impact this plan. How will the business advisory council overcome these challenges?

The main challenge is to identify and train high school teachers to deliver college credit pluscourses. These teachers must have obtained 18 hours ofgraduate levelcoursework to teachcollege credit plus.
Piqua City Schools has overcome this by paying for and providing multiple opportunities for ourteachers to becertified to teach college credit plus.
	
Identify existingdataand set measurable outcomes to achieve plan. If data is unavailable, identify steps being taken to acquire this data.

Measuring the number of students who successfully complete the on-campus college credit plus course this year willbe measured andprovided to the BAC.
18%of graduating seniors in 2024 earned at least 12 college credits. The goal for 2025is to double that percentage.

How does this initiative help to develop relevant in-demand skills for students and educators?
Obtaining college creditsis often a challenge for students, but also are necessary for studentsto pursue trainingin multiple in-demandfields. Providing access tocollege credits before leaving high school helps students to enter into training programs more prepared and closer to obtaining employment.
	
How does this initiativeimpact students with disabilities? Pleaserefer to theState Systemic Improvement Plan.

Students with disabilities are able to take courses with teachers that they know and in an environment with which they are familiar. For many students this removes thefear surrounding college.

Note: May add cells as needed.

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Ohio Business-Education Leader Awards for Excellent Business Advisory Councils Overview

The Ohio Business-Education Leader Awards for Excellent Business Advisory Councils recognizeeducators, businesses, business partners, staﬀ, schools, educationalservice centers, jointvocationalschool districts, andcommunities who come together tocreate dynamic, career-focused learning environments for students.The Ohio Business-Education Leader Awards for Excellent Business Advisory Councils recognize educators,businesses, business partners, staﬀ, schools, educationalservicecenters, jointvocational school districts, and communities who come together to createdynamic, career-focused learning environments for students.

Business advisory councils that demonstrate excellence in ensuring Ohio students are preparedforsuccessful career paths,including college, industry credentials, apprenticeships, military enlistment,or anycombination of these. Business advisorycouncils pursuing this recognition will be considered for awards of excellence and starratings.

SELECTION CRITERIA

•	EnrollmentEligibility:Business advisory councils must submit their annual plans, joint statementand required addendum using the approved templatefrom the Department’sfrom theDepartment’sMicrosoftForms bySept. 30, 2024.
•	 Data Considerations:Data metricsmayinclude, but are not limited to, trenddata on previous school-year graduation cohortsearning the OhioMeansJobs-Readiness Seal, completing work-based learning,and earning industry-recognized credentials.
•	Conditional Selection:The award is subject to theDepartment’sreview of the accuracy of the business advisory council’s submission. The award review committee will consist of Department staﬀ and business and educationleaders.
•	 Awards:In additionto a star rating, state business and educationleaderswill select one of the followingaward categories based onthe submission materials provided:
o Excellence in Developing Professional Skill for Future Careers o Excellence in Building Partnerships
o Excellence in Coordinating Experience

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QUALITY PRACTICES

The business advisory council awardis based ontheimplementation of the following quality practices. During the recognition year, the business advisorycouncil, in consultation with the local governing board, should:

1. Develop Professional Skills for Future Careers–Work together to definekey professional skills needed for the future job market. Develop a curriculum that instills these skills while advising on changes in the economy and job market.
2. Build Partnerships–Develop andincrease collaborative relationships among businesses, labor,and educationpersonnel.Partnerships should align with in-demand industries intheregion.
3. Coordinate Experiences–Create environmentsthat allow studentsto demonstrate proficiencyin criticalprofessional and specialized skills that will aid in future employment.

In addition to the addendum to the Business Advisory CouncilPlan, the following information is requested from the submitting organizationto qualify:

•	A linkto theprevious year’s joint statement or a copy of thejoint statement. Piqua BAC Joint Statement
•	Local data measuring the implementation of the Quality Practices. Data may be obtained from the school counselor, administration, career navigators, etc.
o 82% of graduating students participatedin the ACT assessment o 16% earned an HonorsDiploma
o 39% earnedan Industry-recognize credential

o 18% earned atleast 12college credits through College CreditPlus o 28% completed a Pre-Apprentice Pathway
o 32% were proficient or better on CTE assessments o 4% earned the Ohio Means Jobs Readiness Seal
o 300 students entered into a Pre-Apprentice pathway

o 21 studentsearned ACTWorkKeys Nation Career Readiness Certification  10earned Bronze
 5 earned Silver  2 Earned Gold
 4 Earned Platinum

•	If the business advisorycouncilrepresentsmultiple school districts, specify initiatives and objectives for eachdistrict,andprovide data for each district served.
•	Responses to the following questions:

1. How has the business advisorycouncil helped studentsprepare and successfully enter the local workforce?

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a. Include any curriculumchanges influenced bythe business advisorycouncil (state-specific initiatives,outcomes,and data).

The major change was incorporating the ACT WorkKeys curriculum intoour Work-BasedLearning program. This curriculumis jobs-based, provides students with skills thatare job embedded, andleadsto the National Career Readiness Certification. In 2024-2025 students will be able toearn credits through Edison State Community Collegebysuccessfully completingthe ACT WorkKeysAppliedMath assessment.

Over 240 students will takepart in the Flex Factor STEM pre-apprentice program. In 2024-2025 students will continuetoqualify for a 12-point credential and semester hours from Sinclair Community College.

b. Include howthe business advisory councilis preparing studentswith both technical and professional skills needed to address local business needs.

The Piqua City Schools BAC focuses only on the Piqua City Schools. All of the BAC work is focused on Piqua City students. The BAC provides students with job placement, Career Navigation, credential obtainment andcollege credit obtainment, all of which are focused on providing students with in-demand job skills.

2. How has the business advisorycouncil and its members supported students inwork-based learning (internships, apprenticeship andpre-apprenticeship) opportunities? (NOTE:Career exploration activities such as job shadowing, mock interviews,and mentoring should not be included in data.)

a. What percentage of students within the BAC have beenplaced inwork-based learning experiences?
i. In 2024-2025, 70 studentswilltake part in work-based learning experiences. Over 240 students will takepartin the Flex Factor STEM apprenticeprogram. Todatenearly 200 students have been place in work-basedlearning experiences.
ii. Approximately 40 students will work in the Indian Trail café student-run coﬀeeshop. ThesestudentswillearnServSafecredentials.

b. What are some examples of high-quality,work-based learningsupported by your business advisory council?

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Premier Healthhas hired students who are taking part in thePatient Care programoﬀeredbyPiqua High School. Thesestudentsarecredentialedand prepared toenter the health care work force.

Piqua High School has teamedwith two area manufacturers to provide placement forinterns and pre-apprentice students. Hartzell propeller has hosted an intern and StolleManufacturing will provide placement for pre-apprentice students.

The Piqua City Schools hired an internthrough theOhio High School Tech Cred internship program. This intern spent the summer working with Piqua City’s technology department. Piqua City School will continue thisprogram in2024-2025 and looksto expand to atleast two interns.

c. How many of your business partners have accepted studentsinto work-based learning experiences?

Approximately 50% of BAC employers have accepted students intowork-based learning or intern/job-shadowing experiences.

d. How has work-based learning benefited students and employers?

Work-based learning has allowed students to not earn not only money but to also earn job skills and experience while in high school. Employers are gaining accessto new hires thatarehelping to replaceloss through retirement and attrition, as well as regional competition.

e. What percentage of students haveearned an in-demand,Industry-Recognized Credentialbecause of the work-based learning experience with employers within the BAC?

o 82% of graduating students participatedin the ACT assessment o 16% earned an HonorsDiploma
o 39% earned an Industry-recognize credential

o 18% earned atleast 12college credits through College CreditPlus o 28% completed a Pre-Apprentice Pathway
o 32% were proficient or better on CTE assessments o 4% earned the Ohio Means JobsReadiness Seal
o 300 studentsenteredinto a Pre-Apprentice pathway

o 21 studentsearned ACTWorkKeys Nation Career Readiness Certification  10earned Bronze
 5 earned Silver  2 Earned Gold

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% Earned Credential
	2022
	2023
	2024
	
Industry-Recognized Credential
	15%
	17%
	39%
	
12 College Credits
	4%
	15%
	18%
	
Pre-Apprentice Pathway
	1.4%
	3%
	28%
	
CTE Assessments
	14%
	16%
	32%
	
Ohio Means Jobs Seal
	1%
	1%
	4%

 4 Earned Platinum

o 10 studentsearned thePatient Care Technician Certification o 40 studentsearned ServSafe credentials

3. How has the business advisorycouncil supported mentorshipprograms and/or provided networking opportunities for studentsand professionals?

a. What career activities have been influenced by the business advisory council? (Includedistricts involved and data on students involved in each activity.)

•	The BAC has helpedto develop Career Navigation opportunities for many students. Career navigation services arenow provided to studentswho are entering the work force.
•	Manufacturing visitsto areas businesshave become a hallmark of the Piqua BAC. In 2023-2024over 300 studentstoured manufacturing establishments within Piqua, while 250 morevisitedwith manufacturers in the greater Dayton, OH region.

b. What professional development opportunities are available through the business advisorycouncil for teachers? (Include teacher bootcamps, externships,and tours.)

The BAC takespart inteacher tourseach year. These toursprovideour teachers with the ability to visit awide variety of employers inthe areaandto learn not only what they produce, but what they are looking for in their employees. These tours are conducted in partnership with the Miami County Educational Service Center. Approximately30teachers tookpart in these manufacturing tours.

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Piqua, OH is home to a strong manufacturing base. The BAC membership represents a widevariety of manufacturing areas, including aviation,plastic extrusion, packing, and
	
mechanical applications. Examples include
	:
	
• • • • •
	Harmony System: Injection molding and home of the Diaper Genie
		
	Hartzell Propeller: Global leader of aviation props
		
	French Oil: Fourth-generation business andglobal leader in oil press hydraulics
	
	Crayex: leader in material packaging
		
	Piqua Steel: Nationalpresence in crane assisted construction
		
In addition to manufacturing and construction,the BAC is well represented in other
		
fields:

• • •
	ParkNational Bank
		
	PremierHealth
		
	Scott Family McDonalds-addedthis year and isa local leader in casual dining. A
	
	major employer of our students
		
The BAC also includeslocal businessleaders, including:
		
• •
	The President of the Piqua Chamber of Commerce
		
	The Miami County ESC Career Connections Coordinators

4. What major decisions has the business advisorycouncilinfluenced for the member school districts,and how have decisions impacted students,educators,and curriculum?

•	The Upper Valley CareerCenter has workedto provide the book,There’s a Hat for That, to all second-grade students.Curricularsupport for teachers was also provided. The focus of this initiative isto fostercareer discussions with students earlierin their educationcareer.
•	 The Miami County Educational Service Center has been instrumental in developing and providing career navigation services for our students. These services have helped our students to find and obtain occupation, connect studentswith Miami County service organizations, and support students during the hiring process.
•

5. How are the members of the business advisory council representative of the job market of the areayou serve? (Specify industries represented on the business advisory councilreflective of in-demand occupations in the area.)

The Piqua BAC is comprisedof the representatives of the major employers inthe city, including:
•	Manufacturing •	Health Care
•	Education

•	Service Industry •	Finance

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•	The Superintendent of the UpperValley CareerCenter

6. How is the business advisory councilcollecting,implementing,and respondingto feedback and industry trendsin the region in which it operates? Include samples of feedback (business, educatorand student)?

The BAC collects and analyzes data and feedback from multiple sources, including:

•	 You Science Data. All ninth-grade students are provided with the opportunityto use the You Science aptitude and interestsurvey.
•	 Employment discussionswith students. BAC members meet with student groups yearlyto analyze student voice and opinions regarding employment trends in the city.
•	NCRC completion

o The number of credential earners are shared with the BAC each year

o 21 studentsearned ACTWorkKeys Nation Career Readiness Certification  10earned Bronze
 5 earned Silver  2 Earned Gold
 4 Earned Platinum

o Changes in the ACT WorkReady community status of Miami County
•	Student feedback frommanufacturing tours is analyzedby the BAC. Changes inthe manufacturing tours have beenimplemented as a result of student feedback.
•	Examples:
o Studentswouldlike more information abouteach job during the tour o Student couldn’t hear presenters-we now have amplifier systems for
presenters
o Students want totour a variety of types of manufacturers
o Employersnow havethe opportunity to cometo Piqua City Schoolsto work with prospective students that showed interestduring a manufacturing tour

7. What barriers has your business advisory councilencountered in implementing these quality practices?

The main barrier has been learning how to helpour BAC become active membersin the process of helping students become employees.

a. How has it overcomethese barriers or what needs to occur to overcomethese barriers?

BAC members have worked with the school districtto identify specific, tangible ways in which they can work with studentsto find employment and grow their work skills.
BAC members have workedto increase the number of interviews,internships and pre-apprentice opportunities that are opento students.

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8. What additional information would you liketo share about how the business advisory councildevelops professional skills for future careers?Please provide any details on how the work of the business advisorycouncil isshared within the community.

The BAC workswith studentsin all grade levels,K-12. Early engagementwith our students isincrediblyimportant. This early engagement providesaccess to professionals inthe area, helps students to understandwhat is available in their community, andprovides our learnerswith a deeper appreciation of howtheir community functions.

9. What additional information would you liketo share on how your business advisory councilworks collaboratively on initiatives to buildpartnerships andenhance experiences for students?

The BAC workclosely with the Piqua City Schools to identify methodsthat are eﬀectively engage students. Manyof the BAC members admittedly have little experience with working with students. The jointplanning and collaboration between the schoolsthe BAC members haveled to markedly improved experiences for students.

10. What additional information would you liketo share about how career readiness experiences are coordinated? How have these experiences benefited students and employers?
The BAC hasexpanded its strategic view over the past threeyears andnow works to engage studentslong before they are looking for employment. The BAC members are working to provide students with experiences and opportunities thatdevelop learning and career skills that mature over a student’s learningcareer.

11. Whichbusiness partner has beenthemost influential on thebusiness advisory council and why?

There are multiplepartners that have been highly influential:

1. The Upper Valley Career Center has worked with the Piqua City Schoolsto develop multiple satellite programs for students
2. The Miami County Educational Service Center became a part of the BACin in 2023-2024. Thispartnershiphas allowed the Piqua City Schools BAC to become a part of the Miami County BAC,which in turn has opened moredoors for our students.The Miami County ESC provides career navigation servicesto our students.
3. French Oil has long been a proponent of the partnership between thecommunity, the employers and schools.

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4. The Piqua Chamber of Commerce had been instrumental indeveloping manufacturing and teacher industrytours. Without the involvement of the Chamber theseevents would not take place.

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