EDUCATORS

The Story
Offer Help

Begin with this formula:

Connect the Subject

Help students understand that what they are learning has real-world value.

Orange dots arranged to form arrow pointing to the right.
Orange dots arranged to form arrow pointing to the right.

Name the Skill

Tell students what transferable skill they are building, not just the content they are learning.

Orange dots arranged to form arrow pointing to the right.
Orange dots arranged to form arrow pointing to the right.

Show One Pathway

Briefly mention a career, industry, or training route connected to the subject or skill.

Orange dots arranged to form arrow pointing to the right.
Orange dots arranged to form arrow pointing to the right.

Encourage a Next Step

Give them one realistic action they can take now.

The Real Story.

Transferable Employability Skills REALLY Matter.

Whenever Raise the Bar speaks with employers, the conversation consistently returns to the same core expectations: showing up on time, communicating clearly, working well with others, solving problems, adapting to change, taking responsibility, and demonstrating professionalism. These are not “extra” skills. They are often the foundation of hiring, retention, promotion, and long-term success.

Technical skills can open a door, but employability skills often determine whether someone thrives once inside. It is no surprise that these same competencies are reflected in OhioMeansJobs Readiness Seal standards. Employers affirm that dependable human skills remain the most valuable skills of all.

Employability skills need to be taught and nurtured in every class, developed through coursework, routines, and expectations.

Communication

  • Class discussions build speaking and listening

  • Presentations build public speaking and confidence

  • Essays and reports build written communication

  • Emailing instructors professionally builds workplace etiquette

  • Peer feedback builds respectful communication

Teamwork

  • Group assignments teach collaboration

  • Shared deadlines build accountability to others

  • Team projects teach conflict resolution

  • Rotating team roles builds flexibility and leadership

  • Peer tutoring builds cooperation

Problem Solving

  • Case studies teach decision-making

  • Open-ended projects build creativity

  • Math and data tasks build analytical thinking

  • Troubleshooting lab errors builds persistence

  • Real-world scenarios build judgment

Professionalism

  • Attendance expectations build reliability

  • Meeting deadlines builds dependability

  • Following directions builds responsibility

  • Appropriate classroom behavior builds self-management

  • Preparedness for class builds workplace readiness

Leadership

  • Leading a group project builds initiative

  • Serving as team captain or project manager builds coordination

  • Mentoring younger students builds responsibility

  • Running student organizations builds management skills

  • Speaking up with ideas builds confidence

Adaptability

  • Revising work after feedback builds resilience

  • Learning new technology builds agility

  • Adjusting to changing project expectations builds flexibility

  • Working with different classmates builds adaptability

  • Managing multiple deadlines builds composure

Accuracy and Quality Control

  • Lab work teaches precision

  • Editing writing teaches attention to detail

  • Checking math solutions builds accuracy

  • Following multi-step instructions builds consistency

  • Quality rubrics mirror workplace standards

Time Management

  • Long-term assignments teach planning

  • Balancing multiple classes teaches prioritization

  • Milestones within projects teach pacing

  • Calendars and planners build organization

  • Independent study builds self-direction

Simple Ideas

Know Where to Send People for Additional Assistance

Help Them Cover College, Training, or Certification Costs

  • Learning should not stop after high school. Today, most good jobs need some kind of training beyond a diploma. This does not always mean a four-year college. It can be a certificate, an apprenticeship, or learning on the job. In fact, about 6 out of 10 jobs now require education or training after high school. The goal is to keep building skills over time to grow and have more career choices in the future.

    People who keep learning often earn more money over time. On average, workers with a college degree earn about $1 million more in their lifetime than those with only a high school diploma. But college is not the only way to succeed. Many people start working right away and learn a trade while getting paid. Jobs like electricians, mechanics, and technicians offer hands-on training and strong wages. This path lets people earn money while they learn valuable skills.

    No matter which path someone chooses, the most important thing is to keep learning. Jobs change, and new skills are always needed. People who continue learning can move up, try new things, and stay ready for what comes next. Lifelong learning helps people grow in their careers and in their confidence. The path may look different for everyone, but the goal is the same: never stop learning.

  • Individuals can pursue local, statewide, or even national scholarships to help cover the cost of their future education. Scholarships include specific eligibility criteria and require individuals to provide more information on their academics, extracurriculars, and future plans.

    LOCAL SCHOLARSHIPS

    Seventy-five percent (75%) of students who are awarded scholarships receive them from private or community organizations (educationdata.org). Since many local scholarships limit eligibility to graduates from the region, the pool of applicants is much smaller than statewide or national scholarships.

    Students from Hancock County schools should strongly consider applying to the 200+ scholarships offered through the Findlay-Hancock County Community Foundation. The Community Foundation manages these scholarships on behalf of donors, growing the donors’ funds annually to allow scholarships to be awarded year after year.

    Community organizations (e.g., Altrusa, Elks, Kiwanis, sports groups, etc.) also offer scholarships. These applications can often be found on their websites or by asking the organization’s members/volunteers for the application. Most school counselors keep scholarship lists and application deadlines.

    Local employers also offer scholarships, especially to children of current employees. The Tall Timbers Park Association offers a scholarship program on behalf employees at one of the businesses in the Tall Timbers Industrial Park, while Marathon Petroleum Corporation offers scholarships to employees’ children. Additional businesses in Hancock County offering scholarships include Valgroup, Ball, Whirlpool, Old Fort Bank, and Blanchard Valley Health System.

    STATEWIDE SCHOLARSHIPS

    Ohio’s professional associations and private organizations provide scholarships to eligible students. Often, these statewide scholarships limit applicants to individuals pursuing specific programs—although some may award scholarships based on family income level and/or high school achievements. Unfortunately, there is not an online database of Ohio-specific scholarships to search. Raise the Bar recommends individuals contact the Ohio Society of Association Professionals to determine if a professional association exists in Ohio that may represent the student’s future career/industry. Individuals should also look into statewide corporations that provide services in their community.

    NATIONAL SCHOLARSHIPS

    Individuals should carefully consider how much time and energy they put into national scholarship applications. The pool of applicants is large and highly selective. Raise the Bar strongly encourages individuals to pursue local scholarships first, and then look at other options nationally.

    FastWeb offers a robust listing of national scholarships. Some applications require essays and demographic information, while other awards are made through sweepstake drawings (e.g., provide contact information and name entered into a drawing). Be on the look out for scams when pursuing national scholarships! Not all promoted scholarships are real and sometimes the information collected is sold to 3rd parties.

  • FASFA® stands for Free Application for Federal Student Aid. This is a federal financial aid application that families should file since many scholarships, loans, and grants require the FASFA during application.

    Local high schools offer financial aid nights to review the requirements of and process to file the FASFA. Families are strongly encouraged to attend one of the financial aid nights. Since the FASFA rules and regulations may change over time, it is important for families to attend a financial aid night for each student during their senior year.

    Every financial contributor (the student, their spouse, a biological or adoptive parent, or their parent's spouse) needs a StudentAid.gov account before accessing and completing their section of the online form. Additional documents and personal information are also required and should be gathered early.

    The FASFA opens each year on October 1st. Follow studentaid.gov for application steps and deadlines.

  • Ohio generously offers several grant and loan programs. Grants (and scholarships) are awards that directly lower students' out-of-pocket costs and generally do not have to be repaid. Loan programs require students to repay some or all of a qualifying graduate's educational loans. The Ohio Department of Higher Education maintains the active list of state-funded grant and loan programs.

  • The federal government offers grant and loan programs. As similar to Ohio, grants often reduce out-of-pocket expenses and generally do not need repayment (however, the grant program may require years of service in a field after graduation to qualify for non-repayment). Loans must be repayed. Studentaid.gov maintains information about federal financial aid.

    Federal Pell Grants are common. Federal Pell Grants usually are awarded only to undergraduate students who display exceptional financial need and have not earned a bachelor's, graduate, or professional degree. In general, students must maintain enrollment in an undergraduate course of study at a nonforeign school to receive a Federal Pell Grant. Additionally, the student must fill out the FAFSA form every year to stay eligible for federal student aid.

    Students pursuing K-12 education may consider a TEACH grant. The Teacher Education Assistance for College and Higher Education (TEACH) Grant Program requires graduates to teach full time for at least four (4) years in a high-need field at a low-income school or educational service agency. Otherwise, funds must be repayed.

Help Them Pursue With Purpose

  • Pursuing a career with purpose means choosing work that feels important, not just something that pays a paycheck. It is about using personal strengths to do something that helps others, solves problems, or makes a difference in the community. Purpose can be as simple as helping a customer, building something useful, caring for others, or being part of a team that keeps things running. When people feel their work matters, they are more motivated, more confident, and more likely to stay committed over time.

    Meaning also grows as people learn and gain experience. A job may not feel like a “perfect fit” right away, but meaning can develop through new skills, relationships, and opportunities. That is why it is important to stay open, keep learning, and look for ways the work connects to something bigger. The goal is not just to get a job—it is to build a life where work feels worthwhile and aligned with who they are becoming.

  • Hancock County students are taking assessments in school to better understand themselves and their strengths. Although these assessments can point out careers to which a student may be best aligned, simply getting the list of possible careers is not enough. Students need someone to review their results and help them work through their options and next steps.

    YouScience Aptitude and Interest

    All Hancock County high school students take the YouScience aptitude and interest assessment at some point during grades 9-12. Students are able to access their results for 10 YEARS! Encourage students to add a non-school email address to their account so they can continue to access results (and retake the interest assessment annually) after graduation.

    Going over their results together is essential. Family members may be able to access their student’s report through the family portal with YouScience if the school has enabled that feature. Otherwise, students can log into their account for you and/or they can download three (3) different reports (Aptitude Results, One-Page Summary, Discussion Guide) in a PDF.

    Use this YouScience video to understand the data available and how to use information when considering careers, completing scholarship applications, or preparing for interviews.

  • It’s easy to ask, “What do you want to be when you grow up?” But that question can feel limiting—many adults don’t even know how to answer that question. Asking this focuses on a job title instead of what really matters—how someone wants to contribute and how they might make a difference.

    A more helpful approach is to guide conversations toward impact. Supporters can ask simple, open-ended questions like:

    • Who do you enjoy helping?

    • What kinds of problems catch your attention?

    • Do you like building, organizing, fixing, creating, or leading?

    • When do you feel proud of something you’ve done?

    These questions help uncover patterns. Over time, those patterns become clearer and more useful than a single answer about a future job.

    This shift also takes pressure off needing to “have it all figured out.” When students focus on impact, they begin to see that many different careers can lead to similar outcomes. Someone who likes helping others could work in healthcare, education, customer service, or community programs. Someone who enjoys building spaces for others to enjoy could find purpose in construction, manufacturing, or engineering.

    When supporters guide these kinds of conversations, they help someone build a stronger sense of direction based on how they want to make a difference.

Help Them Make Connections

  • Volunteering gives people a chance to step into environments where work is happening and people are solving problems. They meet staff, leaders, and other volunteers who are already doing the work. These natural interactions make it easier to ask questions, learn about different roles, and begin building relationships. Over time, those connections can lead to recommendations, job opportunities, or simply a better understanding of other people.

    It also helps people connect with a sense of purpose. Volunteer experiences are often centered around helping others, improving a community, or supporting a cause. This makes it easier to see how effort leads to impact. These moments help them understand what feels meaningful to them.

    Just as important, volunteering instills habits that matter in any career. They learn how to show up, communicate, and be part of something bigger than themselves. Volunteering helps people see how their strengths can contribute to real needs, which is where the connection between purpose and work becomes clear.

    Volunteer Ideas

    • United Way of Hancock County routinely organizes opportunities for individuals, groups, and businesses as well as keeps a list of active volunteer needs.

    • Local service clubs (e.g., Kiwanis, Elks, VFW, Rotary) participate in community events and other volunteer opportunities. If you are a member of one such club, invite a student to volunteer with you.

    • School districts often organize volunteer opportunities for their students. Students should take on active participatory roles in these experiences to make connections.

    • Non-profit organization events raise funds to help those they serve. While events may include galas, 5Ks, garage sales, etc. the monies raised and time spent organizing the event provides for countless individuals in the community each year.

  • Days off of school and summer breaks are great times for students to job shadow in the workplace. Job shadow experiences typically last one (1) business day, with the student following a professional around and learning about their day-to-day tasks.

    Supporters can help students arrange a job shadow by starting with interests, not job titles. Ask simple questions like, “What kind of work do you want to see up close?” or “Do you want to work with people, tools, or technology?” Once there’s a general direction, look within your existing network of friends, coworkers, neighbors, or community members.

    If a connection is not obvious, Raise the Bar can help the student reach out more broadly (complete this form to help Raise the Bar find a good fit). This could include contacting local businesses, talking to school staff, or attending community events. The key is to support the student in making the request themselves. Help them practice a simple introduction and ask, but let them take the lead to build confidence and communication skills.

    Before the visit, help the student prepare a few questions and understanding basic expectations like being on time and engaged. After the job shadow, encourage them to follow up with a thank-you and reflect on what they learned. These conversations turn a short experience into something more valuable.

    Use this resource guide to help organize a meaningful job shadow experience.

  • Meeting for coffee or lunch is a common part of the professional world. Many conversations, ideas, and opportunities begin in these informal settings. Helping someone take part in a simple coffee or lunch meeting gives them early exposure to how adults build relationships. Coffee and lunch also feel more relaxed than a formal interview, which makes it easier to ask questions and learn.

    These experiences also help students practice important life skills. Ordering food, making small talk, listening, and showing appreciation are all part of professional etiquette. Students learn how to introduce themselves, keep a conversation going, and be respectful of someone’s time. They can also learn simple habits like arriving on time, putting their phone away, and saying thank you.

    Just as important, coffee or lunch meetings teach responsibility and awareness. Students begin to understand things like who pays, how to handle a bill, and how to act in shared spaces. Supporters can guide them ahead of time so there are no surprises, and the first time or two may include the supporter at the coffee/lunch. Over time, their confidence will carry into interviews, workplaces, and other important opportunities.

    In Findlay, business coffee and lunches typically occur at:

  • Making introductions is one of the simplest and most powerful ways to help a person build connections. Supporters can open the door by connecting their child or friend to someone in their network who is willing to share their experience. The introduction does not need to be formal. A short message or quick conversation that explains who the student is and what they are interested in is enough to get started. This helps remove the fear of reaching out and shows the student that people are often willing to help.

  • Too often overlooked, but often one of the best places to meet professionals from outside of the community, local college/university events should be attended. Colleges and universities host seminars, festivals, guest speakers, summits, research conferences, etc. Each event welcomes new perspectives and possible connections to Northwest Ohio.

    ANNUAL EVENTS

Be Familiar With the Data

  • Raise the Bar works with all K-12 districts in Hancock County to administer YouScience assessments. Because of our involvement, we have access to de-identified, aggregated student results that can then be used to generate conversations and create meaningful career events that align with students.

    Want to know how our students’ interests and aptitudes rank among the clusters? Use these visuals to understand more.

    • Career Cluster Aptitude Flow (Classes of 2027, 2028, 2029)

    • Career Cluster Interest Flow (Classes of 2027, 2028, 2029)

    • Aptitude-Interest Gap Flow (Classes of 2027, 2028, 2029)

  • The Ohio Department of Education & Workforce captures and reports industry-recongized credential attainment. This searchable report allows viewers to query by graduating class, career cluster, credential point value, school district, and region.

    View Online Report

  • The Ohio Department of Education & Workforce collects and reports data regarding student attainment of college credit while enrolled in high school (e.g., CCP/dual enrollment). Data searchable by graduating class, county, district, and region.

    View Report

  • All insitutions of higher education are required by Federal law to report enrollment and learning outcomes data. This searchable database provides insights into enrollment trends, highly valued degrees and certifications, and graduation rates.

    Search the Database

  • Data based upon employer/business response to an annual survey of openings and job placements. This report provided by the Ohio Governor’s Office of Workforce Transformation provides regional and statewide insights to critical and in-demand occupations.

    View Top Jobs List

  • Compiled by the Ohio Department of Job and Family Services, this web portal allows users to search for specific labor market information, including:

  • Data tools developed to help users understand the workforce in Ohio, with a focus on Ohio's in-demand occupations, in partnership with Ohio Department of Job and Family Services, Office of Workforce Transformation, Ohio Department of Higher Education, and Ohio Education Research Center.

    View Searchable Database

More Resources

  • Local Career One-Pagers

    Raise the Bar’s specially designed career one-pagers connecting career seekers to local exploration and funding opportunities.

    Download Them

  • Mapping Your Future

    Resources to help families plan, prepare, and pay for higher education.

    Go to Resources

  • Common App

    How students can complete one main application and send it to any college that accepts the Common App.

    Learn More

  • Major Employers

    Regional Growth Partnership maintains a list of major employers across Northwest Ohio.

    Look at List

  • Find Your Ohio

    Connects people to Ohio job opportunities, so they can build a better life, see why people from across the nation are choosing to relocate to the Buckeye State and call Ohio home.

    Northwest Ohio's Profile

  • MakingOhio

    Discover valuable manufacturing industry resources from trusted partners.

    Find Manufacturing Info

  • National Career Cluster One Pagers

    Advanced CTE provides PNGs and PDFs for each of the career clusters. Educators can print or use these resources in the classroom.

    Find One Pagers