Nebraska Career Education Leadership Academy

LA Logo

July 27-29, 2015

"Outstanding opportunity for personal and professional growth.
Well worth my time.
" — Leadership Academy participant

2015 Leadership Academy Application

The Career Education Leadership Academy is designed to help grow the leadership potential of Nebraska Career Educators.  A key objective of the Leadership Academy is to create a shared vision for Career Education in Nebraska using the Nebraska Career Education model as a framework.  The Career Education Leadership Academy is a practical, hands-on experience that will inspire, engage, and strengthen Career Educators’ leadership knowledge and skills.        
The Career Education Leadership Academy utilizes The Leadership Challenge model which is built around Five Practices of Exemplary Leadership.  The five practices include (1) Model the Way, (2) Inspire a Shared Vision, (3) Challenge the Process, (4) Enable Others to Act, and (5) Encourage the Heart.  The outcomes for the Leadership Academy include:

  • Create a shared vision for Nebraska Career Education
  • Identify the leadership strengths of Nebraska Career Educators
  • Communicate the fundamental values and beliefs of Nebraska Career Educators
  • Clarify and articulate the values that will guide a leader’s decisions and actions
  • Describe examples of how to align values with behavior
  • Explain how to lead a team to a consensus on shared values
  • Demonstrate how long-term interests can be realized by enlisting in a common vision
  • In the context of shared vision and values, look for new ideas outside the boundaries of the organization
  • Take incremental steps in applying new and innovative solutions
  • Identify approaches to create a climate in which people are willing to take risks and learn from mistakes
  • Identify the actions leaders take that make people feel powerful and those that make them feel powerless
  • Describe actions a leader can take to strengthen others
  • Describe actions that hinder and actions that facilitate building trust and
  • Give examples of meaningful recognitions
  • Identify short-term and long-term actions for improving in The Practices of Exemplary Leadership
  • Build collaboration, teamwork, and trust among Nebraska Career Educators
  • Provide a forum for secondary and postsecondary stakeholders to identify additional opportunities for collaboration
  • Develop an individual plan-of-action for the 2013-2014 school year which identifies a plan for applying The Five Practices of Exemplary Leadership to a current challenge facing the participant’s Career Education program, school and/or community
Nebraska Career Education Leadership Academy 2017-07-27T17:34:20+00:00

Nebraska Career Education Beginning Teacher Institute

BTI Logo

July 27-29, 2015

"Learning about teaching strategies and classroom management will be very helpful for any teacher…very transferable information!" — Beginning Teacher Institute participant

The Beginning Teacher Institute is designed to support Nebraska Career Education teachers who have finished their 1st, 2nd, or 3rd years of teaching.  The Beginning Teacher Institute will allow beginning CTE teachers to build positive, dependable, and supportive relationships among Career and Technical Education teachers in Nebraska, and the institute will provide beginning teachers with access to information that will assist them in managing their respective Career Education programs.

The Beginning Teacher Institute will address topics within the following three themes:  (1) My Career Education Program, (2) My Career Education Classroom, and (3) My Professional Development. 

Application (Google Form)

Nebraska Career Education Beginning Teacher Institute 2017-07-27T17:34:20+00:00

Frequently Asked Questions

Postsecondary Accountability

Frequently Asked Questions

What CTE data needs to be reported each year?

There are two primary aspects for reporting postsecondary data that relate to CTE:

  1. The Postsecondary Perkins Students Template: This file collects sets of students that are enrolled in an institution during a certain academic year, and that are relevant to Perkins reporting (including all CTE Participants and Concentrators as defined here). A Postsecondary Enrollment record must be submitted for each student appearing in the Perkins Students template.

  2. The Postsecondary Perkins Courses Template: This file collects the entire course history, though the end of the reporting academic year, for each of the students listed in the Perkins Students file. At a minimum, all courses with an REU Course Weight of 1.5 of 2.0 should be reported. A Perkins Students record must first be submitted for each student appearing in the Perkins Courses file.

*Keep in mind the Postsecondary Enrollment Template as well as the Postsecondary Academic Awards Template must also be submitted by all Postsecondary institutions to avoid a data loading process rejection.


  • Data submission includes all students who earn credit in at least one Career and Technical Education course.

  • All courses related to occupational training should be weighted at least at a 1.5, per the Nebraska Community College State Aid Enrollment FTE/REU Guidelines document.

Where can I find the file specification templates?

Postsecondary file specifications can be found here

When and where do I submit these data?

The data collection timeline can be found here: Data Collection Timeline.

Data should be submitted via the Postsecondary Data Manager, located within the NDE Portal. A User’s Guide can be found here: Postsecondary Data Manager User Guide.

Additional information can be found on the Nebraska P-20 Technical Group’s website.

If you need help obtaining activation codes or navigating the site, the NDE Helpdesk can be reached at 888-285-0556 or

Who can I talk to if I still have CTE data questions?

Katie Graham is the NCE Data, Research, and Evaluation Specialist. She can be reached at 402-471-3104 or


Frequently Asked Questions 2017-08-10T19:21:24+00:00

Technical Skills/Industry Certifications

The Keys to Credential Quality

The following article was posted on AdvanceCTE’s Blog on April 3, 2017. This post is written by NOCTI.

NOCTI has served the CTE community as a non-profit entity for over 50 years.  Our services and processes have continued to evolve over these five decades and we have learned a few key things about quality during this evolution process—particularly about quality factors associated with standards and credential development. Recent estimates indicate there are over 4,000 industry credentials and roughly 2,000 licenses available for possible utilization in CTE programs. Even if these totals only numbered in the thousands, it would be difficult to determine what credentials should be used for students. In order to help understand the terminology, we wanted to provide some standard definitions which are key components of initiatives in which we are heavily engaged.

NOCTI is currently involved with the Credential Engine (formerly the Credentialing Transparency Initiative sponsored by Lumina and JP Morgan), GEMEnA (an interagency working group that is focused on changing the US Census to collect credentialing information), The Association of Test Publishers, and the Digital Badge Alliance,  all of which have connections to the world of credentials.

  • Certificate: A credential that designates requisite mastery of the knowledge and skills of an occupation, profession, or academic program.

  • Certification: A time-limited, renewable non-degree credential awarded by an authoritative body to an individual or organization for demonstrating the designated knowledge, skills, and abilities to perform a specific job.

  • Credential: A verification of qualification or competency issued to an individual by a third party with the relevant authority or jurisdiction to issue such verification.

  • License: A credential awarded by a government agency that constitutes legal authority to do a specific job and/or utilize a specific item, system or infrastructure; typically fee based and time-limited with opportunities for periodic renewal.

  • Open Digital Badge: A digital verification designed to be displayed as verification of accomplishment, activity, achievement, skill, interest, association, or identity and containing verifiable claims in accordance with accepted specifications.

  • Quality Assurance: A document assuring that an organization, program, or awarded credential meets prescribed requirements of accrediting bodies, typically ISO 17.024 (e.g., ICAC).

Many states are engaged in processes related to credential approval and assembling state-approved lists of both credentials and credential providers.  Career and technical educators speak the language of education and industry by nature of the occupation, but in most cases, these individuals are educators first.  Educators must be mindful of quality indicators and find ways to ask more questions of credential providers, rather than those that only relate to the utilization of a particular credential in a specific sector. Here are five key questions to consider asking of credential providers to assist in determining quality.

Five Key Questions:

  • Is there curricular alignment to the credential being selected? Typically, technical curriculum is part of a program of study and is based on accepted national standards so ensuring the selected credential accurately measures the curricular content is an important linkage.

  • Is there a publicly available technical manual? The technical manual includes things like the structure and size of the validation population, the qualifications of the content experts, and the revision dates. Information presented in a technical manual is critical to the quality of the assessment upon which the credential is based.

  • Is the provider accredited under accepted standards? ISO 17.024 is the international standard for providers that deliver credentials and certificates. Making sure a credential provider is aware of these standards and verifying the credential provider was evaluated by a third party to validate their adherence to the standards is an essential step.

  • Is learner outcome data provided to assist with instructional improvement? Feedback data provided at the standard and competency levels is extremely helpful to educators in making curricular and instructional improvements.

  • Does the provider offer “value adds”? Asking questions about available administration accommodations, report options that include integrated academics, college credit, and digital badge opportunities are important value adds for students.

For the original blog post and additional information, please visit:


Technical Skills/Industry Certifications 2017-07-27T17:34:22+00:00

Frequently Asked Questions

Secondary Accountability

Frequently Asked Questions

What CTE data needs to be reported each year? And when?

All templates, forms, data reporting calendar, and instructions for interfacing with the NSSRS are available on the NSSRS homepage. The due date for these templates is June 15th. There is an audit window from June 15-June 30th.

There are three primary aspects for reporting secondary data:

  1. The Student Grades Template: A student template must first be submitted for each student appearing in a Programs Fact template or the data loading process will reject the record. The Student Snapshot template is already required for reporting by every school for every student through the NSSRS system. This template collects information related to the student’s demographics and characteristics.

  2. The Programs Fact Template: Career Education: This template has three primary areas for completion for Career and Technical Education. The basic flow of completing the template requires (1) the identification and coding of what cluster area(s) the student participated and/or concentrated, (2) the identification of the student’s highest level of participation in that cluster area, and (3) if the student is a concentrator, the identification of the Technical Skill Attainment using the coding structure provided.

  3. The Post School Survey Template: the Post School Survey is used to provide follow-up information on the concentrators that graduated in the previous year. The information provides the data required to report on the follow-up measure. More information on obtaining follow-up data can be found in the Graduate Follow-Up Approaches and Resources document within the “Resources” section to the left.


  • The Programs Fact template includes data for grades 7-12 in schools that offer Career Education courses.

  • Career Education “Participants” are determined during the current program year (July 1, 2016-June 30, 2017).

  • Concentrators are determined by evaluating the number of courses in which the student has earned credit throughout the 9-12 high school experience within a specific career cluster (program code).

  • No student can concentrate in the CEFOUND program code.

  • Students may have multiple Programs Fact records if participating in and/or concentrating in more than one program code.

Who is considered a CTE Concentrator?

A CTE Concentrator is a student in grades 9-12 who has completed three (3) or more one semester-long coursers within a single career cluster.

NOTE:  The three or more one semester-long courses do not need to follow a Program of Study course sequence, but rather fall under the same career cluster umbrella of courses.

2015-2016 Concentrator Identification Memo

When do I report a student as a CTE Concentrator?

Concentrators should be reported when they are in 12th grade. Each student’s high school course history (transcript) should be examined to see if, at any point in his or her high school career, he or she met the criteria for becoming a Concentrator as defined above.

NOTE:  If you report a student as a concentrator before he or she is in the 12th grade, NSSRS will send you an alert letting you know that NDE will be counting that student as a CTE Participant. You should report this student as a Concentrator again once they reach the 12th grade.
NDE has found in looking back that not all 12th graders reported as Concentrators before grade 12 were reported again their senior year.  To resolve this issue, NDE is devising a protocol to explore 4 years of reported student participation identification to ensure any students not re-reported as a Concentrator in 12th grade is identified and included in year-end reporting.

What do I do if a student Concentrates in multiple areas?

If a student has more than one area of concentration, the schools have two options: (1) the school can report all areas of concentration for each student. NDE will then utilize an internal strategy to determine in which area he or she will be counted (as we only report one area of concentration per student to the federal government), or (2) the school can select one area of concentration to report.

NOTE:  If a school decides to make the decision as to which area of concentration (of multiple) to report for a single student, we suggest you select the area for which the student has earned the most course credits or completed the most courses.

How do I know which course fits into each cluster?

The cluster to NDE Course Code crosswalks provide an alignment between every course and one individual career cluster. These can be found under the “resource” section on the left hand side of this page.

How can I find out where my graduates went after they left high school for the Post School Survey?

Please review the Graduate Follow Up Approaches and Resources document.

Do I count courses like Anatomy & Physiology as a CTE course? It’s part of a Program of Study.

You should only use non-CTE courses when determining if a student is a Concentrator (not if they are a Participant). Because some non-CTE courses are a part of several State Model Programs of Study, they could be used to determine CTE Concentration. If a student took two CTE courses and A&P all within the same career cluster, in this case, A&P could be considered the third course making a student a Concentrator.

Our 8th graders take Computer Applications and then our Freshmen take Information Technology I & II (it’s a graduation requirement). Are all of our students Program Concentrators unless they did not pass or if they transferred in later?

No. Concentrators are only determined using courses completed during grades 9-12. So, the 8th grade computer applications course would not be used when determining their highest level of participation when they are in the 12th grade.

Who can I talk to if I still have CTE data questions?

Katie Graham is the NCE Data, Research, and Evaluation Specialist. She can be reached at 402-471-3104 or



Frequently Asked Questions 2017-08-10T19:24:54+00:00

Program Improvement Plan

(Click here for Guidelines)

Section 123(b)(1-5) of the Perkins Legislation provides for Local Program Improvement process. The basic parameters of the requirements are based on the performance data identified in Section 113 [Accountability Data]. If an eligible recipient does not meet 90% of the state goal the “. . . eligible recipient shall develop and implement a program improvement plan . . . during the first program year succeeding the program year for which the eligible recipient failed to meet any of the core indicators of performance.”

Based upon the 2015-16 performance data, a performance plan for measures not met is due during the 2016-17 program year. This improvement plan is to be included, along with any progress made, with the local application for the 2017-18 year.

The improvement plan must include categories of students for which there were quantifiable disparities or gaps in performance compared to all students or any other category of students.

The following is a list of Local Education Agencies (LEAs) failing to meet 90% of the state goal and, thus, required to submit a performance improvement plan.


Secondary Program Improvement Plan (PIP)

Consortium or School




















     X X


ESU 9        

ESU 1 Reservation Schools


ESU 10

ESU 11        

ESU 13


ESU 15


ESU 16

ESU 17     X  

Alliance Public Schools

XX    XX

Bellevue Public Schools


Columbus Public Schools

Elkhorn Public Schools      XX

Fremont Public Schools

XX    XX

Gering Public Schools


Grand Island Public Schools


Hastings Public Schools

XX    XX

Kearney Public Schools

XX    XX

Lexington Public Schools


Lincoln Public Schools

Millard Public Schools        

Norfolk Public Schools


North Platte Public Schools


Omaha Public Schools


Ralston Public Schools

Papillion-La Vista Public School        

Scottsbluff Public Schools


South Sioux City Comm Schools

Westside Public Schools     XXX












Postsecondary Program Improvement Plan (PIP)

Consortium or Institute







Central Community College


Metro Community College


Mid Plains Community College







Northeast Community College


Southeast Community College




Western Nebraska Community College












Program Improvement Plan 2017-09-12T20:53:38+00:00
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