Nebraska Career Education Staff

Rich Katt
State Director
Nebraska Career Education
Ph: 402.471.4808
Fax: 402.471.4565
rich.katt@nebraska.gov

Katie Graham
Deputy State Director
Nebraska Career Education
Ph: 402.471.3104
Fax: 402.471.4565
katie.graham@nebraska.gov

Teri Sloup
Perkins Grant Manager
Ph: 402.471.4809
Fax: 402.471.4565
teri.sloup@nebraska.gov

Rachel Fitzler
Marketing & Communications Specialist
Ph: 402.471.3177
rachel.fitlzer@nebraska.gov

Tony Glenn
Skilled & Technical Sciences
Career Field Specialist
Skilled and Technical Sciences
402.471.4819
tony.glenn@nebraska.gov

Krystl Knabe
Agricultural, Food & Natural ResourcesCareer Field Specialist
www.neaged.org 
402.471.0015
krystl.knabe@nebraska.gov

Kristin Vest
Human Services & Education
Career Field Specialist
Human Sciences/Family and Consumer Sciences
402.471.4814
kristin.vest@nebraska.gov

Matt Kreifels* (contract employee)
Agricultural, Food & Natural Resources
Career Field Specialist
www.neaged.org
402.617.1419
matt.kreifels@nebraska.gov

Jacqui Garrison
Communication and Information Systems
Career Field Specialist
Business, Marketing & Management
402.471.4865
jacqui.garrison@nebraska.gov

Vacant
Agricultural, Food & Natural Resources
Career Field Specialist
www.neaged.org 

402.471.2441

Sydney Kobza
Business, Marketing, and Management
Career Field Specialist
Business, Marketing and Management
402.471.4818
sydney.kobza@nebraska.gov

Carol Packard
Health Sciences/Education and Training

Career Field Specialist
Health Sciences
Education & Training/Law & Public Safety
402.471.4813
carol.packard@nebraska.gov

Student Leadership Specialists

Kristin Vest
State FCCLA Advisor
www.nebraskafccla.org
402.471.4814
kristin.vest@nebraska.gov

Nicole Coffey
State DECA Advisor
www.nedeca.org
402.471.4803
nicole.coffey@nebraska.gov

Kori Jensen* (contract employee)
State HOSA Advisor
www.nebraskahosa.org
402.719.0647
kori.jensen@nebraska.gov

VACANT
State FFA Advisor
www.neaged.org
402.471-2441

Greg Stahr
State SkillsUSA Advisor
www.skillsusanebraska.org
402.471.0898
greg.stahr@nebraska.gov

Nicole Coffey
State Educators Rising Advisor
www.educatorsrisingnebraska.org
402.740.4803
nicole.coffey@nebraska.gov

Jacqui Garrison
State FBLA Advisor
nebraskafbla.org
402.471.4865
jacqui.garrison@nebraska.gov

 

Gregg Christensen
Entrepreneurship Education Specialist
Entrepreneurship Education
402.471.4337
gregg.christensen@nebraska.gov

Donna Hoffman
School Counseling Specialist
School Counseling
402.471.4811
donna.hoffman@nebraska.gov

Nebraska Career Education Staff 2017-11-22T09:15:48+00:00

Perkins IV State Plan By Sections

 
 
 
 
 
 
 
 
 
 
 
 

 

Perkins IV authorizes legislation through Fiscal Year 2012. Several themes are evident throughout the new Act—accountability for results and program improvement at all levels, increased coordination within the CTE system, stronger academic and technical integration, connections between secondary and postsecondary education, and links to business and industry.

The 2006 Perkins Act provides the direction and the funding to support continuous improvement in career and technical education but it is up to the community of educators around the country to ensure this continuous improvement happens and that CTE is seen as integral to secondary and postsecondary reform efforts underway in our communities.

Perkins IV State Plan By Sections 2017-11-03T18:16:36+00:00

5-Year Plan Toolkit

Perkins IV

5-Year Plan Toolkit

 

5-Year Plan Planning Document

Eligible and Ineligible Use of Funds

Perkins IV Target Areas

Accountability Data Samples
 

5-Year Plan Toolkit 2017-08-15T13:39:41+00:00

Publications/Resources

Video: Nebraska Standards for Career Ready Practice   

 

LINKSPUBLICATIONS
Career Cluster Virtual Tours Career Clusters Model
 Career Clusters Poster
 NE Works Career Ready Practice Poster 
 Career ClustersCareer Ready Practice Standards
Career Ready Practice Alignment 
 Career Ladder Posters   CTE Logos for Downloading
 Perkins Monitoring Manuals Personal Learning Plan (PLP)
  Perkins Management Guide  
Work-Based LearningAdvisory Committee Brochure  
Advisory Committee Handbook

 

It is the policy of the Nebraska Department of Education not to discriminate on the basis of sex, disability, race, color, religion, marital status, age or national origin in its educational programs, admission policies, employment, or other agency programs.

Publications/Resources 2017-11-01T15:37:46+00:00

Perkins Grant Monitoring

Monitoring Manual
High Schools (PDF)

 

Monitoring Manual
Second. Consortiums (PDF)

Monitoring Manual
High Schools (Word)
 Monitoring Manual
Secondary Consort (Word)
   
Monitoring Manual
Stand-Alones (PDF)
 Monitoring Manual
Post Secondary (PDF)
Monitoring Manual
Stand-Alones (Word)
 Monitoring Manual
Post Secondary (Word)
   
  NDE Monitors
 

Basic Grants

Any eligible recipient desiring financial assistance under the Carl D. Perkins Career and Technical Education Act of 2006 (P.L. 105-332) must submit a completed local application to the Nebraska Department of Education (NDE) via the NDE Portal On-line system. If any modifications are made to the original local application, an amendment must be submitted.

Innovation Competitive Grants

Perkins IV Corrections Grants

Nebraska Career Education (NCE) is authorized to provide, under the auspices of the Carl D. Perkins Career and Technical Education Act of 2006, correctional and/or other institutions serving the disabled with funds to support career and technical education services and activities. Currently NCE is requesting proposals from institutions in developing career education service and activities. This initiative has two primary goals: (1) To provide assistance to institutions which will assist persons through career and technical education services and activities that will upgrade skills and increase career opportunities toward personal economic self-sufficiency; and (2) To assist in the development of career and technical education services and activities which could be replicated elsewhere in the State.

 
Perkins Grant Monitoring 2017-09-13T15:52:50+00:00

Perkins IV Administration

 

Links & Resources

 

Calendar

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2016-17 Grant Closeout Instructions

2016-17 Grant Closeout Template

Mandatory Activities/Best Practices Handout

Essential Components

Monitoring Manuals/Monitors

Programs of Study

Programs of Study Report
Instructions

Troubleshooting Errors in Perkins
Programs of Study Data

Postsecondary Accountability

Secondary Accountability

Perkins IV State Policies

Perkins IV State Plan

 State Plan by Sections

Career Ed Resources  
Nebraska Career Clusters

April 1

March 1

May 30

Sept 1

Oct 1

Oct 15

Dec 15

Five-Year State Plan/Continuation Plan due to USDE

Intent to Participate in Perkins Funding Due

Amendments to 2015-16 Perkins Grant Due

Local Application for 2017-18 Perkins Basic Grant due to NDE

Amended GAN for full annual allocation becomes available

Submission of FY16-17 Final Claims and Final Reports Due

Perkins Consolidated Annual Report due to USDE

 

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Perkins NCE Management Guide

Non Allowable Uses of Perkins Funds

Perkins Questions and Answers Guide

Required Uses of Federal Funds

National Assoc. State Directors Career and Technical Education consortium

National Career Cluster Institute

NSSRS Resources

Programs Fact-Student Grades (NSSRS)

 

 

 
Perkins IV Administration 2017-10-24T19:09:48+00:00

Perkins Report Cards

Perkins Report Cards provide an overview of each local education agency (LEA) and district’s student performance outcomes relative to Nebraska Career Education’s goals agreed upon annually with the United States Office of Career, Technical, and Adult Education Office (OCTAE).

If an LEA fails to meet a performance goal, they are required to complete a Performance Improvement Plan (PIP) for each performance indicator missed. For more information, please visit the Program Improvement webpage. 

Secondary

State of Nebraska  12-1313-1414-1515-1616-17
Consortium or DistrictData Reporting Year
ESU 112-1313-1414-1515-1616-17
ESU 1 – Reservation Schools12-1313-1414-1515-1616-17
ESU 212-1313-1414-1515-1616-17
ESU 312-1313-1414-1515-1616-17
ESU 412-1313-1414-1515-1616-17
SENCAP-SCC12-1313-14See ESU 6See ESU 616-17
ESU 5-6See SENCAPSee SENCAP14-1515-1616-17
ESU 712-1313-1414-1515-1616-17
ESU 812-1313-1414-1515-1616-17
ESU 912-1313-1414-1515-1616-17
ESU 1012-1313-1414-1515-1616-17
ESU 1112-1313-1414-1515-1616-17
ESU 1312-1313-1414-1515-1616-17
ESU 1512-1313-1414-1515-1616-17
ESU 1612-1313-1414-1515-1616-17
ESU 1712-1313-1414-1515-1616-17
Alliance Public Schools12-1313-1414-1515-1616-17
Beatrice Public Schools 12-1313-1414-15See SENCAP See SENCAP
Bellevue Public Schools 12-1313-1414-1515-1616-17
Blair Public Schools See ESU 3See ESU 314-1515-16See ESU 3
Columbus Public Schools 12-1313-1414-1515-1616-17
Elkhorn Public Schools 12-1313-1414-1515-1616-17
Fremont Public Schools12-1313-1414-1515-1616-17
Gering Public Schools12-1313-1414-1515-1616-17
Grand Island Public Schools12-1313-1414-1515-1616-17
Hastings Public Schools12-1313-1414-1515-1616-17
Kearney Public Schools12-1313-1414-1515-1616-17
Lexington Public Schools12-1313-1414-1515-1616-17
Lincoln Public Schools12-1313-1414-1515-1616-17
Millard Public Schools12-1313-1414-1515-1616-17
Norfolk Public Schools12-1313-1414-1515-1616-17
North Platte Public Schools12-1313-1414-1515-1616-17
Omaha Public Schools12-1313-1414-1515-1616-17
Papillion-La Vista Public Schools12-1313-1414-1515-1616-17
Ralston Public Schools    16-17
Scottsbluff Public Schools 12-1313-1414-1515-1616-17
So Sioux City Community Schools12-1313-1414-1515-1616-17
Westside Community Schools12-1313-1414-1515-1616-17 

Postsecondary 

State of Nebraska   12-1313-1414-1515-1616-17
Consortium or InstitutionData Reporting Year  
Central Community College12-1313-1414-1515-1616-17
Metropolitan Community College12-1313-1414-1515-1616-17
Mid-Plains Community College12-1313-1414-1515-1616-17
Nebraska College of Technical Agriculture12-1313-1414-1515-1616-17
MPCC and NCTA Consortium12-1313-1414-1515-1616-17
Northeast Community College12-1313-1414-1515-1616-17
Southeast Community College12-1313-1414-1515-1616-17
Western Nebraska Community College12-1313-1414-1515-1616-17

 

Perkins Report Cards 2017-11-14T08:46:22+00:00

Research And News

This page includes relevant research and news from around the U.S. related to Career and Technical Education. Check back often for updates!

 

Measuring Career Readiness in State Accountability Systems: Where to Start

This is a post from the AdvanceCTE blog, which details the various strategies to integrate career readiness indicators into their accountability systems.

 

Telling the Community College Story Through Data

In this report The National Student Clearinghouse Research Center details the important role Community Colleges play in expanding postsecondary educational opportunities for all students, especially those representing under-served and disadvantaged populations. The report provides timely and relevant information about the metrics Community Colleges can use to help tell their stories, as the graduation rate of first-time, full-time students is no longer a sufficient measure of Community College success.

 

Early ESSA Plans Signal Enthusiasm for Career Readiness

The Every Student Succeeds Act (ESSA), reauthorized in 2015 under President Obama, affords states great opportunity to promote career readiness by updating state accountability systems, providing supports for teachers and leaders, and ensuring students can access a “well-rounded education,” including opportunities such as Career Technical Education (CTE). With the first submission window for ESSA plans now officially open, several states have stepped up to the plate, signaling a new era of career readiness.

 

 

 

 

Research And News 2017-08-16T13:09:56+00:00

Postsecondary Accountability

Performance Indicator Framework

The Performance Indicator framework was developed by the United States Department of Education’s Office of Career, Technical, and Adult Education (OCTAE), in cooperation with the United States Department of Labor and stakeholder organizations to achieve two major objectives:

  1. To create a common reference format to discuss the components of Perkins accountability, and

  2. To establish performance measurement approaches for the Performance Indicators.

The framework is intended to define state performance measurement approaches for each indicator to ensure sufficient rigor and comparability among state performance accountability systems. Further, the framework is intended to define performance and data collection approaches that can be easily integrated into state and local performance management systems to support continuous program improvement.

This graphic represents the relationship between the Perkins Postsecondary Performance Indicators and CTE Participants and CTE Concentrators.

Definitions

CTE Participant

A postsecondary student who has earned one (1) or more credits in a 1.5 or 2.0 weighted course in any CTE program area.

CTE Concentrator

A postsecondary student who:

  1. has earned at least 12 academic or CTE semester credits (18 quarter credits) within a single CTE program sequence that is comprised of 12 or more academic and technical semester credits (18 quarter credits) that ultimately results in an award of an industry-recognized credential, a certificate, diploma, or degree; OR

  2. has completed a short-term CTE program sequence of less than 12 semester credits (18 quarter credits) that ultimately results in an industry recognized credential, a certificate, diploma, or degree.

*Note: This does not include non-credit certification programs.

Performance Measures

State Goals

The following state and local goals are agreed upon annually with the United States Office of Career, Technical, and Adult Education Office (OCTAE).

Performance Measures

13-14

14-15

15-16

16-17

1P1: Technical Skill Attainment

89%90%91.5%92%

2P1: Credential, Certificate, or Degree

55%48%48%40%

3P1: Student Retention or Transfer

76%74%74%73%

4P1: Student Placement

77.5%77%73%74%

5P1: Nontraditional Participation

15%20%21.2%24%

5P2: Nontraditional Completion

15.75%18%14%16%

Performance Measure Descriptions

1P1: TECHNICAL SKILL ATTAINMENT: The percentage of CTE Concentrators who have met technical skill attainment.

  • Numerator: The number of CTE Concentrators who achieved a minimum GPA of 2.0 in CTE program curricula that are aligned with industry-recognized standards during the reporting year.

  • Denominator: The number of CTE Concentrators during the reporting year.

2P1: CREDENTIAL, CERTIFICATE, OR DEGREE: The percentage of CTE Concentrators that graduated with a diploma, degree, certificate, or credential (previous reporting year).

  • Numerator: The number of CTE Concentrators from the previous reporting year who received an industry-recognized credential, certificate, diploma, or degree.

  • Denominator: The number of CTE Concentrators during the reporting year.

3P1: STUDENT RETENTION OR TRANSFER: The percentage of CTE Concentrators who did not graduate, but remained enrolled in postsecondary education (either in their original postsecondary institution or transferred to another 2- or 4- year institution).

  • Numerator: The number of CTE Concentrators from the previous reporting year who remained enrolled in their original postsecondary institution or transferred to another 2- or 4-year postsecondary institution during the current reporting year.

  • Denominator: The number of CTE Concentrators from the previous reporting year who did not earn an industry recognized credential, certificate, diploma, or degree in the previous reporting year.

4P1: STUDENT PLACEMENT: The percentage of CTE Concentrator graduates employed in work, military, or apprenticeships.

  • Numerator: The number of CTE Concentrators from the previous reporting year who were placed or retained in employment, or placed in the military service or apprenticeship programs during the 2nd quarter following the program year in which they left postsecondary education (e.g. unduplicated placement status for CTE Concentrators who graduated by June 30th would be assessed between October 1st and December 31st).

  • Denominator: The number of CTE Concentrators from the previous reporting year who left postsecondary education with a credential, certificate, degree, or diploma during the previous reporting year.

5P1: NONTRADITIONAL PARTICIPATION: The percentage of CTE Participants taking a class that is nontraditional for their gender compared to all students taking a class in an area classified as nontraditional.

  • Numerator: The number of CTE Participants from the current reporting year form underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the current reporting year.

  • Denominator: The number of CTE Participants from the current reporting year who participated in a program that leads to employment in nontraditional fields during the current reporting year.   

5P2: NONTRADITIONAL COMPLETION: The percentage of gender nontraditional Concentrators who graduated.

  • Numerator: The number of CTE Concentrators from the current reporting year from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the current reporting year.

  • Denominator: The number of CTE Concentrators from the current reporting year who completed a program that leads to employment in nontraditional fields during the current reporting year.

 

Postsecondary Accountability 2017-09-13T16:30:57+00:00

Secondary Accountability

Performance Indicator Framework

The Performance Indicator framework was developed by the United States Department of Education’s Office of Career, Technical, and Adult Education (OCTAE), in cooperation with the United States Department of Labor and stakeholder organizations to achieve two major objectives:

  1. To create a common reference format to discuss the components of Perkins accountability, and

  2. To establish performance measurement approaches for the Performance Indicators.

The framework is intended to define state performance measurement approaches for each indicator to ensure sufficient rigor and comparability among state performance accountability systems. Further, the framework is intended to define performance and data collection approaches that can be easily integrated into state and local performance management systems to support continuous program improvement.

This graphic represents the relationship between the Perkins Secondary Performance Indicators and CTE Participants and CTE Concentrators.

Definitions

CTE Participant

A career education participant is a student in grades 7-12 who has earned credit in at least one career and technical education course during the school year. Students may participate in more than one career area.

  • Participant with Postsecondary:  A career education participant who has also completed a course associated with postsecondary education. There are several options, including dual credit, concurrent credit, articulated credit, or some other designation provided through a postsecondary institution.

CTE Concentrator

A career education concentrator is a student in grades 9-12 who has earned credit in three (3) or more one semester-long courses within a single career cluster.

  • Concentrator with Postsecondary: A career education concentrator who has also completed a course associated with postsecondary education. There are several options, including dual credit, concurrent credit, articulated credit, or some other designation provided through a postsecondary institution.

Program of Study

A program of study is a sequence of at least three (3) semester-long career education courses in a given career cluster that prepares students for postsecondary education and entry into a career area of personal choice. For more information about Nebraska’s State Model Programs of Study, please visit: https://cestandards.education.ne.gov

Career Field

Six broad groupings of 16 different career cluster areas based on commonalities among clusters.

Career Cluster

A career cluster is an organizing structure of career areas with similar skills or common themes based on industry groupings at all educational levels. Sixteen career clusters areas exist within the Nebraska Career Education model.

Performance Measures

State Goals

The following state and local goals are agreed upon annually with the United States Office of Career, Technical, and Adult Education Office (OCTAE).

Performance Measures

13-14

14-15

15-16

16-17

1S1: Academic Skill Attainment: ELA

100%71%70%70%

1S2: Academic Skill Attainment: Math

100%59%61%61%

2S1: Technical Skill Attainment

91%88%86.5%88%

3S1: Completion

95%97%97%97.74%

4S1: Graduation Rate

90%98%98%98.75%

5S1: Placement

95%97%97%97%

6S2: Non-traditional Completion

42.6%42%42%42.43%

6S2: Non-traditional Completion

27.75%27%27%28.75%

Performance Measure Descriptions

1S1: ACADEMIC SKILL ATTAINMENT – READING/LANGUAGE ARTS: The percentage of Career Education students, concentrating in a course of study, who were included in the calculations for Adequate Yearly Progress (AYP) and achieved a proficient or advanced rating in Reading/Language Arts. 

  • Numerator: Number of CTE concentrators who met the proficient or advanced level on the NeSA Reading/Language Arts assessment and who were included in the State’s computation of adequate yearly progress (AYP) and who, in the reporting year, left secondary education.

  • Denominator:  Number of CTE concentrators who took the NeSA Reading/Language Arts assessment whose scores were included in the State’s computation of AYP and who, in the reporting year, left secondary education.

1S2: ACADEMIC SKILL ATTAINMENT – MATH: The percentage of Career Education students, concentrating in a course of study, who were included in the calculations for Adequate Yearly Progress (AYP) and achieved a proficient or advanced rating in Math.

  • Numerator: Number of CTE concentrators who met the proficient or advanced level on the NeSA Mathematics assessment and who were included in the State’s computation of adequate yearly progress (AYP) and who, in the reporting year, left secondary education.

  • Denominator:  Number of CTE concentrators who took the NeSA Mathematics assessment whose scores were included in the State’s computation of AYP and who, in the reporting year, left secondary education.

2S1: TECHNICAL SKILL ATTAINMENT: Percentage of Career Education students, concentrating in a course of study, who demonstrate technical skill attainment through GPA, dual credit course completion, industry certification, or other approved methodology. 

  • Numerator: Number of CTE concentrators who passed technical skill assessments that are aligned with industry-recognized standards, if available and appropriate, during the reporting year.

  • Denominator:  Number of CTE concentrators who took the assessments during the reporting year.

3S1: COMPLETION: Percentage of Career Education students, concentrating in a course of study, that graduated with a diploma.

  • Numerator: Number of CTE concentrators who earned a regular secondary school diploma, earned a GED credential as State-recognized equivalent to a regular high school diploma (if offered) or other State-recognized equivalent (including recognized alternative standards for individuals with disabilities), or earned a proficiency credential, certificate, or degree, in conjunction with a secondary school diploma (if offered) during the reporting year.

  • Denominator:  Number of CTE concentrators who left secondary education during the reporting year.

4S1: GRADUATION RATE: Percentage of Career Education students, concentrating in a course of study, who were included in the graduate rate calculation for adequate yearly progress (AYP) for the state of Nebraska.

  • Numerator: Number of CTE concentrators who, in the reporting year, were included as graduated in the State’s computation of its graduation rate as described in Section 1111(b)(2)(C)(vi) of the ESEA.

  • Denominator: Number of CTE concentrators, who, in the reporting year, were included in the State’s computation of its graduation rate as defined in the State’s Consolidated Accountability Plan pursuant to Section 1111(b)(2)(C)(vi) of the ESEA.

5S1: PLACEMENT: Percentage of Career Education students, concentrating in a course of study, that graduated and within the 2nd quarter after the year of completion are enrolled in a postsecondary program, advanced training, service to the military, or are employed.

  • Numerator: Number of CTE concentrators who left secondary education and were placed in postsecondary education or advanced training, in the military service, or employment in the second quarter following the program year in which they left secondary education (i.e., unduplicated placement status for CTE concentrators who graduated by June 30, 2007 would be assessed between October 1, 2007 and December 31, 2007).

  • Denominator:  Number of CTE concentrators who left secondary education during the reporting year.

6S1: NON-TRADITIONAL PARTICIPATION: Percentage of gender non-traditional students participating in programs leading to occupations that are determined to be gender non-traditional.

  • Numerator: Number of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year.

  • Denominator: Number of CTE participants who participated in a program that leads to employment in nontraditional fields during the reporting year.

6S2: NON-TRADITIONAL COMPLETION: Percentage of gender non-traditional students who complete programs leading to occupations that are determined to be gender non-traditional.

  • Numerator: Number of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year.

  • Denominator: Number of CTE concentrators who completed a program that leads to employment in nontraditional fields during the reporting year.  

Secondary Accountability 2017-08-22T19:10:12+00:00
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