Past reVISION Particpants
The following districts have successfully completed the reVISION strategic planning process.
- Allen Consolidated Schools
- Arapahoe Public Schools
- Ashland-Greenwood Public Schools
- Auburn Public Schools
- Aurora Public Schools
- Bancroft-Rosalie Community Schools
- Beatrice Public Schools
- Bellevue Public Schools
- Bennington Public Schools
- Bloomfield Community Schools
- Boone Central Schools
- Brady Public Schools
- Bridgeport Public Schools
- Broken Bow Public Schools
- Burwell Public Schools
- Cedar Bluffs Public Schools
- Central City Public Schools
- Central Valley Public Schools
- Centura Public Schools
- Chadron Public Schools
- Columbus Public Schools
- Cozad Community Schools
- Creighton Community Public Schools
- Crete Public Schools
- David City Public Schools
- Deshler Public Schools
- Elm Creek Public Schools
- Fairbury Public Schools
- Freeman Public Schools
- Fremont Public Schools
- Friend Public Schools
- Gering Public Schools
- Gibbon Public Schools
- Gothenburg Public Schools
- Grand Island Public Schools
- Greeley-Wolbach Public Schools
- Hartington Newcastle Public Schools
- Hastings Public Schools
- Kearney Public Schools
- Laurel-Concord-Coleridge School
- Lexington Public Schools
- Lincoln Public Schools
- Logan View Public Schools
- Lyons-Decatur Northeast Schools
- Madison Public Schools
- Millard Public Schools
- Neligh-Oakdale Schools
- Niobrara Public Schools
- Norfolk Public Schools
- Norris School District 160
- North Bend Central Public Schools
- North Platte Public Schools
- Northwest Public Schools (Gi)
- Oakland Craig Public Schools
- Omaha Public Schools
- O’Neill Public Schools
- Ord Public Schools
- Osmond Community Schools
- Palmyra District O R 1
- Papillion-La Vista Public Schools
- Pender Public Schools
- Plainview Public Schools
- Plattsmouth Community Schools
- Ponca Public Schools
- Ralston Public Schools
- Randolph Public Schools
- Ravenna Public Schools
- Riverside Public Schools
- Scottsbluff Public Schools
- Scribner-Snyder Community Schools
- Silver Lake Public Schools
- So Sioux City Community Schools
- South Central Nebraska Unified 5
- Springfield Platteview Community Schools
- St Paul Public Schools
- Stanton Community Schools
- Sumner-Eddyville-Miller Schools
- Superior Public Schools
- Sutton Public Schools
- Tekamah-Herman Community Schools
- Thayer Central Community Schools
- Tri County Public Schools
- Umo N Ho N Nation Public Schools
- Valentine Community Schools
- Wahoo Public Schools
- Wakefield Public Schools
- Walthill Public Schools
- Wausa Public Schools
- Waverly School District 145
- Wayne Community Schools
- Weeping Water Public Schools
- West Boyd School District
- West Point Public Schools
- Westside Community Schools
- Wheeler Central Schools
- Winnebago Public Schools
- Winside Public Schools
- Wisner-Pilger Public Schools
- Wood River Rural Schools
- Wynot Public Schools
The Nebraska Workplace Experiences Continuum
The Nebraska Workplace Experiences Continuum illustrates how Workplace Experiences become more focused as a student progresses through their education. Students gain a better understanding of their talents, strengths and interests; learn what postsecondary education is necessary for their career choice; and practice the career readiness and technical skills vital for entering the career of their choice. Postsecondary education is any education after high school, which includes 2- and 4-year colleges, on-the-job training, and short-term training to acquire needed skills.
The Nebraska Workplace Experiences Continuum is organized into three Phases:
Awareness Strategies acquaint students with the world of work and potential career options available. These are usually school-based instructional assignments, but instruction should also encourage students to explore careers in their local and regional communities. Students can also identify career readiness skills needed for work during these awareness activities.
Exploration Strategies deepen a student’s experience with workplaces through contextual settings. These strategies connect the student with workers and workplaces through carefully designed interactions. At this stage of the continuum, students begin to develop their career readiness skills.
Work-Based Learning Strategies provide supervised on-the-job experiences for students to continue to develop and demonstrate their academic, technical, and career readiness skills. At this “capstone” level student learners focus on the demonstration of specific technical skills and the career readiness skills they gain through the experience.
Why Workplace Experiences
While students generally know about their parents’ or guardians’ work, they lack the full understanding of workplace expectations that lead to a successful career. Our current economic environment, along with increasing activities for high school youth, has resulted in only 36% of high school students participating in the labor force (Bureau of Labor Statistics, Work Activity of 2016 High School Graduates, 2016, USDL-17-0477).
This is problematic since, in many cases, the job a student takes after graduating from high school or college is the first work experience for them! This may result in a steeper learning curve for these graduates and potential issues with employers due to the lack of prior experience in the workplace.
Quality Workplace Experiences
Providing quality Workplace Experiences is a proactive approach to bridging the gap between education and High skill, High wage, High demand (H3) careers. At their core, Workplace Experiences are about meeting students where they are in their development and helping them grow their future. Quality Workplace Experiences begin by helping develop a broad understanding and awareness of businesses and industries and the possible careers that are available to them with the right set of skills and knowledge.
Career and Technical Education (CTE)
CTE provides students of all ages with the academic and technical skills, knowledge, and training necessary to succeed in future careers and to become lifelong learners. In 2017, 98,636 or 71% of Nebraska high school students participated in CTE.
PreK-12 Career Development Program Planning
It is common today for schools to adopt the goal of preparing students to be college and career ready. Often, people want to reduce all the expectations, attitudes, competencies, skills and behaviors required to be college and career ready to a single score. However, expectations of today’s postsecondary and workplaces require college and career readiness to mean much more than doing well on a written or online test. A better approach is needed.
Nebraska Career Development Model programs intend to engage students with participation, activity and do much more than take a test. In this toolkit, we are suggesting a comprehensive approach, which invites experiential and skill building opportunities to enhance academic, career and social/emotional development throughout PreK-12, which directly applies to the demands of education and workplace success. A Nebraska Career Development Model represents a program where schools collaborate with families, postsecondary, the community, employers and business/industry to provide instruction, guidance and advisement to students to achieve their goals. We believe quality Career Development is enhanced college and career readiness programming in schools.
Planning a district wide program is essential. This section of the toolkit will offer planning resources.
Career Planning & Management Resources
Goal Setting for Learning, Earning and Living
Internships in Nebraska
Nebraska Access College Early (ACE) Scholarship Program
Nebraska Community College Programs of Study
Coordination Of Programs
The Individuals with Disabilities Education Act (IDEA)
Coordinate Don’t Duplicate!
Program planners need to coordinate! Together we can support all students more effectively by sharing goals and defining roles and responsibilities between programs. It is likely some students will be in multiple programs. Cooperative program plans will eliminate duplication. Identify common goals, content and activities related to the Nebraska Career Development Model, in the chart below to assist with coordinated program planning.
Personal Learning Plan
Individual Education Plan
Pre-Employment Transition Services
|Career Development Components||NSTTAC Indicator 13 Checklist||Pre-Employment Transitions Services|
Planning & Management
What Do Families Want?
The National Collaborative for Youth gathered requests from over 1400 parents and families concerning career readiness for their children.4 Families want career information and resources.
Families want their children to have exposure to developing career readiness skills.
Career readiness skills are essential skills that apply at work, at school and at home! Start using a common language early to develop a college and career readiness culture. Provide parents with Nebraska Career Readiness Standards information.
Families want communication, but not too little or not too much!
Identify different avenues to provide the necessary information for families to participate in the career exploration process. Consider all communication is provided in multiple languages if necessary. Develop a PreK-12+ plan of communication with families. Engaged parents help assure the success of career exploration of all students.
- Monthly newsletters, texts, blogs
- Social Media – Facebook, Twitter
- School website
- Share and post valuable websites (be selective, not too many)
- Create a parent webpage offering brochures, videos, webinars, helpful tips and timelines.
Families want to participate in building their child’s Personal Learning Plan (PLP). Families of youth with disabilities
Families of youth with disabilities want to have a voice to ensure the same opportunities in exploring career options and experiences in the Individual Education Plan (IEP) or Individual Pre-Employment Plan (IPE). Provide a variety of family friendly hours for virtual or in-person meetings.
- Invite parents to be part of the registration process. Review career assessments before building a PLP and selecting classes for future years. Inform families of all core academics, career education programs/academies, dual/college credit, honors or special programs, activities, early-college etc. so they can discuss options with their student.
- Implement Student-Lead Parent Teacher Conferences for student to take ownership in presenting their own progress in accomplishing their Personal Learning Plan to assure they are taking the classes necessary for career and post-secondary success.
- Create a Parent University program or workshop (virtual and/or in person) aimed at how to best support students, PLP’s and college and career readiness.
- Offer Open-Houses or coordinate with other activities/events parents attend.
- Consider online meetings for families who have technology capacity.
- Connect families to EducationQuest.org for college planning services, assist with FAFSA and financial aid to higher education.
- Inform families of students with disabilities about coordination of services for career development between general education, special education and Nebraska VR.
Families want their children to have more opportunities for exposure in real work experiences.
Inform families of workplace experiences available through school, special education, Nebraska VR and your community.
Leverage community partnership to develop a continuum of workplace experience PreK-12+ for the career development program. Learn more at: www.nebraskaworkplaceexperiences.com
Families want support for researching all postsecondary career options including: certificates, diplomas, apprenticeships, associate degrees and bachelor’s degrees.
- Parents want career development curriculum in schools and to be involved with college and career planning.
- The Nebraska Career Connections website provides invaluable education and career planning resources for students and parents. Parents are able to log in to their child’s account and view assessment results. These results identify interest, strengths and values related to careers of interest, skills and activities associated with careers and identify training and educational requirements to successfully pursue those careers. Schools should offer instructions for how a parent can create a parent account, with or without a link to their student’s portfolio.
Inform Families: What is Dual Credit?
- Opportunities to achieve high school and college credit while in high school.
Inform Families: Why Dual Credit?
- It saves time and money. Students can reduce the duplication of courses.
- Students are exposed to college level work which may determine future education goals and planning.
- Opportunities for reduced rate tuition which may lower the overall cost of college education.
- May expedite college graduation or allow for dual-majors or more in-depth course work in college.
- Data shows dual credit students earn higher grade point averages than their peers, are more likely to graduate from high school, are more likely to attend college and more likely to return for their sophomore year of college.3
Download this brochure from: https://www.education.ne.gov/CARED/
Families of youth with disabilities want to have a voice in building their child’s personal learning plan and to assure the same opportunities in exploring career options and experiences.
These resources will help guide equity and access for students with disabilities.
General Education, Special Education, and the Nebraska VR need to collaborate with families to provide career educational experiences to students. The opportunity to experience career based learning has been shown to increase employment success for all students.4
- Community College Research Center, The Postsecondary Achievement of Participants in Dual Enrollment: An Analysis of Student Outcomes in Two States.
- NCWD, Understanding the New Vision for Career Development: The Role of Family
ASVAB Career Exploration Program
Career Cluster Informal Checklist Inventory for Students
Career Cluster Informal Checklist Inventory for Students - English
Career Cluster Informal Checklist Inventory for Students - Spanish
Career Conversations for High School - English
Career Conversations for High School - Spanish
Career Conversations for Middle School - English
Career Conversations for Middle School - Spanish
Career Training in Today’s Military
Habitudes for Career Ready Students
Nebraska Career Readiness Evaluation Rubrics for Work-based Learning
Nebraska Career Readiness Rubrics for High School
Nebraska Career Readiness Standards
Nebraska Career Readiness Standards Booklet and checklist
Why Career Development?
Our goal is to inspire individuals to turn their passion,
talent and abilities into successful careers and fulfilling lives.
We believe all individuals should be empowered to choose a meaningful
career and education pathway to position themselves for lifelong success.
Choosing a career should never be left to chance or luck.
Ideally, it is an informed decision-making process.
What is important to know?
Professional education and business/industry groups across our state and nation are calling for improved career readiness of our youth. A majority of states have legislation requiring career planning in schools. The world of work has changed. A high school diploma alone no longer guarantees a decent living wage. One reality of today’s workforce, however, that has remained the same is that everyone needs to develop employability and career skills for the workplace. A typical career path today does not necessarily follow the traditional course of high school, college, and long-term employment. Today there are multiple pathways to rewarding careers. Today it is common to anticipate several entrance and exit points among jobs and education and training throughout our working lifetime. Career development skills equip individuals to take ownership in navigating their own career pathway.
Career education is good for students! Career development is positive student development. Research shows; if students see the relevance and meaning in school, it results in improved interest and academic performance. Students become more motivated, self-directed learners when they understand the relationship between academics, career and education planning and achieving their own career goals.
- Career development allows individuals to discover who they are, what they like to do and what they do best.
- Many young people are frustrated in school because they do not see the link between their coursework and goals for the future. We want student to understand how coursework and activities can enhance their strengths and move them toward their desired future.
- Students often have limited exposure to the full range of possible jobs that are available. Without exploration, students may simply resort to selecting careers they see in their immediate surroundings or on television and in the media rather than selecting options that align with their own interest, skills or work values.
- Nearly all careers require education beyond high school. Knowledge of certifications or degree opportunities, college options, entrance requirements, application process and financial aid is vital for students and families to learn.
- All students benefit from career development resulting in a personal learning plan and portfolio to guide them through high school graduation and beyond to a postsecondary choice of apprenticeship, higher education, employment, military or entrepreneurship.