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 success; and practice the career readiness and technical skills vital for entering the career of their choice.

The Nebraska Workplace Experiences Continuum is organized into three levels of strategies:

Awareness Strategies are designed to acquaint students with the world of work and potential career options available. These are usually school-based instructional assignments but should also encourage the student to explore careers in their local and regional communities.

Exploration Strategies are designed to deepen a student’s experiences with workplaces through contextual settings. These strategies connect the student with workers and workplaces through carefully designed interactions.

Work-Based Learning Strategies provide actual supervised on-the-job experiences for students to continue to develop their academic, technical and career readiness skills.

Workplace Experiences For Nebraska

Research has indicated that work-based experiences invigorate learning and that students participating in work-based learning were more likely to stay in school, take more difficult courses, and graduate.
Swail, Watson S. and Kampits, Eva, 2004

Workplace experience is an educational strategy that provides students a setting where they can enhance their learning, explore career options and demonstrate their academic, technical and career readiness skills in authentic work settings.

Workplace experiences are notextracurricular but rather expanded learning opportunities central to the student’s personal and professional development. These experiences must be integrated into the curricular offerings and assessed accordingly.

Providing quality workplace experiences is a proactive approach to bridging the gap between education and high skills, high wage, high demand (H3) careers.  At its core, it is 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

This guide was developed to provide the information and tools needed to implement and maintain a quality workplace experience program. It provides instruction, guidance, direction, and the documentation necessary to develop and implement a quality, work-based learning experience. Information contained herein should be used as a guide for teachers, counselors, school administrators, and others involved in providing workplace experiences.

Postsecondary CTE Data Reporting

Career Education data are collected to support the federal reporting of the Carl D. Perkins Career and Technical Education Act.

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.

Note:

  • 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.

Helpful Links:

All 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

 

Secondary CTE Data Reporting

Career Education data are collected to support the federal reporting of the Carl D. Perkins Career and Technical Education Act. 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.

Key considerations when reporting: 

  • Data submissions include grades 7-12 in schools that offer career education courses
  • Career education participants are determined during the current program year 
  • Concentrators are determined by evaluating the number of courses in which the student earned credit throughout the 9-12 school experience within a specific career cluster. 
  • Concentrators should be reported when they are in the 12th grade
  • No students can concentrate in the CEFOUND program code

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.

Helpful Links:  

CTE Definitions

Below are definitions and descriptions for the most commonly used terms in CTE data and data reporting. 

 

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.

Career Field


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

Concentrator


Secondary: 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.

Postsecondary: 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.

Concentrator with Postsecondary


A secondary 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.

Participant


Secondary: 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.

Postsecondary: 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.

Participant with Postsecondary


A secondary 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.

Perkins Performance Indicators


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. Click here to learn more about these indicators, including goals, outcome performance, and measurement approaches. 

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 our Career Education Standards website

Perkins Performance Indicators

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.

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).

Secondary

Performance Indicator2013-20142014-20152015-20162016-20172017-2018
1S1: Academic Skill Attainment – Reading/Language Arts 100%71%70%70%73%
1S2: Academic Skill Attainment – Mathematics100%59%61%61%63.75%
2S1: Technical Skill Attainment91%88%86.5%88%90%
3S1: Completion95%97%97%97.74%98%
4S1: Graduation Rate90%98%98%98.75%98.9%
5S1: Placement95%97%97%97%97.25%
6S1: Nontraditional Participation 42.6%42%42%42.43%43.62%
6S2: Nontraditional Completion27.75%27%27%28.75%29%

 

Postsecondary

Performance Indicator2013-20142014-20152015-20162016-20172017-2018
1P1: Technical Skill Attainment 89%90% 91.5%92% 91.5%
2P1: Credential, Certificate, or Degree55% 48% 48% 40% 41.5% 
3P1: Student Retention or Transfer 76% 74% 74% 73% 75% 
4P1: Student Placement 77.5% 77% 73% 74% 71% 
5P1: Nontraditional Participation 15% 20%21.2%24%25% 
5P2: Nontraditional Completion15.75%18%14%16%16.5%

Performance Indicator Descriptions

Secondary

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: Nontraditional Participation: The 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: Nontraditional 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.  

Postsecondary

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.

Career Education Data Reporting

Career Education data are collected to support the federal reporting of the Carl D. Perkins Career and Technical Education Act. 

Please select whether you are seeking additional information about Secondary or Postsecondary CTE data reporting. 

Secondary

Postsecondary 

 

 

 

reVISION Resources

Below is a list of helpful resources related to Career and Technical Education in Nebraska:

Nebraska Department of Education

Career Development & Programming

Data and Research

reVISION Initial Grant

Program Overview

The purpose of the Perkins reVISION Initial grant is to assist local school districts in completing the reVISION Career Education strategic planning process. Working in collaboration with postsecondary education and regional workforce/economic development leaders, the reVISION process links career educators, school administrators, school counselors, industry professionals, and community leaders. Through this process, schools will have the opportunity to analyze and transform their current Career Education (CE) system to improve their ability to educate a qualified workforce that meets employers’ needs. This will help ensure that high quality CE programs are in place in all Nebraska schools, and that such programs are aligned with college and career readiness standards as well as the needs of employers, industry, and labor.

Specifically, the outcomes of reVISION include: 

  • Aligning and supporting CE systems with local, regional, and/or statewide economic initiatives
  • Developing Nebraska’s talent pipelines for economic growth and workforce development
  • Analyzing and updating current CE Programs of Study and curricular offerings
  • Strengthening secondary CE program alignment with Nebraska postsecondary education entrance expectations
  • Engaging local/regional businesses in CE programming 

Eligible Recipients


Districts that have not completed a reVISION evaluation process are eligible to participate in this reVISION grant opportunity. An Educational Service Unit (ESU) may apply on behalf of a group of schools and serve as the single fiscal agent for the grant. Similarly, a lead school may apply for a group of schools and serve as the single fiscal agent.

Requirements 


Participation in the reVISION process requires the following:

  • The identification of a reVISION team. This team should consist of all CE teachers from each CE discipline/career field, school counselors, and at least one school administrator (building principal required). In addition, teams may consider additional team members such as school board members, core academic teachers, middle school teachers, or
    other key stakeholders. 
  • Participation in an initial meeting facilitated by Nebraska Career Education (NCE) staff. Regional meetings will be held in multiple reVISION districts if appropriate. The initial meeting should be scheduled in September or October if possible.
  • Facilitation of a Community Engagement Meeting to be completed by mid-January.
  • Participation in a second meeting facilitated by NCE staff scheduled after the Community Engagement Meeting. This meeting should be held in January or February to allow adequate time to summarize feedback and key findings.
  • Development of a 3-5 year Action Plan that identifies high priority changes for your CE system.
  • Closing out the grant (due October 15), including the submission of a Final Report, reVISION Action Plan, and final financial claim including itemized printouts detailing the expenditures form the project.

Use of Funds


This grant is intended to assist with implementing the reVISION process in the local district. Perkins funds may only be used to:

  • Reimburse substitute teachers to allow teachers to participate in the reVISION process
  • Teacher time outside of contract time to prepare for reVISION activities
  • Expenses associated with the NCE facilitated and Community Engagement meetings (such as a working meal, materials, etc.)

The maximum amount individual schools may apply for is $2,000.

Future Funding Opportunities 


After completing the reVISION process, districts are eligible to apply for reVISION Action grants for the following three consecutive years. reVISION Action grants may be used to help implement the Action Plan developed by the district during the reVISION process.

 

Download the reVISION Initial Grant Application.
(coming soon) 

reVISION Grant Opportunities

There are two distinct reVISION grant opportunities: Initial and Action. For additional information, select one of the grant opportunities below. 

Initial Grant

The purpose of the Initial grant is to assist local school districts in completing the reVISION Career Education strategic planning process (year one). 

Action Grant

The purpose of the Action grant is to provide funds for secondary school districts to help implement the reVISION Action Plan developed in the reVISION process (years two-four).

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