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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

 

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Publications/Resources

Video: Nebraska Standards for Career Ready Practice

 

LINKSPUBLICATIONS
AQuESTT Career Education
Career Cluster Virtual ToursCareer Clusters Model
Career Clusters Poster
NE WorksCareer Ready Practice Poster
Career ClustersCareer Readiness Standards
Career Ready Practice Alignment
Career Ladder PostersCTE Logos for Downloading
Perkins Monitoring ManualsPersonal Learning Plan (PLP)
Work-Based LearningPerkins Management Guide (pdf)
Activities and Strategies to Enhance Student Achievement
and to Address Perkins Performance Measures
Advisory 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.

Perkins Grant Monitoring

The following documents have been prepared to assist the staff of the Nebraska Department of Education in monitoring approved projects of the Carl D. Perkins Career and Technical Education Act.

The monitoring process, which should occur twice within a five-year period, has the following purposes:

  1. Determine compliance with the assurances listed in the local application.
  2. Evaluate progress toward the goals identified in the local application.
  3. Verify that programs that have been approved as meeting program standards are in compliance.
  4. Review progress toward meeting core indicators.
  5. Provide technical assistance for meeting the goals identified in the local application.

For additional information about the monitoring process, please review the grant monitoring guide which represents your sub-recipient status.

Monitoring Manuals

Additional Resources

NDE Grant Monitor List (by sub-recipient):

Microsoft Word versions of Monitoring Manual:

Perkins IV Administration

Important Dates & Deadlines

March 1Intent to Participate in Perkins due
May 1Amendment submissions for 17-18 Perkins grant due
June 15Perkins Basic Grant local application due to NDE
June 15All Perkins Accountability Data due to NDE
July 1Grant Award Notification (GAN) for 1/4 of annual allocation available (after local application approved by NDE)
October 1Amended GAN for full annual allocation available
October 1Final Claims and Final Report due to NDE

Quick Links & Resources

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 Schools12-1313-1414-15See SENCAPSee SENCAP
Bellevue Public Schools12-1313-1414-1515-1616-17
Blair Public SchoolsSee ESU 3See ESU 314-1515-16See ESU 3
Columbus Public Schools12-1313-1414-1515-1616-17
Elkhorn Public Schools12-1313-1414-1515-1616-17
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 12-1313-1414-1515-1616-17
Scottsbluff Public Schools12-1313-1414-1515-1616-17
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

CTE 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 blog 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.

 

 

 

 

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.

 

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.  

Marketing Your CTE Program

The Association for Career and Technical Education does not endorse
any third-party statements or techniques in particular—for details,
please contact koshinskie@acteonline.org.

 

What is CTE Month®?

CTE (Career and Technical Education) Month is a public awareness campaign that takes place each year in February.  It is a great opportunity to celebrate Career and Technical Education and the achievements and accomplishments of CTE programs across Nebraska and the U.S. Led by a variety of CTE groups and spearheaded by the Association for Career and Technical Education (ACTE), the month is organized around a tagline. CTE Month 2018, with its tagline of “Prepared Student. Great Futures.” gives you the chance to inform others of the innovation and excellence that exists within your local CTE programs and raise awareness of the crucial role that CTE plays in readying our students for careers and our nation for economic success.

How Can YOU Raise Awareness for CTE Month?

This is YOUR chance to raise awareness of your work and that of other CTE educators.  Engage all your stakeholders in the CTE conversation, from students to policymakers. Your target audiences want to know about local CTE programs as well as statewide programs.  Refine your messages to reflect that!

Resources have been developed by Nebraska Career Education, the Association for Career and Technical Education, and AdvanceCTE to help local Career and Technical educators develop and conduct activities that promote the benefits of CTE, success stories, and program achievements during CTE Month.


“Show Us Your CTE” Video

February is National Career and Technical Education Month. To kick off CTE month we want to ask for your help showcasing it to the rest of the nation with a “Show Us Your CTE” video!  Grab your phone and make some videos – 30 seconds or less – that highlight what CTE looks like in your school, classroom or community.  Then tweet out your video with the hashtag #NECTE now through February 20th. 

Some possible prompts to get you started might be:
What CTE means to me:
                  I love CTE because:
                  CTE has helped me:
                 
CTE in the community:
                  CTE in our School:

Don’t forget to add a geofilter for your school or community so everyone knows where you are!
At the end of the month we will compile the best of the videos to promote CTE all year long.


Resources

2018 CTE Month PowerPoint Template
Use this PowerPoint template to provide your stakeholders an overview of Nebraska’s Career Education System and promote the great work happening in your area.

Nebraska Career Education Outcomes & Insights: Data and Research
Showcase Nebraska’s CTE student population and their performance in multiple areas.

Nebraska Career Education Model and System Overview (NCE Primer)
Learn about the incredible things happening throughout Nebraska in Career Education.

Nebraska Career Education Programs of Study 2017-2018
View the current State Model Programs of Study in Nebraska for all six career fields.

Nebraska Career Tours Flyer

How can I get involved in CTE Month?
Capitalize on the many opportunities educators, students, administrators, counselors, parents, and businesses have to get involved during CTE month.

CTE Month 2018 Video PSA Contest
View ACTE’s CTE Month 2017 Video Public Service Announcement contest winners.

CTE Month 2018 logo (for download)

Communicating with the Media
Tell your story about the innovation and leadership in your CTE classrooms during CTE Month.

Engaging Policymakers
Engage your elected representatives, including mayors, city managers, county executives, state legislators, governors, and Congress.

Working with Business and Industry Leaders
Engage with business leaders in your area during CTE Month to strengthen the mutually beneficial partnership between business/industry and education.

YOUR NCE Story
Identify helpful ways to tell your story and how it relates to the vision and mission of Nebraska Career Education.

CTE Month Success Stories
See how other educational institutions, businesses, and governments all over the country held events during CTE Month.

 

NCE Perkins Management Guide

CALENDAR DATES FOR PERKINS IV GRANTS

March 1        Intent to Participate/Programs of Study Forms Due

May 1            Amendment submissions to the 2017-2018 Perkins Basic Grant due

June 30        NSSRS Data Submission for the Programs Fact: Career Education and Post School Survey due

June 15        Local Application for Perkins Basic Grant due to NDE

July 1            Grant Award Notification (GAN) for ¼ of annual allocation will be available online after the local application from the local education agency (LEA) has been received at NDE and approved for funding by NCE administrative staff.

October 1    2017-2018 Perkins Final Narrative Report and FInal Claim due to NDE

October 1    Amended Grant Award Notification for the full annual allocation becomes available online to LEA if final report, performance measures data, and final claims have been received and approved by NDE. Check the GMS to obtain the latest Grant Award Notification.

Reimbursement Requests: Reimbursement requests are made through the GMS. Requests for reimbursements can be for up to 75% of the entire grant before the final report information is required. Claims over 50% of the Grant Award Notification require financial documentation to be included with the claim.