1. CCTC Background Process coordinated by NASDCTEc 42 states, DC, and one territory involved in development Modeled the process and outcomes of Common Core State Standards Initiative

2. States That Have Declared Support

3. Assumptions For states, by states Use National Career Clusters ® Framework Build from the revised and validated Knowledge and Skills Statements Involve general public

4. Scope and Use of Standards The CCTC standards are written to address the educational expectations across an entire program of study. These program-level standards are intended to provide the core expectations across the different delivery systems and approaches. Focus is on foundational and higher-order concepts/skills for each cluster and pathway. Link to state CTE standards and curriculum framework, certification, and/or program efforts.

5. Common Career Technical Core Process

6. The Development Process 1. Revision of Knowledge & Skills Statements 2. State-led Working Groups 3. Public Comment 4. Final Release

7. Knowledge & Skills Revision Process Engaged SMEs: Web-based review, identified benchmark standards Writing Team: Analyzed input, proposed revisions Conducted online industry validation: 1748 Review and Responses –45% Business and industry –17 % State curriculum experts –16% Postsecondary Baseline for CCTC

8. Working Groups Charge: Identify consensus among states on CTE standards to frame program of study Business and Industry, State Leaders, Postsecondary, Master Teachers Review K&S Statements, feedback from field, draft portions of CCTC 320+ working group members

9. Final Release June 2012: National Career Clusters ® Institute In total, CCTC development incorporated input at various stages from approximately 3,500 individuals representing K-12 education, business and industry and higher education from across the nation.

10. Common Career Technical Core Design & Components

11. Components of CCTC Standards for Career Ready Practice 12 practices with suggested indicators Positioned to be applied across the entire continuum of instruction Modeled after Common Core’s Standards for Mathematical Practice Cluster- and Pathway- Level Content Standards Expectations within Career Cluster ® and Pathways that frame a Program of Study Based on Validated Knowledge and Skills Statements Used to align expectations across states

12. 16 Career Clusters ® Agriculture, Food & Natural Resources Architecture & Construction Arts, A/V Technology & Communications Business Management & Administration Education & Training Finance Government & Public Administration Health Science Hospitality & Tourism Human Services Information Technology Law, Public Safety, Corrections & Security Manufacturing Marketing Science, Technology, Engineering & Mathematics Transportation, Distribution & Logistics

13. Career Pathways 79 Career Pathways –Examples under Agriculture, Food & Natural Resources  Food Products & Processing Systems  Plant Systems  Animal Systems  Power, Structural & Technical Systems  Natural Resources Systems  Environmental Service Systems  Agribusiness Systems

15. Career Ready Practices 1. Act as a responsible and contributing citizen and employee 2. Apply appropriate academic and technical skills 3. Attend to personal health and financial well-being 4. Communicate clearly and effectively and with reason 5. Consider the environmental, social and economic impacts of decisions 6. Demonstrate creativity and innovation

16. Career Ready Practices 7. Employ valid and reliable research strategies 8. Utilize critical thinking to make sense of problems and persevere in solving them 9. Model integrity, ethical leadership and effective management 10. Plan education and career paths aligned to personal goals 11. Use technology to enhance productivity 12. Work productively in teams, using cultural global competence

17. CCTC Design The design of the CCTC does not preclude states from using additional CTE standards, including locally- or industry-developed which may inform CTE courses. To fully adopt and implement the CCTC, those local or industry CTE standards must still be aligned to the end-of-program CCTC.

18. CCTC Adoption

19. Moving Towards Adoption Nearly all of original participating states have resigned “Declaration of Engagement” for 2012-13 Preparing by building awareness, integrating CCTC into revision cycles and program approval Alignment Studies

20. What Does it Mean to Adopt? A state is considered to have adopted the CCTC when: –The state has adopted ALL of the Career Ready Practices and ALL of the cluster- and pathway-level content standards. No individual CCTC standards can be left out EXCEPT for those Career Clusters ® and related Pathways not used in the state. –The CCTC serve as end-of-program standards that bridge and impact the state’s secondary and postsecondary CTE standards, curriculum and courses. –The state has addressed any related policies impacted by the new standards and/or to ensure implementation of the new standards.

21. Issues for Consideration State vs. local role Shift to ‘end-of-program’ anchor standards Leveraging Career Cluster/CCTC Framework Career readiness across curriculum

22. www.careertech.org kblosveren@careertech.org