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

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

States That Have Declared Support

Assumptions

• For states, by states

• Use National Career Clusters® Framework

• Build from the revised and validated Knowledge and Skills Statements

• Involve general public

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.

Common Career Technical Core

Process

The Development Process

1. Revision of Knowledge & Skills Statements

2. State-led Working Groups

3. Public Comment

4. Final Release

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

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

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. 

Common Career Technical Core

Design & Components

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

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

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

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

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 productivity12.Work productively in teams, using cultural

global competence

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.

CCTC Adoption

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

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. 

Issues for Consideration

• State vs. local role

• Shift to ‘end-of-program’ anchor standards

• Leveraging Career Cluster/CCTC Framework

• Career readiness across curriculum

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