document resume ed 391 922 ce 070 791 author darnell ... · ellen shaw, tech prep coordinator east...
TRANSCRIPT
DOCUMENT RESUME
ED 391 922 CE 070 791
AUTHOR Darnell, Charlotte; Shaw, EllenTITLE Articulation--A Viable Answer to Educational
Excellence.PUB DATE Dec 95NOTE 61p.; Paper presented at the American Vocational
Association Convention (Denver, CO, December1995).
PUB TYPE Speeches/Conference Papers (150) ReportsDescriptive (141)
EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Articulation (Education); *College School
Cooperation; Community Colleges; CooperativePlanning; *Educational Objectives; Questionnaires;Records (Forms); Secondary Education; *StatewidePlanning; *Tech Prep; Two Year Colleges; *VocationalEducation
IDENTIFIERS *Mississippi
ABSTRACTThis document outli,es Mississippi's plan for
articulation of tech prep activities at the state's secondary schoolsand community and junior colleges. The first section is an overviewof tech prep in Mississippi that includes the following: diagramdepicting the organizational structure of Mississippi'ssecondary-postsecondary tech prep initiative; 1995-96, 1996-97,1997-98, and 1998-99 delivery plans for tech prep sites that beganimplementation in 1995-96; proposed 4-year plan for professionaldevelopment of practitiom.rs involved in the tech prep initiative;map of Mississippi tech prep sites; and brochures describingMississippi's tech prep discovery courses (for grades 7-9) and techprep objectives. The second 3ection contains the following materialsto assist individuals in developing and delivering tech prepprograms: information sheet listing the purpose, goals/objectives,and desired outcomes of articulation; table detailing the activities,individuals, funding sources, and resources involved in a four-steparticulation process; sample cooperative zxticulation agreement,articulation summary report, advanced placement agreement, andrecommended sequential course of study; and chart listing thesecondary programs and articulated and related postsecondary programsof each cluzter area of Mississippi's vocational-technical educationprogram. Concluding the document are 26 general questions to be askedwhen planning a program for articulation. (MN)
************************ ********************************************* Reproductions supplied by EDRS are the best that can be made
from the original document.***********************************************************************
ARTICULATION
A VIABLE ANSWER
TO EDUCATIONAL
EXCELLENCE
Presented byCharlotte Darnell
Ellen ShawU S DEPARTMENT OF EDUCATION
Otfice of Edutabnna, psaarcn and wnwoverneni
ED c ATIONAL RESOURCES INFORMATIONyCENTER IERIC)
This document has been reproduceo asreceived horn the person or organization
originating it
0 Minor changes have been made lo
improve reproduction quality
Points el view of opinions slated in thy;document do not necessarily represent
official OERI posit.on or policy
AVADenver, Co
December 1995
"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANT9 BY
CiC /!.11`17e.
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."
2 PEST COPY AVAILABLE
For more information please contact:
Ellen Shaw, Tech Prep CoordinatorEast Mississippi Community CollegeP. O. Box 100, Mayhew, MS 39753
(601) 243-1908
Charlotte Darnell, Tech Prep CoordinatorItawamba Community College
653 Eason Blvd., Tupelo, MS 38801(601) 680-8430
3
, 777,
:
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Draft November 30. 1994
MISSISSIPPI SECONDARY - POSTSECONDARY TECH PREP INITIATIVEOrganizational Structure
STATE TECH PREP
STEERING TEAMCo-Chair- Associate Superintendent
for Academic Education- Associate Superintendent
for Vocational Education- Executive Dittctor for
Conununity/JuniorCollege Board
JOINTSTATE/LOCAL
TECH PREPCOUNOL
LOCAL CONSORTIA
STEERING TEAMCo-Chair:- Community College
President- Superintendent*
ACTION
Academic/Vocational
Cross SectionTeam
ACTION TEAMSTEAMS*
Staff Development Staff DevelopmentAcademic/Vocational The Council is composed
of the Co-Chair of theAcademic/Vocational
Curriculum Development Local Consortia Steering Curriculum Development'Academic/Vocational Teams, Tech Prep Academic/Vocational
Coordinators, StateArticulation Steering Team Co-Chain,Academic/Vocational State Tech Prep
ArticulationAcademic/Vocational
Coordinator, &Evaluation & Continuous Coordinator for the EvaluationImprovement Integration of Academic
and Vocational Education MarketingMarketing
Business/IndustryBusiness/IndustryInvolvement Counseling
Academic/VocationalCounselingAcademic/Vocational Special Populations
Special Populations Other
Teacher EducationAcademic/Vocational
Other
*Chairman of each Action Team is on Steering Team. *Selected by ConsortiaAdministrative Council.
1
Delft November 30. 1994
1995-96 (Year I) Delivery PlanFor Tech Prep Sites Beginning Implementation in 1995-96
Secondary Schools (Grades 7-12)
Adopt Goals for Increasing Academic ExcellenceSite Development Plan completed by March 1, 1996 (Secondary Schools)
Implement applied academic instruction (contextual methodologies) in secondary Pre-Algebra/Algebra I, Biology, and English I
Implement academic and vocational teacher teams
Implement Career CentersCareer Centers to be operational by January 1, 1996
Initiate Career/Educational PlanTeachers-advisors selected and trained by January 31, 1996All tenth grade students to complete by May 1996
Continue on-going occupational vocational programs
Create awareness of skills test(s) to be administered in Spring 1997
Develop articulation agreement by September 30, 1995
Implement secondary and community/junior college articulation teamsPhase I - Minimum of 4 vocational-technical courses and 2 academic coursesPhase I to be completed by December 15, 1995
Community/Junior College Freshmen and Sophomores
Implement clmmunity/junior college Tech Prep Career Centers
Implement community/junior college Experiencing Technology Centers
Implement community/junior college contextual methodologies
Implement community/junior college integration activities
Explore articulation of community/junior college academic/technical courses with Institutionsof Higher Learning
2
I.
1
1
v
a
a
a
Draft November 30. 1994
1996-97 (Year II) Delivery PlanFor Tech Prep Sites That Began Implementation in 1995-96
P 7th GradeImplement Career Discovety.CourseDevelop individul Career/Educational PlansExpand academic and vocational teacher teams to implement integration activities
a 8th GradeImplement Computer Discovery Course
a Expand academic and vocational teacher teams to implement integration activities
9th GradeImplement Technology Discovery CourseExpand use of applied academic instruction (contextual methodologies) in Pre-Algebra/Algebra I, Biology I, and English I to all sectionsExpand academic and vocational teacher teams to implement integration activities
o 10th Gradeu Develop individual Career/Educational Plans
Expand use of applied academic instruction (contextual methodologies) to advancedmath, science, and communications courses (Geometry, Advanced Biology/Chemistry,
2
and English I)Expand academic and vocational teacher teams to implement integration activities
1 lth & 12th GradesAdminister occupational skills test(s) to secondary program compli.:ers in Spring 1997Continue secondary occupational skill programsRevise individual Career/Educatioral Plans (11th grade)Continue articulation of secondary ald community/junior college vocational andacademic courses (Phase II- Minimum of 4 additional vocational-technical courses and 2additional academic courses to be completed by December 15, 1996.)Implement Work-Based Learning programs (selected sites)Expand academic and vocational teacher teams to implement integration activities
Community/Junior College Freshmen and SophomoresSequential development of skills continues in community/junior college coursesExpand academic and vocational teacher teams to implement integration activitiesCommunity college credit can be earned by secondary students through an articulatedprogram agreement with the community/junitn
2 Continue community/junior college Tech Prep Career CentersExpand community/junior college contextual methodologiesContinue community/junior college course articulation with Institutions of HigherLearning
3
1
a
a
a
Draft November 30, 1994
1997-98 (Year III) Delivery PlanFor Tech Prep Sites That Began Implementation in 1995-96
7th GradeImplement/continue Career Discovery CourseDevelop individual Career/Educational PlansExpand academic and vocational teacher teams to implement integration activities
.Pa 8th Grade
Continue Computer Discovery Course
a Revise individual Career/Educational PlansExpand academic and vocational teacher teams to implement integration activities
o gth GradeImplement/continue Technology Discovery CourseContinue applied academic instruction (contextual methodology) coursesExpand academic and vocational teacher teams to implement integration activities
10th GradeDevelop individual Career/Educational PlansContinue and expand applied academic instruction (contextual methodology) coursesExpand academic and vocational teacher teams to implement integration activities
1 1 th & 12th GradesExpand applied academic instruction kcontextual methodologies) into all math, science,and communications coursesContinue on-going occupational skills classesComplete articulation of secondary and community/junior college vocational programsand academic courses (Phase III - All possible linkages to have been completed byDecember 15, 1997.)Revise individual Career/Educational Plans
2 a Continue Work-based Learning ProgramsAdminister occupational skills test(s) to program completers in Spring 1998Expand academic and vocational teacher teams to implement integration activities
+ Community/Junior College Freshmen and SophomoresSequential development of skills continues in community/junior college coursesExpand academic and vocational teacher teams to implement integration activities
2 Continue community/junior college Tech Prep Career CentersExpand comrnunity/juniur college contextual methodologiesContinue community/junior college course articulation with Institutions of HigherLearning
4
a
a
a
Draft November 30. 1994
1998-99* (Year IV) Proposed PlanFor Tech Prep Sites That Began Implementation in 1995-96
7th GradeContinue Career Discovery CourseDevelop individual Career/Educational PlansExpand academic and vocational teacher teams to implement integration activities
a8th Grade
a Continue Computer Discovery CourseRevise individual Career/Educational PlansExpand academic znd vocational teacher teams to implement integration activities
9th GradeContinue Technology Discovery CourseContinue applied academic instruction (contextual methodology) coursesRevise individual Career/Educational PlansExpand academic and vocational teacher teams to implement integration activities0
10th GradeDevelop individual Career/Educational Plans
a Continue applied academic instruction (contextual methodology) coursesExpand academic and vocational teacher teams to implement integration activities
11th & 12th GradesContinue applied academic instruction (contextual methodologies) in all math, science,and communications coursesContinue on-going occupational skills classes
2 Revise individual Career/Educational PlansContinue Work-based Learning ProgramsAdminister occupational skills test(s) to program completers in Spring 1999Expand academic and vocational teacher teams to implement integration activities
Community/Junior College Freshmen and SophomoresSequential development of skills continues in community/junior college courses
2 Continue academic and vocational teacher teams to implement integration activitiesContinue community/junior college Tech Prep Career CentersContinue community/junior college contextual methodologiesContinue community/junior college course articulation with Institutions of HigherLearning
All proposed activities and programs of the Mississippi Tech Prep Initiative areto be operational and on-going by the beginning of this school year.
5
Draft May 25. 1994
Proposed Plan for Professional Development1993-94Professional development has been provided for:
Local superintendents on the High School That Work conceptSteering committees including special populations and business and industryApplied Biology/Chemistry instructorsApplied Communications instructorsApplied Mathematics instructorsTech Prep Coordinators on the Tech Prep Handbook, High Schools That Work, and Thinking Like aLeaderLocal administrators on the North Carolina Tech Prep InitiativeSecondary and postsecondary deans and directors on the articulation processFollow-up training for the applied academic instruction (contextual methodologies) instructorsGuidance counselors for implementation of career centers and the career/educational plansHigh school teams on integration of academic and vocational skills and the High Schools That Workconcept
Professional development will be provided for:Community/junior college personnel on SREB goals and site development planning process - February9-10, 1994Local personnel on administration of the NAEPApplied academic instruction (contextual methodologies) teacher trainersTeachers for Career, Computer, and Technology Discovery courses to be implemented in Fall 1994Additional applied academic instruction (contextual methodologies) instructors from pilot sitesWork-based Learning coordinatorsFollow-up training for existing applied academic instruction (contextual methodologies) instructorsIntegration activitiesTech Prep Coordinators on facilitation skills, conflict resolution, management of change, and consensusbuilding
1994-95Professional development will be provided for:
Teachers for Technology Discovery courses in remaining pilot sites to be implemented in Fall 1995.Local personnel to conduct evaluation/assessment of the Mississippi Tech Prep InitiativeCommunity/junior college personnel on career/assessment/placement centersCommunity/junior college personnel on applied academics instruction for math, science, andcommunicationsAdditional follow-up on all components of continuing Tech Prep related activities and programs
1995-96Professional development will be provided for:
Local personnel to administer the NAEPAdditional follow-up on all components of continuing Tech Prep related activities and programs
1996-97Professional development will be provided for:
Additional follow-up on all components of continuing Tech Prep related activities and programs
6ii
Mississippi Tech Prep SitesApril 21, 1995
* 1993-94 (15 Sites)
* 1994-95 (51 Sites)
® 1995-96 (24 Sites) ..11 a. mhIsibezt.
.:MO
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1 5
For
mor
e in
form
atio
n ab
out
Tec
h Pr
ep D
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very
Cou
rses
cont
act:
Stat
e T
ech
Prep
Coo
rdin
ator
Mis
siss
ippi
Dep
artm
ent o
f E
duca
tion
P.O
. Box
771
Jack
son,
MS
3920
5
(601
) 35
9-39
86
or
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mun
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the
basi
s of
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abili
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e of
lear
ning
that
mee
ts e
mpl
oyer
dem
ands
and
allo
ws
care
er a
dvan
cem
ent
ato
tal
coop
erat
ive
and
conn
ecte
dco
mm
unity
effo
rt,
with
busi
ness
es,
pare
nts,
stu
dent
s, s
econ
dary
sch
ools
, and
com
mun
ity/ju
nior
col
lege
s
a co
urse
of
stud
y, c
ombi
ning
seco
ndar
yan
dpo
stse
cond
ary
educ
atio
n,an
dpa
ralle
ling
colle
ge p
rep
a m
ergi
ng o
f ac
adem
ic a
ndvo
catio
nal
and
tech
nica
l com
pete
ncie
s
a te
chno
logi
cally
app
ropr
iate
seq
uenc
eof
cour
ses
rela
ted
to a
n in
divi
dual
's c
aree
r
an a
venu
e to
suc
cess
ful
empl
oym
ent,
with
mul
tiple
exi
t poi
nts
(to
wor
k, to
an
asso
ciat
e de
gree
, and
to f
urth
er a
dvan
ced
educ
atio
n)
an in
crea
sed
expe
ctat
icn
of a
brig
hter
futu
re f
or a
ll st
uden
ts.
4Mis
siss
ippi
Trib
e11
PR
PP"A
Pat
h to
Tom
otro
w"
W14
0044
0414
0"R
ES
T C
OP
Y A
VA
ILA
BLE
New
jobs
are
bei
ng c
reat
ed e
very
day
. In
Mis
siss
ippi
, as
in e
very
oth
er s
tate
in th
ena
tion,
the
succ
ess
of n
ew a
nd e
xpan
ding
busi
ness
esde
pend
son
ate
chni
cally
soph
istic
ated
wor
kfor
ce. D
ue to
rap
idad
vanc
emen
tsin
tech
nolo
gy,
glob
alec
onom
icco
mpe
titio
n,an
ddr
amat
icch
ange
sin
the
wor
kpla
ceto
days
empl
oyer
s re
quire
wor
kers
who
:ca
n so
lve
tech
nica
l pro
blem
sca
n w
ork
effe
ctiv
ely
with
othe
rsca
n in
tegr
ate
and
com
mun
icat
ein
form
atio
n
How
doe
s th
e co
mm
unity
ben
efit?
Tec
hnol
ogic
ally
adv
ance
d w
orkf
orce
Pro
duct
ive
empl
oyee
s
Incr
ease
d nu
mbe
r of
hig
h sc
hool
gra
duat
e
Incr
ease
d nu
mbe
r of
ski
lled
com
mun
ity c
olle
ge g
radu
ates
Sel
f-re
liant
gra
duat
es
-40.
40Fi
vtor
a4-
Tec
h Pr
ep p
rovi
des
an e
duca
tiona
l pat
h th
at le
ads
toto
mor
row
.It
inte
grat
esco
llege
prep
cour
sew
ork
with
voca
tiona
lan
dte
chni
cal
appl
icat
ions
. A te
chni
cal e
duca
tion
conc
entr
atio
nis
incl
uded
. Thi
s pl
anne
d se
quen
ce o
f co
urse
sbe
gins
in ju
nior
hig
h sc
hool
and
is a
rtic
ulat
edth
e co
mm
unity
col
lege
, lea
ding
to a
n as
soci
ate
o.ap
plie
d sc
ienc
e de
gree
. Stu
dent
s ca
n al
so p
ursu
ea
four
-yea
r ba
ccal
aure
ate
degr
ee, i
f so
des
ired
.
Dis
cove
ry c
ours
es a
rc o
ffer
ed f
or s
tude
nts
ingr
ades
7 th
roug
h 9-
-Car
eer
Dis
cove
ry (
7th
grad
e), C
ompu
ter
Dis
cove
ry (
8th
grad
e), a
ndT
echn
olog
yD
isco
very
(9th
grad
e).
The
seco
urse
s pr
ovid
e a
basi
s fo
r im
plem
entin
g ap
plie
dac
adem
ic in
stru
ctio
nal m
etho
ds in
mat
hem
atic
s,sc
ienc
e, a
nd c
omm
unic
atio
ns a
nd f
or in
tegr
atin
gac
adem
ic s
kills
and
voc
atio
nal s
kills
.
Cou
rses
at t
he h
igh
scho
ol le
vel a
re a
rtic
ulat
edw
ithbo
thvo
catio
nal-
tech
nica
lco
urse
san
dac
adem
icco
urse
sat
the
com
mun
ity/ju
nior
colle
gele
vel,
and
prog
ram
sha
vebe
enim
plem
ente
dto
prov
ide
scho
ol-t
o-w
ork
tran
sitio
n sk
ills.
A c
ompr
ehen
sive
car
eer
guid
ance
pro
gram
is a
maj
or c
ompo
nent
of
Tec
h Pr
ep to
ens
ure
each
stud
ent i
s pr
ovid
ed w
ith a
ppro
pria
te e
duca
tiona
lop
port
uniti
es. S
tude
nts
in g
rade
s 7
thro
ugh
12ha
veac
cess
toC
aree
rG
uida
nce
cent
ers.
Cou
nsel
ors/
teac
her-
advi
sors
assi
stst
uden
tsin
plan
ning
thei
r ed
ucat
ion
thro
ugh
the
use
of a
care
er/e
duca
tiona
l pla
n po
rtfo
lio. E
ach
stud
ent's
port
folio
doc
umen
ts h
is/h
er e
duca
tion
and
wor
kex
peri
ence
s,pr
ovid
esa
wri
tten
reco
rdof
inte
rest
s an
d an
ann
ual s
elf-
eval
uatio
n, a
nd h
elps
the
stud
ent r
elat
e hi
s/he
r ed
ucat
ion
to c
aree
rin
tere
sts
and
aptit
udes
. Cou
nsel
ing
cont
inue
sth
roug
h th
e co
mm
unity
/juni
or c
olle
ge.
iu isiti
4440
*
For
mor
e in
form
atio
n ab
out
Tec
h Pr
ep c
onta
ct:
Stat
e T
ech
Prep
Coo
rdin
ator
Mis
siss
ippi
Dep
artm
ent o
f E
duca
tion
P.O
. Box
771
Jack
son,
MS
3920
5
(601
) 35
9-39
86
or
You
r L
ocal
Com
mun
ity C
olle
geT
ech
Prep
Coo
rdin
ator
The
Sta
te o
f M
issi
ssip
pi is
an
equa
l opp
ortu
nity
empl
oyer
and
doe
s no
t dis
crim
inat
e on
the
basi
sof
rac
e, c
olor
, nat
iona
l ori
gin,
sex
, dis
abili
ty,
and/
or a
ge.
Mis
siss
ippi
ilk r
,1
INA
,ftterii
-"A
Pat
h to
Tom
orro
w"
X+
11+
1144
01*
Stat
e D
epar
tmen
t of
Edu
catio
nO
ffic
e of
Voc
atio
nal a
nd T
echn
ical
Edu
catio
n
BE
ST C
OPY
AV
AIL
AB
LE
:
,
..-. - . :
M111.1m
;.'". , .,
.
'''L'7:14;$-
k
- :
. . k ,
^
.4. Vti,i rry?"..y ;yr, ",
-
--k
WI:
, ,,, -.! "AIC.4 4;:a
tt".
Revised Working Draft July 20. 1994
ARTICULATION
Purpose
The purpose of the articulation component of the Tech Prep Initiative is to providelinkages between two or more educational systems which assist ALI. students inmaking a smooth transition from one level to another without expe;iencing delays,duplication of coursework, or loss of credit.
Overview
The articulation component of Tech Prep focuses on creating a smooth transition fromthe secondary school to a postsecondary setting or the work force. This componentinvolves identification of articulation linkage points, establishment of action teams to linksecondary and postsecondary components of the total Tech Prep program, and thecreation of sequential courses of study for all students enrolled in the Initiativeprograms.
Goals and Objectives
To identify programs/courses which should be articulated and the participantswho need to be involved;
To articulate high school and communityfjunior college (C/JC) vocational-technical and academic programs/courses, and
To identify career clusters and develop sequential courses of study for eachcluster which prepare studems for technical career opportunities.
Outcomes
Coordination of instructional content between secondary and postsecondarycourses
Recommendations for advanced placement for vocational-technical andacademic courses
Sequential courses of high school study which better prepare students forpostsecondary program majors.
8
Pro
cedu
res
Act
ivity
Ste
psR
espo
nsib
ilitie
sT
imel
ines
Fun
ding
/Sou
rce
Res
ourc
es
1.D
evel
opco
oper
ativ
ear
ticul
atio
nag
reem
ent.
a.D
isse
min
ate
sam
ple
artic
ulat
ion
agre
emen
t to
resp
onsi
ble
part
ies.
(S
eeS
ampl
e A
rtic
ulat
ion
Agr
eem
ent.)
b.N
egot
iate
agr
eem
ent w
ith r
espo
nsib
leoa
rtk;
s.c.
Obt
ain
sign
atur
es fo
r Im
plem
enta
tion.
Sup
erin
tend
ents
H.S
. Prin
cipa
lsV
ocat
iona
l Dire
ctor
sC
/JC
Pre
side
ntV
ocat
iona
lD
ean/
Dire
ctor
Pha
se I
Sch
ools
Aug
.3-
Sep
t. 9,
1994
Pha
se II
i
Tec
h P
rep
Pro
ject
(tra
vel f
unds
)S
ampl
eA
rtic
ulat
ion
Agr
eem
ent
.(N
ote:
An
artic
ulat
ion
agre
emen
t is
an o
n-go
ing
agre
emen
t bet
wee
n an
indi
vidu
al s
choo
ldi
stric
t and
a c
omm
unity
/juni
or c
olle
ge. O
nce
sign
ed, t
he a
rtic
ulat
ion
agre
emen
t rem
ains
inef
fect
unt
il re
voke
d or
rev
ised
.
Aca
dem
ic D
ean
Tec
h P
rep
Coo
rdin
ator
Sch
ools
-O
ct. 2
1-N
ov.
18, 1
994
2.Id
entif
ya.
Con
duct
an
inve
ntor
y of
hig
h sc
hool
and
,
Tec
h P
rep
Pha
se 1
Tec
h P
rep
Pro
ject
Bul
letin
171
prog
ram
s/C
/JC
voc
atio
nal-t
echn
ical
cou
rses
and
Coo
rdin
ator
Sch
ools
Sep
t.(t
rave
l fun
ds)
Hig
h S
choo
lco
urse
s(a
cade
mic
and
prog
ram
s -
incl
udin
g po
stse
cond
ary
acad
emic
cou
rses
req
uire
d fo
r vo
catio
nal-
Sec
onda
ryV
ocat
iona
l Dire
ctor
6-S
ept.
30,
1994
Han
dboo
kC
/JC
Cat
alog
voca
tiona
l) to
tech
nica
l stu
dent
s.H
igh
Sch
ool
"Mis
siss
ippi
be a
rtic
ulat
edb.
Iden
tify
rela
ted
cour
ses/
prog
ram
s: (
1)P
rinci
pal(s
)P
hase
IIV
ocat
iona
l-an
d pe
rson
nel
seco
ndar
y an
d po
stse
cond
ary
voca
tiona
l-C
/JC
Aca
dem
icS
choo
k -
Nov
.T
echn
ical
invo
lved
,te
chni
cal a
reas
, and
(2)
sec
onda
ry a
ndpo
stse
cond
ary
acad
emic
are
as.
Dea
nC
IJC
Voc
atio
nal
21-D
ec. 1
6,19
94E
duca
tion
Pro
gram
Clu
ster
.c.
Dev
elop
a s
ched
ule
whi
ch id
entif
ies
prog
ram
s/co
urse
s to
be
artic
ulat
ed in
Dea
n(s)
Are
as"
(Atta
chm
ent 1
11-B
)19
94-9
5 an
d 19
95-9
6 (if
nec
essa
ry).
It is
reco
mm
ende
d th
at a
min
imum
of 4
voca
tiona
l-tec
hnic
al p
rogr
ams
and
2ac
adem
ic c
ora
cour
ses
be a
rtic
ulat
edea
ch y
ear
until
all
iden
tifie
dpr
ogra
ms/
cour
ses
have
bee
n co
mpl
eted
.d.
Iden
tify
pers
onne
l for
eac
h
.
ram
/cou
rse
artic
ulat
ion
actio
n te
am.
."
BE
ST
CO
PY
AV
AIL
AB
LE
24
CT
%
so a
mno
so
au u
m o
n on
no
ma
no s
o on
we
us u
m
Rev
ised
Wor
king
Dra
ft, J
uly
20, 1
994
Act
ivity
Ste
psR
espo
nsib
ilitie
sT
imel
ines
Fun
ding
/Sou
rce
Res
ourc
es
3.C
ondu
cta.
Con
duct
an
orie
ntat
ion
and
plan
ning
Tec
h P
rep
Pha
se I
Tec
h P
rep
Pro
ject
artic
ulat
ion
.eam
mee
tings
for
rela
ted
prog
ram
/cou
rse
mee
ting
for
all a
rtic
ulat
ion
team
s in
volv
edin
199
4-95
art
icul
atio
n pr
oces
s.b.
Con
duct
wor
king
mee
ting(
s) o
f eac
hvo
catio
nal-t
echn
ical
art
icul
atio
n te
am to
:
Coo
rdin
ator
Art
icul
atio
n T
eam
s
Sch
ools
Oct
. 3-D
ec. 1
5,19
94
(tra
vel f
unds
)
Art
icul
atio
n T
eam
area
s.(1
) R
evie
w c
ompe
tenc
ies/
obje
ctiv
es fo
rea
ch p
rogr
am/c
ours
e an
d no
teco
mm
onal
ities
and
dis
crep
anci
es(d
uplic
atio
ns, g
aps,
and
ove
rlaps
).
HS
Prin
cipa
l/D
irect
or
C/J
C V
o-T
sch
Dea
n
Pha
se II
Sch
ools
Jan
.3-
Mar
ch 1
7,19
95
Sum
mar
y R
epor
t
(2)
Iden
tify
adju
stm
ents
nee
ded
toim
prov
e ar
ticul
atio
n an
d co
ordi
natio
nof
cou
rses
/pro
gram
s.(3
) M
ake
reco
mm
enda
tions
for
Adv
ance
dT
echn
ical
Pla
cem
ent (
voca
tiona
l-te
chni
cal p
rogr
ams)
or
Adv
ance
dA
cade
mic
Pla
cem
ent (
acad
emic
cour
ses)
.(4
) P
repa
re s
umm
ary
repo
rt fo
r re
view
and
appr
oval
by
seco
ndar
y an
dpo
stse
cond
ary
adm
inis
trat
ion.
(5)
If ad
vanc
ed p
lace
men
t is
reco
mm
ende
d, p
repa
re a
dvan
ced
plac
emen
t rep
ort f
or r
evie
w a
ndap
prov
al.
c.Im
plem
ent a
ppro
ved
reco
mm
enda
tions
inth
e sc
hool
yea
r fo
llow
ing
thei
r ap
prov
al.
d.C
ondu
ct fo
rmal
rev
iew
of a
gree
men
ts a
ndcu
rric
ula
annu
ally
afte
r im
plem
enta
tion.
Adv
ance
dP
lace
men
tR
evis
e/ad
just
as
nece
ssar
y. E
xten
dex
istin
g ag
reem
ents
to o
ther
sch
ools
as
nece
ssar
y.
Agr
eem
ent
0 I
4. 0
3ES
T C
OP
YA
VA
ILA
BL,
1111
-111
111-
1111
1111
1111
1111
1111
1111
1111
1111
111-
1111
1111
1111
1111
1111
1111
-111
1111
1111
0
Act
ivity
Ste
psR
espo
nsib
ilitie
sT
imel
ines
Fun
din
I/Sou
rce
Res
ourc
es
4
I
Dev
elop
ase
quen
tial
cour
se o
f stu
dyfo
r cl
uste
rar
eas.
.,
a.Id
entif
y lo
cal c
aree
r cl
uste
r ar
eas.
Sta
te-
wid
e cl
uste
r ar
eas
are:
(1)
Agr
icul
ture
and
Nat
ural
Res
ourc
esT
echn
olog
y(2
) B
usin
ess/
Mar
ketin
g T
echn
olog
y(3
) H
ealth
and
Hum
an S
ervi
ces
Tec
hnol
ogy
(4)
Eng
inee
ring/
Indu
stria
l Tec
hnol
ogy
b.S
elec
t adi
on te
am m
embe
rs fo
r ea
chca
reer
clu
ster
are
a, to
incl
ude:
(1)
Hig
h sc
hool
aca
dem
ic te
ache
r(s)
-m
athe
mat
ics,
sci
ence
, Eng
lish
(2)
Hig
h sc
hool
cou
nsel
ors
- ge
nera
l and
voca
tiona
l(3
) H
igh
scho
ol v
ocat
iona
l tea
cher
s (f
rom
clus
ter
area
)(4
) C
/JC
aca
dem
ic te
ache
rs -
mat
hem
atic
s, s
cien
ce, E
nglis
h(5
) C
/JC
cou
nsel
ors
- ge
nera
l and
voca
tiona
l(6
) C
/JC
voc
atio
nal-t
echn
ical
teac
hers
(fro
m c
lust
er a
rea)
c.H
ave
post
seco
ndar
y te
chni
cal t
each
ers
iden
tify
acad
emic
and
sec
onda
ryvo
c/te
chni
cal s
kills
nee
ded
to b
esu
cces
sful
in C
/JC
pro
aram
s.d.
Hav
e se
cond
ary
acad
emic
and
voca
tiona
l-tec
hnic
al te
ache
rs id
entif
yw
here
thes
e sk
ills
are
taug
ht.
Tec
h P
rep
Coo
rdin
ator
Hig
h S
choo
l Prin
cipa
lS
econ
dary
Voc
atio
nal D
irect
orC
/JC
Aca
dem
icD
ean
C/J
C V
ocat
iona
lD
ean
Upo
nco
mpl
etio
n of
all a
rtic
ulat
ion
effo
rts
Tec
h P
rep
Pro
ject
(tra
vel f
unds
)B
ulle
tin 1
71
Rec
omm
ende
dS
eque
ntia
lC
ours
e of
Stu
dy
Rec
omm
ende
dS
eque
ntia
lC
ours
es o
f Stu
dyfo
r T
ech
Pre
pP
rogr
ams
1
e.H
ave
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n te
am m
embe
rs id
entif
y a
sequ
entia
l cou
rse
of s
tudy
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mic
and
voca
tiona
l hig
h sc
hool
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rses
whi
chm
eets
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h sc
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duat
ion
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irem
ents
, and
pre
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s a
stud
ent f
orfu
rthe
r te
chni
cal t
rain
ing
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r en
try-
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lem
ploy
men
t.I.
Iden
tify
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C p
rogr
ams
whi
ch a
pply
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c'i s
eque
ntia
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rse
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OPY
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Revised Wor Wag Draft, July 20, 1994
Cooperative Articulation Agreement
between
Community/Junior College
and
School District
I. The consortium leadership agrees to:
Example
A. Identify articulation (linkage) points between secondary and postsecondaryvocational-technical prc,grams and academic courses in the consortium.
B. Identify consortium articulation action teams for vocational-technicalprograms and academic courses ensuring that needs of special populationshave been assessed and considered in order to identify support services.
C. Identify instruments and processes for articulation.D. Establish a process for secondary student visitation to the articulated
postsecondary programs.E. Identify target dates/timelines.F. Conduct an annual evaluation of the Tech Prep Initiative.G. Provide assurances that students in the special populations groups have full
and complete access to programs in the Tech Prep Initiative by identifyingand removing any barriers that may restrict access, assessing the needs ofthese students and providing support services to meet these needs, andcontinually monitoring the progress of these students to determine if theirneeds are being met.
II. The community/junior college agrees to:
A. Develop and disseminate, in cooperation with the secondary schools,materials which describe the Tech Prep program and its sequential coursesof study.
B. Develop, in cooperation with the secondary schools, a sequential course ofstudy including recommended academic and vocational courses for studentspursuing an identified career path.
C. Establish procedures and policies for granting postsecondary credit forsecondary vocational competencies.
12
2 9
Revised Vito:king Dna July 20. 1994 Example
D. Require academic and vocational-technical teachers and counselors toattend articulation meetings.
E. Host and coordinate orientation meetings and visits for secondary Tech Prepstudents.
F. Provide special incentives to students who complete the secondary Tech Prepprogram.
G. Participate in an annual evaluation of the Tech Prep Initiative in -cooperationwith the secondary schools.
III. The secondary school system agrees to:
A. Cooperate with the community college in developing and disseminatingmaterials which describe the Tech Prep Initiative and its sequential coursesof study.
B. Cooperate with the community college in developing a sequential course ofstudy for students pursuing career clusters which include vocational-technical and academic courses.
C. Require academic and vocational-technical teachers and counselors toattend articulation meetings.
D. Allow Tech Prep students to attend orientation sessions and visits on thecommunity college campus.
E. Provide assurances that students from the special population groups havebeen integrated into programs in the Teco Prep Initiative.
F. Participate in an annual evaluation of the Tech Prep Initiative in cooperationwith the community college.
President Superintendent
Community/Junior College School District
DateDate
13
30
3 1
Rev
ised
Wor
king
Dra
ft, J
uly
20, 1
994
Mis
siss
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Revised Working Drat July 20, 1994
Articulation Team Summary Report
Example
(Note: The following is intended to serve as the format for a summary report of thearticulation activities for each vocational program or academic course. This form maybe prei red usi rg any word processing package. A copy of this form should besubmitted to the State Tech Prep Coordinator and kept on file in the Consortium TechPrep office. All type in italics represents instructions to the Articulation Teams.)
Name of Program/Course: (List the name of the vocational-technical program or theacademic course that was articulated as a result of this effort.)
Participating Community/Junior College: List the name of the participatingcommunity/junior college. If this activity related only to one campus/center of thecollege, list that campus/center.)
Participating Secondary School: List the name of the participating secondaryschoollvocational center. If more than one school or district is involved in this process,list the names of the other participants.
Articulation Team Members: List the names and titles of all members of the articulationteam. Indicate which member(s) served as officers.
Te. " we. R A Ir., I ""esComr. A C....se. \1 GGII I I Iviaalll klaCILV, L.lArG1111111, rWlIVI 10 I can.wi Ij, r NGLAJI LI II IG jaL, ir..p...airiar I, ar ru ar..trtit 10
taken for each articulation team meeting.
Findings:Commonalities: Summarize the major commonalities that exist between the secondaryand postsecondary program/course.
Discrepancies (Gaps, Overlaps, and Duplications): Summarize the major discrepanciesthat were found by the articulation team between the secondary and postsecondaryprogram/course.
Other Findings and Concerns: List any other findings and concerns that werediscovered during the team meetings. (Example - need for additional equipment,teacher training, supplies and instructional resources, etc.)
Adjustments: Summarize the adjustments that are recommended to better articulatethe secondary and postsecondary program/course.
20
4 3
Example
Recommendations for Advanced Technical Placement and Advanced AcademicPlacement: (List specific recommendations for issuing advanced technical credit forpostsecondary vocational-technical courses or advanced placement credit for academiccourses. Include recommendations for verification of high school competency.)
Chairperson, Articulation Team Tech Prep Coordinator
Approval
SecondaryBuilding Administrator Community/Junior College(Principal/Directorl Center/Campus Dean/Director
21
4 4
Revised Working Draft. July 20. 1984
Advanced Placement Agreement
CC/JC Division:
Program:
Example
Students may receive advanced placement in the above named program area for thefollowing community/junior college course(s):Course No(s). Course Name(s) Credits
Specific criteria to be met in order to receive advanced placement credit for eachcommunity/junior college course:
The following college course(s) will be articulated:
Course No(s). Course Name(s) Credits
College credit for the course(s) articulated will be awarded after the successfulcompletion of college units in the program area.
CC/JC Department Chairperson Date:
CC/JC Dean Date:
CC/JC President Date:
High School Dept. Chairperson Date:
PrincipalNocational Director Date:
School District Superintendent Date:
22
4 PC)
Rev
ised
Wor
king
Dra
ft, J
uly
20. 1
994
Rec
omm
ende
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eque
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ARTICULATION OF ACADEMIC COURSES
Identify Academic Courses for Articulation
Identify Articulation Team Members
Develop Goals and Outcomes to be Accomplished
Develop Schedule of Activities
Develop Competency Profile for Secondary-Postsecondary Courses
Assemble Articulation Team
Develop Summary Report
Present Articulation Summary Report to ConsortiumExecutive Committee
Plan for Evaluation and Revision
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HOW MANY WAYSCAN YOU SPE1...1.;:ARTICULATION::'""'
Charlotte Darnell
Ellen Shaw
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Aniculation is thc proatss whichallows the linkage of iym or
more educational institufro.rts,rnorder to provide a smo4
transition for studentprogressing from one level le
the next without delays.duplication or loss of credit
CHARACTERISTICS OFEFFECTIVE ARTICULATION
As a process
- a n the coordination tf pohmee andprscures between eciXaticrul Mean,to peoduce a smooth flowof modemsfran one another
As an amtude- rt is the wine-mess of e&csiaoM.
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GOALS ANDOBJECTIVES
t To identify progams/coitcses whichshould be articulated and thsparticipants who need to be `,..; .
involved.
2 To articulate high school andconununity/junior collegevocational, technical and academicprograms/courses
3 To identify career clusters anddevelop sequential courses of study`for each cluster which preparesstudents for technical careeropportunnies. ..
OUTCOMES
Coordmation of instructiOnal contentbetween secondary and poksecondary courses
Recommendations for advanciiitkplacement/credd for vocanonk.technical and acadenuc courses
3 Sequential courses of high schoolwhich better prepare students for s
post-secondary program majors
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THE TEN PRINCIPLES OFARTICULATION
Leadership and Coninuttnent
Early Faculty Involveriient
Respect and Trust
Mutual Benefits to all PartikF
Wntten Articulatton
Open Clear and FrequentCommunication
Modest Initial Goals
Accountability
Competency-Based Curricula
Common Focus on Mutual GoalsRather Than on Inclaviduel Turf
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STEPS IN THEARTICOLATION
PROCESSSign an articulation itipperativeagreement s,
7 Identify programsicourse,which should be articulat4410,who should be involved
3 Articulate academic. vocatioria#and technical programs/coursess
4 Develop a sequential course ofstudy for each cluster
Implement the process
6 Review the process annually
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ARTidUlATION OFACADEMId\QOURSES
Identify Academic 'Coursesfor Articulation
Identify Articulation T4ist,Members
Develop Goals andOutcomes to beAccomplished
Develop Schedule ofActivates
Develop Competency Profilefor Secondary-PostsecondaryCourses
Assemble ArticMationTssm
Develop Summary
Present Articulation Sumrnio;--Report to ConsortiumExecutive Committee
Plan for Evaluation andRevision
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GENERAL QUESTIONS TO BE ASKED IN PLANNINGA PROGRAM FOR ARTICULATION
MISSION AND GOALS FOR ARTICULATION
1. What are the reasons secondary/postsecondary articulation is being considered?
TRANSITION Improve transition between secondary and postsecondary trainingENCOURAGE POSTSECONDARY TRAINING Encourage secondary students tocontinue their training after high schoolHEADSTART FOR SECONDARY STUDENTSDECREASE DROPOUT RATES Encourage secondary students to complete theirhigh school diplomaBETTER SKILLS ON ENTRANCE Improve preparation of students enteringpostsecondary institutionsFACULTY COOPERATION Increase ties between secondary and postsecondaryfacultyDUPLICATION Reduce duplication of effort in secondary and postsecondaryinstitutionsSTUDENT RETENTIONIMPROVE OCCUPATIONAL PROGRAMS AND REDUCE PROGRAM COSTSOTHER
2. What is the mission of the articulation effort? Should a mission statement bedeveloped for the proposed articulation program?
3. How does your mission and definition of articulation fit with the mission, goals, andobjectives of local secondary and postsecondary institutions?
4. What obstacles can be anticipated in planning and developing articulated programs?
Funding for development of articulated programsFunding for maintenance of articulated programsTurf issuesWait and see attitude on the part of postsecondary staff and administrationWait and see attitude on the part of secondary staff and administrationLimited relationships between secondary and postsecondary administrationLimited relationships between secondary and postsecondary staffOther
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5. Who will be involved in planning the overall articulation effort?
School district administratorsSecondary school administratorsSecondary vocational teachersSecondary academic teachersSecondary counselorsPostsecondary administratorsPostsecondary vocational department administratorsPostsecondary vocational teachersPostsecondary academic teachersVocational advisory committee members 6
Business and industry representativesRepresentatives of laborOther
6. Who will be involved in planning the implementation of articulation for the specific
areas to be articulated?
School district administratorsSecondary school administratorsSecondary vocational teachersSecondary academic teachersSecondary counselorsPostsecondary administratorsPostsecondary vocational department administratorsPostsecondary vocational teachersPostsecondary academic teachersPostsecondary counselorsVocational advisory committee membersBusiness and industry representativesRepresentatives of laborOther
7. Who will supervise the planning and implementation of the articulation project?
A representative from the postsecondary institutionA representative from a local school districtA representative frc_nil a local educational service districtThe regional vocational education coordinatorA person hired by the local agencies to supervise the articulation program
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A steering committee made up of representatives for local secondary andpostsecondary institutionsOther
TIMELINESS FOR ARTICULATION
8. What timeliness will be used for making basic decisions and planning the articulationprogram?
9. What timeliness will be used for the implementation of the articulation program?
10. How will the articulation program be implemented?
In all secondary and postsecondary schools in a single vocational area to test theprogram, and then in other vocational areasIn a specific postsecondary vocational department and a few secondary schools to testthe program before implementation on a broader scalePhase in the process in a series of vocational areas based on a gradual plan forimplementationOnly in areas where secondary and postsecondary teacher interest in articulation ishighIn all identified programs on a specific implementation dateOther
DEFINING ME ARTICULATION EFFORT
11. What programs will be targeted for articulation?
Academic programsVocational programsVocational and academic programsOther
12. What approach is planned for program articulation?
Time Shortened Credit received by secondary students is used toward the total hoursrequired for postsecondary certificate or degree programs
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Skit', ,;;7,ntarnced Competencies learned by secondary students eliminate specific coursereq4.a.tments, but do not count toward total hours required for postsecondarycertificate or degree programsOther
13. What modes of articulation will be utilized?
School to School Articulation agreements between the department of thepostsecondary institution and each secondary school based on an individual assessmentof the curriculum for each secondary schoolCommon Curriculum Carbon copy of postsecondary course curriculum offered at thesecondary level for students to receive postsecondary creditChallenge Examination Secondary school students tested utilizing postsecondarycontent examination before students can receive creditCwinpetency-Base Competencies taught in postsecondary courses are matched to thecompetencies accomplished by secondary studentsCombination of the aboveOther
14. Will it be appropriate for different modes of articulation to be used for differentprograms?
All programs will use the mode of articulation selectedPrograms will be articulated based on the mode that best fits the curriculum are-aPrograms will be encouraged to utilize a single mode of articulation, however othermodes may be used if appropriateOther
15. Will it be appropriate for different modes of articulation to be used within the sameprogram?
A single mode of articulation will be used for all courses within a single programDifferent modes of articulation can be used within a program, based on the mode thatbest meets the needPrograms will be encouraged to utilize a single mode of articulation for all coursesbeing articulated, however more than one mode may be used for courses if neededOther
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16. Which of the following would be appropriate as a part of the local program forarticulation?
Reverse articulation Portions of the postsecondary program offered in the secondaryschoolFacility sharingFaculty sharingTelevision Courses Postsecondary television courses taken by secondary students forcreditCollege-High Program Postsecondary courses offered at the secondary level bypostsecondary instructor, or certified high school instructor
17. How will articulated credit be transcripted? Credit earned by a secondary student:
Will be transcripted for a specific postsecondary course with letter gradeWill be transcripted for a specific postsecondary course with a pass/no pass gradeWill be transcripted for a specific postsecondary course but with a special designationto indicate "articulated credit"Will be transcripted for a block of courses to indicate completion of content but nocredit will be provided (skill enhanced)Other
18. What fee will be charged for the articulated credit to be transcripted?
No fee charged for articulated creditNo fee charged if secondary student becomes a full-time or part-time postsecondarystudentNo fee charged if secondary student becomes a full-time postsecondary student; feecharged Tor students entering part-timeFull postsecondary student fees charged for articulated creditPartial postsecondary student fees charged for articulated credit, i.e. credit byexamination or credit by assessment feesOther
19. When will articulated credit earned by the secondary student be transcripted?
When earned by the secondary student and submitted by secondary instructorAt the end of each secondary school yearUpon high school graduation by the secondary studentUpon high school graduation by the secondary student and entrance to thepostsecondary institution
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Upon high school graduation by the student and successful completion of the firstterm/semester at the postsecondary institutionUpon completion of the postsecondary program by the studentOther
20. How will the articulation efforts be evaluated?
21. Will there be a follow-up of students that have received credit through the articulationeffort? How will the follow-up be accomplished? Who will be responsible for thefollow-up?
PROMOTION OF ARTICULATION
22. Will a marketing plan be developed for the articulation program?
23. How will articulation effort be promoted to:
General publicParents of secondary studentsSecondary studentsSecondary facultySecondary counselorsPostsecondary studentsPostsecondary facultyPostsecondary counselors and advisorsOther
24. What types of media will be utilized to promote articulation efforts?
Generic articulation brochuresArticulation blochures for each programPostersGeneric audio-visual materials, i.e. video tapes, slide-tapeAudio-visual materials for each programRadio and television advertisement (public service announcements)Promotional items (pens, paper clips, balloons)Other
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25. Who will be responsible for the promotional efforts?
ARTICULATION AGREEMENT
26. What type of articulation agreement will be utilized?
A comprehensive agreement between the postsecondary institution and each schooldistrict covering all articulation effortsProgram agreements between each postsecondary department and each secondaryschoolA comprehensive articulation agreement between the postsecondary institution andeach school district, as well as agreements for each program area being articulatedInformal, or no articulation agreementsOther
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