Articulation Process Guidelines

1. Any teacher, counselor or administrator at the secondary/ROP/Adult school or at Monterey Peninsula College may initiate dialogue regarding articulation of courses or programs that meet the tech prep criteria (see Tech Prep Required Components).

2. The MPC Tech Prep coordinator will schedule initial articulation meetings between the instructors at each institution, and will make arrangements to provide the guidelines and forms for the articulation process.

3. The instructors from each institution will:

  1. Review courses in the program area to identify common areas of study.
  2. Review course outlines to identify common competencies, course objectives, textbooks, assessments, etc.
  3. Decide which courses, if any, are equivalent and may qualify for articulation.
  4. Determine whether the course will articulate for credit or as a waiver.
  5. For the course deemed equivalent, the method for determining successful completion of equivalent course is:
    • Completion of course with 80% (B) or higher.
    • Verification by secondary/ROP/adult school teacher of successful completion on the appropriate forms.
    • Assessment of competency (approved by college instructor) administered by secondary/ROP/adult school teache

4. Agreement forms will be drafted by the MPC Tech Prep coordinator as directed by the secondary/ROP/adult school faculty and the MPC instructor.

5. These forms will be approved by the faculty and the appropriate administrators from the secondary/ROP/adult school and the Dean of Instruction at MPC.

6. All signed agreements will be filed with the Dean’s and the Counseling Office at MPC. Copies will be given to secondary/ROP/adult school sites.

Back to Top

Required Components for a Tech Prep Program

1. Minimum of two years of secondary education and two years of postsecondary education in a non-duplicative, sequential course of study.

2. Integration of academic vocational, and technical instruction and utilization of work-based/worksite learning where appropriate and available.

3. Provision of technical preparation in career fields such as engineering, tech-nology, applied science, a mechanical, industrial, or practical art or trade, agriculture, health occupations, business, and applied economics.

4. The building of student competencies in mathematics, science, reading, writ-ing, communications, economics, and workplace skills through applied, con-textual academics and integrated instruction, in a coherent sequence of courses.

5. Provision of a non-duplicative sequence of study which leads to an associate or a baccalaureate degree or a postsecondary certificate in a specific career field.

6. The provision of two years of secondary education and two years of postsecondary education that leads to placement in appropriate employment or further education.

7. The development by secondary and postsecondary articulation agreements between the participants in the consortium (a written commitment to a pro-gram designed to provide students with non-duplicative sequence of progressive achievement leading to degrees or certificates in a tech-prep education program).

8. Ability to evaluate the effectiveness of the partnership comprised of secon-dary, postsecondary institutions and employers.

9. Availability of enrollment opportunities for tech-prep students in concurrent secondary and postsecondary coursework.

10. Uses of appropriate and available, work-based or worksite learning in con-junction with business and all aspects of an industry.

11. Uses of educational technology and distance learning, as appropriate, to involve all the consortium partners more fully in the development and operation of the programs.

12. In-service training for teachers that is designed to train vocational and technical teachers to effectively implement Tech-Prep Education Programs; provides for joint training (secondary and postsecondary) in the consortium; designed to insure that teachers and administrators stay current with the needs, expectations, and methods of business and all aspects of the industry; and focuses on training postsecondary education faculty in the use of contextual and applied curricula and instruction.

13. In-service training for counselors designed to enable them to provide information to students regarding Tech-Prep Education Programs, employment opportunities, and placing students in proper employment. Also to stay current with needs, expectations, and methods of business and all aspects of an industry; provide equal access to all Tech-Prep Education Programs to individual who are members of special populations (individuals with disabilities; from economically disadvantaged families, individuals preparing for non-traditional training and employment; single parents and single pregnant women; displaced homemakers; and individuals with other barriers to educational achievement, including individuals with limited English proficiency) including services developed to the needs of special populations, and preparatory services for these students.

Back to Top

Additional optional components:

14. Transfer to 4-year degree programs or placement in effective employment.

15. Plans are built in consultation with business, industry, institutions of higher education, and labor organizations.

16. Plans address re-entry, dropout prevention and needs of special populations.

17. Education and training in areas or skills were there are significant workforce short-ages, including the information technology industry.

18. Demonstrates meeting high academic and employability competencies.

Back to Top

(1) Collaboration:

  • Include at least two years of secondary school preceding graduation and two years or more of higher education, or an apprenticeship program of at least two years
  • Include high schools and community colleges within the consortium's geographic boundaries
  • Provide regular opportunities for secondary and postsecondary faculty to meet and confer regarding all aspects of the instructional program
  • Provide and participate in on-going staff development to ensure understanding of curriculum development, instructional strategies, proven practices and innovative approaches, and technology, business and industry conditions, and future trends.
  • Link to identified current and future needs of business and industry, and review and validate periodically. Develop new Tech Prep Programs to address the new and emerging employment needs and opportunities within the region and throughout the state.
  • Coordinate Tech Prep with other Carl D. Perkins funded programs, and other education and workforce preparation efforts within the consortium and region.

Back to Top

(2) Rigorous and Engaged Learning:

  • Evidence of integrated academic and vocational and technical curricula throughout secondary and postsecondary levels to ensure curriculum integration
  • Academic courses utilize and reinforce technical and vocational skills
  • Technical/vocational courses utilize and reinforce academic competencies
  • Instruction is consistent with applicable state, federal and industry standards

Back to Top

(3) Meaningful Linkages Between Theory and Practice:

  • Academic and technical courses reflect employers’ expectations of what students should know and be able to do.
  • Students have access to contextual or project-based learning opportunities
  • Students are exposed to all aspects of an industry
  • Work-based activity explicitly reinforces academic and technical instruction

Back to Top

(4) Articulation Strategies:

  • Develop and update programmatic articulation agreements that foster student transition and achievement, from secondary through postsecondary, including baccalaureate degree programs, as appropriate.
  • Articulation agreements or arrangements are to be functioning and reviewed periodically

Back to Top

(5) Outcomes-focused Curriculum:

  • Evidence of a system to track student performance and programmatic data through the secondary and postsecondary levels
  • Submit quarterly and annual reports on the performance of Tech Prep Consortia, either in writing or electronically.

Back to Top

(6) Access and Opportunity for All Students:

  • Evidence of strategies to ensure equal access for all student populations
  • Program design supports student completion including at risk students and those with special needs

Back to Top