Area high schools should determine which vocational programs or occupational clusters they want to articulate with the community college. Various career or occupational clusters have been utilized by high schools in Nebraska. Four common career cluster titles have been widely adopted (with occasional variation): business/information management, health/human services, engineering/industry, and arts/sciences or humanities. Programs offered by the community college that match high school vocational program offerings are usually selected.

When making program selection decisions, it is recommended that school administrators, local Tech Prep coordinators, and leadership teams obtain the advice of their local Tech Prep advisory committees and they look at the vocational programs offered in their system to determine present strength.

 After programs "to be articulated," are determined, preliminary educational pathway drawing boards (course sequences) can be drafted (see Tech Prep educational pathway examples). The intended use of the drawing boards is to help students with course recommendations for their four-year plan of study in high school. The drawing boards will include the academic and vocational courses that will lead to a barrier-less transition into the community college. Courses should provide students with the skills they will need to succeed in gaining and maintaining employment after high school graduation if they choose this route.

When developing a Tech Prep drawing board, local graduation requirements must first be considered. his includes the number of years of math, science, social studies, communications, and other disciplines that are required. Consideration is also given to the course sequence recommended in a related vocation/technical program. Do these courses build on previous skills and/or do they provide a broad exploration of the area? It is hoped that career exploration experiences will be possible for students during their freshman and sophomore years. Before the eleventh grade, students can decide if they wish to focus their vocation studies in an articulated program area.

 In regard to academic requirements, the goal of a Tech Prep program is to build the academic skills of the students, especially beyond what is usually found in a general track education. At the same time, the program's target population is the middle 50 percent of the student body. Upper level courses taught in a traditional manner for four-year college Prep students may not bring success to this population. Applied academic courses are a successful solution to this concern, and they should be considered in developing the drawing board course sequence. Examples of applied academics curriculum include:

Principles of Technology Applied Communications

Applied Mathematics I - III Communications 2000

Applied Biology/Chemistry

(The Center for Occupational Research & Development (CORD) and the Agency for Instructional Technology (AIT) and Southwestern Publishing have developed the above noted applied curriculum materials.)

In summary, graduation requirements are determined first. Next, academic courses through the four-year sequence are determined on the basis of ability and learning styles within the target student population and on the program being articulated. Finally, vocational courses are selected for each year of high school that will provide career exploration opportunities and will build on the skills necessary for the program being articulated.

As the four-year high school recommended course sequence is determined, the final (junior or senior level) courses offered in each subject area should be considered. Objectives, and/or intended competencies taught in each of these top-level courses should be outlined by the instructors of these courses. For example, if the final math course in the four-year sequence is Applied Math II, then the objectives, and/or competencies of that course in the four-year sequences is Applied Math II, then the objectives, and/or competencies of that course would be determined and recorded. Generally, each high school course in the sequence is developmental, with final courses building on the skills, knowledge, and attitudes previously learned.

 The objectives, and/or competencies determined for each of the final courses recommended on the high school course sequences are shared with the community college representatives involved in the articulation effort. Dialogue between program administrators or instructors at the community college and high school faculty regarding high school exit competencies and community college entrance competency expectations should lead to the final determination and approval of the recommended high school Tech Prep Course sequences.

As specific course information is reviewed and compared to make appropriate decisions in the program articulation process (see steps 3 & 4 above), it may become apparent that significant replication exists between some exit level high school courses and a few entry level college courses. Specific course competency matches are generally more prevalent in skills-based or technical subjects.

Individual high school course objectives, and/or competencies are examined by community college faculty instructing in the same discipline. College instructors will determine whether the high school course or series of courses may qualify to be designated as advance placement (full credit by waiver). In some instances, specific high school courses may be designated as pre-admission courses for some community college program entrance placement purposes.

An articulation agreement will be signed by administrative representatives at the high school and community college detailing information relating to agreed upon advance placement arrangements. High school and college courses that have been articulated as advance placement will be noted on the educational pathways.

The two-year community college program course sequence (course titles) is added to the required and recommended four-year high school courses noted on the educational pathway drawing board. The Tech Prep drawing board will now show a 4 + 2 year suggested course sequence or program of study (4 years of high school plus 2 years for an associate degree at the community college).

 Final Tech Prep educational pathway drawing boards should be reviewed for accuracy and then approved. Community college program associate deans will sign off and date each one they approve. When the intended educational pathway drawing boards are completed, designated administrators at each institution will be asked to sign an articulation agreement. Secondary and post secondary participants in the agreement will get a final copy for their records. The State Department of Education will receive a copy of program articulation agreements and corresponding educational pathways as long as Federal Tech Prep funds are administered there.

Educational pathway drawing boards and/or program articulation agreements should be reviewed for necessary changes at least every two years. The partnering institutions in Tech Prep should be informed when courses, course sequences or program requirements are revised at either the secondary or post-secondary level. Articulation agreements should be revised as needed.