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Advanced Technical Credit. Teacher Professional Development For Statewide Articulation. Purpose. To provide eligible high school teachers with the information necessary to successfully teach ATC statewide-articulated courses. Teacher Eligibility. Each ATC course section taught

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Advanced Technical Credit

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Advanced Technical Credit

Teacher Professional Development

For Statewide Articulation


To provide

eligible high school teachers

with the information necessary

to successfully teach

ATC statewide-articulated


Teacher Eligibility

Each ATC course section taught

by a school must have an

ATC-eligible and trained teacher.

Teacher Eligibility

Teachers must meet college requirements:

Requirement 1: The teacher must have a baccalaureate degree or higher in the teaching discipline.


Requirement 2: The teacher must have a minimum of an associate degree and 3 years verifiable non-teaching work experience directly related to the teaching discipline.

Teacher Eligibility

  • Teachers without a valid Texas teacher certificate (SBEC) in the discipline will have their transcripts and work experience verified by the state ATC office.

    • This will include official transcripts sent to SFASU ATC office and detailed work history if requested.

  • All teachers must posses required industry certifications if applicable. For example; registered nurse, Cisco CNI or ASE certifications.

Teacher Eligibility Examples

If Not Approved

The school still may offer the regular non-ATC course at the high school.

ATC approval is related to community college faculty requirements;

SBEC certification is related to high school teacher requirements.

Training Overview





  • General instruction

  • Two hours minimum

    PART II:

  • Course-specific instruction

  • One hour minimum per college course

You are currently attending


of the ATC

Professional DevelopmentTeacher Training Program

What is College Tech Prep?

College Tech Prep

“In spite of increasing need at the associate degree level, instructional programs throughout the nation (and) state…struggle to produce enough graduates to meet the needs of business and industry.It seems that high school students are not fully aware of the excellent opportunities available through technical careers.”

Dr. Robert D. Krienke

President, Lamar Institute of Technology

Socioeconomic Trends

Texas social and economic trends:

  • Decreasing average household income

  • Growing unskilled, under-educated population

  • Losing ground in the global marketplace

  • Increasing spending on prisons, welfare and Medicaid

Decline in Income

Annual Attendance Rates

Graduation Rates

Professional Jobs

(> or = bachelor’s)


Little change for several generations


Specific skills-based training required

(>HS <bachelor’s)



OJT Jobs

(on the job training required)



Available Jobs

Source: Occupational Outlook Quarterly, Vol. 41, pages 11-12

College Tech Prep is:

  • A federally funded initiative

  • Seamless, non-duplicative education

  • Participation leads to post secondary program enrollment

Tech Prep Programs


  • Provide education in high-demand jobs

  • Include an approved 6-year plan

  • Provide rigorous academics

  • Develop workforce skills

  • Offer work-based experiences

  • Include college credit at the high school level

  • Lead to a two-year or 4-year technical degree

College Credit &Tech Prep

College credit may be acquired through:

  • Statewide and/or local articulation;

  • Dual Credit

  • Concurrent enrollment; and/or

  • Advanced Placement.


    Articulation allows eligible students to

    receive credit for advanced measures for the

    Distinguished Achievement Program (DAP).

College Tech Prep

College Tech Prep


A common method for school districts to report data to TEA, including:

  • ADA (Average Daily Attendance - state funding for attendance)

  • CATE course enrollment (state weighted funding - 1.35)

  • Participation in career/technology courses (federal Perkins funding)

    and PEIMS impacts funding.


PEIMS codes are used in CATE for:

Reporting CATE course enrollments

(course abbreviations and 8-digit service ID numbers)

  • ATC course abbreviations end in –TP:BCIS1-TP

  • ATC course numbers include a T:1201120T

    Reporting students participating in CATE

    PEIMS student codes: 0, 1, 2, and 3


Code 0

Not in a CATE course in October

Code 1

Enrolled in a CATE in October, but no

intent to follow a technical course



Code 2

Participating in a coherent sequence

of technical courses

Code 3

Participating in a coherent sequence of

technical courses (Tech Prep Student)


Impact on federal funding:

  • 5% of Perkins funds –based on a district’s percentage of the total CATE participants statewide (codes 1, 2, & 3).

  • An additional 5% of Perkins funds –based on the number of students participating in coherent sequences of CATE courses, including those participating in Tech Prep programs(codes 2 & 3).

What is Articulation?


There are two main types of articulation:

Program articulation

  • Tech Prep programs

    Course articulation

  • Local articulation

  • Statewide articulation

Program Articulation

Tech Prep Program Articulation

Agreements are:

  • Program agreements between one high school or ISD and one college or college district system.

  • Consist of an approved 6-year plan outlining ALL academic and articulated technical courses that make up the College Tech Prep program.

Local Articulation

Local Course Articulation Agreements are:

  • Course-to-course agreements between one high school or school district and one college or college district system.

ATC Statewide Articulation

Statewide Course Articulation is:

  • A statewide agreement between the Texas Higher Education Coordinating Board and the Texas Education Agency.

  • A state-designed, advanced college placement program, the Advanced Technical Credit Program (ATC).

ATC Statewide Articulation

Statewide Articulation allows students to:

  • Attend any of a variety of participating colleges.

  • Save time and money.

ATC is not Tech Prep

Statewide Articulation IS NOT

  • Tech Prep

    Statewide Articulation IS

    • One element of College Tech Prep.

    • One method to earn college credit

      in high school.

ATC Program Requirements

Course Requirements

  • Content-enhanced beyond TEKS

  • College-level course competencies define expected student outcomes

  • Courses = at least 1 credit

ATC Program Requirements

Teacher Requirements

  • Teacher credentials

  • ATC training and approval

Standard Articulation Agreement

All ATC statewide-articulated courses have the same student requirements for award

of college credit

  • Junior or senior year completion of sequence

  • Grade of at least 80%


Standard Articulation Agreement

  • Enroll in a related technical degree program within 15 months of graduation (time may be extended)

  • Credit awarded on enrollment

    (however, a college may elect require up to six credit hours)

ATC Statewide Articulation

  • Obstacles:

    • Not all colleges are participating.

    • Not all courses or programs are offered at all colleges.

    • HS courses generally must be applied to a two-year technical program to receive credit.

High School


Student completes

enhanced HS course or sequence

Within 15 months of graduation?




Passed with

80+ %?


Declared technical major?


Not eligible for

College credit



Completed in

Jr or Sr year?


Optional- 6 hrs non-developmental credit?



Student receives college credit

Student enrolls at

community college

ATC Statewide Articulation

Group Activity

Group Activity

Student A

  • Earns an 80% in BCIS1-TP (1 credit) in the 9th grade


  • Takes no other related career and technology courses

Group Activity

Student B

  • Earns a 90% in BCIS1-TP (1 credit) in the 9th grade


  • Earns an 80% in BCIS2-TP (1 credit) in the 12th grade

Group Activity

Student C

  • Earns an 80% in NFSCI-TP (1/2 credit) in the 11th grade;


  • Earns a 75% in FST-TP (1/2 credit) in the 12th grade.

ATC Statewide-Articulated Course Resources

ATC Resources

  • ATC Course Crosswalk

  • Course Outcomes

Course Crosswalk

Course Crosswalk

Course Crosswalk

Crosswalk Revisions

  • When a course is not offered by at least 5 community colleges and/or school districts across the state, the State Leadership Committee may recommend the removal of the course.

  • Any course(s) to be added or removed from the crosswalk MUST be approved by the State Leadership Committee prior to any change being made.

Crosswalk Revisions

  • Crosswalk may be revised yearly because of TEKS or WECM changes

  • PEIMS numbers will be removed from the table when courses are removed from the crosswalk

  • If no PEIMS number is available, the district may NOT offer the course for ATC credit.

Course Outcomes

Course Outcomes


Completing theApplication for EligibilityForms

When completing the form:

  • Use black/dark ink.

  • Do not write on the back.

  • Enter only your personal contact information.

    Give completed forms to the

    session facilitator.

    Do not leave with your forms.

Application for Approval

Please Read and Sign

Form for Part I



Use an email address that will be easiest for us to reach you.

Completing The Form – Part II

Completing The Form – Part II



Completing The Form – Part II

Use an email address that will be easiest for us to reach you.

Completing The Form – Part II

College faculty will place initials in the gray shaded area if they agree on the articulation.

Part II – What To Expect

How the ATC Approval Process WorksGo to

Teacher Update/Certificate Page

ATC Program Information

Teacher Update/Certificate Page…cont’d.

Teacher Certificates


ATC On-line Reports (In process)

ATC On-line Reports (In process)

ATC On-line Reports (In process)


Important Websites:




    Formal Agreements Linking Associate Degrees to Baccalaureate Programs

Part II – What To Expect

Goals for Part II Professional Development:

  • High school and community college faculty working together.

  • Alignment of course competencies.

  • Understanding of desired student outcomes.

Part II – What To Expect

  • College faculty should provide:

    • Course syllabus.

    • Textbook requirements.

    • Software/Hardware requirements.

    • Grading breakdown (projects, exams).

    • Information on job potential.

    • What is expected of students.

Part II – What To Expect

  • Ask questions.

  • Understand book, software, hardware requirements.

  • Review Course Outcome Profiles for expected learner outcomes.

  • Build a bridge between your school and the community college.

Sheets

You must sign-in with each course section/college faculty overview that you attend.

Part II Scheduled Times

Time will be called 10 minutes before the next session. Please do not disturb a session while in progress.

What To Turn In

Before leaving, make sure you turn in your white and yellow copies for Parts I and II.

Turn in the white copy for Part III/Application for Approval

You keep the pinkonly for Parts I and II, the yellow on Part III/Application for Approval

Teacher Approvals

  • Teacher Approvals

    • TEA Grant

    • Stephen F. Austin State University

  • Contacts:

  • Dr. Bill Wilson, ATC Program [email protected]

  • Cathy Whipple, ATC Program [email protected]

Statewide Articulation Professional Development

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Advanced Technical Credit(Statewide Articulation) Professional Development Program

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