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THE STATEWIDE ARTICULATION PROGRAM. Faculty Professional Development PART I Introduction to Statewide Articulation. When is staff development required?. For all high school teachers who will teach the new content-enhanced , statewide-articulated courses.

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the statewide articulation program

Faculty Professional Development


Introduction to Statewide Articulation

when is staff development required
When is staffdevelopment required?
  • For all high school teachers who will teach the newcontent-enhanced, statewide-articulated courses.
  • Before a school district can offer the new courses.
how to fill out the form
How to fill out the form
  • Name of Provider – This is the name of the institution that is sponsoring the training.
  • Enter the name you use at school – it will appear on your certificate.
  • Provide both high school name and district name – some high school in different districts have the same name.
filling out the form continued
Filling out the form, continued…
  • Enter the mailing address where you want your certificate mailed.
  • Social security number is optional (all forms are strictly confidential).
  • A phone number is needed in case there are any questions about your information.
filling out the form continued5
Filling out the form, continued…
  • Enter the OFFICIAL area teacher certification that appears on your TX teacher’s certificate
  • Indicate all degrees earned and the major field of study. Institutions and dates are helpful.
  • Enter related work history, only. The position held and length of time is very important.
who can teach these courses
Who can teach these courses?

A teacher is state (SBEC) certified in the instructional area:

  • Has SBEC-required work experience;
  • Has a minimum of an associate degree in a field directly related to the subject area (bachelor’s preferred); and
  • Has required industry-related certifications, if any.


teacher eligibility continued
Teacher eligibility, continued…

A teacher is not state certified and has:

  • A minimum of an associate degree in a field directly related to the subject area, bachelor’s preferred;
  • Three years of related work experience (not teaching);
  • Required industry-related certifications, if any; and
  • A state certification deficiency plan.
filling out the form continued8
Filling out the form, continued…
  • From the list provided to you, select the articulated high school courses you want to be able to teach.
  • Enter the course abbreviation, PEIMS number, and course title.
  • Sign and date the form. Take it with you to Part II so college faculty can sign off.
who processes the forms
Who processes the forms?
  • Facilitator mails forms to state office.
  • State office issues certificate of completion to teacher and notifies school district.
  • Training good for three school years.
what is the training format
What is the training format?

Training consists of two parts totaling a minimum of six contact hours.

  • Part I - a general session of at least two contact hours that covers articulation and related topics.
  • Part II - a minimum of one contact hour of subject-specific training led by college faculty for each high school course.
what will happen in part ii
What will happen in Part II?

Teachers of college-equivalent courses will:

  • Discuss college course content;
  • Describe level of student competence required for college-level work;
  • Discuss ways to assess student competence;
  • Outline needed classroom resources (textbooks, equipment, etc.); and
  • Review other important information.

Challenges Facing Educators

in Texas

Projected Texas Population Aged 18-25 by Race/Ethnicity and Average Household Income in Texas, 1990-2030


Source: TX State Data Center, TAMU

educational attainment by race ethnicity for persons 25 in texas 1990
Educational Attainment by Race/Ethnicity for Persons 25+ in Texas, 1990

Source: TX State Data Center, TAMU

major demographic trends affecting the future
Major demographic trends affecting the future
  • Increasing number of Hispanics, 18-25 years of age, primarily in suburban areas. The Anglo population is aging.
  • Fewer Hispanics graduate from high school.

Source: TX State Data Center, TAMU

projected percent of labor force by educational attainment for 1990 and 2030
Projected Percent of Labor Force by Educational Attainment for 1990 and 2030*

* Projections are shown for the 1.0 scenario

Source: TX State Data Center, TAMU

transition to postsecondary
Transition to postsecondary

A recent National Education Goals Panel survey in Texas found that:

  • Of 1,000 high school students, 86% graduate.
  • Of 860, only 50% go to four-year college.
  • Of 430, only 20% graduate.
  • Only 86 of 1,000 Texas high school students (8.6%) complete a four-year college education.
major trends continued
Major trends, continued…
  • Texas ranks 45th nationally in percent of persons 25 or older with a high school diploma. And, fewer high school graduates are expected.
  • Texas ranks 27th nationally in percent of persons 25 or older with a bachelors’ degree or higher. And, fewer college graduates are expected.

Source: TX State Data Center, TAMU

Projected Year of Closure Between Black and Hispanic, and Anglo College and University Graduation Rates for 18 Year Old Texas Residents:Assuming Anglo Rates Remain at the 1998 Rate and Black and Hispanic Rates Show 1990 to 1998 Proportional Change

Percent Graduating


Source: TX State Data Center, TAMU

if current trends continue what s ahead for texas
If current trends continue,what’s ahead for Texas?
  • A growing unskilled, under-educated population that cannot meet the demands of a technology-based workplace.
  • More public spending on prisons, welfare, Medicaid.
  • Lost ground in the highly competitive global marketplace.

Source: TX State Data Center, TAMU

need to close that gap
Need to “close that gap”
  • Increase retention and graduation of high school students
    • Must address needs of “middle 60%” and under-represented groups
    • Must combine higher-level academics with hands-on skills
  • Increase number going to and graduating from two-year and four-year colleges
    • Must increase the number interested in technical careers
career opportunities year 2000
Students in

graduation plans

2000 Texas High School Graduates

CareeropportunitiesYear 2000





Minimum Plan




Source: CDR and the Texas Education Agency

“In spite of increasing need at the associate degree level, instructional programs throughout the nation, state and southeast Texas 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

higher education s response
Higher Education’s Response

The Texas Higher Education Plan

by 2015, Close the Gaps in:

  • Participation
  • Success
  • Excellence
  • Research
close gaps in participation

Close Gaps in Participation

Establish coordinated P-16+ informational, motivational and academic programs to prepare students for college.

close gaps in success

Close Gaps in Success

Create incentives and requirements for seamless student transitions among high schools, community and technical colleges, and universities.

strategies include
Strategies include:
  • Statewide Articulation Program
  • Tech Prep Initiative
articulation is
Articulation is…

A process that links curricula from

different educational levels to create

a non-duplicative program of study.

…Seamless education

what is the statewide articulation program
What is theStatewide Articulation Program?
  • A state-designed, advanced college placement program.
  • For students interested in technical careers that require college.
  • SWAP
swap continued
SWAP, continued…
  • Agreement between the Texas Higher Education Coordinating Board and the Texas Education Agency.
  • Facilitates the award of articulated college credit in public two-year colleges across the state.
three parts to swap
Three parts to SWAP
  • Course Crosswalk and Alignment Manuals (TCAM)
  • Standard Articulation Agreement
  • State-Approved Staff Development
what is local articulation
What is local articulation?
  • Course-to-course agreements between one college and one high school or district.
  • Not needed with colleges participating in SWAP if they duplicate statewide-articulated courses.
advantages of statewide articulation
Advantages of Statewide Articulation

For schools and colleges:

  • Common core of articulated courses.
  • Statewide standard for awarding college credit.
  • Common method to identify articulated courses on high school transcripts.
advantages continued
Advantages, continued…

For students:

  • May count as an advanced measure for the Distinguished Achievement Program.
  • May apply to more than one college technical program.
  • Flexibility to attend a variety of colleges.
  • Saves valuable resources:time and money.
In one year, students enrolled in 37 colleges, and their parents, saved about $288,000 and the state saved about $472,000, for a statewide total of $760,000.

That’s BIG bucks!!!

Source: TX Higher Education Coordinating Board

what are the limitations
What are the limitations?
  • Not all colleges are participating.
  • Not all courses or programs are offered at all colleges.
  • In general, a student must apply the course to a two-year college technical certificate or degree plan to get credit.
how does swap work
How does SWAP work?
  • Participation is voluntary; schools and colleges elect to participate.
  • Schools select statewide-articulated courses from the SWAP Course Crosswalk and PEIMS course table.
  • Two-year colleges grant college technical credit to students who meet the criteria.
course crosswalk and alignment manuals
Course Crosswalk and alignment manuals
  • Lists statewide-articulated high school courses and the college-level equivalent.
  • Technical Course Alignment Manual (TCAM) compares secondary and postsecondary course competencies.
how are swa courses different
How are SWA courses different?
  • Higher-level: content exceeds the Texas Essential Knowledge and Skills (TEKS).
  • In a different section of the TEA course table than non-enhanced courses.
  • Taught by trained teachers with qualifications that are the same as college teachers.
  • Part of a two-year college technical degree program.
who can take a swa course
Who can take a SWA course?

Any student can take a SWA course.

  • Non-CATE students as electives.
  • Career and Technology (CATE)students, as part of a CATE coherent sequence.
  • Tech Prep students, as part of a Tech Prep coherent sequence.
how are swa courses identified
How are SWA courses identified?
  • “T” in the PEIMS course number.
  • Course abbreviation that ends in “–TP.”
  • “A” code on high school transcript, the academic achievement record (AAR).
    • A district inserts the code after a colon following the TEA-approved course abbreviation.
when is swa college credit awarded
When is SWA collegecredit awarded?
  • Grade of 3.0 (80) or higher on all relevant courses listed in crosswalk;
  • Junior/Senior standing (stand-alone courses or last course in sequence);
  • Six non-developmental college hours (can be earned by dual credit, AP, CLEP);
college credit award continued
College credit award, continued…
  • Course applies to a college certificate or degree plan (may be counted as an elective); and
  • Student enrolls in college within 15 months of high school graduation (can be extended at college’s discretion) and declares a technical major.
ex a student earns an 80 3 0 or above in the following statewide articulated courses
EX: A student earns an 80 (3.0) or above in the following statewide-articulated courses:

Grade 9 or 10– Business Computer Info. Systems I (BCIS1-TP)

  • No other career and technology or statewide-articulated courses are taken.

Not eligible for college credit because the course was taken in grades 9 or 10.

ex a student earns an 80 3 0 or above in the following statewide articulated courses46
EX: A student earns an 80 (3.0) or above in the following statewide-articulated courses:

Grade 11 or 12– Business Computer Info. Systems I (BCIS1-TP)

  • No other career and technology or statewide-articulated courses are taken.
  • Eligible for college credit because the student successfully completed a content-enhanced

BCIS-I course in grades 11 or 12.

ex a student earns an 80 3 0 or above in the following statewide articulated courses47
EX: A student earns an 80 (3.0) or above in the following statewide-articulated courses:

Grade 9 or 10 – BCIS I - Business Computer Info. Systems I (BCIS1-TP)

Grade 11 or 12 – BCIS II - Business Computer Info. Systems II (ACIS-TP) BCIS I is a required prerequisite

  • Eligible for college credit for both BCIS I and BCIS II course equivalents because the student took a content-enhanced course in a required sequence in grades 11 or 12.
when is a course eligible for a dap advanced measure
When is a course eligible for a DAP advanced measure?

Must be eligible for college credit award:

  • Grade of 3.0 (80) or higher on a SWA course or course sequence listed in the crosswalk


  • Junior/Senior standing (stand-alone courses or last course in sequence).
Sample “A” code on H.S. AAR:







































which sample aar courses are eligible for college credit
Which sample AAR courses are eligible for college credit?

Both were taken in grade 11 and are a minimum of one credit.

ECAD-TP (grade of 80); eligible for college credit and DAP advanced measure.

 BCIS1-TP (grade of 73); NOT eligible for college credit and DAP advanced measure.

how does a student claim credit
How does a student claim credit?
  • High schools should provide each student with a “petition for articulated credit” form.
  • Students present the form and a high school transcript at college registration.
  • Students inform colleges of participation in articulated courses and/or a Tech Prep program.
is swap just for tech prep students
Is SWAP just forTech Prep students?
  • SWA courses can be used by any student, not just Tech Prep students.
  • SWA courses can be part of any high school graduation plan, including a Tech Prep plan.
  • “Tech Prep courses” are really articulated courses. Tech Prep is a program, NOT A COURSE.
how does swap impact tech prep programs
How does SWAP impactTech Prep programs?
  • Continue to develop and offer Tech Prep six-year plans. They are Tech Prep program agreements.
  • Continue to develop local course-to-course agreements for high school courses not covered by SWA, or with non-participating colleges.
what is tech prep
What is Tech Prep?
  • Advanced College Placement for Technical Programs!
  • Seamless, non-repetitive educational program.
  • Methods for advanced placement include:
    • Statewide articulation
    • Local articulation
    • Dual credit by concurrent enrollment
more than a program of study
More than a program of study
  • 6-year educational plans, grades 9-14, leading to a two-year degree.
  • Many universities accept coursework toward baccalaureate degrees.
tech prep continued
Tech Prep, continued…
  • Academic and technical concepts taught in context.
  • Career guidance and counseling.
  • Joint staff development for ISD/PSI teachers, counselors, administrators.
how are tech prep programs different
How are Tech Prep programs different?
  • Tech Prep is based on the Recommended High School (RHSP) or Distinguished Achievement (DAP) Programs.
  • Tech Prep high school coherent sequences are linked to college technical programs through articulation and/or dual credit.
  • Joint state agency approval for Tech Prep programs (6-year plans).
what is a tech prep high school program
What is a Tech Prephigh school program?
  • Coherent sequence of 2 or more CATE courses for 3 or more credits (definition started with 2001 freshmen).
  • One or more courses in sequence eligible for college credit by local articulation, statewide articulation, or dual credit by concurrent college enrollment.
Sample Tech Prep Six-Year Plan**


North Central Texas


(Listed Below)


Computer Graphics (CAD)


Weatherford College











English I

English II

English III

English IV

ENGL 1301 Freshman English

NGL 2311 Technical Writing

*GRPH 1422 Electronic Publishing (TP)

DFTG 1333 Mechanical Drafting


Algebra I


Algebra II

MATH 1314 College Algebra

*ITSC 1409 Integrated Software Apps. I (TP)

MATH 1316 Plane Trig.

DFTG 1321 Architectural Illustration





*DFTG 1309 Basic CAD (TP)

PHYS 1402 College Physics

ENTC 2333 Strength of Materials

INMT 1391 Special Topics in Industrial Manufacturing


World Geo.

World History

U.S. History

Government/ Economics

PSYC 1100 Freshman Orientation

SPCH 1311 Fund. of Speech

DFTG 1358 Electrical/ Electronic Drafting

HRPO 2307 Organizational Behavior



Physical Education

Physical Education and Health

Technical Elective(DFTG 2340, or *DFTG 1352-TP)

ENTC 1347 Safety & Ergonomics

BMGT 2331 Total Quality Mgmt

Technical Elective(DFTG 2340, ENTC 2380, or *DFTG 1352-TP)


Foreign Language I

Foreign Language II


Physical Education

Physical Education

Social Science Elective




*BCIS I 12011200 (ITSC 1409)


*TI to Desktop Pub. 12511906 (GRPH 1422)


Intro to CAD 12511705 or Eng. Graphics 12362630 (DFTG 1309)


Advanced CAD 12511703 (DFTG 1352)

*Denotes courses for articulated college credit. Courses are not repeated in college.

**Adapted from a six-year plan posted on the North Central Texas Tech Prep consortium’s web site.

how are cate students coded in peims
How are CATE students coded in PEIMS?

For students WITH a CATE coherent sequence in the 4-year plan:

Code 0 is used for the Snap Shot date UNTIL the

student has enrolled in or completed the first CATE


student coding continued
Student coding continued…

If the coherent sequence IS NOT part of a state approved Tech Prep 6-year plan:

Code 2 is used for every Snap Shot date AFTER the

student has enrolled in or completed the first CATE course (student does not need to be in a CATE class at the time of the Snap Shot).

student coding continued62
Student coding continued…

If the coherent sequence IS part of a state-approved Tech Prep 6-year plan:

Code 3 is used for every Snap Shot date AFTER the

student has enrolled in or completed the first CATE course (student does not need to be in a CATE class at the time of the Snap Shot);

student coding continued63
Student coding continued…

Code 1 is never used for students who have a coherent sequence in their high school graduation plan.

Because statewide articulated courses may be used as electives or part of CATE coherent sequences:

  • DO NOT base coding of Tech Prep students (a 3) on enrollment in these courses alone.
why code and report 2s and 3s
Why code and report 2s and 3s?
    • 5% of Perkins funding allocated based on a district’s FTEs as a % of the total C/T FTEs statewide
    • 5% of Perkins funding allocated based on the number of students in coherent sequence & Tech Prep programs compared to statewide totals of coherent sequence and Tech Prep students
why report continued
Why report, continued…
  • HB 2401 adds new Tech Prep component to the Academic Excellence Indicator System (AEIS).
why report continued66
Why report, continued…
  • Provides valuable information about the success of all students.
  • Allows comparisons of students by C/T code
    • Attendance and drop-out rates
    • Graduation rates and plans
    • Test scores (TAAS/TAKS, ACT/SAT, TASP)
    • College enrollment and employment placement
required perkins performance indicators
Required Perkins Performance Indicators
  • Student attainment of academic and technical proficiencies
  • Student attainment of degree/certificate
  • Retention, completion, employment
  • Student participation and completion in programs leading to non-traditional occupations
768 tech prep aas degree programs
768 Tech PrepAAS Degree Programs

Source: TX Higher Education Coordinating Board

tech prep aas degrees by area
Tech Prep AAS Degreesby Area

Source: TX Higher Education Coordinating Board

tech prep enrollment grades 9 12
Tech Prep EnrollmentGrades 9-12

Source: Texas Education Agency

cate enrollment 2000 2001
CATE Enrollment – 2000-2001

Source: Texas Education Agency

annual attendance rates
Annual Attendance Rates

Source: Texas Education Agency

annual dropout rates
Annual Dropout Rates

Source: Texas Education Agency

graduation rates
Graduation Rates

Source: Texas Education Agency

hispanic graduation rates 2000
Hispanic Graduation Rates, 2000

Source: Texas Education Agency

graduate follow up percent in higher education fall after graduation
Graduate follow-upPercent in higher educationfall after graduation

Source: TEA and and TX Higer Ed. Co. Bd.