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This handbook, which is one in a series of handbooks designed to help tech prep practitioners replicate successful materials, projects, or programs that have been developed by Partnership for Academic and Career Education (PACE) consortium members, explains how to design a technical advanced placement program. Outlined first are the structure of the PACE consortium and the objectives and components of the PACE Technical Advanced Placement (TAP) program. Discussed next are the following topics: the need for articulation in tech prep programs, obstacles/controversies regarding articulation, participants in articulation programs, the granting and use of articulated credit, elements of articulation agreements between high schools and community colleges, articulation of traditional academic courses, and benefits of using the term "technical advanced placement" instead of "articulation." A model for 2+2+2 articulation is presented, and various aspects of 2+2+2 articulation models are considered, including their relationship to tech prep initiatives, benefits to students, chief obstacles, and main components. Tips for designing successful high school-community college articulation programs are provided. Appendixes constituting approximately 50% of this document include the following: sample PACE articulation agreement, excerpts from the PACE student and faculty/staff TAP handbooks, sample transcript with TAP credit, and 2+2+2 model. (MN)

This handbook, which is one in a series of handbooks designed to help tech prep practitioners replicate successful materials, projects, or programs that have been developed by Partnership for Academic and Career Education (PACE) consortium members, uses the PACE publication "Tech Prep News" to illustrate the process of developing a tech prep consortium newsletter. The introduction contains background information on the PACE consortium. Discussed next are the history of the "Tech Prep News" and its purpose, regular features, and style. Presented next are answers to the following questions about tech prep newsletters: why consortia should publish them, what they should include, who should receive them, how often they should be published, and the steps in the publication process. Concluding the handbook are tips for producing a successful tech prep newsletter (tips regarding style, balanced coverage, visual aspects, and consortium authors) and tips for new consortia initiating the process of publishing a newsletter. Appendixes constituting approximately 50% of this document include the December 1988 issue of the PACE newsletter and the Fall 1993 issue of the "Tech Prep News." (MN)

This handbook, which is one in a series of handbooks designed to help tech prep practitioners replicate successful materials, projects, or programs that have been developed by Partnership for Academic and Career Education (PACE) consortium members, explains how to develop career awareness programs for tech prep students. The introduction contains background information on the PACE consortium. Discussed next are the objectives and content of the PACE program, "Planning for the Future: A Student Awareness Program for Tech Prep and Mid-level Technology Careers." Presented next are the answers to questions about the need for career awareness programs in tech prep, program components and format, program facilitation, and integration of career awareness activities into applied academics classes. Concluding the handbook are guidelines for developing a student career awareness program, including tips for developers and suggestions regarding training staff. Appendixes constituting approximately 90% of this document include the following: table of contents of PACE career awareness facilitator's guide, sample unit dealing with midlevel technology careers, and planning forms. (MN)

This handbook, which is one in a series of handbooks designed to help tech prep practitioners replicate successful materials/projects/programs developed by Partnership for Academic and Career Education (PACE) consortium members, explains how to develop a guide to area business speakers. Background information on the PACE consortium is presented. Discussed next are the purpose and content of the PACE "Guide to Area Business Speakers," which includes a compilation of PACE area business and industry representatives willing to participate in tech prep program-related activities and tips for teachers, counselors, and speakers. Presented next is information on the following topics: the role of speakers' guides in advancing tech prep initiatives, types of information and individuals to include in a speakers' guide, steps in contacting prospects, and use of speakers' guides by teachers and counselors. A suggested timeline for developing a speakers' guide is included. Appendixes constituting approximately 60% of this document include the following: excerpts from the PACE guide; sample data sheet, speaker reminder card, and dissemination letter; and initial mailing sent to potential PACE speakers (including topic suggestions and background information on tech prep and on the PACE consortium's tech prep program). (MN)

This handbook, which is one in a series of handbooks designed to help tech prep practitioners replicate successful materials, projects, or programs that have been developed by Partnership for Academic and Career Education (PACE) consortium members, explains the process of integrating a tech prep curriculum. The introduction briefly describes the structure of the PACE consortium. Discussed next the nature and objectives of curriculum integration, benefits of curriculum integration to students and teachers, and the link between curriculum integration and tech prep. The various models and types/levels of curriculum integration are outlined, and three model projects/programs in curriculum integration from the PACE consortium are discussed as possible integration models. Concluding the handbook are general guidelines for developing curriculum integration activities. Appendixes constituting approximately 50% of this document include the following: sample integrated lesson plan form, section from "Partners in Progress," a PACE staff development activity to train occupational and academic faculty to integrate their curricula, and a newsletter from one of the three model PACE curriculum integration projects. (MN)

This guide was designed to help high school teachers and guidance counselors present a 2.5 hour or 4-hour workshop on tech prep, school-to-work, and career counseling for parents. It is designed to give parents a brief look at the changing workplace and the training, skills, and experience required to enter and advance; illustrate specific ways that parents can help their children to explore careers; and introduce tech prep, its relationship to the changing workplace, and the opportunities it provides. The guide includes these four topics: (1) definitions of success and an overview of the workshop; (2) the transformed workplace, the skills and education expected of future employees, and new opportunities in midlevel technology career fields; (3) tech prep; and (4) ways that parents can help children explore careers and related educational opportunities. Each topic is divided into major concept, equipment and materials needed, participant learning objectives, and presentation. Four appendixes provide the following: (1) numbered activities; (2) numbered transparencies, transparency masters, and blank transparencies for customized use; (3) workshop handouts and materials for participants' packets; and (4) resources and supplemental reading materials for facilitators, a glossary of terms, suggestions for planning and running a successful workshop, workshop evaluation form, and list of works cited. (KC)

This handbook is intended to provide Tri-County Technical College (TCTC) faculty and staff with strategies and resources for teaching and advising students in special populations as defined in the 1990 Perkins Act. Listed first are general tips for setting a positive tone. The remaining three sections discuss the characteristics of students with the following special needs and classroom/counseling strategies for meeting those needs: physical disabilities (mobility-impaired, hearing-impaired, and visually impaired students); learning disabilities (disabilities affecting the learning of oral, written, math, and study skills); and limited English speaking ability. Appendixes constituting approximately two-thirds of the handbook contain the following: lists of services for special needs students available at TCTC and in the surrounding community; list of books and videotapes available through the Partnership for Academic and Career Education (PACE) office; and a booklet from the HEATH Resource Center detailing national resources for adults with learning disabilities. Included in the booklet are the following: guidelines for assessing students' needs and locating professionals to conduct assessments; learning disabilities checklist; annotated lists of 56 resource organizations and 20 resource publications. A wide variety of resource organizations are represented, including national resource centers, literacy organizations, employment services/networks, information networks, and agencies/programs providing postsecondary training and residential housing. (MN)

This module contains speaking assignments for high school students that are taken from six different career areas. Each career section begins with a brief introduction to the career and a communications profile of the person interviewed. These pages can be copied and given to students as handouts. Each section also contains some assignments intended to be given individually to students and other intended for groups. Some short activities conclude the section. The activities contained in this module are intended for use as supplemental material in high school speech or applied communications classes. Career areas included are as follows: banking, real estate, retail business/service--cosmetology, engineering technician/utilities, machine operator--textiles, and medical laboratory technician. (YLB)

These instructional materials include six supplementary units for Tech Prep English I (grade 9) and six assignments for Tech Prep English II (grade 10). The Tech Prep English I units have these components: unit objectives, introduction, and follow-up exercises. Topics include goal setting, problem solving and decision making, listening and reading comprehension, development of strong analytical skills, the research process, and expansion of research skills. Tech Prep English II consists of six assignments that reinforce writing and speaking skills, cooperative learning, problem solving skills, and creativity. The assignments center around a mythical small town to which the students are introduced in a prefatory letter. Three assignments are group activities; two are individual activities; and one can be used either way. The exercises are role plays, newspaper ad, letter from the mayor, writing round robin, memo writing, and city council proposals. All necessary information and materials are provided. (YLB)