1. Faculty at either the college, high schools or ROPs identify courses appropriate for articulation and submit them to their counterparts at the other institution(s).  The college's TechPrep Project Director should be apprised of the intent to articulate courses and should act as facilitator in the process.
2. At the community college, articulation is departmental, i.e., in order to establish articulation, a consensus of all full-time faculties who teach the course (s) being considered for articulation is required.  It is the prerogative of departmental faculty to determine what constitutes consensus, e.g., simple majority, 2/3, etc.  The decision to articulate should be made on the basis of the establishment of college level courses content and expectations, the establishment of a sound curriculum contiuumn, student needs and departmental needs, priorities, and resources.  High school Advanced Placement courses, under the auspices of the Educational Testing Service, may be awarded IVC credit on the same basis as is typical in four-year colleges and universities.  Except for advanced placement courses, or courses awarded credit as part of a certificate program, high school courses that are potentially transferable form community college to a four-year college/university are not eligible for community college credit.
3. High school and college faculty will meet, confer, and agree on course content equivalency and 
   method (s)  of verifying successful course completion.  This can be accomplished by requiring course exit skills/competencies, or/and successfully passing an exam that covers the same essential material at both institutions.  The college faculty has the prerogative to attach other terms and/or conditions deemed appropriate for awarding college credit.  Courses equivalency between IVC and any IUSD high school will be assured through an approval process that involves the instructors at both the community college and the high school, the IVC department chair, and the high school department chair.  The process will assure sufficient overlap between course outcomes and final exams.  A grade of B or better in the high school class will be required.
4. An articulation agreement shall consist of the following elements (see example 1):
   • A listing of topics
   • Outcomes, which match the content
   • Examples of a textbook and an assignment
   • Methods of evaluation
   • Criteria for articulation (such as achieving a minimum grade)
   • Date effective
5. Once the faculties of the participating institutions have completed their proposed agreement, it will be submitted to the college's Committee on Courses for its review that the agreement is complete and all components are completed satisfactorily.  The Committee on Courses will review the proposed articulation agreement and determine if the following criteria are met:
   • Course content equivalency is established
   • Includes a critical thinking statement
   • Sample textbook(s) and assignments are included
   • Evaluation methods are included
   • The signatures of the relevant faculty member and school chair are included
   • Pre, Co-requisite concerns are addressed (if relevant)

   The Committee on Courses may either certify that the articulation process has been completed or make recommendations for changes.  If the committee on Courses approves the proposed agreement, it may be signed.  If the committee does not approve the agreement, the school may either make the suggest changes or appeal the decision.

6. A formal articulation agreement (Ex. 1) is signed and filed at each institution.  At the college, the document must be signed by the faculty member (s), the school chair, and the Vice President of Instruction.  The high schools/ROP programs will identify appropriate signatories at their institutions.
7. Agreements will be maintained and updated by the college department initiating the agreement, with copies kept by the school chair, the college's articulation office, the college's assessment center, and the counseling offices of the high school(s).
8. Articulation agreements remain in effect so long as the course content remains the same and faculty at both institutions are satisfied with the agreement.  Any changes in course content must be reported immediately by the institution making the change to the appropriate departmental faculty at the other institution.  If any change occurs, it is reviewed by the Committee on Courses.
9. College departmental faculties are responsible for evaluating the articulation agreement at appropriate intervals and determining its status at least once every five years.
10. Articulation may be terminated without a change in course content at either institution if the faculty at one of the schools no longer wishes to continue the agreement.
11. Upon completion of an articulated course(s) at the high school, students are awarded (upon petition) a certificate of completion (Ex. 2).  A copy of the certificate is provided to the College's TechPrep Director or designee.  At the discretion of IVC, equivalent high school courses designated as pre-requisites in an IVC certificate program may serve to waive the prerequisite or may be awarded IVC credit.
12. Upon enrollment at the community college, high school students request a copy of their transcript to be sent to the college.  The transcript will be used to verify completion of the course(s) and the grade received.
13. After students have completed 12 units at the college, fulfilled any other terms and conditions agreed to by the two institutions, and filed a petition for CP credit (Ex. 3), credit for the certificate is posted to the transcript by indication the college course which had been articulated, a parenthetical statement identifying the mode of instruction of the course, e.g. ACCT 050 (CP*), and the number of units awarded.  Within an IVC certificate program, there shall be a maximum of 10 college units awarded to any individual student for high school course work.

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