A project was conducted to coordinate and make intelligible those competencies and/or indicators that are common to mathematics/science/vocational areas, place them in a form usable by classroom teachers, and disseminate the results. Activities were undertaken to analyze the mathematics/science and vocational education areas to determine where the mathematics/vocational and science/vocational aspects occupy common ground. Following the identification of their similarities, curriculum alignment charts for each selected course in the vocational education curriculum were created. Charts contained three columns: vocational education performance indicator, vocational education competency and mathematics or science skill/concept, and relevant mathematics or science competency indicator. The reverse side contained suggestions for instructing students in the skills listed on the front and activities which might be appropriate. (Appendixes, amounting to approximately one-half of the report, include charts of performance indicators for mathematics and science, process for determining the percentage of mathematics/science contained in vocational competencies and charts showing the percentage of mathematics/science contained in vocational competencies before and after editing, sample vocational competency statements related to science and mathematics, and examples of curriculum alignment charts for vocational education in manufacturing with relevant math competency indicators, relevant science competency indicators, and selected teacher helps in each instance.) (YLB)