This publication discusses four models for technical preparation (tech prep): program organization; student progress; tech prep data collection and evaluation model; and school/community. The program organization model is divided into four sections. Section I, the business industry, and labor section, shows the flow from craft committee and partnerships in excellence through the DACUM (Developing a Curriculum) process to involvement of unions. It also describes how Delaware's Business, Industry, and Education Alliance, the various local Chambers of Commerce, and state government agencies each play a significant role. The next section describes the tech prep consortium and its mission. Section III on articulation procedures discusses three identifiable strategies and provides a sample articulation contract. Advanced standing is addressed in Section IV. Following this is a description of the student progress model, divided into two sections: high school phase and transition to postsecondary. Section I focuses on recruitment, enrollment, advanced credit, and final secondary year. Section II considers selection, career guidance and placement test, registration, enrollment with advanced standing, and higher education. Next, the data collection and evaluation model outlines teacher procedures; Delaware Department of Public Instruction/Educational Computer System procedure; postsecondary procedure; evaluation and assessment; and descriptive studies, including measure effects on recruiting and success of feeder schools. Finally, the school-community model outlines six specific educational needs of students who do not consider college a viable option. The needs are divided between program entry and admission to higher education. (YLB)