test site visit
1. The ECHS recruitment and enrollment processes shall identify, recruit, and enroll the subpopulations of at-risk students (as defined by PEIMS), including, but not limited to, students who are of limited English proficiency, students with disabilities, or students who have failed a state administered assessment. Enrollment decisions shall not be based on state assessment scores, discipline history, teacher recommendation, parent or student essays, minimum grade point average (GPA), or other criteria that create barriers for student enrollment
2. The ECHS shall identify, recruit, and enroll subpopulations (in addition to those who are at risk as defined by PEIMS) that are historically underrepresented in college courses (e.g., first generation college goers, students of low socioeconomic status, African American, Hispanic, Native American.)
3. The ECHS shall clearly document recruitment and enrollment policies and practices; refining and improving them annually based on data reviews.
4. Recruitment and enrollment processes (including marketing and recruitment plans, materials, and timelines) shall include input from key stakeholders (e.g., parents and community members; postsecondary partners), target student populations as described in 1 and 2 above and include regular activities to educate students, counselors, principals, parents, and school board and community members.
5. For admissions, the ECHS shall use either a performance-blind, open-access lottery system that encourages and considers applications from all students (all students have an equal opportunity for acceptance, regardless of background or academic performance) or a weighted lottery that favors students who are at risk or who are part of the targeted subpopulations for the ECHS.
2. Provisions for impmlementing program improvements based on the collection and review of the following data:
• Articulation of high school students in four-year colleges/universities and level of entry
• Enrollment/retention rates, leaver codes, and attrition rates, by grade level
• Student participation in activities at IHE
1. All ECHSs shall develop, sign, and execute a MOU that includes the following components (at a minimum):
• Courses of study, which enables a student to combine high school courses and college-level courses to earn either an associate’s degree or at least 60 semester credit hours toward a baccalaureate degree
• Curriculum alignment
• Policy for advising students on the transferability of all college credit offered and earned
• Policy to ensure the IHE transcripts college credit earned through dual credit in the same semester that credit is earned
• Policy regarding advising students as to the transferability and applicability to baccalaureate degree plans for all college credit offered and earned (college credits earned during high school should allow students to progress from an associates degree to a bachelor's degree and beyond in their chosen field)
• ECHS students access to the IHE facilities, services and resources
• Policies regarding eligibility of ECHS students for financial assistance from the higher education partner(s), specifically, waivers for tuition and fees
• Professional development for ECHS faculty (including both district and IHE faculty/staff)
• Data sharing agreement that includes provisions for:
• Teacher data such as qualifications
• Student level data such as credit hours taken and earned; GPA, formative data to assess if student is on track to be successful in college level courses
• Administration of statewide instruments under TEC Subchapter B, Chapter 39
• Transportation costs and fees
• Grading periods and policies
• Instructional materials
• Instructional calendar including location of each course that will be offered
• Student enrollment and attendance policies
• Provisions for discontinuing ECHS operation and ensure students previously enrolled will have the opportunity to complete their course of study
1. The ECHS shall establish a leadership team that includes high-level personnel with decision-making authority who meet regularly and report to each organization. Regularly scheduled meetings must address the following topics:
a. Identify members and the role each member will play in the design, governance, operations, accountability, curriculum development, professional development, outreach, sustainability, and continuous monitoring and improvement of the ECHS
b. Annually review the MOU for necessary revisions
c. Assume shared responsibility (between the school district and the IHE) for meeting annual outcomes-based measures and providing annual reports to their district and IHE boards, as well as to the public.
d. Monitor progress on meeting the Blueprint, including reviewing data to ensure the ECHS is on-track to meet outcomes-based measures
e. Guide mid-course corrections as needed
2. The leadership team shall include and meet regularly—in person and/or virtually—with the leaders from the district and IHE who have decision- making authority:
District leaders (may include):
• Assistant superintendent of curriculum and instruction, or equivalent position
• ECHS principal or director
• CTE Director (if applicable to the ECHS model)
• Department Chairs
• School counselors
• School-business partners
IHE leaders (may include):
• College or university president
• Department Chairs for core academic disciplines
• ECHS liaison
3. Sustainability structures shall be identified and implemented to address and minimize the challenges of staff turnover and potential fluctuations in funding.
1. The ECHS shall provide a course of study that enables participating students the opportunity to complete high school graduation requirements and earn an associate’s degree or at least 60 semester credit hours toward a baccalaureate degree. A four-year crosswalk must be in place detailing how students will progress toward this goal including alignment of high school and college level courses. This crosswalk must provide pathways to a certification, an associate’s degree, or a baccalaureate degree and must follow the courses and fields of study listed in the THECB Lower Division Academic Course Guide Manual (ACGM) and/or the Workforce Education Course Manual (WECM). The campus may implement multiple dual enrollment delivery models:
a. College courses taught on the college campus by college faculty
b. College courses taught on the high school campus by college faculty
c. College courses taught on the high school campus by qualified high school faculty
d. College courses taught virtually, via distance/online/blended learnin
2.a. The ECHS shall support students in their course of study. The ECHS shall provide academic support to the students by personalizing the learning environment in the following ways:
• Developing individualized student plans for ongoing academic support,
• Providing tutoring and/or Saturday school for identified students in need of academic supports,
• Providing advisory and/or college readiness and support time built into the program of study for all students, and
• Establishing a mentorship program available to all students.
2.b. The ECHS shall provide social and emotional support to the students as needed, including:
• connections to social services
• parent outreach and involvement opportunities
2.c. The ECHS shall provide enrichment opportunities, including:
• A structured program of community service to promote community involvement.
• Partnering with community businesses to expose students to a variety of potential career options and possible internship opportunities.
• Providing college awareness to current and prospective students and families, including:
I. Application assistance,
II. Financial aid counseling, and
III. College and career counseling.
3. The ECHS shall biannually implement a structured data review processes designed to identify student strengths and weaknesses and develop individual instructional support plans.
1. The ECHS shall provide a TSI assessment to accepted students as early as possible (however, not as a prerequisite for admissions to the ECHS).
1. a. The ECHS shall implement a plan for TSI success, including academic preparation classes for accepted students, academic interventions for students who do not pass TSI, and assessments fee waivers for all administrations of the TSI test.
1. b. The ECHS shall publish on their website the dates the TSI will be administered.
1. c. The ECHS shall review TSI testing data, particularly the number/percentage of students who have currently passed each section of the TSI assessment, to ensure the ECHS is on track to meeting outcomes-based measures (see below).
2. The ECHS is a TSI assessment site, or is in the process of becoming a TSI assessment site, allowing frequent testing and access to raw data that can be used to identify student weaknesses and create tailored interventions and individualized instructional plans to improve student readiness and success.
3. The ECHS provides a bridge program (an intensive academic preparation program that provides opportunities to strengthen academic skills necessary for high school and college readiness) to prepare students for TSI and provide academic interventions for those who do not pass TSI.
1. The ECHS location shall be: a. On a college or university campus, or b. In a high school—as a standalone high school campus or in a smaller learning community within a larger high school.
2. ECHS staff shall include: a. An ECHS leader who has scheduling, hiring, and budget autonomy b. An IHE liaison with decision-making authority and interacts directly and frequently (in-person or virtually) with the ECHS leader and the dual credit provider c. Highly qualified ECHS teachers who work directly with the ECHS students, which may include adjunct high school faculty capable of teaching college-level courses d. Counseling staff who support the ECHS students, including activities such as: coordinating with the IHE for registration and monitor of students’ high school and college transcripts, monitoring high school and college courses to ensure both requirements are met.
3. The ECHS students shall be cohorted for core classes to the extent possible; this does not exclude non-ECHS students from enrolling in the same class.
4. ECHS shall implement an annual professional development plan for teachers and staff, focused on research-based instructional strategies that focus on rigor, build college- and career-readiness, is based on needs assessment of student data, and includes both high school and dual credit teachers. Professional development should include, but is not limited to: a. A mentoring and induction program for newly hired staff, providing them with the instructional and interpersonal skills and capacities needed for success in an ECHS. b. Provide opportunities for ECHS teachers and higher-education faculty to receive extensive training and support through regularly scheduled formative peer observations and collaboration opportunities with IHE faculty.
5. ECHS campuses not located on a college or university campus shall provide students with frequent use of IHE academic and support facilities, such as libraries, labs, advising center, career center, cultural facilities, and sports facilities.