Benchmark 4: Curriculum and Support

Purpose of Curriculum and Support

The Early College High School shall provide a rigorous course of study that enables a participating student to receive a high school diploma and complete the Texas Higher Education Coordinating Board’s (THECB) core curriculum (as defined by Title 19 of the Texas Administrative Code (TAC) §4.28), obtain certifications, or earn an associate degree, or earn at least 60 credit hours toward a baccalaureate degree during grades 9-12.  The ECHS shall provide students with academic, social, and emotional support in their course of study.

Design Elements

All ECHSs must implement and meet the following requirements:

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 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 postsecondary credentials, including Level 1 and/or Level 2 certificate, completion of the Texas Core Curriculum, an associate 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).
2. The campus may implement multiple dual enrollment delivery models, including:
   1. College courses taught on the college campus by college faculty
   2. College courses taught on the high school campus by college faculty
   3. College courses taught on the high school campus by high school educators who meet faculty requirements
   4. College courses taught virtually, via distance/online/blended learning
3. The ECHS shall collaborate with their college partner(s) to support students in their course of study.
   1. 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, filing a degree plan, and the attainment of long-term goals
      • Developing a process for collaboration to provide an academic bridge across two educational systems
      • Developing robust college advising systems to advance academic progress
      • Administering interventions as needed, monitoring academic progress with formative data
      • 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 instructional sequence for all students
      • Establishing a mentorship program available to all students
   2. The ECHS shall provide social and emotional support to the students as needed, including:
      • Connections to social services
      • Layered social and emotional supports to students
      • Parent outreach and involvement opportunities
      • Family engagement to support rigorous course enrollment and college and career planning
   3. 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:
        1. Application assistance
        2. Financial aid counseling
        3. College and career counseling
4. The ECHS shall provide a variety of opportunities for students to earn college credit (e.g., a portfolio approach may include dual credit, Advanced Placement (AP), International Baccalaureate (IB), OnRamps, CLEP assessments, and local articulation agreements for specific courses in partnership with a local college) with applicability of college credits in mind.
5. The ECHS shall biannually implement structured data review processes designed to identify student strengths and weaknesses and develop individual instructional support plans. The ECHS, in conjunction with the college/university dual credit program specialist(s), shall collaborate and create a plan for students off-track for success in the ECHS program. Support systems shall include infrastructure, resources, and personnel to enable every possibility to retain the student in the ECHS program so that students can obtain high school and college credit.

Activities

• All products shall be published on the ECHS’s website and made available to the Texas Education Agency (TEA) upon request.
• All products shall be maintained in accordance with the local records retention policy.

Products

• Crosswalk aligning high school and college courses, grades 9 through 12, which enables a student to earn an associate degree or 60 college credit hours toward a baccalaureate degree
• Calendar of family outreach events
• Professional learning community agendas
• Advisory/study skills curriculum material
• Master schedules