early college high school blueprint webinar · 2018-04-09 · after the webinar, questions should...

Early College High SchoolBlueprint Webinar

February 16, 2018

Welcome

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Stacy AveryDirector, High School ProgramsCollege, Career, and Military Prep

Heidi FlynnAssistant Director, High School ProgramsCollege, Career, and Military Prep

Please……

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While you are muted for the webinar, that doesn’t mean we want you to be silent….

Type questions in the questions window

Housekeeping

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A recording of this webinar will be posted on the ECHS website http://www.tea.texas.gov/echs

After the webinar, questions should be sent to the ECHS inbox at [email protected].

http://www.tea.texas.gov/echs

mailto:[email protected]

Agenda

1. TEA Strategic Priorities

2. 2018-2019 ECHS Blueprint

• Required Design Elements

• Outcomes-Based Measures (OBMs)

3. 2018-2019 Designation

4. FAQs

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TEA Strategic Priorities

Recruit, support, and retain

teachers and principals

Build a foundationof reading and

math

Connect high school to career

and college

Improve low-performing

schoolsEn

able

rsSt

rate

gic p

riorit

ies

Strengthen organizational foundations(resource efficiency, culture, capabilities, partnerships)

Ensure compliance, effectively implement legislation and inform policymakers

Increase transparency, fairness and rigor in district andcampus academic and financial performance

Every child, prepared for success in college, a career or the military.

One Mission. One Strategy.

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Priority 3: Connect High School To Career and College

Connect High School to career

and college

Relevancy matters.

College and Career Readiness Models (Industry Cluster Innovative Academies,

ECHS, T-STEM, P-TECH)Designate high school programs that deliver

on the promise of rigorous college and career opportunities and training and are implementing the program with fidelity

High priority initiatives include:

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The Revised Blueprint: Benefits

. . . to ensure historically underserved students earn dual college credit and access in demand credentials.

ensures designation

status based on outcomes, not solely inputs or

compliance exercises

allows for formative

feedback and targeted technical

assistance

reduces onerous Blueprint

requirements and streamlines

designation process

increases flexibility to

meet local needs

Redesign . . .

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ECHS Blueprint2018-2019

ECHS Blueprint

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ECHS that have been operating from 0-4 years

ECHS that have been operating 5+ years

ECHS that have been operating 5+ years and are achieving

the highest level of student

performance as evidenced by the

OBMs

Needs Improvement

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After the phase-in process, needs

improvement category will come into effect.

ECHS Blueprint

Design Elements

Revised to allow for more flexibility

Reduce burden of onerous requirements

Better reflect ECHS field

Outcomes-Based Measures (OBMs)

Meet yearly targets across access, achievement, and attainment indicators*TEA will use PEIMS reported data*

Qualify for designation categories Identify which ECHSs need improvement

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OBMs are phased in over a series of years

Design Elements

• Benchmark 1: Target Population• Benchmark 2: Partnership Agreement• Benchmark 3: P-16 Leadership Initiatives• Benchmark 4: Curriculum and Support• Benchmark 5: Academic Rigor and Readiness• Benchmark 6: School Design

ECHS Design Elements

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Target Population Similar to previous Blueprint

• Recruitment/Enrollment targeting subpopulations (at-risk, ELL, SWD)• Remove barriers to student enrollment• Lottery-all students have an equal opportunity for acceptance, regardless of

background or academic performance

Benchmark 1: Target Population

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Target Population changes Reordered the requirements Added Access OBMs

• Included students with disabilities (SWD) for Distinguished ECHS Included Activities and Products

• No longer submitted during the designation process

Partnership Agreement Similar to previous Blueprint

• MOU with IHE• Detail statutory requirements

Benchmark 2: Partnership Agreement

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Partnership Agreement changes Reordered MOU components MOU is posted on ECHS website rather than submitted to TEA

P-16 Leadership Initiatives Similar to previous Blueprint Focuses on the leadership team Includes sustainability structures for staff turnover and potential

fluctuations in funding

Benchmark 3: P-16 Leadership Initiatives

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P-16 Leadership Initiatives changes Flexibility in determine leadership team members

• Provides recommendations for members• Meetings held in person or virtually• Leadership team members share responsibility (ISD and IHE) for meeting the

annual OBMs

Curriculum and Support Similar to previous Blueprint Focuses on the course of study and crosswalk Includes both academic and social and emotional support to students

Benchmark 4: Curriculum and Support

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Curriculum and Support changes Added Attainment OBMs Included additional crosswalk details

• Pathways to certification, an associate’s degree, or a baccalaureate degree Details dual enrollment delivery models

Academic Rigor and Readiness Similar to previous Blueprint Focuses on TSI assessment

• Administering TSI as early as possible (but not a requirement for admission)• ECHS is or working towards becoming a TSI site to allow frequent testing and

access to raw data used to create tailored interventions and individualized instructional plans for students

Benchmark 5: Academic Rigor and Readiness

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Academic Rigor and Readiness changes Added Achievement OBMs Included review testing data

School Design Similar to previous Blueprint Focuses on the design of the ECHS Includes minimum staff requirements Professional development plan for ECHS teachers and IHE faculty

Benchmark 6: School Design

School Design changes Benchmark with most significant changes

• Provides more flexibility Requires a school leader ECHS core classes doesn’t exclude non-ECHS students from enrolling Frequent access to IHE

Required Products

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Benchmark Products

1: Target Population • Written admission policy• Enrollment Application• Written recruitment plan including a timeline• Recruitment brochures in Spanish, English and other relevant languages for

the district population• Written communication plan targeting identified audiences

2: Partnership Agreement • Final, signed, and executed MOU

3: P-16 Leadership Initiatives • ECHS/IHE leadership meeting agendas and minutes• School board and board of regents’ presentations• Description of each member of the leadership team and role in the

committee

Required Products

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Benchmark Products

4: Curriculum & Support • 60 college credit hours crosswalk• Calendar of family outreach events• Professional learning community agenda and notes• Advisory/study skills curriculum• Master schedule

5: Academic Rigor & Readiness • Calendar of TSI test administration dates• Aggregate reports of TSI exam performance• Tutoring and bridge program schedules• Bridge program curricula

6: School Design • Mentoring/induction program plans• Annual training or professional development plan with ECHS and IHE

faculty• ECHS leader/liaison meeting agendas and minutes

• Access• Achievement• Attainment

OBMs

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ECHS PEIMS Indicator

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Required of all designated ECHS campuses indicates whether a student is enrolled in an Early College High School

Required in PEIMS submissions: Submission 1 - Students enrolled in ECHS on the last Friday in October (Fall Snapshot date) are reported.

Submission 3 - Students enrolled in ECHS at any point in time during the school year are reported.

Submission 4 - Students enrolled in ECHS over the summer are reported

102 STUDENT DATA – DEMOGRAPHIC

Phase-in Grade Levels

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School year Phase in

2017-2018 9

2018-2019 9,10

2019-2020 9,10,11

2020-2021* 9,10,11,12

*2021-first phase-in graduates

Access OBMs

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Data Indicator Provisional Early College Early College Distinguished Early College

Requirements

Must meet at-risk target and at least three additional

target population data indicators

Must meet at-risk targets and at least threeadditional target

population data indicators

Must meet at-risk targets and at least four additional

target population data indicators

ECHS proportionate to or over-represents:

At-risk students for incoming 9th graders

No more than 20% points under



African American students



Meets or over-represents

Hispanic studentsNo more than 10% points

underNo more than 5% points

underMeets or over-represents

Economically disadvantaged students



Meets or over-represents

MalesNo more than 10% points

underNo more than 5% points

underMeet or over-represents

ELL and SWDsNot taken into account for

designationNot taken into account for

designationNo more than 5% points

under

Access Outcomes-Based

Measures

For 2018-2019 must meet:

At-risk target&

3 additional targets

Access OBMs

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Access Outcomes-Based Measures Reporting Timeline

Designation Year Data Year Data Indicators Grade level Data Set

2018-2019 2017-2018 enrollment data

At-Risk 9 2017 PEIMS fall snapshot (ECHS indicator and district demographics)

African American 9 2017 PEIMS fall snapshot (ECHS indicator and district demographics)

Hispanic 9 2017 PEIMS fall snapshot (ECHS indicator and district demographics)

Econ. Disadvantaged 9 2017 PEIMS fall snapshot (ECHS indicator and district demographics)

Males 9 2017 PEIMS fall snapshot (ECHS indicator and district demographics)

ELL and SWDS 9 2017 PEIMS fall snapshot (ECHS indicator and district demographics)

Access OBMs

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2018-2019 Designation 2017-2018 students reported in PEIMS Fall snapshot

• 9th grade students only

Access OBMs

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At-Risk 9 2017 PEIMS fall snapshot (ECHS indicator and district demographics)African American 9 2017 PEIMS fall snapshot (ECHS indicator and district demographics)

Hispanic 9 2017 PEIMS fall snapshot (ECHS indicator and district demographics)Econ. Disadvantaged 9 2017 PEIMS fall snapshot (ECHS indicator and district demographics)

Males 9 2017 PEIMS fall snapshot (ECHS indicator and district demographics)ELL and SWDS 9 2017 PEIMS fall snapshot (ECHS indicator and district demographics)


At-Risk 9 2018 PEIMS fall snapshot (ECHS indicator and district demographics)African American 9, 10 2018 PEIMS fall snapshot (ECHS indicator and district demographics)

Hispanic 9, 10 2018 PEIMS fall snapshot (ECHS indicator and district demographics)Econ. Disadvantaged 9, 10 2018 PEIMS fall snapshot (ECHS indicator and district demographics)

Males 9, 10 2018 PEIMS fall snapshot (ECHS indicator and district demographics)ELL and SWDS 9, 10 2018 PEIMS fall snapshot (ECHS indicator and district demographics)

Access OBMs

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2020-2021 2019-2020enrollment data

At-Risk 9 2019 PEIMS fall snapshot (ECHS indicator and district demographics)African American 9, 10, 11 2019 PEIMS fall snapshot (ECHS indicator and district demographics)

Hispanic 9, 10, 11 2019 PEIMS fall snapshot (ECHS indicator and district demographics)Econ. Disadvantaged 9, 10, 11 2019 PEIMS fall snapshot (ECHS indicator and district demographics)

Males 9, 10, 11 2019 PEIMS fall snapshot (ECHS indicator and district demographics)ELL and SWDS 9, 10, 11 2019 PEIMS fall snapshot (ECHS indicator and district demographics)


At-Risk 9 2020 PEIMS fall snapshot (ECHS indicator and district demographics)African American 9, 10, 11, 12 2020 PEIMS fall snapshot (ECHS indicator and district demographics)

Hispanic 9, 10, 11, 12 2020 PEIMS fall snapshot (ECHS indicator and district demographics)Econ. Disadvantaged 9, 10, 11, 12 2020 PEIMS fall snapshot (ECHS indicator and district demographics)

Males 9, 10, 11, 12 2020 PEIMS fall snapshot (ECHS indicator and district demographics)

Ell and SWDS 9, 10, 11, 12 2020 PEIMS fall snapshot (ECHS indicator and district demographics)

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RequirementsMust meet college English,

college math, and 15 college credit data indicators

Must meet at least five attainment data

indicators

Must meet at least six attainment data indicators

Grade-to-grade retention by subgroup (weighted)

Not taken into account for designation

Calculated to ensure the school meets the 4-year

graduation target

Calculated to ensure the school meets the 4-year

graduation targetCompleting one college-level English course by end of 11th grade (any)

80 percent of students (by the 4th year of implementation)

90 percent of students 100 percent of students

Completing one college-level math course by end of 11th grade (any)



Earning 15 college credits (any) by graduation



Earning 30 academic college credits (any) by graduation



Earning postsecondary degree and/or credential by high school graduation



Graduating high school in 4 years (4-year cohort graduation rate)


Meets the statewide 4-year graduation rate

Exceeds the statewide 4-year graduation rate

Attainment Outcomes-

BasedMeasures

Achievement OBMs

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Achievement Outcomes-Based Measures Reporting Timeline

Designation Year Data Year Data Indicators Grade Level Data Data Set

2018-2019 NA

TSI College Readiness Standards-Reading NA

TSI College Readiness Standards-Writing NA

TSI College Readiness Standards-Math NA

TSI College Readiness Standards- All 3 subjects NA

Algebra I EOC Assessment in grade 9 NAEnglish II EOC Assessment (grades 9-11) NA

Achievement OBMs

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2018-2019 Designation No Achievement data will be used

2020-2021 Designation First Achievement OBMs used in designation

Achievement OBMs

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2018-2019 NA

TSI College Readiness Standards-Reading NA

TSI College Readiness Standards-Writing NA

TSI College Readiness Standards-Math NA

TSI College Readiness Standards- All 3 subjects NA

Algebra I EOC Assessment in grade 9 NA

English II EOC Assessment (grades 9-11) NA

2019-2020

NA TSI College Readiness Standards-Reading NANA TSI College Readiness Standards-Writing NANA TSI College Readiness Standards-Math NANA TSI College Readiness Standards- All 3 subjects NA

2017-2018-9th grade Algebra I EOC Assessment in grade 9 9 Student AssessmentNA English II EOC Assessment (grades 9-11) NA

Achievement OBMs

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Designation Year Data Year Data Indicators Grade Level

Data Data Set

2020-2021

NA TSI College Readiness Standards-Reading NANA TSI College Readiness Standards-Writing NANA TSI College Readiness Standards-Math NANA TSI College Readiness Standards- All 3 subjects NA

2018-2019- 9th grade Algebra I EOC Assessment in grade 9 9 Student AssessmentNA English II EOC Assessment (grades 9-11) NA

2021-2022

2019-2020 9th-11th grade TSI College Readiness Standards-Reading 9-11 THECB data from College Board2019-2020 9th-11th grade TSI College Readiness Standards-Writing 9-11 THECB data from College Board2019-2020 9th-11th grade TSI College Readiness Standards-Math 9-11 THECB data from College Board2019-2020 9th-11th grade TSI College Readiness Standards- All 3 subjects 9-11 THECB data from College Board

2019-2020-9th grade Algebra I EOC Assessment in grade 9 9 Student Assessment2019-2020-9th-11th grade English II EOC Assessment (grades 9-11) 9-11 Student Assessment

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RequirementsMust meet at least three

TSI targets

Must meet at least four achievement data

indicators

Must meet at least five achievement data

indicators

TSI College Readiness Standards in reading

65% passing rate 70% passing rate 75% passing rate

TSI College Readiness Standards in writing


TSI College Readiness Standards in math


TSI College Readiness Standards in all 3 subjects


Algebra I EOC assessment in 9th grade (all testing administrations) Not taken into account for

designation

85 percent of students passing

45% percent of students passing with and meeting the

advanced standards

English II EOC assessment in grades 9-11 (all testing administrations)

85 percent of students passing

25% percent of studentspassing and meeting the

advanced standards

Achievement Outcomes-Based

Measures

Attainment OBMs

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Attainment Outcomes-Based Measures Reporting Timeline


2018-2019 NA

Grade to grade retention NA

Completing one college level English course by end of 11th grade NACompleting one college level math course by end of 11th grade NAEarning 15 college credits (any) by graduation NAEarning 30 college credits (any) by graduation NAEarning postsecondary degree and/or credential by high school graduation NAGraduating high school in 4 years (4-year cohort graduation rate) NA

Attainment OBMs

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2018-2019 Designation No attainment data will be used

2022-2023 Designation First Attainment OBMs used in designation

Attainment OBMs

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Attainment Outcomes-Based Measures Reporting TimelineDesignation

YearData Year Data Indicators Grade Level Data Data Set

2018-2019 NA

Grade to grade retention NACompleting one college level English course by end of 11th grade NACompleting one college level math course by end of 11th grade NAEarning 15 college credits (any) by graduation NAEarning 30 college credits (any) by graduation NAEarning postsecondary degree and/or credential by high school graduation NAGraduating high school in 4 years (4-year cohort graduation rate) NA

2019-2020 NA


Attainment OBMs

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Attainment Outcomes-Based Measures Reporting TimelineDesignation

Year Data Year Data Indicators Grade Level Data Data Set

2020-2021 NA


2021-2022 NA


Attainment OBMs

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2022-2023

NA Grade to grade retention NA

2020-2021 Completing one college level English course by end of 11th grade 11 PEIMS2020-2021 Completing one college level math course by end of 11th grade 11 PEIMS

NA Earning 15 college credits (any) by graduation NANA Earning 30 college credits (any) by graduation NANA Earning postsecondary degree and/or credential by high school graduation NANA Graduating high school in 4 years (4-year cohort graduation rate) NA

2023-2024

2020-2021 Grade to grade retention 11 PEIMS

2021-2022 Completing one college level English course by end of 11th grade 11 PEIMS

2021-2022 Completing one college level math course by end of 11th grade 11 PEIMS

2020-2021 Earning 15 college credits (any) by graduation 2021 graduation cohort PEIMS

2020-2021 Earning 30 college credits (any) by graduation 2021 graduation cohort PEIMS2020-2021 Earning postsecondary degree and/or credential by high school graduation 2021 graduation cohort PEIMS2020-2021 Graduating high school in 4 years (4-year cohort graduation rate) 2021 graduation cohort PEIMS

Attainment OBMs

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2024-2025

2021-2022 Grade to grade retention 11 PEIMS2022-2023 Completing one college level English course by end of 11th grade 11 PEMIS2022-2023 Completing one college level math course by end of 11th grade 11 PEIMS2021-2022 Earning 15 college credits (any) by graduation 2022 graduation cohort PEIMS2021-2022 Earning 30 college credits (any) by graduation 2022 graduation cohort PEIMS2021-2022 Earning postsecondary degree and/or credential by high school graduation 2022 graduation cohort PEIMS2021-2022 Graduating high school in 4 years (4-year cohort graduation rate) 2022 graduation cohort PEIMS

2018-2019 Designation

2018-2019 Designation Timeline

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Monday, March 5• ECHS Planning Year

Application has closed• T-STEM Planning Year• P-TECH Planning Year• ICIA Planning Year• ECHS Designation

Renewal• T-STEM Designation

Renewal• P-TECH Designation• ICIA Designation

Applications Open Applicant Support Applications Close Status Notifications

Wednesday, March 7• P-TECH and ICIA

Designation Technical Assistance Webinar, 10 a.m. – 12 p.m.

Thursday, March 8• T-STEM, P-TECH and ICIA

Planning Year Technical Assistance Webinar, 10 a.m. – 12. p.m.

• ECHS and T-STEM Designation Renewal Technical Assistance Webinar, 1 p.m. – 3 p.m.

Friday, April 13• Application window

closes• All applications must

be submitted by 5:00 pm (CST)

• No late applications accepted

Friday, May 11• All applicants notified

of status for 2018-2019 school year

Designation Renewal Streamlined

• Limited narrative• No required attachments (other than signature page)• Signature page

• Includes assurances• Must be signed by Superintendent

Designation Renewal

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Frequently Asked Questions(FAQ)

QuestionWill TEA use all the OBMS for the 2018-2019 designation?

AnswerNo, the OBMs are being phased in over a four-year period. For the 2018-2019 designation, TEA will look at the Access OBMs only. Please refer to the posted phase-in charts on the TEA ECHS website.

General OBM FAQ

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QuestionIf we don’t meet the OBMs for 2018-2019 ECHS designation, will our ECHS be closed?

AnswerNo, TEA will ask the ECHS to work with the technical assistance provider to develop and implement a plan to meet the OBMs in future years. TEA will expect to see progress towards the OBM targets each year during the phase-in period.

General OBM FAQ

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QuestionMoving forward and after the ECHS designation process, will 9th grade cohort 2018-2019 begin the new OBM's requirements?

AnswerNo, the 9th grade cohort in 2017-2018 will be used for the 2018-2019 designation.

General OBM FAQ

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QuestionAre the OBM targets set in stone forever or will TEA review the targets and make adjustments?

AnswerThe OBM targets will be reviewed yearly during the phase-in period and as additional ECHS data becomes available. TEA anticipates a formal review process 3-4 years with an informal review process continually ongoing.

General OBM FAQ

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QuestionRegarding the ELL and SWD for Distinguished ECHS, does this include 504 or just SPED students?

AnswerTEA will be using data reported in PEIMS E0794 Special Education Indicator Code during the Fall Snapshot each year. 504 is a separate indicator code and will not be used for ECHS designation purposes.

Access OBM FAQ

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QuestionHow was the decision made to include males and SWD in the Access OBMs?

AnswerTEA reviewed ECHS PEIMS data from previous years for designated ECHS campuses compared to their home district. A review of the data determined that some subpopulations were underrepresented. Further information can be found on the standards setting document on the ECHS website.

Access OBM FAQ

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QuestionHow does TEA collect the TSI data?

AnswerTEA receives the TSI data from the Texas Higher Education Coordinating Board (THECB) who receives the data directly from the College Board.

Achievement OBM FAQ

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QuestionWhen the TSI is administered, what number should we use in the student ID field? Should we use the social security number, the local ID, the TSDS Unique ID or other?

AnswerTEA recommends (but doesn’t require) that campuses use the TSDS 10-digit Unique ID when students register and take the TSI assessment. The TSI ID field is a 20-digit field. The TSDS 10-digit Unique ID may be used leaving 10 digits for local campus or IHE IDs. TEA recommends that students never use their social security number for the TSI assessment.

Achievement OBM FAQ

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QuestionIs the TSI readiness indicator for reading, writing, math and in all 3 subjects measured at the end of 9th grade?

AnswerNo, TEA will look at TSI readiness at the end of 11th grade (using the 9th, 10th, and 11th grade data). Please refer to the posted phase-in charts.

Achievement OBM FAQ

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QuestionWill students meeting college readiness standards on EOC count for TSI assessment?

AnswerNo, the achievement measure is specifically for TSI assessment.

Achievement OBM FAQ

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QuestionIt appears that Provisional ECHS are required to meet the college level Math/English by end of 11th grade, but Early College and Distinguished levels of designation are not required to meet this measure. Is this true?

AnswerProvisional designees are only required to meet 3 of 7 Attainment OBMS (English, Math, and 15 college credit indicators). Early College designees are required to meet 5 of the 7 attainment measures. Distinguished designees are required to meet 6 of the 7 attainment measures.

Attainment OBM FAQ

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QuestionHow will TEA collect information on the certifications?

AnswerTEA will collect the certifications in the PEIMS Fall Snapshot. Districts can enter up to 3 certifications per student. For the graduation cohort, the following indicators will be used: PEIMS E1586 First Post-Secondary Certification Licensure, E1592 Second Post-Secondary Certification Licensure, and E1593 Third Post-Secondary Certification Licensure. TEA conducts an annual review process of the industry-based certifications for public school accountability based on on-going stakeholder feedback.

Attainment OBM FAQ

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QuestionWhere do industry certifications fall in the OBMs? Does post-secondary degree include level 2 certificates?

AnswerIndustry certifications are included in the attainment OBMs in the data indicator “Earning postsecondary degree and/or credential by high school graduation”. Credentials include the industry certifications that are collected in the PEIMS fall snapshot. Please see the question above for additional information.

Attainment OBM FAQ

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QuestionHow will grade-to-grade retention calculated?

AnswerThe OBM is not clear on this measure. TEA will review how that is measured and release additional information about that measure plan to have information published on the TEA ECHS website by May 2018.

Attainment OBM FAQ

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QuestionWill associate degree completions allow sufficient time for the college to credential (usually in August)?

AnswerTEA will work to ensure that all data used in the OBMs will be as inclusive as possible for the graduating cohort.

Attainment OBM FAQ

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QuestionWhy is completing one college-level English course and math course by the end of 11th grade included as a measure?

AnswerTEA, in collaboration with Jobs for the Future, reviewed the most recent national data on outcomes for thousands of students who attended about 100 ECHS. That data shows that roughly 30% of students earn an associate degree or other credential along with their high school diploma. By using the 30% mark as a target, backward mapped for 30 college credits, 15 college credits, and earning credit in on English and one math college course.

Attainment OBM FAQ

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QuestionOur ECHS would like to change models for the 2018-2019 designation year, is that allowed?

AnswerYes, the model selected is a local decision. Campuses will indicate the model they will be implementing on the designation application. Campuses are required to maintain that model for the designation year.

Required Design Elements FAQ

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QuestionIf our ECHS changes models for the 2018-2019 school year, how will the students in grades 11-12 in 2018-2019 be differentiated in PEIMS from students when using data for the OBMs?

AnswerThe OBMs are a phase-in process beginning with those students who are in 9th grade in the 2017-2018 school year. TEA will be looking at data related with that cohort of students for designation purposes. The campus must continue to report all students in the ECHS during the PEIMS reporting period using the ECHS PEIMS indicator during the phase-in of the OBMs. If an ECHS is changing its model, it must ensure that students who are currently enrolled in the ECHS and working towards their 60-hour degree plan have the opportunity and support to complete their degree plan.


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QuestionThe Blueprint requires our ECHS to post a lot of information on line. We are not comfortable publishing information that may cause safety issues. How do we address these concerns?

AnswerECHS should never post information on a website that would cause a safety issue for stakeholders. If the ECHS feels that posting the information would be a safety issue, the information should be deidentified. For example, removing room numbers and teacher’s names from the master schedule etc. Each ECHS should use their judgement to determine how to ensure safety for all stakeholders.


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QuestionWhat is the timeline to upload products to the ECHS website?

AnswerAll products should be posted on the website prior to the first day of the school year.


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QuestionAre we allowed to make changes to any of the products (master schedule, outreach events, etc.)? If we make changes do we notify TEA?

AnswerYes, ECHS campuses are allowed to make changes and should make changes to best serve the needs of the students. The current version of any required product should be posted on the website. ECHS are not required to notify TEA of any of these changes.


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QuestionShould the crosswalk or the MOU provide the pathway to certification?AnswerThe crosswalk is intended to assist school personnel as they provide guidance to students regarding coursework, graduation, and post-secondary planning. The crosswalk should provide students with the coursework that directly correlates to the post-secondary institution, coursework, and the number of post-secondary credits that can be earned for each course through the formal MOU with the dual credit provider. The crosswalk is not intended to be an exclusive list of all dual credit courses the school may offer, but rather a clearly defined pathway that includes information about credentials (such as degree, licensures, certifications, and/or certificates), sequence of courses, and number of high school and college credits that may be earned at each grade level. ECHS may use the crosswalk template previously provided by TEA or create their own.


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QuestionIn Benchmark 1: Target Population, design element 5 indicates that the ECHS shall use a lottery system. Does this mean that we can’t accept all students that apply and must hold a lottery?

AnswerDesign element 5 in benchmark 1 is intended to ensure that ECHS who receive student applications in excess of space available; use a system that is fair to all applicants and isn’t based on prior academic performance, discipline, interviews. If an ECHS accepts all students that apply, then no lottery is required. The ECHS model is an open enrollment model, meaning that that students may not be denied enrollment based on scores, behavior, interviews, etc.


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QuestionHow does TEA define first-generation college goers?

AnswerIn general, this term refers to a student whose parent(s)/legal guardian(s) haven’t completed a post-secondary degree. The student would be the first in their family to attend college/university to earn a degree.


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QuestionWill we be required to meet the Provisional or Early College High School OBMs for 2018-2019? How do we know which ones we should meet?

AnswerCampuses that have been designated 1-3 years are required to meet the provisional OBMs. Campuses that have been designated 5 or more years will be required to meet the Early College OBMs. Campuses that have been designated 5 or more years will measured against the Distinguished Early College OBMs but are not required to meet them.

General Designation FAQ

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QuestionWhat data will TEA use to determine 2018-2019 designation?

AnswerTEA will be look at the PEIMS Fall Snapshot data for the 2017-2018 9th grade cohort. Moving forward Access OBMs will rely on current year data for the following year’s designation. Please refer to the posted phase-in charts.


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QuestionIf our ECHS would like to be considered for distinguished designation, what data will TEA use to make that determination?

AnswerIf, during the phase-in of the OBMs an ECHS would like to be considered for distinguished designation, TEA will review the data for all students enrolled on that campus and indicated on the E1560 PEIMS ECHS indicator code.


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Stacy AveryDirector, High School [email protected]

Heidi FlynnAssistant Director, High School [email protected]

TEA Contacts

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Thank you!

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early college high school blueprint webinar · 2018-04-09 · after the webinar, questions should...

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