Operational Timeline

2026–2027

SEPTEMBER 2026

Accessibility & Program Readiness

Early College Coordinators

• Share current accessibility and accommodation guidance with school partners.

• Confirm teachers know where to refer students for accessibility support.

• Make sure faculty partners and teachers have current Early College resources and contacts.

• Identify any courses, instructors, or partnerships needing follow-up before registration opens.

Faculty Partners

• Review course expectations with assigned Early College teachers.

• Confirm teachers understand college-level academic expectations.

• Reinforce accessibility, academic integrity, and student-support expectations.

• Identify any academic or course-alignment concerns early.

Before Registration Opens

Early College Coordinators

• Confirm participating courses and approved teachers.

• Verify course and registration information.

• Provide schools with registration instructions and deadlines.

• Prepare to troubleshoot registration issues.

• Confirm teachers understand their role in the registration process.

Faculty Partners

• Confirm course alignment and expectations with Early College teachers.

• Address outstanding syllabus, curriculum, assessment, or academic-standard questions.

• Make sure newly approved teachers have an established faculty contact.

September 28: ECHS DualEnroll Registration Opens

Early College Coordinators

• Monitor registration activity.

• Troubleshoot incomplete registrations.

• Support school partners with registration questions.

• Track students or courses with unresolved issues.

• Reinforce registration deadlines with participating schools.

Faculty Partners

• Remain available for academic or course-related questions.

• Support teachers when registration questions involve course eligibility, prerequisites, or academic expectations.

OCTOBER 2026

Initial Registration & Roster Review

Early College Coordinators

Compare:

• Students expected to register

• Students appearing on CCSNH rosters

• Students with incomplete registrations

Follow up on discrepancies before registration closes.

Faculty Partners

• Check in with assigned teachers.

• Confirm the course has launched as expected.

• Address early academic, instructional, or course-alignment concerns.

• Refer operational registration or roster issues to the Early College Coordinator.

New Early College Teacher Orientation

Early College Coordinators

Help orient new teachers to:

• Early College expectations

• Registration

• Rosters

• Drops and withdrawals

• Grading

• Transcript impact

• Student readiness

• Accessibility

• Faculty-partner relationships

• Available systems and resources

Faculty Partners

Support orientation around:

• College-level academic expectations

• Course outcomes

• Curriculum alignment

• Assessment

• Academic rigor

• Faculty communication

• Department expectations

Registration Closing

Early College Coordinators

• Shift from registration outreach to final roster reconciliation.

• Identify unresolved students before registration closes.

• Confirm teachers know which students successfully completed registration.

Faculty Partners

• Continue supporting academic questions.

• Flag any concern about whether the registered course is being delivered in alignment with the approved college course.

LATE OCTOBER / EARLY NOVEMBER

Final Roster Reconciliation

Early College Coordinators

• Work with teachers to compare classroom rosters against CCSNH rosters.

• Resolve or escalate missing students, incorrect enrollments, or other discrepancies.

• Confirm unresolved registration issues have a clear next step.

• Maintain accurate records of participating students and courses.

Faculty Partners

• Do not manage registration or roster corrections directly.

• Refer enrollment discrepancies to the Early College Coordinator.

• Maintain communication with teachers regarding academic progress and course delivery.

NOVEMBER 2026

November 17: Early College Drop-In / Information Session

Early College Coordinators

Use the session to address recurring questions related to:

• Registration

• Rosters

• Course access

• Student support

• Drops and withdrawals

• Academic progress

• Faculty communication

• Program procedures

Faculty Partners

Participate when helpful to address:

• Academic expectations

• Course content

• Assessment

• Faculty responsibilities

• Student performance concerns

• Department-specific questions

Drop & Withdrawal Checkpoint

Early College Coordinators

When notified that a student's status has changed:

• Determine whether a drop or withdrawal is appropriate.

• Confirm the applicable college deadline.

• Guide the teacher and school through the correct process.

• Make sure the student's college enrollment record reflects the appropriate status.

Faculty Partners

• Refer enrollment-status questions to the Early College Coordinator.

• Communicate academic concerns that may affect a student's continued participation.

• Support teachers in distinguishing academic intervention from administrative withdrawal procedures.

DECEMBER 2026

Fall / Semester-One Grade Preparation

Early College Coordinators

• Remind teachers of grading expectations and deadlines.

• Confirm teachers have access to SIS.

• Troubleshoot SIS or grade-entry access issues.

• Verify outstanding roster or enrollment questions are resolved before grades are entered.

Faculty Partners

• Support teachers with grading expectations.

• Clarify department or course-specific grading questions.

• Reinforce that grading should reflect the approved college course expectations.

End of Course

Early College Coordinators

• Track completion of required grade submission.

• Follow up on missing or unresolved grades.

• Escalate technical or administrative issues when necessary.

Faculty Partners

• Remain available for academic grading questions.

• Address any significant concern regarding course standards or assessment practices.

JANUARY–FEBRUARY 2027

Midyear Operational Review

Early College Coordinators

Review:

• Registration issues

• Missed students

• Roster discrepancies

• Drop and withdrawal problems

• SIS or grading issues

• Technology or access problems

• Recurring teacher questions

• Faculty-partner communication needs

Use recurring issues to improve spring support and future orientation.

Faculty Partners

Review with assigned teachers:

• Course progress

• Academic alignment

• Student performance

• Assessment practices

• Curriculum questions

• Support needed for the remainder of the year

WINTER–SPRING 2027

Faculty Partner & Teacher Check-In

Early College Coordinators

• Confirm faculty partners and teachers remain connected.

• Address communication gaps.

• Help coordinate meetings when academic concerns require college faculty involvement.

• Identify teachers who may need additional support or professional development.

Faculty Partners

• Conduct meaningful check-ins with assigned teachers.

• Review course progress and alignment.

• Discuss assessments, student work, rigor, and instructional challenges.

• Share relevant college or department resources.

• Document or communicate significant concerns when appropriate.

SPRING 2027

Ongoing Student Status & Course Monitoring

Early College Coordinators

• Continue monitoring enrollment changes.

• Respond to drop and withdrawal questions.

• Support teachers with roster issues.

• Track recurring program concerns.

Faculty Partners

• Continue academic support and mentoring.

• Monitor course alignment.

• Address concerns about academic rigor, course outcomes, or assessment.

• Maintain communication with assigned teachers.

MAY–JUNE 2027

Year-End Grade Preparation

Early College Coordinators

• Remind teachers of final grading deadlines.

• Confirm roster accuracy before grade entry.

• Resolve remaining enrollment questions.

• Confirm teachers can access SIS.

• Follow up on missing grades.

Faculty Partners

• Support teachers with final academic or grading questions.

• Reinforce department expectations for assessment and final grades.

• Identify any course-alignment concerns that should be addressed before the next academic year.

JUNE 2027

Final Grades & Course Closeout

Early College Coordinators

Confirm that:

• Final grades have been submitted.

• Outstanding roster issues are resolved.

• Required administrative steps are complete.

• Unresolved concerns are documented for follow-up.

Faculty Partners

Confirm that:

• Academic concerns have been communicated.

• Any needed curriculum or alignment changes are identified.

• Teachers receive appropriate feedback before the next course cycle.

SPRING–SUMMER 2027

Annual Early College Review

Early College Coordinators

Review:

• Registration completion

• Roster accuracy

• Drops and withdrawals

• Grade submission

• Teacher onboarding

• Faculty-partner engagement

• Recurring questions

• Communication gaps

• Technology issues

• Areas needing stronger procedures or training

Use this information to improve the next Early College cycle.

Faculty Partners

Reflect on:

• Teacher communication

• Course alignment

• Academic rigor

• Assessment practices

• Student readiness

• Teacher support needs

• Curriculum or department changes affecting the Early College course

Identify recommendations for the next academic year.