Early College Operational Timeline

2026–2027

This timeline provides a general operational framework for schools and CTE centers participating in Early College. Individual course dates, registration deadlines, withdrawal deadlines, and college procedures may vary by sponsoring CCSNH college.

SEPTEMBER 2026

Start-of-Year Early College Readiness

Schools should confirm that Early College courses, contacts, and communication processes are in place for the academic year.

Key priorities include:

• Confirm participating Early College courses and faculty.

• Identify the primary school/CTE contact for Early College.

• Ensure counselors, administrators, teachers, and other appropriate staff know where to direct Early College questions.

• Review student support and accessibility processes.

• Share current Early College registration information with students and families.

• Identify students planning to participate for college credit.

Prepare for ECHS Registration

Before registration opens, schools should help ensure students understand:

• Which courses are eligible for Early College credit.

• How and when registration occurs.

• That Early College registration is separate from high-school course enrollment.

• That successful registration creates an official college academic record.

• Where students should go for registration assistance.

September 28: ECHS DualEnroll Registration Opens

Schools should support timely student registration by:

• Communicating registration instructions and deadlines.

• Directing students to the appropriate registration system and resources.

• Encouraging students to register early rather than waiting until the deadline.

• Identifying registration barriers or recurring questions.

• Connecting unresolved issues with the appropriate Early College Coordinator.

OCTOBER 2026

Registration Monitoring

During the registration period, schools should monitor overall participation and identify gaps between expected and completed registrations.

Operational priorities include:

• Identifying students who intend to earn college credit but have not completed registration.

• Reinforcing registration deadlines.

• Helping resolve student registration barriers.

• Ensuring relevant staff understand who to contact when registration issues arise.

Roster Review

Schools and Early College faculty should begin reviewing whether college enrollment records align with actual student participation.

This may include identifying:

• Students participating in the high-school/CTE course who expected to receive college credit but are not on the college roster.

• Students listed on the college roster who are no longer participating in the course.

• Student information or enrollment discrepancies requiring follow-up.

Issues should be addressed before registration closes whenever possible.

LATE OCTOBER / EARLY NOVEMBER

Final Registration & Roster Reconciliation

Once registration closes, schools should confirm that Early College enrollment records accurately reflect participating students.

Verify that:

• Students seeking college credit are appropriately registered.

• Students who are no longer participating are identified.

• Outstanding enrollment questions have been referred to the appropriate college contact.

• School staff know the process for reporting future enrollment changes.

This establishes the school's working Early College roster for the remainder of the course.

NOVEMBER–DECEMBER 2026

Student Status & Support Checkpoint

Schools should monitor significant changes that could affect a student's Early College enrollment or academic record.

Examples include:

• Course schedule changes.

• Students leaving an Early College course.

• Extended nonparticipation.

• Students considering withdrawal.

• Accessibility or student-support needs.

• Questions regarding college course access or academic expectations.

Early communication is important because college drop and withdrawal deadlines may differ from high-school schedule-change procedures.

Semester-One Course Completion

For Early College courses ending in December, schools should ensure that:

• Enrollment discrepancies have been resolved.

• Faculty have access to required college systems.

• Grading procedures and deadlines have been communicated.

• Outstanding student-status questions are addressed before final grades are submitted.

JANUARY–FEBRUARY 2027

Midyear Operational Review

Schools should conduct a brief Early College check-in to identify unresolved or recurring issues.

Review areas may include:

• Student enrollment and participation.

• Registration or roster concerns.

• Drops and withdrawals.

• Student support needs.

• Faculty access or system issues.

• Communication gaps.

• Upcoming spring Early College activities.

Recurring concerns should be shared with the Early College Coordinator so they can be addressed before the next registration cycle.

SPRING 2027

Continued Enrollment Monitoring

For year-long Early College courses, schools should continue monitoring major student enrollment changes.

Schools should ensure there is a clear process for communicating when:

• A student leaves a course.

• A student's schedule changes.

• A student stops participating.

• A student is considering withdrawal.

• A discrepancy appears between the school roster and college roster.

Early College Planning for the Next Academic Year

Spring is also an appropriate time to begin planning for the following year.

Schools may review:

• Courses expected to continue.

• Potential new Early College course opportunities.

• Faculty changes or new faculty approval needs.

• Student demand and participation.

• Registration communication practices.

• Counseling and advising needs.

• Operational issues that should be improved before the next cycle.

MAY–JUNE 2027

Year-End Reconciliation

Before year-long or spring Early College courses conclude, schools should confirm that student enrollment records are accurate and outstanding issues have been resolved.

Operational priorities include:

• Final roster review.

• Resolution of enrollment discrepancies.

• Confirmation of student status.

• Communication of grading procedures and deadlines.

• Resolution of outstanding system-access or reporting issues.

Final Grades & Course Closeout

Schools should ensure Early College faculty complete required CCSNH grading processes according to the sponsoring college's deadlines.

Before the academic year is considered complete, confirm that:

• Registered students have been appropriately accounted for.

• Final grading responsibilities have been completed.

• Outstanding roster or enrollment questions have been resolved.

• Significant operational issues have been documented for follow-up.

ONGOING THROUGHOUT THE YEAR

Schools should maintain clear communication among:

• School/CTE administration

• Counselors and student-support staff

• Early College faculty

• Students and families

• Early College Coordinators

• Sponsoring CCSNH colleges

The school's primary operational responsibilities are to communicate expectations, support student participation, monitor enrollment changes, coordinate with Early College contacts, and help ensure school records and college records remain aligned.