Early College High School

The ECHS program shall be offered at no cost to students.

Vistas High School is a stand alone high school. Students are dual-enrolled so that they are still connected to their home campus and are allowed to attend events as a students. More information will be given at family interviews.

ECHS students shall be placed in a cohort for core classes to the extent possible; this does not exclude non-ECHS students from enrolling in the same class(es).

The ECHS program shall provide flexible, individualized scheduling that allows students the opportunity to earn a high school diploma and enables a student to combine high school courses and college-level courses with the goal of earning an associate degree or up to 60 semester credit hours toward a baccalaureate degree.

Vistas High School is a TSIA testing site and offers the test no less than 4 times per year. Testing dates are communicated in the Vistas Weekly Newsletter that is emailed to both parents & students. It is also available on the Vistas High School website under the Viking News button. 

The ECHS shall establish a leadership team that includes high-level personnel from the school district, campus, and institute of higher education (IHE). Each representative must report to the organization they represent and have decision-making authority. The leadership team shall develop long-term strategic priorities for the ECHS program along with a work plan for how to achieve programmatic goals in coordination with district and campus improvement planning. Regularly scheduled meetings—in person and/or virtual—must address the following objectives:

1. Establish and maintain the role each member will play in the design, governance, operations, accountability, curriculum development, professional development, outreach, sustainability, monitoring, and continuous improvement of the ECHS
2. Collectively develop an MOU and review annually for necessary revisions
3. Define shared responsibility (between the school district and the IHE) for meeting annual outcomes-based measures (OBMs) and providing annual reports to district and IHE boards, as well as to the public
4. Monitor progress on meeting the Blueprint design elements, including reviewing formative data to ensure the ECHS is on-track to meet OBMs
5. Guide mid-course corrections as needed

The leadership team shall include leaders from the district, campus, and IHE who have decision-making authority to execute changes toward this end: District leaders (may include):

1. Superintendent
2. Assistant Superintendent of Curriculum and Instruction, or equivalent position
3. ECHS principal or director
4. ECHS liaison to the IHE or department chairs
5. School-business partner or CTE director (if applicable to the ECHS model)
6. School counselors
7. Parent representative

IHE leaders (may include):

1. College or university president
2. Department chairs for core academic disciplines
3. Liaison to the ECHS or Dual Credit Officer 
4. Advising or student support director

ECHS staff shall include the following:

1. An ECHS leader who has authority over course and instructor scheduling, staff and faculty hiring, and budget development
2. An IHE liaison with decision-making authority who interacts directly and frequently (in-person or virtually) with the ECHS leader and the dual credit provider
3. Highly qualified ECHS teachers who work directly with the ECHS students, which may include high school faculty who must meet faculty requirements that are set by the regional accrediting association of the community college and/or university to teach college-level courses, instructors for virtual college courses, and instructors for Advanced Placement and International Baccalaureate courses
4. Highly qualified ECHS high school counselor who collaborates directly and frequently with the IHE advisor or liaison to support the ECHS students. The ECHS counselor and IHE advisor shall jointly support ECHS students through IHE course registration and shall monitor high school and college courses and transcripts to ensure programmatic requirements for both the high school and IHE are met