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Clear Creek ISD moves virtual‑learning exploration into development; TEA application pending
Summary
District staff moved a virtual‑learning exploration team into development, citing flexibility, personalized pacing and access to more courses. Staff are awaiting TEA application details (expected mid‑September) and tentatively plan a full launch in the 2027–28 school year rather than 2026–27 to allow time for staffing and quality controls.
District staff told trustees they are advancing an exploration of a district‑run virtual school into the development phase and are examining models, partnerships and operational requirements needed to deliver a high‑quality virtual option.
Kelly Lane, director of learning technology, told trustees the team’s work focused on three priorities: flexibility, accessibility and accountability. The team cited benefits such as schedule flexibility for students involved in athletics or arts, personalized pacing for students who move faster or slower through coursework, and access to a broader range of courses — including advanced and dual‑credit offerings under recent legislation.
The nut graf: staff said the district will continue researching partnership models, staffing needs and fiscal implications and is waiting for the Texas Education Agency to release a revised virtual‑school application; a TEA official told the district staff the agency expects to post the application in mid‑September. Based on conversations with other districts and TEA, Lane said an initial launch in 2026–27 is now unlikely; a 2027–28 start date is more realistic to avoid a rushed rollout.
Staff cautioned trustees that virtual programs have material fiscal and operational implications. Lane said virtual instruction requires dedicated staff trained in online pedagogy: “Not every teacher can be a virtual teacher,” she said, and stressed the importance of curriculum alignment and maintaining CCISD content quality when partnering with external providers. Trustees asked that staff identify what portion of instruction and assessments would be CCISD‑created versus provided by partners.
Ending: Staff said their next steps are continued district research, discussions with TEA, and readiness planning; they will report back to the board as TEA issues application guidance and the district refines timelines and staffing plans.
