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HISD’s ‘Virtual Launchpad’: A Flexible Path to Graduation Without Leaving Campus Behind

HISD’s ‘Virtual Launchpad’: A Flexible Path to Graduation Without Leaving Campus Behind
HISD’s ‘Virtual Launchpad’: A Flexible Path to Graduation Without Leaving Campus Behind

Houston Independent School District is set to debut a new district-operated virtual school, named “Virtual Launchpad,” serving ninth and tenth graders in the 2026-27 school year. The program is aimed at students performing on grade level, but who have outside commitments that make traditional school schedules challenging. 

Under this model, virtual participants will remain students at their home campus, opening access to extracurriculars and graduation-readiness resources. District leaders said the goal is to give students the freedom to customize their schedules without compromising academic standards or campus belonging.

“We’re really targeting students who are scoring on grade level in math and reading but who have a reason why they may need a little bit of a different schedule,” Gillian Quinn, executive director of career and technical education, said. “These are just kids who are seeking that extra flexibility in their day.”

How Does it Compare? 

Quinn said unlike other statewide learning models, Virtual Launchpad is a district-operated program that mandates students follow the district’s graduation requirements and College, Career, and Military Readiness (CCMR) priorities, meaning students will have access to: 

Students will remain fully enrolled at their HISD home campus while participating in virtual instruction. This distinction allows students to continue participating in home-campus extracurricular activities, University Interscholastic League (UIL) sports, and social events while still accessing campus-based counselors and graduation coaches. 

A Focus on Academic Rigor

The program is tailored for students who are academically on grade level—defined as scoring above the 50th percentile on Measures of Academic Progress (MAP) exams or meeting or exceeding grade level on State of Texas Assessment of Academic Readiness (STAAR) exams for reading and math, Quinn said. 

Quinn said this is a tool for students balancing external commitments such as work, high-level athletics, or medical needs. 

For core classes, including those with a corresponding state standardized test, courses are live and scheduled—or synchronous—from Monday through Thursday, with options for different times of day. 

Meanwhile, non-core and elective classes are asynchronous, meaning students can make daily progress on their own time by watching pre-recorded instructional videos and material. 

Core classes include courses with a corresponding End of Course (EOC) exam, including: 

  • English 1 and English 2
  • Algebra 1 and Algebra 2
  • Biology
  • U.S. History

Non-core classes allow students to make daily progress at their own pace with coursework including: 

  • Science courses not tested by EOC exams, including Physics 
  • Fine Arts 
  • Physical Education 
  • CTE courses, unless taken in-person 

To support students, the program includes required bi-weekly check-ins with graduation coaches. Fridays are set aside as support days, when students can attend tutorials, participate in small group check-ins, or meet one-on-one with teachers.

Additionally, students must complete state exams and Scholastic Assessment Test (SAT) exams in person at their home campus. 

Quinn said students receiving special education or 504 services are eligible and will continue to receive accommodations as defined in their individualized plans. 

“We want to make sure that the kids who enroll in our program are really maintaining the right academic performance to keep that flexibility,” Quinn said. 

Accountability and "Return to Campus" Policies

Quinn said the home campus model facilitates an easy transition back to campus in the case a student is struggling in a virtual setting. She said conditions that warrant a student's return to on-campus learning includes: 

  • Attendance expectations are not met despite interventions
  • Academic requirements are not met over the course of three grading periods, even after additional supports, including weekly tutoring or graduation coach check-ins, are provided
  • Absence for in-person standardized assessments 

“That’s exactly why they stay students at their home campus,” Quinn said. “It’s really easy for students to transition back if they need to or want to.”

Staffing Model

HISD plans to use a centralized staffing model for core classes, as the district seeks certified instructors with subject-matter expertise who are interested in virtual instruction and a flexible work schedule, Quinn said.  

All core instructors will receive onboarding and professional development focused on virtual instruction methods, digital platforms, curriculum adaptation, and student engagement strategies, Quinn said. 

For asynchronous non-core and elective courses, the district will contract a digital learning provider for instructors, Quinn said, with the exception of CTE courses staffed by BCJJ instructors. 

Moving Forward  

The program will follow a phased rollout, beginning with ninth and tenth graders, and add a new grade each year until it serves freshmen through seniors. Currently, there are no plans to expand to middle or elementary grades or to accept out-of-district students on a tuition basis, Quinn said. 

Families can click the following links to register for several March 4 virtual information sessions, including: 

Interested families can apply through the program's online application from March 3 to April 17, according to the district's website, though a complete application does not guarantee acceptance into the program. A lottery will occur if the number of applications exceeds the number of available spots per grade level. Applicants will be notified of acceptance status by April 29 once their eligibility is confirmed. 

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