Virtual Schools in Transition: Creating Inclusive Secondary CTE and Transition Programming

Framework

The theoretical framework I used to ground this research is Kohler et al.'s (2016) Taxonomy for Transition Programming 2.0. This framework focuses on the various systematic impacts within the Program Structures component. The taxonomy holistically includes five primary categories: Student-Focused Planning, Student Development, Interagency Collaboration, Family Engagement, and Program Structures. Only Program Structures are being considered for review in this research and presentation. The Program Structures component comprises six key overarching subgroups or practices that frame the introduction to the presentation which include the importance of proactively developing Program Characteristics, Program Evaluation, Strategic Planning, Policies and Procedures, Resource Development and Allocation, and School Climate (Kohler et al., 2016) in virtual schools before development or implementation.

The Taxonomy was chosen primarily due to its inclusion of a) the latest literature regarding predictors of postschool success, b) strategies to increase graduation rates and reduce school dropout, c) school climate, and d) vocational rehabilitation services to foster the successful transition of youth with disabilities in their college and careers (Kohler et al., 2016). It is also currently used by various national and state transition service providers, including the National Technical Assistance Center on Transition (NTACT), which is funded through the United States Department of Education Office of Special Education Programs (OSEP).

Methods

Research Design. This research employs an exploratory, qualitative, multiple-case study design, guided by the methodologies of Yin (2017) and Creswell and Poth (2018). The research focused on understanding the implementation of special education transition program structures within three publicly funded secondary virtual public charter schools. To support alignment between the research framework (i.e., Taxonomy for Transition) and practice, the National Technical Assistance Center on Transition (NTACT) School Evaluation Toolkit was utilized to inform the development of data collection instruments and align interview questions with established transition predictors, indicators, and evidence-based practices.

Data Sources. Three primary qualitative data sources were used in the study: (1) a demographic and introductory survey delivered through Qualtrics®, (2) 90-minute semi-structured virtual interviews with each participant, and (3) document analysis of publicly accessible records from school websites, including policy documents, course catalogs, handbooks, and professional development logs. These data sources were triangulated to provide a holistic and corroborated understanding of transition program structures and implementation practices across the different school sites.

Participants. Participants were selected using a combination of purposeful, criterion-based, and snowball sampling techniques. Each of the three case sites was a publicly funded virtual public charter school serving secondary students with disabilities. Sites were selected to represent geographic diversity across various regions within a single southern U.S. state. A total of 12 participants were included, with four individuals from each school. These participants were categorized as either direct service providers (e.g., special education teachers, general education teachers, counselors, paraprofessionals) or indirect service providers (e.g., administrators, coordinators, directors). Many held dual roles due to staffing limitations common in virtual schools. To ensure maximum variation, participants were diverse in terms of role, gender, ethnicity, and years of experience.

Interview Protocol and Question Development. The interview questions were developed using the NTACT Evaluation Toolkit, which provided structured reflective questions, indicators, and self-assessment tools tied to predictors of post-school success. Questions explored systematic policies and procedures, program implementation, educator roles, professional development, and barriers to inclusive transition programming. A representative question was: “What activities do you incorporate into transition planning to prepare students for life after high school at [insert virtual school name]?” The questions were open-ended to encourage participants to provide rich, contextualized responses and to allow for both deductive and inductive theme development during analysis.

Analysis. Qualitative data analysis was conducted using NVIVO® software. A hybrid coding approach was adopted, combining deductive coding aligned with the Taxonomy for Transition Programming and inductive coding to capture emergent themes. Within-case and cross-case analyses were performed to identify patterns, similarities, and contrasts across the three virtual schools. Triangulation was used across data sources, participant roles, and school settings to enhance credibility. There was extensive engagement in rigorous validation strategies, including member-checking with participants, peer debriefing with special education experts, reflective journaling, and memoing to maintain reflexivity and minimize researcher bias.

Results

This research identified four overarching thematic findings regarding the implementation of special education transition programming in publicly funded secondary virtual charter schools. These included: (1) limitations in existing policies and procedures for transition, (2) a widespread need for educator training in transition services, (3) internal systemic barriers to resource development and allocation, and (4) the presence and impact of inclusive transition programming. Among these, the fourth finding, inclusive transition programming, emerged as the most critical in demonstrating systemic alignment with equitable post-secondary preparation, particularly in connection with Career and Technical Education (CTE) structures, which are also emphasized in this presentation and explored in more depth for the ISTE community.

The virtual schools with the most substantial evidence of inclusive programming offered program structures that enabled students with and without disabilities to participate equally in post-secondary readiness initiatives. These initiatives were fully integrated into transition planning structures, and students with disabilities had greater access to a) weekly field experiences, b) digital and in-person social-emotional learning (SEL) programming, c) student success and career plans for all students, d) regional vocational training programs and partnerships, e) personalized course scheduling models aligned with career goals, f) concurrent enrollment options, and g) blended block scheduling models. This created a system where individualized planning and inclusive access to CTE pathways were central to the school’s culture and operational design, bridging the traditional gap between special education services and general education, as well as workforce preparation.

Importance

The ISTE community, with its focus on digital innovation, equity, and personalized learning, stands to gain valuable insights from this research, central to inclusive virtual school structures for transition programming and CTE integration. It encourages ISTE educators and leaders to consider how online programs can bridge equity gaps, support data-driven decision-making, and enhance access to post-secondary readiness resources. This research also invites cross-sector collaboration and policy advocacy to better serve learners in virtual schools, which have experienced an over 900% increase and continue to expand.

The research also identifies both barriers and opportunities in the use of technology for transition and CTE programming. While some schools utilize digital diagnostic tools and data platforms to support planning, many district-purchased systems remain inaccessible, particularly for students with disabilities. This inconsistency underscores the need for more inclusive, technology-enabled supports such as assistive technology and digital life skills curricula.

The study also highlights digital or online infrastructural barriers that hinder the effective implementation of transition programming in virtual schools, primarily unclear educator roles, limited interagency collaboration, and inadequate communication between districts and virtual schools. These challenges resulted in unequal access to critical transition-based and CTE resources and services for virtual schools, highlighting the need for coherent district-level frameworks that guarantee high-quality, inclusive transition supports for all students, regardless of instructional modality.

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