Slide 1 – Title Page; School Choice Module

Slide 2 – What is School Choice?
Language: 
School choice describes programs that allow students to choose to attend any of the various participating private and public schools, usually based on a system of education alternatives, vouchers, tax credits, or scholarships.
“School choice puts kids first.”
Notes: School choice is a term given to a wide array of programs offering students and their families’ alternatives to their zoned school.  School Choice gives parents the power and opportunity to choose the schools their children attend.

Slide 3 – Choice Option Programs for the 2014-15 School Year
Language:
•	District Managed Choice
o	Controlled Open Enrollment
o	Special Programs
•	Opportunity Scholarships
•	Home Education
•	McKay Scholarships
•	Gardiner Scholarship Program
•	Military Families
•	Virtual Education
•	Florida Tax Credit (FTC)
•	Charter Schools
Notes: There are a number of choice options for students and families to take advantage of.  They include scholarship and tax credit programs; charter schools; magnet schools, virtual schools, and homeschooling.

Slide 4 – District Managed Choice
Section 1002.31, F.S.
Language:
•	Controlled Open Enrollment (COE)
o	Districts may make student school assignments using parental choice as a significant factor.
o	If offered, district must adopt by rule and post on its website its controlled open enrollment plan.
Notes:   Controlled open enrollment means that school districts may make student school assignments using parents’ indicated ‘public school of choice’ as a significant factor instead of assigning a school according to the students home address of record.
Each district school board may offer controlled open enrollment. If a district school board adopts a controlled open enrollment plan, the plan must be posted on its website.
Most districts have some type of controlled open enrollment.

Slide 5 – District Managed Choice
Language: 
•	Special Programs
o	Magnet schools or attractor programs
o	Dual enrollment
o	Advanced Placement (AP)
o	Career and professional academies (CAPE)
o	Advanced International Certificate of Education (AICE) program
o	International Baccalaureate (IB)
o	District Innovation Schools of Technology
o	Scheduling options (e.g., block scheduling)
Notes: There are a number of District managed choice options. 
Magnet schools provide a specialized curricular program to every student in the school; attractor programs are magnet programs that are provided to select portion of students within a school.
High school student may elect to take college courses while attending high school.
Advanced placement (AP) courses provide college credit to students who successfully pass the AP course.
Career and professional academies are industry related programs offered at all grade levels that eventually lead to post-graduate education resulting in an industry certification.
Advanced international certificate of education (ARCE) is an international curriculum and examination system that emphasizes the value of broad and balanced study; students also need to master a broader range of skills critical for success in university study and employment.
The International Baccalaureate is a two-year educational program primarily aimed at students aged 16–19 and provides an internationally accepted qualification for entry into higher education and is recognized by many universities worldwide.

Slide 6 – John M. McKay Scholarships for Students with Disabilities Program
Section 1002.39, F.S.
Notes: The John M. McKay Scholarships for Students with Disabilities Program provides scholarships for eligible K-12 students with disabilities to attend an eligible public school other than the one to which they are assigned or private school of their choice.

Slide 7 – Chart
Chart: 
The chart is organized by the dollar amount of X students since the beginning of the scholarship in 1999.
Notes:  The program was created in 1999. In the first year of the program, FY 1999-2000, it provided scholarships to two students at a cost of $3,525.  In fiscal year 2015-2016, the program provided 29,016 students with scholarships totaling $212,871,475.

Slide 8 – Student Eligibility
Language:
 Section 1002.39(2), F.S., states that a student is eligible for the John M. McKay Scholarship if “… the student has spent the prior school year in attendance at a Florida public school.”
“Prior school year” means that the student was enrolled and reported by a school district for funding during the preceding October and February FEFP surveys in kindergarten through grade 12.  
Notes: In order to be eligible for the McKay Scholarship, a student must have been enrolled and reported by a school district during the preceding October (survey 2) and February (survey 3) FEFP surveys.

Slide 9 – Duration of McKay Scholarship
Language:
•	Remains in effect until student returns to a public school or graduates from high school.
•	Parent may transfer the student to another participating private school or back to a public school at any time.
Notes: The scholarship shall remain in effect until the student:
•	Returns to a public school;
•	Graduates from high school, or
•	Reaches the age of 22, whichever occurs first.
A parent may transfer the student to another participating private school or back to public school at any time.
Slide 10 – District Notification and FTE Reporting:  McKay Scholarship Program
Language: 
Because funds are deducted from the school district in accordance with the student’s educational program in the student’s last public school of enrollment, it is extremely important that all students are reported in the appropriate survey.
No FTE Reported, NO FUNDS GENERATED!
Notes: Funds for MacKay scholarships are deducted from the district FEFP revenue, as a result it is extremely important the student has been reported in the appropriate survey.  If there is no FTE reported for the students, scholarship payments are still deducted from FEFP revenue.

Slide 11 – Military Families New To Florida
Language:
If a parent or guardian is a member of the US Armed Forces, 
	AND 
	he/she is transferred to Florida, 
	AND 
	the student (child) has a current Individual Education
Plan (IEP), the student does not have to meet the requirements of attendance and reporting for the prior year for the student to be eligible for McKay Scholarships.
Notes: A dependent child of a member of the United States Armed Forces who transfers to Florida from out of state due to a parent's permanent change of station orders and has a current IEP does not have to meet the requirements of attendance reporting for the prior year.

Slide 12 – Gardiner Scholarship Program
Language:
•	Formerly Personal Learning Scholarship Account Program (PLSA)
•	Provides the parent an additional option to meet the needs of his/her child with unique abilities
o	Autism Spectrum Disorder, cerebral palsy, down syndrome, intellectual disability, Prader-Willi syndrome, spina bifida, muscular dystrophy, Williams syndrome, or high-risk child (kindergarten)
•	Ages 3-22
•	Participating student may not be enrolled in public school and reported for funding
o	District may choose to provide services under a fee-for-services arrangement with family
Notes: The Gardiner Scholarship, formerly known as Personal Learning Scholarship Account Program, is a newly created program that is designed to provide the option for a parent to better meet the individual educational needs of his or her eligible child. The Gardiner Scholarship provides additional options for eligible students ages 3 – 22.  Participating students may not be enrolled in public school.

Slide 13 – Gardiner Scholarship Program
Language:
•	In 2015-2016, $71,200,000 was appropriated for the Gardiner Scholarship program.
•	Scholarships are administered by state-approved non-profit Scholarship Funding Organizations (SFOs)
Notes: The Gardiner Scholarship Program was funded $71,200,000 in 2014-15.  Scholarships are administered by state-approved non-profit scholarship funding organizations.

Slide 14 – Home Education Reporting
Section 1002.41, F.S.
Language:
School districts are responsible for reporting specific data elements for students who are participating in Home Education.
The DOE reports that over 84,096 students participated in Home Education in 2014-2015.
Notes: Home education provides a parent-directed option that satisfies the requirement for regular school attendance.  The parent is required to comply with the reporting, record keeping and student evaluation requirements as specified in statutory law. School districts are required to report specific data for students participating in Home Education.
In 2014-15, there were just over 84,000 students participating in home education.

Slide 15 – Graph
Graph: 
The graph is depicting enrollment for the 2013-14 year.
Notes: As seen in this graph, Home Education made up 3% of the total PK – 12 enrollment in 2013-2014 school year.

Slide 16 – Home Education Reporting
Section 1002.41, F.S.
Language:
Home education students are reported in FTE Student Surveys 2 and 3 in the “Prior School Status/Student Attendance” format if there was prior public attendance and subsequent withdrawal.
Home education students who are taking a course(s) in the school district must also be reported for the minutes the student is in attendance.
Notes: Home education students who attended public school and were subsequently withdrawn, are reported in student surveys 2 & 3, as well as the prior school status/student attendance format. However, if the home education student is also taking courses in the school district, they must be reported for the minutes the student is in attendance.

Slide 17 – Charter Schools
Section 1002.33, F.S.
Notes: Charter schools are public schools that operate under a performance contract or charter. However, they are not encumbered by many of the regulations created for traditional public schools but, are still held accountable for academic and financial results.

Slide 18 – Charter School Funding 
Section 1002.33(17), F.S.
Language:
Students enrolled in a charter school, regardless of the sponsorship, shall be funded as if they are in a basic program or a special program, the same as students enrolled in other public schools in the school district.
Notes: Students in charter schools are funded the same as students in public schools operated by the school district.

Slide 19 – STATUTORY DEFINITIONS
Language:
A Public Charter School of Choice is/has …  
•	Legislated.
•	Monitored by the district.
•	Run privately under the Sunshine Law.
•	Complete control over curriculum and instruction.
•	Complete control over its management.
•	Complete control over finances.
•	Fully accountable to the DOE, State Board of Education, Legislature and Governor.
A Traditional Public School is/has …
•	Legislated.
•	Controlled by the district.
•	Run by publicly elected school board under the Sunshine Law.
•	Complete control of curriculum and instruction.
•	Complete control of its management.
•	Complete control of its finances.
•	Fully accountable to the DOE, State Board of Education, Legislature and Governor.
Notes: Under statutory definitions, the only difference between a public charter school and a traditional public school is the role that the District plays in the operation of the school.  Charter schools are monitored by school districts, not controlled by school districts as traditional schools are.

Slide 20 – Number of Charter Schools in Florida
Chart:
The chart depicts the growth of charter schools in Florida.
Notes: The number of charter schools in the State has grown from 5 in FY 1996-1997 to 656 in FY 2015-2016.

Slide 21 – PK-12 Enrollment in Charter Schools
Chart:
The chart depicts the growth of enrollment in charter schools in Florida.
Notes: Enrollment in charter schools over the ten-year period FY 2004-05 through FY 2013-2014 has increased from 82,531 to 229,428 students, an average of 14,689 students per year.

Slide 22 – Charter School: Student Eligibility
Language: 
•	Students generally live in the county where the school is located.
•	Any student in the county is eligible except students who have been expelled.
•	Students may be attracted to the school by the location or services provided.
Notes: Charter schools are open to all students living within the county.  Some charter schools may target a select population of students based on grade level; being at-risk of failing/dropping out; eligibility requirements such as subject interest, academic level, etc.  Otherwise, only students who have been expelled are considered ineligible.

Slide 23 – FTE Reporting for Charter School Students
Section 1002.33, F.S.
Language:
•	Report students in the same manner as traditional public school students.
•	The law requires equal access to student information systems that are used by public schools in the district in which the charter school is located.
Notes: Charter schools are required to report students for funding purposes in the student enrollment surveys the same way as traditional public schools.  School districts are required to provide equal access to student information systems used by the district in which the charter school is located.

Slide 24 – Charter School Sponsor Responsibilities
Section 1002.33(5), F.S.
Language: 	
•	Monitor and review progress towards goals. 
•	Monitor revenues and expenditures.
•	Ensure innovation and consistency with state education goals. 
•	Ensure participation in state accountability system.
Notes: Typically, the school district is the charter school’s sponsor.  As sponsor, the district is required to:
•	Monitor the charter school’s progress towards goals
•	Monitor the school’s revenues and expenditures
•	Ensure innovations and consistency with  state education goals
•	Ensure participation in the accountability system

Slide 25 – FINANCIAL RESPONSIBILITIES
Section 1002.33, F.S.
Language:
The governing body of a charter school must:
•	Annually adopt and maintain an operating budget.
•	Ensure the charter school has retained the services of a certified public accountant or auditor for the annual financial audit.  The audit must be in accordance with section 218.39, F.S.
•	Review and approve the annual audit report including findings and recommendations for the financial recovery plan.
•	Monitor a financial recovery plan to ensure compliance, if required.
Notes: Each charter school must have a governing board.  That board is responsible for adopting and maintaining a budget; ensuring the services of a certified public accountant or auditor are retained; reviewing and approving the annual audit report including any findings or recommendation; and monitoring a financial recovery plan, if required.

Slide 26 – Statutory Requirements for Charter Schools
Section 1002.33, F.S.
Language:
Maintain all financial records that constitute the accounting system in accordance with the accounts and codes prescribed in the most recent publication titled “Financial and Program Cost Accounting and Reporting for Florida Schools” – also known as the Red Book.
Note:  Generally accepted accounting standards for not-for-profit organizations can be used BUT must be reformatted to conform with the Red Book.
Notes: Charter schools are required to maintain and/or report all financial records in accordance with Red Book, the Financial and Program Cost Accounting and reporting for Florida Schools.
They record transactions in generally accepted accounting standards for non-profits but, must convert the data to conform with Red Book.

Slide 27 – Charter School Model Application and Standard Contract
Section 1002.32(28), F.S., and Section 6A-6.0786, F.A.C.
Language:
•	Prospective charter school operators must submit a charter school application to the district using the Model Application that is adopted in SBE rule.  That application includes several sections on budget and financial oversight.
o	Review of application by the District Finance Office is critical in determining financial visibility of the charter school.
•	Districts may request additional information.
•	If the application is approved, the charter school and district then negotiate a contract (the creation of a standard contract was required by law).  The standard contract that is approved by the SBE is the starting point for negotiations.  The parties can agree to change the standard contract in any way they see fit. Should the parties be unable to agree on a contract, the standard contract is not the default document.
Notes: Prospective charter schools must submit an application to the school district using the model application adopted in SBE rule. The application includes several sections on budget and financial oversight.  As part of the application process, the district may request additional information during the review process.
Review of the application by the finance officer is an essential part of the review process to determine financial viability of the charter school.
If the District approves the application, it will enter into contract negotiations with the charter school.  The standard contract, approved by the SBE, is the starting point for negotiations.  The parties can agree to change the contract as part of the negotiation process. If the parties cannot agree, the standard contract is the default agreement.

Slide 28 – Charter School Contract Continued
Language:
The model contract provides that the distribution of FEFP funds may be withheld, upon written notice by the Sponsor, if any of the following required documents are more than thirty (30) days overdue:
•	The school's monthly/quarterly financial statement as required by State Board of Education Rule 6A-1.0081, F.A.C.
•	The School's annual financial audit as required by section 218.39, F.S and this Contract.
The Sponsor shall release, in full, funds withheld under this provision within 10 days of receipt of the documents that resulted in the withholding of funds.
Notes: If a charter school is more than thirty days late turning in the school’s monthly/quarterly financial statements or its annual financial audit, the model contract allows for the distribution of FEFP funds to be withheld following written notice by the District.  The District is required to release funds within 10 days of receiving the overdue documents.
Legislation passed in 2016 requiring the district to pay the local share to charter schools each month even though tax funds have not been received.

Slide 29 – Charter School Payments
Language: 
•	Payments must be made within ten-days of receipt of funds.
•	The payments must include local share of revenue even if the tax funds have not been received by the District.
•	During the first two years of the charter, the first quarter payments of the fiscal year must be based on FTE projection unless the number of students in the District student data base is less than 75% of the projection, in which case the payment is based on actual enrollment.
Notes: School districts are required to forward funds to charter schools within 10 days of receipt.  A district may not withhold a charter school’s share of local funds even though the district has not received the tax funds from the tax collector.
During the first two years of the charter, the payments for the first quarter of the fiscal year must be based on projections unless the actual student count is less than 75% of projections. Then payment is based on actuals.

Slide 30 – Deteriorating Financial Conditions and Corrective Action Plans
Section 1002.345, F.S. and SBE Rule 6A-1.0081, F.A.C.
Language:
•	Section 1002.345(1)(a)3., F.S.: “A deteriorating financial condition identified through an annual audit pursuant to s. 218.39(5), a statement pursuant to s. 1002.331(2)(c). “Deteriorating financial condition” means a circumstance  that significantly impairs the ability of a charter school or a charter technical career center to generate enough revenues to meet its expenditures without causing the occurrence of a condition described in s. 218.503(1).

•	Corrective Action Plan in statute:
o	Expedited Review; Requirements (section 1002.345(1), F.S.)
o	Financial Emergency; Requirements (section 1002.345(2), F.S.)
o	State Board to Adopt Rules (section 1002.345(3), F.S.)
o	Department to Provide Technical Assistance (section 1002.345(4), F.S.)
o	Failure to Correct Deficiencies (section 1002.345(5), F.S.)
Notes: If an annual audit or the district’s required monthly financial statement review determine a charter school to have a “deteriorating financial condition”, the charter school may not be able to generate enough revenues to meet its expenditures, statute and SBE rule calls for action to be taken by the District and DOE.
The District must review the current financial position of the charter school and work with them to establish a viable corrective action plan.  The corrective action plan is submitted to the Department of Education for review an approval.  
The District must continue to closely review the financial position of the charter school to confirm they are complying with the correction actions plan.  If the deficiencies are not corrected, the District may revoke the school’s charter.

Slide 31 – Virtual Education
Notes: K-12 education offered through online programs, either on a full or part-time basis. Virtual education may be offered by school districts, the Florida Virtual School or a charter school.

Slide 32 – Florida Virtual Education Programs	
Language:
•	Courses delivered through District Virtual Programs, Florida Virtual School (FLVS), and Virtual Charter Schools are funded on successful completions, regardless of the location of the student.
•	The school district providing the virtual instruction shall report FTE students and funding shall be provided through the FEFP.
•	A student who does not complete a virtual education course by the end of the regular school year may be reported for funding as long as the course is completed no later than the deadline for amending the final student enrollment survey for that fiscal year.
Notes: Funding is provided through FEFP based on a students successful completion of the course, regardless of the location of the student.  FTE is reported by the school district providing the virtual instruction.  Funding for students who do not complete the course by the end of the regular school year, may be reported if the course is completed before the deadline for amending the final student enrollment survey.

Slide 33 – Florida Virtual Education Credit Recovery
Language:
Unsuccessful completion of a course during the year can be recovered through a virtual program.
Notes: Unsuccessful completion of a course during the year can be recovered through a virtual program.

Slide 34 – District Virtual Course Offerings 
Sections 1002.455, 1003.498, F.S	
Language:
•	May serve K-12 students on a full-time or part-time basis.
•	Districts may offer virtual courses for students enrolled in the school district. These courses must be identified in the course code directory and may serve K-12 students.
•	Any eligible student who is enrolled in a school district may register and enroll in an online course offered by any other school district in the state. The school district in which the student completes the course shall report the student’s completion of the course for funding and the home district shall not report the student for funding for that course.
Notes: As mentioned, virtual education may serve K-12 students on a full or part-time basis and FTE may be reported for students who successfully complete the virtual course.
Districts may have their own virtual program serving K-12 students.  Any eligible student enrolled in a school district may enroll in an online course offered by another school district within the State.  The school district where the student completes the course, reports the FTE and receives the funding.
Slide 35 – Virtual Charter Schools
Section 1002.33, F.S
Language:
•	Charter schools may offer full-time virtual instruction programs to K-12 students.
•	Charter schools must contract with a DOE-approved provider to run the full-time program.
•	All FTE must be reported based on successful course completions.
Notes: Charter schools may offer full-time virtual instruction programs that serve K-12 students.  Like school districts, charter schools must contract with a DOE- approved program and FTE is reported on successful completions.

Slide 36 – FLVS Courses Delivered on a Public School Campus
Language: 
FLVS courses delivered on a public school campus should be reported by districts using the proper indicator on the data element, Location of Student, as long as there is a contract between the district and FLVS and these courses are on the student’s master schedule. 
Notes: FLVS courses delivered on a school district campus should be reported by the district as long as there is a contract between the district and FLVS.

Slide 37 – FLVS Franchises
Section 1002.37, F.S.
Language:
•	District franchises of the FLVS may offer:
o	Individual online courses for public, private, and home education students in grades K-1, 6-12, and for students in grades 2-5 who meet one of the eligibility criteria.
o	Full-time public virtual instruction for K-12 students.
o	All FTE earned by franchises of the FLVS must be reported on a successful completion basis.
Notes: FLVS franchises operated by Districts may offer online courses for public, private and home education students in K-1, 6-12 and grades 2-5 who meet one of the eligibility criteria and full-time k-12 education.

Slide 38 – Florida Tax Credit (FTC) Scholarship Program
Section 1002.395, F.S.
Language:
•	The student must qualify for free or reduced-price lunch under the National School Lunch Act, be placed in foster or out-of-home care, or (for re-enrollment) household income must not exceed 230% of the federal poverty level.
•	The scholarship amount for 2015-16 is $5,677 or the tuition amount, whichever is less.
Notes: The Florida Tax Credit scholarship program provides educational opportunities for children of families that have limited financial resources, as well as those that have been placed in foster care or out-of-home care.
The scholarship amount for FY 2015-16 was the lesser of $5,677 or the actual amount of tuition.

Slide 39 – Student Participation in the Tax Credit Scholarship Program
Chart:
 The chart depicts the growth of students participating in the scholarship program.
Notes: The number of students participating the tax credit scholarship has grown from 28,927 in FY 2009-10 to 78,353 in FY 2015-16.

Slide 40 – Tax Credit Scholarship Participation
Chart:
The chart is organized by the total dollar amount of scholarships for X students since 2002.
Notes: The annual total amount of scholarships has risen from $50,000,000 in FY 2002-2003 to $344,900,000 in FY 2014-2015.