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Brevard schools to add state-required financial literacy course; board seeks clear scheduling and communication
Summary
District staff outlined a new state-required financial literacy semester course, explained core benchmarks and honors-level additions, and discussed challenges scheduling the new requirement for the first cohort of students; board members pressed for counselor outreach and clear parent communications.
The Brevard Public Schools Board heard on Feb. 11 that the district will implement a state-required financial literacy course, primarily aimed at 11th‑grade students, that covers budgeting, credit, savings, insurance and career-related financial decision making.
Tara Harris, assistant superintendent for curriculum and instruction, described the course structure and the seven “pillars” of instruction — values and spending priorities, career and salary planning, budgeting, saving and compound interest, credit and debt, planning for future risks including insurance, and decision-making about work and gigs.
Why it matters: Board members said the course addresses long-standing concerns that graduates lack basic money-management skills. Members asked how the district will ensure the first cohort of students (rising 11th graders) can schedule and complete the new requirement without delaying graduation.
Course content and delivery
Harris said the district will offer a traditional and an honors version; the honors course includes additional standards. The course includes applied tasks — budgeting for housing and transportation, comparing savings and compound interest scenarios, and exercises showing how career choice influences salary and training decisions.
Staff noted the district already uses outside partners to provide financial-literacy instruction (Community Credit Union, Junior Achievement and other community organizations), and that the new course requires district adoption of state benchmarks and example performance tasks. Harris said materials and benchmark clarifications were supplied to the board and that the district is preparing guidance for counselors and principals.
Scheduling, equity and access questions
Board members asked how students in the first cohort (current 10th graders) will be informed and scheduled so they can meet the new requirement without losing other electives or delaying graduation. Harris said curriculum and communications teams are working with counselors now to include the course in scheduling options and to publicize it through school choice and career fairs.
Members also asked whether the course could be delivered through before‑ or after‑school “0 hour” labs, summer programs, or virtual labs for students who lack home access to online classes. Harris said some schools already run 0‑hour or evening options for other courses and staff would investigate using those models for this course where needed.
Board reaction and next steps
Members broadly supported the course content and emphasized the need for clear communication with families and counselors so students can plan schedules. One board member said she had seen concerns from community members about curriculum choices; Harris and colleagues said curriculum review committees had vetted the materials and that communication efforts are under way.
Staff committed to the following steps: share scheduling guidance with counselors, create outreach materials for parents (including letters and QR codes where effective), explore 0‑hour and virtual lab options for access, and provide a timeline so the first cohort can complete the required semester.
Ending
Board members praised the course as a high-value requirement and asked staff to return with scheduling plans and communication materials for the coming year. No formal vote was taken at the Feb. 11 work session.
