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Board reviews Flint Hills virtual program handbook addendum in first reading
Summary
The board held a first reading of a handbook addendum for the Flint Hills virtual program (grades 6–12), discussing enrollment approvals, residency verification for state count windows, curriculum delivery by an external vendor, student time expectations, extracurricular eligibility and vendor-district communication processes.
The Emporia School Board on June 10 took up a first reading of a proposed addendum to the Flint Hills virtual program handbook that would formalize admissions, accountability and program delivery details for students in grades 6–12.
Staff described the program as an alternate placement for students whose circumstances make traditional attendance difficult and said the district will serve students under age 19. The addendum proposes a three-point enrollment approval (principal recommendation, parental approval, and virtual director sign-off) and requires residency verification for state funding count windows. Presenters said state count rules require participation in two count windows before September 20th to be included in certain funding counts.
Curriculum would be delivered by an external virtual-provider platform (transcript shows vendor name in multiple variants); staff said they are working on a course crosswalk to ensure virtual courses align to local high-school credit requirements so Emporia High School and Emporia Middle School can grant credit. Students in good standing in the virtual program would still be eligible for sports and extracurricular activities through a local process.
Presenters said the virtual program expects substantial student commitment (three and a half credits per semester and an expectation of four to five hours of work per day). The vendor would handle routine family communication about student progress, with the district maintaining a single local point of contact in middle and high school buildings as the program starts.
Board members asked about where students would do their remote work; staff said work is primarily at students’ residences but students could use district facilities for assessments or to work when appropriate. Board members also asked about state reimbursement rates and how the district and vendor will share funding (presenters explained a typical funding split of 35% to the district and 65% to the vendor for full-time virtual students; transcript contains vendor-name and split variants). Staff emphasized further process documents are needed for enrollment, exits, grade transfers, and communication protocols.
Because this was a first reading, no final action on the handbook addendum was taken; staff will return with additional process documents and clarifications.
