1. TECHNICAL ASSISTANCE PAPER
  2. Serving Students with Disabilities Ages 18 through 21
  3. Background
  4. Purpose
  5. IDEA Provisions
  6. Effective Practices for Serving Students Ages 18 through 21
  7. Questions and Answers
    1. Eligibility
    2. Assessment and Programs
      1. 16. What are the requirements relating to reevaluation for these students?
    3. Procedural Safeguards
    4. Funding
      1. 25. How are programs for students ages 18-21 funded?
      2. students who have already dropped out?
      3. district responsible for funding the ADT?
    5. Miscellaneous
      1. additional year to receive FAPE?
      2. 34. Are students counted during FTE week?
    6. Summary
    7. Appendix A Sample Program Options for Serving Students 18-21
    8. Appendix B
    9. Adult General Education
      1. Definitions
      2. General Educational Development (GED Tests)
      3. GED Exit Option Model
    10. References

DRAFT 9-27-04 – For Review Only
TECHNICAL ASSISTANCE PAPER

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Serving Students with Disabilities Ages 18 through 21

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Background
The regulation which implements the Individuals with Disabilities Education Act of 1997 (IDEA, 34 CFR
300.122) requires school districts to provide a free appropriate public education (FAPE) to all students with
disabilities who have not reached age 22 and who have not earned a standard diploma or its equivalent. At
the student's option, the school district shall serve the student through age 21 (i.e., the student's 22nd
birthday). School districts may choose to serve students until the student’s 22
nd
birthday, through the end of
the semester in which the student turns age 22, or through the end of the school year in which the student
turns age 22. As school districts have worked to implement this provision, questions have arisen regarding
requirements and suggested practices.

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Purpose
The purpose of this technical assistance paper is to clarify the IDEA requirements for serving students with
disabilities ages 18 through 21, address suggested practices, respond to frequently asked questions, and
provide related information. The technical assistance paper is divided into the following sections: IDEA
provisions; effective practices for serving students ages 18 through 21; key questions and answers; a matrix
of sample program options; references; and other pertinent information. For the purpose of this paper, the
term
students with disabilities
refers to students with disabilities who are eligible for special education and
related services under the provisions of IDEA and Florida’s State Board of Education rules. For the
purposes of this paper, the term “FAPE” refers to the provision of special education and related services
pursuant to the IDEA. Although the settings in which students ages 18 through 21 are served may vary
(e.g., high school, postsecondary career/technical center, adult education center), the student is still a K-12
(secondary) student.

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IDEA Provisions
IDEA requires districts to provide FAPE to all students through age 21 (i.e., until 22nd birthday or at the
option of the school district, the school year in which the student turns age 22) who have not earned a
standard high school diploma or its equivalent (e.g., the State of Florida high school diploma earned by
passing the General Education Development Tests [GED]). The requirement includes students who are
eligible to receive or have received a special diploma, a certificate of completion, or a special certificate of
completion, as well as students who have dropped out of school and who wish to return. Students with
disabilities who have not earned a standard diploma may choose to continue in educational programs
through age 21 to
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work toward a standard diploma
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work toward a special diploma
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continue receiving specially designed instruction and related services in accordance with a transition
individual educational plan (IEP) without working toward a specific diploma option.
students with disabilities ages 18 through 21 who are thus
served. These requirements include but are not limited to evaluation, reevaluation, transition IEPs, and
procedural safeguards. School districts may provide specially designed instruction and related services by
FLORIDA DEPARTMENT OF EDUCATION • K-12 EDUCATION
BUREAU OF EXCEPTIONAL EDUCATION AND STUDENT SERVICES
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offering a wide array of options in a variety of settings, as determined appropriate by the transition IEP
team. This determination must be based on the student’s needs, preferences, interests, and desired post-
school outcome statement. These settings may include but are not limited to high schools, adult education
and technical centers, community colleges, universities, and other sites in the community.
The IDEA regulations (IDEA, 34 CFR 300.311) provide exceptions to the FAPE requirements for certain
individuals with disabilities ages 18 through 21 who are convicted as adults and incarcerated in adult
prisons.
Students and their parents are important members of transition IEP teams. Students must be invited to
participate in their transition IEP meetings. If the student is unable to attend the meeting, the transition IEP
team must document how the student’s needs, preferences, and interests were considered. In order for the
student’s participation to be meaningful, the student’s IEP must include consideration of instruction or the
provision of information in the area of self-determination. Such instruction or information for students
regarding self-determination skills would include self-awareness, self-advocacy, making choices, setting
goals, solving problems, taking action, and the transition IEP process. School districts shall notify parents
of the transition IEP meeting early enough to ensure that they will have an opportunity to attend. This
notice must indicate that a purpose of the meeting will be the consideration of needed transition services for
the student, indicate that the school district will invite the student, and identify any other agency that will be
invited to send a representative.
The school district is responsible for inviting agencies to send representatives to the transition IEP meeting.
An agency shall be invited if it is anticipated that the student will need transition services from that agency
(i.e., the agency is likely to provide or pay for needed transition services). If agencies invited to send
representatives to the meeting are unable to attend, the transition IEP team shall identify other steps to
obtain agency participation in the planning of any transition services. If an agency agrees to provide needed
transition services and fails to do so, the school district shall reconvene the transition IEP team to identify
alternative strategies to meet the student’s transition objectives. Agency collaboration is essential in
developing effective transition IEPs for students. Community transition teams and interagency cooperative
agreements are effective strategies for developing and maintaining on-going collaboration with key agencies
in the community. Community transition teams are encouraged to develop resource materials designed to
ensure that all transition IEP team members are knowledgeable about transition services and agency services
in their communities.

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Effective Practices for Serving Students Ages 18 through 21
There is a wide range of options for serving students ages 18-21. For example, students may wish to
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complete courses at the high school to work toward a standard diploma
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dual enroll in classes at a community college to complete a standard diploma and earn college
credits
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dual enroll in a career education (formerly career and technical education) program at a
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career/technical center to complete a standard diploma and earn a technical certificate
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enroll in adult high school courses to work toward a standard diploma
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participate in a program at the high school to work toward a special diploma
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enroll in adult basic education classes to improve their basic skills
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participate in an on-the-job training program (with a job coach and limited support)
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participate in a supported employment program (with intensive ongoing support)
FLORIDA DEPARTMENT OF EDUCATION • K-12 EDUCATION
BUREAU OF EXCEPTIONAL EDUCATION AND STUDENT SERVICES
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Effective programs focus on the needs of the students, form partnerships with families and key interagency
and business/industry representatives to identify and address needs, and think “outside the box” to create
innovative programs/services that lead to positive student outcomes.
School districts are encouraged to offer an array of settings in which the specially designed instruction and
services are offered to students with disabilities who are eligible for exceptional student education under the
provisions of IDEA. These settings may include high schools, adult education and career/technical centers,
community colleges, universities, and other sites in the community. In establishing settings, it is critical that
instruction and services are provided in the least restrictive environments. Brief descriptions of potential
strategies for meeting the needs of students with disabilities ages 18 through 21 are provided below.
A school district signed a memorandum of understanding with the Navy and opened a classroom for
eligible students at the Naval Air Station. The exceptional student education (ESE) department, in
cooperation with adult education, implemented the special program to meet the needs of students
who graduated with a special diploma and were in need of continued training. The purpose of the
program was to provide “real-world” training (including employment and independent living skills)
in a more adult-oriented environment, resulting in successful transition. The program focused on
functional academic curriculum, community skills, job skills, and leisure/recreation skills.
A school district formed a partnership with the local university (College of Education, College of
Health and Sciences, and College of Engineering). School district staff identified students with
multiple disabilities who required transition services with their age-appropriate peers. An ESE
teacher and job coaches provided transition and job training skills to students with significant
disabilities and major health problems. Social, leisure, and recreational activities were provided
through community-based instruction as well as interaction with age-appropriate non-disabled peers.
The program provided students with the opportunity to enhance their functional academic,
employability, and social skills. Students benefited from interaction with age-appropriate peers as
they participated in various activities on campus. Following successful training, students were hired
for jobs on the university campus.
One school district established a special class for students with disabilities ages 18-21 at a
career/technical center with an ESE teacher. This teacher provided instruction in functional
academics and employability skills. Students could also enroll in career education job preparatory
classes or participate in an off-campus work program. In addition to providing direct instruction,
the ESE teacher provided support to other faculty members and employers participating in the work
program.
A school district formed a partnership with a local hospital to provide extended job training (and
possible job placement) for students with disabilities who are functioning at the supported level.
The goal of the program was to prepare students in all areas of transition, including job preparation,
transportation, social skills, functional academics, and community access. Students spent a portion
of the day at the hospital with a teacher and a job coach. Students became part of the “culture of
work” by eating in the employee cafeteria, attending department meetings, wearing uniforms, and
transitioning to public transportation. Vocational training areas included housekeeping, food
service, laundry, and central supply. Students gained vocational skills and work-related behaviors
by transitioning through the four job clusters each nine weeks. Social skills and functional academic
skills training were provided in community settings, such as the local bank, grocery store, mall, and
other related post-school adult living environments. The school district provided transportation, but
students were able to transition to public transportation following mobility training.
FLORIDA DEPARTMENT OF EDUCATION • K-12 EDUCATION
BUREAU OF EXCEPTIONAL EDUCATION AND STUDENT SERVICES
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A school district developed an intense employability skills training program in cooperation with a
community agency designed to meet the transition needs of older high school students who function
at the supported level. The program was especially helpful for older students who had either been
unsuccessful in the traditional, community-based employment training program, or who needed to
expand their training experiences. The students had classes at the agency in an adult environment
with adult workplace behavioral expectations. Both on and off campus training opportunities were
provided to teach workplace social skills and adult work- related behaviors. Functional academics,
mobility training, consumer skills, public safety, communication, and leisure/recreational activities
were also important components of the program.

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Questions and Answers
The following questions and answers may be helpful in understanding the requirements relating to the
provision of services to students ages 18-21 who choose to continue their education.
Eligibility
1.
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Which students with disabilities may continue to receive educational services through age 21?
Any student with disabilities who has been receiving exceptional student education (ESE) services,
has not reached age 22, and has not received a standard diploma may choose to continue in an
educational program through age 21 (i.e., until the student’s 22nd birthday). This includes students
who have received a special diploma, a certificate of completion, or a special certificate of
completion, as well as students who have dropped out of school and who wish to return.
2.
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May students with disabilities who are under age 22, have not earned a standard diploma or
its equivalent, and have left school return to school to continue their education?
Yes. Students who have not turned 22 and who have not earned a standard diploma or its equivalent
must, at the student’s option, be given the opportunity to earn a standard diploma or continue to
receive educational services without working toward a diploma.
3.
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Are students ages 18 through 21 who have moved to Florida from out of state without having
earned a standard diploma in their previous home state entitled to FAPE?
If a student age 18-21 moves to Florida without having earned a standard diploma or its equivalent,
chooses to continue his or her education, and is determined eligible to receive services in Florida,
FAPE requirements would apply. The district may need to contact the state where the student
previously resided to determine if the student would have been eligible to continue to receive
services in that state if the student’s status in unclear.
4.
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Are students who have been suspended or expelled from school still entitled to FAPE through
age 21?
Yes. IDEA states that a free and appropriate public education is available to all children with
disabilities who are residing in the state between the ages of 3 and 21, including students with
disabilities who have been suspended or expelled from school.
5.
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Are school districts required to serve students
through
the entire school year in which they
reach their 22nd birthday?
FLORIDA DEPARTMENT OF EDUCATION • K-12 EDUCATION
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No. It is the school district’s option to continue offering FAPE beyond the day the student turns age
22.
6.
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What are the FAPE requirements for an ESE student who is incarcerated in an adult
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correctional facility?
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Students ages 18 through 21 who are incarcerated in an adult correctional facility are not entitled to
FAPE through age 21 if they were not identified as being a “child with a disability” under IDEA in
their last educational placement prior to their incarceration in an adult correctional facility and did
not have a transition IEP under IDEA.
7.
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Are there exceptions to this (question #6)?
Yes. There are two exceptions. First, students who had a transition IEP in their last placement and
left that placement are still entitled to FAPE through age 21. Second, students who did not have a
transition IEP but had been identified as a "child with a disability" under IDEA prior to entering the
adult correctional facility are entitled to FAPE through age 21.
8.
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When students with disabilities ages 16 through 21 are co-enrolled in secondary programs and
adult education programs, are the IDEA requirements applicable?
Yes. A co-enrolled student is one who is enrolled in a secondary school, has not earned a high
school diploma or its equivalent, is receiving secondary instruction under the adult general
education program, and is receiving credit toward high school graduation or preparation for the
General Education Development Tests (GED) for such instruction. Students who are co-enrolled in
secondary and adult education programs for the purpose of working toward a standard diploma must
be provided with procedural safeguards in accordance with IDEA.
9.
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If students who are dual-enrolled in career education programs earn special diplomas, can the
students continue in the program through age 21 under the FAPE requirements?
Yes. If students are dual-enrolled in career education programs and earn special diplomas, they may
choose to continue in that program through age 21 under the FAPE requirements. Students who
wish to continue participating in the program after age 22 must continue as adult students.
10. Are ESE students who are served by the Department of Juvenile Justice (DJJ) eligible for
FAPE through age 21?
Students with disabilities who are served by the Department of Juvenile Justice are eligible for
FAPE until they graduate with a standard diploma or reach age 22. The court determines the length
of each juvenile's sentence. Students released back into the community prior to age 22 have the
option of continuing their education in the public schools under IDEA until they are 22 years of age
or receive a standard diploma. Juveniles who are transferred to an adult correctional facility are still
covered by the provisions of FAPE as long as they were identified as being a “child with a
disability” under IDEA prior to their incarceration in adult corrections.
Assessment and Programs
FLORIDA DEPARTMENT OF EDUCATION • K-12 EDUCATION
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11. What assessment procedures are appropriate for students ages 18-21?
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Is an alternate
assessment required for these students?
Determinations regarding appropriate assessment procedures should be based on the diploma option
that has been selected by the student. If the student chooses to continue his or her education through
age 21 in order to pursue a standard diploma, the Florida Comprehensive Assessment Test (FCAT)
with appropriate accommodations, if needed, would be the appropriate assessment. For students
who are not working toward a standard diploma, no alternate assessment would be required since
these are not administered to students beyond grade 10. Assessment processes, such as situational
assessments in the community and workplace, classroom assessments, or curriculum-based
vocational assessment (CBVA), etc., may be used for instructional purposes. Alternate assessments
must be administered at the same grade levels that regular state assessments are administered to
other students.
12. Are students in the 18- to 21-year-old age range eligible for the FCAT waiver?
Yes. Some students may need more than four years to meet the requirements for a standard
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diploma. These students would be eligible if they meet the following requirements:
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The student has taken the grade 10 FCAT with appropriate, allowable accommodations at
least twice and has participated in the March administration of the FCAT during the senior
year.
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If passing scores were not earned, the student has participated in intensive remediation in
math and/or reading.
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The student is progressing toward meeting the minimum number of course credits
prescribed by the state and local school board.
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The student has demonstrated the knowledge, skills, and abilities required by the grade 10
Sunshine State Standards.
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The student has an overall grade point average of 2.0 or higher on a 4.0 scale.
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The IEP team has determined that the FCAT cannot accurately measure the student’s
abilities, even if all appropriate, allowable testing accommodations are used.
13. Are students in the 18- to 21-year-old age range eligible for the College Placement Test (CPT)
Eligible Option?
Yes. Students who have met the 2.0 grade point average and course requirements for a standard
high school diploma but did not pass the FCAT and are not approved for the FCAT waiver will
receive the Certificate of Completion—College Placement Test Eligible. With this credential, the
students will be allowed to take the CPT and be placed into either college credit or remedial courses.
14. What educational options do students with disabilities have if they are below age 22 and have
not earned a standard diploma?
The options for students in this age group are varied. In general, programs should be age-
appropriate and responsive to a range of desired post-school outcomes. See the chart in appendix A
for some possible program options and funding sources.
15. How is the provision of educational services determined for ESE students who have chosen to
continue their education through age 21?
FLORIDA DEPARTMENT OF EDUCATION • K-12 EDUCATION
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The transition IEP team determines what special education and related services should be provided
for the student. In addition, the team determines a student’s placement and the setting in which the
services will be provided. Districts are encouraged to offer an array of options to meet the needs,
preferences, and interests of individual students.
16. What are the requirements relating to reevaluation for these students?
The reevaluation requirements in IDEA apply. The reevaluation of each student is conducted if
conditions warrant a reevaluation or the student’s parent or teacher requests a reevaluation but at
least once every three years.
Note: Reevaluation can serve a dual purpose for students ages 18-21. It can meet the IDEA’s
requirement for reevaluation, and it can provide valuable information for students as they apply for
services from adult agencies and community colleges.
17. What is the school district’s responsibility related to developing and implementing transition
IEPs for students ages 18 through 21 who choose to continue school?
School districts must continue to review and revise transition IEPs annually. When conducting a
meeting to review and, if appropriate, revise a student’s IEP, the IEP team should consider any
relevant special factors, including but not limited to the strengths of the student; recent evaluation
results; the results of the student’s performance on any state or district-wide assessments; behavioral
interventions, strategies, and supports; the language needs of a student with limited English
proficiency; the student’s need for instruction in Braille; the communication/language needs of the
student; and the student’s need for assistive technology devices and services. The same procedural
safeguards apply as in previous years. That is, school districts must provide notice of IEP meetings
to both students and their parents; students must be invited to attend such meetings; and a
participating agency’s representative must be invited to attend such meetings. If the student does
not agree with the IEP team’s decisions regarding the services that will be offered or the appropriate
placement, the student may request a due process hearing to challenge such decisions.
18. What is the district’s responsibility for providing transportation for these students to the
setting in which their educational program is being provided?
The school district is responsible for providing special education and related services, including
transportation to the educational program specified on the transition IEP. If travel training is being
addressed as part of the special education services, school district staff should work with the student
to identify and use the transportation that is available in the community.
19. Can students be co-enrolled in adult education programs and still be eligible for a free and
appropriate public education under the provisions of IDEA?
If the co-enrolled student has not turned 22, the student is eligible for a free and appropriate public
education under the provisions of IDEA. This means that the special education and related services
are provided to the student without charge based on the student’s transition IEP. (See appendix B
for further information about adult education.)
20. Can a student who has received a special diploma take the GED to earn a State of Florida high
school diploma?
Yes. GED Tests are primarily intended for persons who for any number of reasons have missed
their first opportunity to complete a high school program of instruction; no State Board of Education
FLORIDA DEPARTMENT OF EDUCATION • K-12 EDUCATION
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rules prohibit students with disabilities who have earned a special diploma from taking the GED
Tests.
Procedural Safeguards
21. Are the IDEA procedural safeguards applicable when a student with disabilities who is age 16
or above chooses not to continue to receive FAPE and enrolls in an adult education program?
No. If students with disabilities beyond the compulsory school age (i.e., age 16 or older) have been
informed of their right to FAPE, they may legally withdraw from a secondary school program; in
this situation, the IDEA’s procedural safeguards are no longer applicable. Adult students with
disabilities retain their rights under the Americans with Disabilities Act and Section 504 of the
Rehabilitation Act of 1973.
22. How does the provision of the IDEA’s procedural safeguards change when students reach age
18?
Most of the rights that were accorded to parents under IDEA, Part B, are transferred to the student at
the age of 18 (unless the student has been determined to be incompetent under state law). In
circumstances where there are concerns about the student’s ability to participate in the process of
decision-making, districts should try to work as closely as possible with the student’s parents to
ensure that appropriate decisions are made. Both students and parents must continue to receive the
notices required under the IDEA, unless the student is incarcerated in an adult correctional facility.
23. When is the district required to give prior written notice to a parent whose child will be
exiting the public school system?
The district is required to give the parent prior written notice when the student is scheduled to
receive a standard or special diploma, a certificate of completion, or will be aging-out of the
program. If the student chooses to leave school early, the school district must notify the parent that
the student has withdrawn. A notice about the transfer of rights must also be sent to the parent and
the student when he or she attains the age of majority (i.e., age 18).
24. What responsibilities does the school district have to inform students and their families of the
option to continue to receive educational services under IDEA through age 21?
As part of the transition planning process, districts should inform parents of their young adult's right
to retain FAPE through age 21, if desired. This information should be provided during the student's
first transition IEP team meeting (e.g., on or before the student’s 14th birthday), so that students and
their families can make informed decisions about their long-term plans. It is recommended that
school districts provide information on the array of options the district offers for students through
age 21. It is suggested that districts develop written materials describing the array of options
available.
Funding
25. How are programs for students ages 18-21 funded?
Funding for providing education and related services to students ages 18 through 21 is available as
follows:
FLORIDA DEPARTMENT OF EDUCATION • K-12 EDUCATION
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Students remain eligible under IDEA, Part B; therefore, the district may use IDEA, Part B,
entitlement funds to support various programs and services.
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Under the Florida Education Finance Program (FEFP), any student who graduates with a
credential other than a standard high school diploma or its equivalent and who chooses to
continue to receive FAPE can continue to generate weighted full-time-equivalent funding (FTE)
through the FEFP until the student receives a standard high school diploma or the student “ages
out” (i.e., reaches age 22 or completes the school year in which he/she turns 22, depending on
the district’s policy). [BISCS Memo 99-53, 6/15/99]
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Students enrolled in secondary career education courses may generate weighted FTE through
the FEFP.
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Students dual-enrolled in a career education program (using a postsecondary course number)
would be funded through the Workforce Education Fund (WEF), a performance-based system.
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Students co-enrolled in an adult general education program would generate weighted FTE
through the FEFP.
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Carl Perkins Career and Technical Education (federal) funds may be used to support programs
and provide services for students with disabilities who are enrolled in career education
programs.
26. How can districts access IDEA funds for students with special diplomas who have not reached
age 22 and who wish to continue their education?
Districts can access IDEA funds for these students by writing it into their IDEA funding entitlement
proposal.
27. Can school districts combine Workforce Education and IDEA dollars to provide educational
programs in off-campus training environments for students who are eligible for IDEA and
students who have already dropped out?
Yes. With appropriate planning and documentation, both Workforce Education and IDEA funds
can be used to share the program costs for a variety of career exploration, preparation, and
placement programs, including supported employment.
28. Who pays for fees, books, and tools, etc. for students who are dual-enrolled?
If the dual-enrolled student continues to be served as a student with a disability under IDEA and if
the items are necessary for the provision of FAPE, then the school district must pay for the student’s
fees, books, and tools.
29. Can fees be charged for students who choose to continue their education through age 21 (e.g.,
lab fees, uniforms, tools, books, tuition)?
No. If these items are necessary for the provision of FAPE, then the students are entitled to them at
no cost.
30. If a student with a developmental disability is eligible for adult day training (ADT) and
chooses not to re-enroll in high school after graduating with a special diploma, is the school
district responsible for funding the ADT?
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No. School districts are only responsible for providing services to students who are enrolled in K-
12 programs. If a student (age 18 – 21) chooses not to re-enroll in the public school system, then
the school district is not responsible for providing funding for outside instruction or services.
Miscellaneous
31. What grade level are students ages 18-21 considered to be? How are they coded?
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What
courses are used?
Districts will have to decide how to code students who choose to remain in the K-12 school system.
One way is to continue to code them as grade 12 and use the device for multiple credit courses to
enter their courses and grades in the district database. Because districts have probably addressed
this issue before (e.g., for students functioning at the participatory level, who often remain in school
until age 22), district personnel in Management Information Services (MIS) should be consulted.
There are two data elements in the automated student database that address these students: grade
promotion status and additional school year student. Under additional school year student, districts
will indicate that the student is Code F ("opting to receive FAPE"). Under grade promotion status,
districts will indicate that the student is a Code D ("student with disabilities opting to remain in
school").
Note: The district's student progression plan may need to be amended to account for students ages
18-21.
A variety of courses may be used for these students, depending on the individual student’s goals and
needs. Courses may include regular academic, regular career education, exceptional student
education (including ESE/career education courses such as Career Placement and Supported
Competitive Employment), and Vocational Education for Students with Disabilities.
32. How is a school’s retention rate impacted when students choose to continue their education
through age 21?
Using the codes suggested above should avoid any impact on a school's retention rate.
33. What withdrawal code should be used for students who have previously received a special
diploma (or exit credential other than a standard diploma) but have opted to return for an
additional year to receive FAPE?
Use the withdrawal code WPO for students who have previously received a special diploma,
certificate of completion, or special certificate of completion; have returned to school for an
additional year; and have not met requirements for any additional exit credential (e.g., standard
diploma).
34. Are students counted during FTE week?
Yes. As long as FAPE is being provided and the student is younger than 22, the student is counted
during FTE week. The student should also be included in the December 1 child count.
Summary
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Most students functioning at the independent level do not wish to remain in high school after their peers
have left for college or employment. However, it is incumbent upon the school district to ensure that each
young adult is ready to transition successfully.
It is critical that students, families, exceptional student education personnel, career education personnel,
adult education personnel, and counselors understand the requirements for FAPE and the opportunities for
participation in programs in adult education environments or community-based programs. The goal is to
meet the needs of individual students and to provide them with opportunities to earn credentials that will
enhance their successful transition from school to post-school adult life.
FLORIDA DEPARTMENT OF EDUCATION • K-12 EDUCATION
BUREAU OF EXCEPTIONAL EDUCATION AND STUDENT SERVICES
11

DRAFT 9-27-04 – For Review Only
Appendix A
Sample Program Options for Serving Students 18-21
Desired Post-School
Scope of Program
Diploma
Delivery
Funding
Possible Postsecondary
Outcome Statement
Option
Options
Sources
Options Based on
Attainment of Diploma
Selected
Carlotta wants to attend
Regular and remedial
Standard
Regular high
FEFP, IDEA,
Work force, military
community college to work
courses to prepare for
(with or
school,
Workforce
service, postsecondary
toward a career as a para-
FCAT and other tests
without FCAT
career/technical
Education
education institutions,
legal in a law office. She
required for access to
waiver)
center,
(WEF) funds,
such as career/technical
would like to marry and
postsecondary
community college
dual enrollment
centers, community
have a family. She plans to
education options;
funds
colleges and universities
continue her volunteer acti-
courses to prepare for
vities at the humane society. desired career
Jorge desires to pursue
Regular and remedial
Certificate of
Regular high
FEFP, IDEA,
Work force, possible entry
further training for a career
courses to prepare for
Completion –
school,
Workforce
to military service (check
in automotive technology.
FCAT and other tests
CPT Eligible
career/technical
Education
with recruiter),
He would like to build his
required to access post-
center,
(WEF) funds
postsecondary education
own home. Jorge plans to
secondary education
community college
institutions, such as
stay involved in community
options; courses to pre-
career/technical centers,
sports activities.
pare for desired career
community colleges
Ginny desires to obtain her
Regular and remedial
GED Adult general
FEFP, IDEA
Work force, military
GED, obtain employment as courses to prepare for
education center,
service, postsecondary
a secretary with the local
GED and related
secondary GED
education institutions,
school district, and live on
courses for desired
Exit Option Model
such as career/technical
her own.
career
Program
centers, community
colleges, and universities
Mark desires to obtain
employment in a hospital
cafeteria, live in an
apartment with a friend, and
participate in recreational
activities in the community.
Job training (non-paid
and/or paid) leading to
supported competitive
employment, daily
living skills necessary
for supported living,
and community access
Special
Diploma
(Option 1)
Regular high
school, center
school, homebound
instruction, juvenile
justice facility,
alternative
education center
FEFP, IDEA
Selected work force
opportunities, possible
entry to military service
(check with recruiter), or
possible enrollment in a
community college (in a
certificate career education
and participation
program), or a
career/technical center
(depending on the school
and program).
Taneka desires to become a
cabinet maker, own her own
Job training (non-paid
and/or paid) leading to
Special
Diploma
Regular high
school, business,
FEFP, IDEA,
grants, private
Selected work force op-
portunities, possible entry
cabinet making shop, buy
competitive or
(Option 2)
community-based
industry, agency
to military service (check
her own home, and travel
supported competitive
organization,
with recruiter), or possible
with friends.
employment,
university/college
enrollment in a community
development of
campus, mall
college in a certificate
community
career education program,
competencies
or a career/technical center
(depending on the school
and program).
Lee desires to be included in
community activities, have a
Job training (non-paid
and/or paid) leading to
Special
Diploma
Regular high
school, business,
FEFP, IDEA,
agency, grants,
Selected work force op-
portunities, possible entry
full-time job with a sports
competitive or
(Option 2)
community-based
colleges
to military service (check
team, continue to work out
supported competitive
organization,
with recruiter), or possible
at the gym, and live in his
employment,
university/college
enrollment in a community
own apartment with a
development of
campus, mall
college in a certificate
roommate.
community
career education program,
competencies
or a career/technical center
(depending on the school
and program).
FLORIDA DEPARTMENT OF EDUCATION • K-12 EDUCATION
BUREAU OF EXCEPTIONAL EDUCATION AND STUDENT SERVICES
12

DRAFT 9-27-04 – For Review Only
Appendix B
Adult General Education
The following background information is provided to clarify adult education requirements. For further
information, see the following Web sites
?
Adult Education, http://www.firn.edu/doe/workforce/adult_ed.htm
?
GED, http://www.firn.edu/doe/workforce/gedover.htm or www.aceofflorida.org/ged.
Definitions
Section 1004.02(6) of the Florida Statutes (F.S.) defines "adult student" as a student who is beyond the
compulsory school age (16 years of age or older) and who has legally left elementary or secondary school or
a high school student who is taking an adult course required for high school graduation.
Rule 6A-6.014 (2) of the Florida Administrative Code (F.A.C.), entitled, “General Requirements for Adult
General Education Program,” states that
Enrollment shall be limited to individuals who have legally left the elementary or secondary school
as specified in Section 232.01(1)(c), Florida Statutes; provided, however, that the school may
temporarily assign individuals of compulsory school age to one (1) or more classes offered in the
adult general education program where such students exhibit an educational need which can be
more effectively served by the adult general education program when such courses are required for
high school graduation.
The term "co-enrolled" is widely accepted throughout Florida (
Technical Assistance Paper for Adult High
School Instruction Program
, Florida Department of Education) to refer to a student who
?
is currently enrolled in a secondary school (grade 9-12)
?
has not earned a high school diploma or its equivalent
?
is receiving secondary instruction through the adult general education program, General Education
Promotion (#9900010)
?
is receiving credit toward high school graduation for such instruction.
Two diploma options are available through Adult Education.
?
standard high school diploma (pass courses and FCAT)
?
State of Florida high school diploma (successfully pass official GED tests).
General Educational Development (GED Tests)
The GED tests provide adults with an opportunity to earn a high school diploma that will enable them to
obtain jobs or advance in their careers, enroll in higher education or technical training, or fulfill a lifelong
goal. The Tests of General Educational Development (GED tests) are developed by the American Council
on Education to enable individuals who have not graduated from high school to demonstrate the attainment
of academic skills that are normally acquired through the completion of a high school program of study.
The GED tests measure competency in five subject areas: language arts - reading, language arts - writing,
mathematics, science, and social studies.
The GED tests may be given to
?
residents of Florida with proof of residency that must include either a State of Florida Driver’s
License or a State of Florida Identification Card
FLORIDA DEPARTMENT OF EDUCATION • K-12 EDUCATION
BUREAU OF EXCEPTIONAL EDUCATION AND STUDENT SERVICES
13

DRAFT 9-27-04 – For Review Only
?
?
adults 18 years of age or older
?
GED candidates 16 or 17 years of age who have been granted an age waiver from their local
educational agency
?
individuals who are not enrolled in an accredited high school
?
individuals who have not graduated from an accredited high school or have not already received a
high school equivalency diploma.
Adults with special needs may apply for special accommodations for the GED tests. Documentation of the
disabling condition must be submitted with the required forms. All special accommodations requests must
be submitted to the Florida GED Chief Examiner. Special accommodations may include extended testing
time, assistance from a scribe, use of a calculator, testing in a private room, and/or frequent breaks. Special
editions of the tests are also available in audiocassette, Braille, and large print formats.
GED examinees who pass the official GED tests will receive a State of Florida high school diploma. In
addition, each examinee receives a transcript of his/her scores.
GED Exit Option Model
The GED Exit Option Model is a strategy developed in collaboration with the American Council on
Education (ACE). This strategy permits currently enrolled high school students to take the GED test and
helps students who may be at risk of not graduating with their class to gain a standard high school diploma
through an alternate graduation route. Students utilizing the GED Exit Option Model must meet all of the
following criteria:
?
be at least 16 years old and currently enrolled in a K-12 program
?
be enrolled in courses that meet high school graduation requirements
?
be overage for grade, behind in credits, have a low GPA, and be in jeopardy of not graduating with
their cohort group (The cohort group is defined as the class with whom they entered kindergarten.)
?
have a minimum reading level at seventh grade.
Students who enter the program must pass the FCAT and then pass the GED tests in order to receive a
standard high school diploma.
School districts must apply to the Florida Department of Education (DOE) and be approved on an annual
basis to implement the GED Exit Option Model for all schools utilizing this strategy. The application must
address the guidelines developed by ACE to ensure the integrity of this exit model. Each year the Dropout
Prevention and Academic Intervention Programs Office reviews applications submitted by each district that
wishes to utilize this strategy. Through this process, the DOE is able to gather data required by ACE and
comply with the required assurances developed by ACE. The Department is also required to collect and
report student outcome data regarding this strategy. This data is provided in the Annual Supplemental
Academic Instruction Report.
FLORIDA DEPARTMENT OF EDUCATION • K-12 EDUCATION
BUREAU OF EXCEPTIONAL EDUCATION AND STUDENT SERVICES
14

DRAFT 9-27-04 – For Review Only
References
FAPE (2001).
Facts-on-Hand: Prior Written Notice
, (September). Minneapolis, MN: Families and
Advocates Partnership for Education.
Florida Department of Education (2003).
Program Options for Students with Disabilities: Career and
Technical Education and Adult General Education
. Tallahassee, FL: Florida Department of Education.
Florida Department of Education (1999).
IDEA Update #2, BISCS Memorandum 99-53. Graduation
.
Tallahassee, FL: Florida Department of Education.
Florida Department of Education (1999).
IDEA Update #7, BISCS Memorandum 99-89. Transfer of Rights:
Age of Majority
. Tallahassee, FL: Florida Department of Education.
Florida Department of Education (2003).
Technical Assistance Paper for Adult High School Instruction
Program
. Tallahassee, FL: Florida Department of Education.
NICHCY (2000).
Transition.
Chicago, IL: National Information Clearinghouse for Children and Youth
with Disabilities.
Web sites
?
Florida Department of Education, Bureau of Instructional Support and Community Services
?
http://www.myfloridaeducation.com/commhome/
?
Florida Department of Education, Division of Community Colleges and Workforce Education
(Adult Education)
?
http://www.firn.edu/doe/workforce/adult_ed.htm
?
?
State of Florida official GED Web site
?
http://www.aceofflorida.org/ged
?
?
IDEA Practices
?
http://www.ideapractices.org
?
?
National Information Center for Children and Youth with Disabilities
?
http://www.nichcy.org
?
=============================================================================
Paper Number: FY 2004-X
August 2004
K-12 Education
Bureau of Exceptional Education and Student Services
Refer Questions To: Janet Adams
(850) 245-0478 or SC 205-0478
Email: Janet.Adams@fldoe.org
=============================================================================
TECHNICAL ASSISTANCE PAPERS are produced periodically by the Bureau of Exceptional Education
and Student Services to present discussion of current topics. The TA Papers may be used for inservice
sessions, technical assistance visits, parent organization meetings, or interdisciplinary discussion groups.
Topics are identified by state steering committees, district personnel, and individuals, or from program
compliance monitoring.
FLORIDA DEPARTMENT OF EDUCATION • K-12 EDUCATION
BUREAU OF EXCEPTIONAL EDUCATION AND STUDENT SERVICES
15

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