Understanding Deferment
Table of Contents
What is Deferment?
Deferment is a Free and Appropriate Education (FAPE) related process involving students with disabilities (SWD) who have active IEPs enrolled in public schools. It is an additional period to support experiences and skill readiness to support successful postsecondary outcomes. Deferment services and programs should be specific, intentional, and in alignment with students’ needs and their postsecondary goals.
Who is Eligible to Defer?
Only a student whose IEP requires special education, transition planning, transition services, or related services through the age of 21 may defer receipt of their standard diploma. In addition, once a student defers, they must be enrolled in accelerated college credit instruction, industry certification courses that lead to college credit, a collegiate high school program, or courses necessary to satisfy the Scholar designation requirements or a structured work-study, internship, or pre-apprenticeship program to continue to receive FAPE (s.1003.4282(10)(c), F.S)
Criteria for Deferment
The IEP team should determine the following questions to determine if the student meets
BOTH two prong criteria for deferment:
A. Prong 1 of Deferment: A student must have an IEP that prescribes special education, transition planning, transition services, or related services through age 21, meaning the student must require services to succeed.
B. Prong 2 of Deferment: The student must be enrolled in one of five specific educational programs. See each page for description and eligibility
requirements.
1. accelerated college credit
2. early college
3. industry certification courses leading to college credit
4. scholar designation, or
5. a structured work-study or pre-apprenticeship program
It’s important to note that “Postsecondary” refers to any education or training (both academic and technical) that occurs after student receives their diploma and exits high school. Examples of this may include attending college, vocational schools, trade programs, or other forms of education aimed at career preparation or further learning. In relation to deferment.
Deferred students are not guaranteed acceptance into FCTC or SJRSC. If the student’s goal is a full-time schedule, the IEP team should consider the Least Restrictive Environment (LRE). For many students with disabilities, deferment may be a more restrictive setting versus entering directly into the post-secondary setting.
The student and their family should be advised to speak with their student’s ESE case manager and high school counselor to learn more about their options as an adult student with a disability.
- Students who wish to pursue enrollment at FCTC may be eligible for the Career
Navigators program. In addition, they could receive many of their
accommodations through FCTC’s Academic Advising Office. - Students must self-disclose their disability to their advisor at FCTC to receive
accommodations. It is the student’s responsibility to submit a copy of their IEP,
and it must be current (no more than five years since updated). - Students interested in full-time programs at SJR State may qualify for various
college credit or workforce programs. Students may also be eligible for services
through the Vocational Rehabilitation’s adult services pathway.
IEP Team Guiding Questions
- What do the student’s postsecondary goals, course of study, and present levels indicate?
- What is the student’s transition goal on their IEP?
- What pathways can we educate the student and their family about to help them achieve those goals?
- What rate of progress is the student making toward their annual goals?
- Is the student ready for full-time college, or do they still need to work on self-determination, self-advocacy, or social-emotional and independent functioning goals before pursuing full-time college or career and technical training?
- What specially designed instruction and transition services does the student need to work toward their measurable postsecondary goals?
- What support is the student currently receiving, and how will that translate in a transitional setting now that they have earned their high school diploma?
- How can we break this down into smaller steps and create a plan for the student to achieve these goals by their 22nd birthday?
- Could the student make progress toward their postsecondary goals by receiving their standard diploma and utilizing accommodations and services under Section 504 of the Rehabilitation Act and/or the Americans with Disabilities Act (ADA)? If yes, deferment may be too restrictive, and the IEP team should discuss the adult service pathway. See the flowchart for details.
- What agency linkages and services have been part of the student’s transition plan, and will they be needed during deferment or in postsecondary life?
- Agency for Persons with Disabilities
- Vocational Rehabilitation
- Center for Independent Living
- Florida Center for Unique Abilities
- Division of Blind Services
- Are there program applications, prerequisites, deadlines, and eligibility requirements for a desired deferment program, and has the student met or will they meet those requirements? See the flowchart for details.
- Colleges offer accommodations for students with disabilities, but the process is a bit different from high school:
- Colleges must provide reasonable accommodations under laws like Section 504 of the Rehabilitation Act and the ADA.
- To get accommodations, students need to contact their college’s disability or accessibility services office after they are admitted. It’s your responsibility to reach out, request accommodations, and provide proof of their disability.
- Registering early is key because it secures your rights and ensures everything is set up for your first semester. Once your eligibility is confirmed, the office will help arrange the necessary accommodations based on the documents you give them.
Ending Deferment/Deadlines
- Students can request their high school diploma at any time during the deferment period and exit high school. Deferment is a one-time requirement and can end upon the adult student’s request or upon their 22nd birthday, whichever comes first.
- Students who want to defer their diploma must do so by May 15th of their high school senior year.
- Once a student takes receipt of their standard high school diploma and/or the LEA/district recognizes a student’s earned high school diploma from another entity (such as out-of-state, private, home school, etc.), it releases the district to provide FAPE to the student.
Structured Work Study Options
Programs designed to prepare students for employment by teaching job skills, social skills, and job search strategies. These include work experiences like supported employment and pre-apprenticeships, which allow students (16+) to enter registered apprenticeship programs.
Has the student with a disability met all graduation requirements?
YES: Move to prong one of deferment.
NO: The student must be on track to meet all graduation requirements before the team can finalize the plan to defer receipt of the student’s diploma.
Prong One of Deferment: Does the student’s IEP state they require special education, transition planning, transition services, or related services through age 21?
YES: Move to Prong Two.
NO: The student is not eligible to defer their diploma. The student/IEP team should also speak with their high school counselor to explore additional options for adult students, including support through Vocational Rehabilitation.
Prong Two of Deferment: Is the student enrolled in a structured work-study, internship, or
pre-apprenticeship program?
YES: The student is eligible to defer their diploma. Complete the St. Johns County School District deferment application and the Vocational Rehabilitation application. A transition team member will contact you to schedule a deferment planning meeting.
NO: The student is not eligible to defer their diploma. The student/IEP team should also speak with their ESE Case Manager and high school counselor to explore additional options for adult students, including support through Vocational Rehabilitation.
Academic Dual Enrollment (Enrolled at SJRSC)
Has the student with a disability met all graduation requirements?
YES: Move to prong one of deferment.
NO: The student must be on track to meet all graduation requirements before the team can finalize the plan to defer receipt of the student’s diploma.
Prong One of Deferment: Does the student’s IEP state they require special education, transition planning, transition services, or related services through age 21?
YES: Move to prong two.
NO: The student is not eligible to defer their diploma. The student/IEP team should also speak with their ESE Case Manager and high school counselor to explore additional options for adult students, including support through Vocational Rehabilitation.
Prong Two of Deferment: Speak with the student’s high school counselor to confirm eligibility:
- Does the student demonstrate the college readiness behavior needed for attending St. Johns River State College?
- Does the student meet Placement Scores?
- Has the student maintained a 3.0 unweighted high school GPA (SJR State Academic Dual Enrollment) or a 2.0 unweighted high school GPA (FCTC Career Dual Enrollment)?
- Does the student demonstrate social and emotional maturity?
- Does the student have transportation for off-campus courses?
YES: The student is eligible to defer their diploma. Meet with a school counselor for assistance with the dual enrollment application and the St. Johns County School District deferment application.
NO: If the student’s unweighted GPA is a 2.0, but they still meet the other program requirements, then the team may consider First Coast Technical College (FCTC) or a structured work-study program. If the student is not enrolled or eligible to enroll in either program, then the student is not eligible to defer their diploma.
Academic Dual Enrollment (Applying at SJRSC)
Has the student with a disability met all graduation requirements?
YES: Move to prong one of deferment.
NO: The student must be on track to meet all graduation requirements before the team can finalize the plan to defer receipt of the student’s diploma.
Prong One of Deferment: Does the student’s IEP indicate a need for special education, transition planning, transition services, or related services through age 21?
YES: Proceed to Prong Two.
NO: The student is ineligible to defer their diploma. The student and IEP team should consult the ESE Case Manager and high school counselor to explore alternative options for adult support, including services through Vocational Rehabilitation.
Prong Two of Deferment: Speak with the student’s high school counselor to confirm the student meets eligibility:
- Does the student demonstrate the college readiness behavior needed for attending St. Johns River State College?
- Does the student meet Placement Scores?
- Has the student maintained a 3.0 unweighted high school GPA (SJR State Academic Dual Enrollment) or a 2.0 unweighted high school GPA (FCTC Career Dual Enrollment)?
- Does the student demonstrate social and emotional maturity?
- Does the student have reliable transportation for off-campus courses?
If YES, Review the Application Process for Eligible Deferred Students:
Step 1: Schedule an appointment with Renee Ruffalo and George Brownette at SJRSC. During the meeting, the student will explore eligible academic pathways for deferment. If dual enrollment is an option, the student should submit their standardized test scores (SAT, ACT, or PERT).
Step 2: After score evaluation, the student should meet with their school counselor for guidance on completing both the dual enrollment application and the St. Johns County School District deferment application.
Eligibility Confirmation:
YES: The student is eligible to apply to SJRSC under deferment. The application process differs for deferred students. The guidance counselor should advise the student on the next steps to confirm dual enrollment eligibility at SJRSC.
NO: If the student’s unweighted GPA is 2.0 but meets other program requirements, the team may consider enrollment at First Coast Technical College (FCTC) or participation in a structured work-study program. If neither option is viable, the student is ineligible to defer their diploma.
Career Dual Enrollment & Secondary Programs
Has the student with a disability met all graduation requirements?
YES: Move to prong one of deferment.
NO: The student must be on track to meet all graduation requirements before the team can finalize the plan to defer receipt of the student’s diploma.
Prong one of deferment: Does the student’s IEP indicate they need special education, transition planning, transition services, or related services through age 21?
YES: Move to prong two of deferment.
NO: The student/IEP team should also speak with their ESE Case Manager and high school counselor to explore additional options for adult students, including support through Vocational Rehabilitation.
Prong two of deferment: Speak with the student’s high school counselor to confirm eligibility:
- Has the student maintained a 2.0 unweighted high school GPA?
- Does the student have good attendance and a good discipline record?
- Does the student have room in their schedule for 2-3 consecutive periods?
- The student must provide their own transportation to and from FCTC (Dual Enrollment Only).
*Note* Dual and Secondary enrollment for deferred students is not full-time. Career Dual Enrollment is available on a part-time basis to all eligible secondary students based on current dual enrollment course offerings through the College and program availability in the course.
YES: The student is eligible to defer their diploma. Complete the St. Johns County School District deferment application and the Vocational Rehabilitation application. A transition team member will contact you to schedule a deferment planning meeting.
NO: The IEP team may consider a structured work-study program. The student should also speak with their ESE Case Manager and high school counselor to explore additional options for adult students, including support through Vocational Rehabilitation.
Questions:
- Dual Enrollment Questions Ms. Sam Guldswog (904)-547-3379 [email protected]
- Secondary Enrollment Questions Ms. Wakilah Augustus (904)-547-3378 [email protected]
Contact Information
Adam Ringwood, Instructor:
[email protected] (904) 547-3600
Coordinates transition IEP meetings for seniors at:
- SAHS – Saint Augustine High School
- PMHS- Pedro Menendez High School
- SJTHS- St. Johns Technical High School
- SJVS- St. Johns Virtual School
- TCHS- Tocoi Creek High School
Tracy Holland, Instructor:
[email protected] (904) 547-3613
Coordinates transition IEP meetings for seniors at:
- BTHS – Bartram Trails High School
- CHS – Creekside High School
- BHS – Beachside High School
- PVHS – Ponte Vedra High School
- NHS – Nease High School
Jennifer Argentina, ESE Program Specialist for Deferment:
[email protected] (904) 547-3433
Coordinates transition IEP meetings for seniors at:
- Evelyn Hamblen
- Private Schools
- Home Education
- Meetings requiring a District Representative for Deferral Decisions
*Coordinates transition IEP meetings for seniors considering St. Johns Community Campus.
Lynne Funcheon, Program Director St. Johns Community Campus
[email protected]
(904) 687-9186 Cell
(904) 824-7249