IEP stands for Individual Education Plan. An IEP is a written plan that describes the individual learning needs of a student with disabilities and the ESE services, supports, aids, and accommodations and modifications that will be provided to that student. Students who might need an IEP have more extreme learning difficulties than other students. IEPs might also be written for students who require more challenging curriculum offerings or need special instructional methods to access the full range of curriculum offered. Before an IEP can be written, students must participate in a program called MTSS (Multi-Tiered System of Supports) to determine whether or not their learning difficulties qualify them for exceptional student education services. Please see the MTSS description for more information. When appropriate, additional testing may also be requested and completed. If an evaluation from a private practitioner has been completed, the school system must verify those results with their own evaluations. Students who qualify for exceptional education services and their families have specific legal rights and responsibilities. IEPs must be reviewed every year to make sure they are specific to the student’s needs and are appropriate for the student’s education.

A 504 plan is named for Section 504 of the Rehabilitation Act of 1973, a federal law governing services to students with disabilities. A 504 plan is for students who have a physical or mental impairment that substantially limits one or more major life activity, have a record of such impairment, or are regarded as having such a condition. The 504 plan ensures students equal access to the full instructional program by describing the accommodations that the student needs to succeed. These plans are reviewed annually 

LEP stands for Limited English Proficiency; ESOL stands for English for speakers of other languages. When English is not the first language of the student or the language spoken at home, that student may be eligible for an LEP or ESOL plan. The plan will outline the special services that student will receive to help them learn to read, write, and speak English proficiently.

MTSS (Multi-Tiered System of Supports) is a term used to describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention. The integrated instruction and intervention is provided to students at varying levels of intensity based in student need. The goal is to prevent problems and intervene early so that students can be successful.

The term Response to Intervention (RtI) has been used to refer to the framework of multi-tiered supports. MTSS is a more accurate term that refers to one seamless framework that provides varying levels of academic and behavior supports.

In Spring 2015, FCAT 2.0 was replaced by the Florida Standards Assessments (FSA) in English language arts and mathematics to measure student achievement of the Florida Standards. The English language arts and mathematics assessments are administered in the Spring to grades 3 through 5.

Florida Standards Assessment (FSA) Writing is administered in the Spring to grades 4 and 5. Students write an essay in response to a given prompt. The writing test is utilized in the state accountability process.

The FCAT Science assessment is administered in the Spring to grade 5.

The Office of Measurement and Research, the Office of Student Services, and the schools provide various diagnostic tests for a variety of placement and decision making purposes.
Diagnostic tests may include academic skill assessment, IQ/aptitude, psychological, and others. Information from these tests helps the schools and parents understand the unique educational needs of the student.