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Navigating the world of special education in Florida (where the term Exceptional Student Education [ESE] is used) can feel overwhelming for many parents, but you don’t have to go through it alone. As a licensed school psychologist and professional psychoeducational testing evaluator at Lifeologie Counseling St. Johns, I understand how important it is for families to have clear, supportive guidance when learning about the resources available to their children.
This guide is designed to help you better understand how Exceptional Student Education (ESE) works in Florida, what programs and supports are available, and how you can confidently advocate for your child’s unique learning needs. Whether you’re just beginning the evaluation process or already have an IEP in place, my goal is to give you the knowledge, encouragement, and tools to feel informed and confident to navigate every step of the way.
What Does ESE Mean For Kids?
At the state level, the Bureau of Exceptional Education and Student Services supports school districts and others in their efforts to provide exceptional student education programs for students ages 3 - 21 who have been determined eligible for exceptional student education (ESE). Students that chose to continue accessing their IEP post high school have access to a variety of transitional services and programs offered by their school district, such as job training, independent living, and coursework.
Each school district is responsible for providing services to students who are eligible for the following ESE programs. Each link will take you to the FL DOE for definitions, statutes/rules, and resources for each disability area.
- Autism Spectrum Disorder (ASD)
- Deaf or Hard of Hearing (DHH)
- Developmentally Delayed (DD) Ages Three Through Nine
- Dual Sensory Impairment (DSI)
- Emotional/Behavioral Disability (E/BD)
- Hospital Homebound (HH)
- Intellectual Disabilities (InD)
- Language Impairment (LI)
- Other Health Impairment (OHI)
- Orthopedic Impairment (OI)
- Specific Learning Disabilities (SLD)
- Speech Impairment (SI)
- Traumatic Brain Injury (TBI)
- Visual Impairment (VI)
what is an IEP?
An IEP is an Individualized Education Plan that is developed with an IEP team after a student has been found to meet eligibility criteria for one or more of the areas of special education disability and is in need of specialized instruction to close skill gaps in areas such as academics, social emotional/behavioral functioning, communication, motor skills, social skills, adaptive functioning, and/or self-management.
Necessary specialized instruction is identified through IEP goals; it must be delivered by an educator certified in special education and must be monitored through the collection of data. IEP goals must address each area of educational need identified through evaluation. Goals must be specific, measurable, attainable, relevant, and timely. Quarterly progress including data collected for each goal must be shared with parents. IEPs must be reviewed annually by the IEP team and continued eligibility must be reviewed every three years. Any member of the IEP team may request a meeting at any time to discuss new concerns, review progress data, etc.
An IEP team must include the following key stakeholders: parents, teacher(s), specialists with knowledge of the student, the student (age 14+), and a Local Education Authority (LEA). An LEA is typically an administrator that ensures the support and services contained within the IEP are delivered and upheld through the duration of the IEP.
how do I start the ESE evaluation process?
Parents have the right to request an evaluation at any time. Schools must meet and review data to determine if an evaluation is appropriate and notify parents of their decision within 30 days. The diagram below outlines Florida specific timelines.
A minimum of two general education interventions must be implemented and progress monitored prior to most exceptional education evaluation referrals. These interventions may also be implemented during the evaluation period if a referral is deemed appropriate by the educational team.
For a Specific Learning Disability, a student must receive general education interventions through a Response to Intervention framework and show either a lack of expected progress, slower-than-expected progress, or the need for intensive levels of support to close the achievement gap.
what is gifted education?
Florida defines gifted students as students who have superior intellectual development and are capable of high performance. Each school district serves gifted students through local plans that provide academic and social-emotional support.
How do schools identify students eligible for gifted services?
School districts in Florida screen 2nd grade students to help identify those who may be gifted. Additionally, teachers and parents can refer a child for a gifted screening with their school counselor. A school aged child may be screened two times using two different screening assessments by district staff. If a child meets the cutoff score during either screening attempt, they will be referred for a full gifted evaluation, which will include a cognitive assessment that measures both verbal and nonverbal abilities and a teacher gifted checklist. Students whose first language is not English may be tested using a nonverbal cognitive measure to ensure language proficiency does not impact their performance. Measures of cognitive ability need to fall within the Exceptional range with a composite (verbal and nonverbal combined) score of 130 or higher.
Are there drawbacks to school-based gifted evaluations?
Gifted assessments may not fully represent an individual student’s abilities. As such, screening efforts are completed in large groups at various times throughout the school day based on computer and proctor availability. School psychologists within the school district are tasked with completing large numbers of gifted evaluations, heavy caseloads of Exceptional Student Education evaluations, and meeting attendance for eligibility. Thus, they may not have time to notify each parent when they will be testing, nor can they test each student individually at optimal times of the day.
what is an educational plan (EP)?
If a child is eligible for gifted services, the next step is to hold a meeting to write an EP for the student. The child’s parents are invited to this meeting as members of the EP team. The EP team documents the child’s present levels of performance, establishes goals for the child, and determines how progress will be measured and reported. Also, the EP team determines what special services are needed for the child to make progress and achieve his or her goals. The EP team also decides where the child will receive services. Most children who are gifted spend the majority of their school day in general education classrooms. Some children may leave the general education classroom for part of the day to receive services in a gifted class. A few children may spend all day in a gifted class.
Please visit Gifted Education for more information on FL specific gifted guidelines.
what is a 504 plan?
Section 504 Plans in schools provide educational accommodations for students identified as having a disability that substantially limits a major life activity. Essentially the plan “levels the playing field” so that the student has the opportunity to participate in their education at the same level of their non-disabled peers.
What does “substantially limits” mean?
The term “substantially limits” is interpreted broadly and is not meant to be a demanding standard. But not every condition will meet this standard. Examples of conditions that are not substantially limiting is a mild allergy to pollen or ADHD that is managed through learned strategies the student is practicing independently.
What does major life activities mean?
Major life activities are the kind of activities that you do every day, including your body’s own internal processes. There are many major life activities in addition to the examples listed here. Some examples include:
- Actions like eating, sleeping, speaking, and breathing
- Movements like walking, standing, lifting, and bending
- Cognitive functions like thinking and concentrating
- Sensory functions like seeing and hearing
- Tasks like working, reading, learning, and communicating
- The operation of major bodily functions like circulation, reproduction, and individual organs
What’s the difference between 504 and IEP?
Section 504 Plans are protected through the Americans with Disabilities Act and bear the same legal weight as IEPs in that school staff must follow them as written. The difference between a 504 plan and an IEP is that there is no direct skill support via instruction within a 504 plan, only accommodations. Students with IEPs are provided direct instruction in areas of need identified through an evaluation along with appropriate educational accommodations. Examples of common accommodations include: extended time on tests, use of graphic organizers, use of calculators, speech to text, access to audio books, tests taken in small groups, access to school nurses, and movement breaks.
Students with medically-related disabilities, such as diabetes, may also require a health office plan in addition to a 504 plan to ensure their medical needs are documented and on file for school nursing staff.
How do I start the 504 evaluation process?
Parents have the right to request a 504 evaluation at any time. School teams will review parent requests and typically move forward with an evaluation. The evaluation consists of information provided by the parent (e.g., medical reports, outside diagnoses, observed concerns), teacher(s) observations of the student’s performance and progress in class, and information provided by the student. Sometimes, school teams collect additional information, such as social emotional/behavioral rating scales, structured observations completed by staff other than the teacher, and/or psychological testing. Best practices suggest using all these data gathering methods to determine the need for accommodations. However, school teams often do not have the staff or resources available to do so and they are not deemed necessary components for a 504 evaluation.
where can I go to learn more about special education in Florida?
We offer psychoeducational testing for ADHD, Autism Spectrum Disorders, learning disabilities, and social emotional/behavioral concerns; gifted evaluations; consultations for ESE, gifted, and Section 504 evaluations; and executive functioning support for children and young adults at Lifeologie Counseling St. Johns. Book a session with us today to learn more and empower your family with the skills and support you need to move forward!
