Student Assessments


Florida Standards Assessment (FSA) – measures student performance on selected benchmarks in reading, mathematics, writing and science that are defined by the Florida State Standards (FSS). Developed by Florida educators, the FSS outline challenging content students are expected to know and be able to do. All public schools are expected to teach the student the content found in the FSS. Achievement levels describe the success a student has achieved on the FSS tested on the FSA, which include Reading, Mathematics, Science, and Writing. Achievement levels based on both scale scores and developmental scale scores range from 1 (lowest) to 5 (highest). Achievement Level definitions apply to all FSA subjects. 

FSA subject areas assessed:

3rd Grade – Reading and Math 

4th Grade – Reading, Writing, and Math 

5th Grade – Reading, Writing, and Math and Science

For more explanation regarding the FSA, please log on to:

I-Ready - Built to match the Florida State Standards/Common Core, i-Ready provides a valid and reliable growth measure and individualized instruction. A single K-12 adaptive diagnostic for reading and math pinpoints students' needs down to the sub-skill level. On-going progress monitoring shows if students are on track to achieve end-of-the year learning targets.

WIDA-ACCESS Assessment 
ACCESS 2.0 for ELLs is an English language proficiency assessment administered to Kindergarten through 12th-grade students who have been identified as English Language Learners (ELLs). It is given annually to monitor students' progress in acquiring academic English. ACCESS 2.0 for ELLs is aligned with the WIDA English Language Development Standards and assesses each of the four language domains of Listening, Speaking, Reading, and Writing.

Purpose and use of ACCESS 2.0 for ELLs:

  • Helps students and families understand students’ current level of English language proficiency along the developmental continuum.
  • Serves as one of the multiple measures used to determine whether students are prepared to exit English language support programs.
  • Generates information that assists in determining whether ELLs have attained the language proficiency needed to participate meaningfully in content area classrooms without program support.
  • Provides teachers with information they can subsequently use to enhance instruction and learning in programs for their English language learners.
  • Provides districts with information that will help them evaluate the effectiveness of their ESL/bilingual programs.
  • Meets, and exceeds, federal requirements for the monitoring and reporting of ELLs' progress toward English language proficiency.

Students may be given other assessments by the classroom teacher.