IEP (Individualized Education Program): This is a legal document required for students with disabilities who qualify under the Individuals with Disabilities Education Act (IDEA).  The IEP outlines the specific educational services a student will receive, their goals, and the accommodations or modifications necessary for them to succeed in the general education curriculum. This is a legal contract between the school and the parents. a student’s IEP may not carry over into the private school setting.

Learning Plan: In an independent school, students who need extra support might receive a Learning Plan, which is typically a more flexible, less formal document than an 504. The term Learning Plan is often used in place of 504’s to outline accommodations or strategies to support a student's needs. These plans are created in collaboration with the school’s staff and may include interventions like extra time for assignments, specific teaching strategies, or assistive technology.

504 Plan: This is designed for students with disabilities that don’t necessarily affect academic performance but may impact the student's ability to participate fully in school activities. Under Section 504 of the Rehabilitation Act of 1973, a 504 Plan outlines accommodations to ensure students have equal access to education. Unlike an IEP, it doesn't provide specialized services (like speech therapy), but it may include supports  like extra time for tests or preferred seating. Some private schools will provide accommodations for students with disabilities under a 504 Plan, but this is not guaranteed and depends on the individual school’s policies.

Dissemination Meeting: These meetings are between the third-party professional, parents, learning specialists, and sometimes, teachers. These are held to share information found from a formal evaluation.Parent-Teacher Conferences  are individualized meetings between parents and teachers to discuss a specific student's academic progress, behavior, and overall well-being.

Out-counseling in education refers to the process of guiding and supporting a student to transition out of a particular educational institution, program, or pathway, typically because it is not meeting their academic, social, or personal needs. 

A Psychoeducational Evaluation is conducted by licensed psychologists, school psychologists, or special education professionals to assess cognitive functioning (IQ) and academic achievement. It identifies discrepancies between IQ and academic performance to diagnose learning disabilities but does not evaluate factors like attention, executive functioning, or emotional well-being.

A Neuropsychological Evaluation is conducted by licensed psychologists with specialized training and assesses cognitive and academic skills alongside language, visual-perceptual abilities, information processing, attention, memory, executive functioning, and emotional well-being. It provides a comprehensive understanding of brain-behavior relationships, helping to diagnose conditions like ADHD or anxiety and explain learning difficulties in greater depth.

A Full Individual and Initial Evaluation (FIE) is a comprehensive assessment conducted by a multidisciplinary team to determine if a student qualifies for special education services under IDEA. It evaluates cognitive abilities, academic skills, behavior, social-emotional functioning, and other factors like speech or health. The FIE identifies the student’s needs and guides the development of an Individualized Education Plan (IEP) if necessary.