Transitioning IEPs & 504s from Middle School to High School:

The 10 Most Important Things to Review (Before 9th Grade Starts)

The move from middle school to high school is a big transition for any child.
But if your child has an IEP or a 504 plan — or you’re starting to wonder if they might need one — this transition deserves a little extra thought and planning.

High school brings:

·       higher academic expectations

·       multiple teachers

·       bigger buildings

·       longer days

·       more independence

·       and far less hand-holding

The good news?
A thoughtful review of your child’s IEP or 504 before ninth grade can make this transition smoother, calmer, and far more successful.

Below are the 10 key areas families should review when moving from middle school to high school, plus what to ask and what to watch for.

1. The Transition Plan (This One Is Big)

ByHigh School, in New York, every IEP must include a Transition Plan — but smart planning starts well before that.

This section looks beyond next year and asks:

·       Where is this student headed after high school?

·       What skills will they need to get there?

·       What support should be built in now?

Think of this as the long game.

2. Postsecondary Goals: Education, Work, and Life

Postsecondary goals typically fall into three areas:

·       Education/Training (college, trade school, certifications)

·       Employment

·       Independent Living (when appropriate)

Even if your child is only 13 or 14, these goals help guide:

·       course choices

·       skill development

·       independence expectations

They are not binding life decisions — they’re direction-setting tools.

3. Transition Services: Skills in Action

This section outlines how your child will build independence.

Examples include:

·       learning to use public transportation

·       job shadowing or vocational assessments

·       college or career exploration

·       organizational and time-management support

·       practicing real-world problem solving

If the services feel vague, this is a great place to ask for clarity.

4. Present Levels of Performance (PLOP): The Reality Check

This is the snapshot of how your child is doing right now — academically, socially, and functionally.

Before high school, make sure it reflects:

·       executive functioning skills

·       attention and stamina

·       writing and processing speed

·       social skills and anxiety (if relevant)

·       independence with routines and assignments

A strong PLOP leads to meaningful goals. A vague one doesn’t.

5. Goals & Objectives: Are They High-School Appropriate?

High school goals should stretch beyond:
“complete assignments with support”

and include things like:

·       managing long-term projects

·       initiating work independently

·       self-advocacy (asking for help, using accommodations)

·       time management and organization

·       emotional regulation in a more demanding environment

Goals should be specific, measurable, and relevant to real high school demands.

6. Accommodations & Modifications: What Still Helps?

Some accommodations that worked beautifully in middle school still matter in high school:

·       extended time

·       separate location for tests

·       breaks

·       organizational supports

Others may need updating:

·       assistive technology

·       flexible deadlines for long-term work

·       schedule adjustments

·       written instructions or chunked assignments

Don’t remove supports prematurely. Independence grows best when it’s scaffolded.

7. Related Services: Do They Match the New Demands?

High school changes the social and academic landscape.

Revisit:

·       counseling minutes (especially for anxiety or transitions)

·       OT supports for organization or fine motor fatigue

·       speech services for pragmatic language or self-advocacy

Ask: Do these services still match what my child is being asked to do every day?

8. Self-Advocacy: This Is the Hidden Curriculum

High school expects students to:

·       talk to teachers

·       request accommodations

·       manage their own materials

·       speak up when something isn’t working

Self-advocacy should be an explicit goal — not an assumption.

Small steps now prevent big struggles later.

9. Social & Scheduling Transitions

High school means:

·       a larger campus

·       rotating schedules

·       new peer groups

·       less adult oversight

Helpful planning might include:

·       a 30-day check-in meeting once school starts

·       clear communication channels

·       extra support during the first marking period

Transitions deserve follow-up — not just a handoff.

10. Safety, Logistics, and Real Life Skills

Before high school, talk through:

·       transportation plans

·       managing medication

·       emergency procedures

·       navigating public spaces

·       basic budgeting and time management

These aren’t “extras.” They’re foundational life skills.

Action Steps for Parents (Right Now)

·       Review your child’s IEP or 504 with a high school lens

·       Identify which supports are essential — and which need updating

·       Involve your child in age-appropriate ways

·       Request meetings early (spring is ideal)

·       Remember: proactive planning is not overreacting

Final Thought

High school can be an incredibly positive turning point for students with IEPs and 504s — especially when transitions are planned thoughtfully.

The goal isn’t perfection.
It’s support, growth, independence, and confidence.

And you don’t have to figure it out alone.

🎧 For a deeper dive, listen to the companion podcast episode:
“IEPs & 504s in High School: Planning the Transition from Middle School.”

If you’d like help reviewing your child’s plan, preparing for meetings, or choosing high schools that support your child well, I’m always happy to help.