From Elementary to Middle School: How to Ensure 504/IEP Support Continues
The transition from elementary to middle school is a huge shift for any child. New teachers, more classes, lockers, and a faster pace can be overwhelming. And middle school moves children from education to socialization. This becomes extremely important to note when working with neurodivergence. But if your child has a 504 Plan or an IEP (Individualized Education Program), this can be even more daunting—especially for parents trying to make sure the supports don’t fall through the cracks. And this does happen!
Unfortunately, a thing I hear frequently from parents is this: "Everything was going well in elementary school, but now in middle school, it’s like they forgot my child even has a plan."
You can change that! This post will guide you to ensure that your child’s 504 or IEP continues smoothly into middle school without surprises or lost services.
1. One of the most important things: Know the Law (And Your Rights)
Supports do not automatically end because your child is switching schools.
IEPs are protected under the Individuals with Disabilities Education Act (IDEA). The new school is legally required to implement the existing IEP until a new one is developed.
504 Plans are covered under Section 504 of the Rehabilitation Act. These also follow your child and must be honored at the new school.
Here's the thing: schools don’t always do this well without some nudging, truth bomb – lots of nudging!
2. Request a Transition Meeting
You don’t have to wait for the new school year to start. Around spring of your child’s final elementary year, request a transition meeting with both the current team and someone from the middle school (such as a special ed coordinator or counselor).
Ask:
How will supports look in middle school?
Will accommodations need to change with the new environment?
Who will be responsible for implementing the plan?
Make sure the middle school staff has access to your child’s current 504/IEP ahead of time. They have access to the systems used by the school, but I always keep a current copy of my child’s plan that I take to all meetings and provide copies to new teachers. See my post about How I Helped My Child Get an IEP for an all to often example of new teachers not being in the loop. (click here to read)
3. Get Names and Contacts at the New School
Find out ahead of time. It’s important to enter the new school knowing:
Who is the 504 Coordinator or IEP Case Manager?
Who can you call if something isn’t being followed?
Reach out before school starts. You may feel like you're being a pest, but even something as simple as an email introduction can go a long way! Here’s an example of a quick and easy email to send:
“Hi, I’m [Your Name], parent of [Child’s Name], who will be starting 6th grade this fall. I’d love to make sure [his/her/their] 504/IEP is reviewed and ready to go on Day One. Can we set up a brief meeting or phone call before school starts?”
4. Attend Orientation with Accommodations in Mind
Most schools offer an orientation, welcome day or meet the teacher day. See if you can:
Visit classes early or at least plan to go early so you don’t run out of time to meet with each teacher
Practice using a locker and do a dry run of their schedule to reduce anxiety and confusion on the first day of school
Identify safe adults or calm-down spaces. Make sure they know how to get to their guidance counselor and office personnel
This is especially helpful if your child has anxiety, executive functioning challenges, or sensory needs. If there’s no formal orientation, ask to schedule a private walkthrough prior to the start of school.
5. Update the Plan If Needed
Middle school often means more teachers, heavier workloads, and more independence expected on the part of the student. What worked in 5th grade might not be enough in 6th.
For example:
“Preferential seating” might now mean seating in multiple classrooms. Also, some teachers may not have assigned seating, so substitute teachers don’t usually know that your child has preferred seating. Teach your child to advocate for themselves!
“Extended time” may need clarification across subjects. To protect your child from undue exposure or challenges to self-esteem, ask if the teachers have a “code” that your child can use such as putting 'ET' or a star at the top of the page when work is submitted but more time is needed. If the teacher doesn’t have one, suggest one.
“Check-ins” may need to happen with a new adult your child can build trust in and have consistency with.
Ask for a team meeting early in the school year to update the plan if needed.
6. Teach Your Child to Self-Advocate
If you haven’t already, this is a great age to start helping your child understand what supports they have, why they’re important and how to speak up if something isn’t happening. My children always said that they didn’t want to seem “special” or “important” to the other kids in class. Impress upon them that accommodations are their legal right and if they have them, they deserve them. My daughter had a situation where accommodations weren't being met, due to a communication error, but she asked a few times for her teacher to talk to guidance and verify her accommodations. This was an honors class and she could have fallen horribly behind had she not advocated for herself. Children need to know that they must be respectful to adults but that asking questions is perfectly OK and often necessary.
You can role-play phrases like:
“I have a 504 Plan that says I get extra time. Can I finish this in study hall?”
Middle school teachers often expect more independence, so practicing self-advocacy now sets your child up for long-term success. Again, ask if the teacher already has a “code” that your child can use. If the teacher doesn’t have one, please suggest one or ask that they come up with one.
7. Document Everything
Keep all communication in writing when possible. Documentation can be a make-or-break kind of element when advocating for your child’s supports. Save emails, meeting notes, and copies of the 504/IEP. I keep a spiral notebook or composition book specifically for all my interactions that need to be noted such as phone calls or conversations held in person. I also suggest following up with an email to have it concretely documented. This protects your child and gives you a clear paper trail if you need to advocate for changes later.
8. Check In Frequently
It’s more than okay to be extra involved at the start of the year. Often, it’s extremely necessary. I highly suggest it! Ask:
How is the plan being implemented? Is it consistent?
Are there any concerns from the teachers? Express your concerns.
Is your child using the supports? If not, why?
Once you feel that things are running smoothly, you can step back a bit. But early check-ins can prevent months of missed services.
9. If Something Isn’t Working—Speak Up Right Away
If you see a drop-off in support, don’t wait. Do not presume that the school will “catch up” or “get back on track” without prompting. To be fair, they are often understaffed and underfunded. So, keeping track is useful for them as well as for you. Lack of staffing or funding is not an excuse to be inconsistent with services. See my post Why Is It So Hard to Get Supports (click here to read).
Reach out assertively and politely by saying, “I’m noticing [specific problem]. Can we meet to review the 504/IEP and make sure it’s being followed?” I’d even suggest that you don’t ask “can we” but state “I’d like to”. You have the right to request a team meeting at any time. And even more importantly, please remember you are an equal part of the team.
10. You Don’t Have to Do This Alone
The transition can be hard, but it is most definitely not impossible. Always remember that you don’t have to go it alone! There is help and support for you:
Join a local or online support group
Connect with a parent advocate
Reach out to me for coaching or support (click here for my website)
Middle school can be both a fresh start and a continuation of the supports your child needs. With the right planning, you can make sure their 504 or IEP doesn’t get lost in the shuffle. And you won’t lose your mind trying to track it all.
If you take away anything from this post, please know that YOU are your child’s best advocate. And you can do this! (link to transition checklist)
Need help navigating this transition?
Let’s talk! I offer one-on-one coaching for parents who want to ensure their child is getting the support they need—especially during big transitions like this (click here for my website to learn more)
