Moving to High School? Don't Let the School "Water Down" Your Child's IEP

Transitioning from middle school to high school often triggers a push from schools to "foster independence," but this should not come at the cost of necessary support. A common point of contention is the accommodation for "Check for Understanding." When schools require a student to raise their hand and ask for help, they are conflating a self-advocacy goal with an accommodation. If a student struggles with executive function or confidence, the accommodation must require the teacher to proactively initiate the check, rather than placing the burden on the student.

Furthermore, vague definitions of "small group instruction" can be used to justify keeping students in large, general education classrooms without adequate support. If a school claims that a "small group" has no numerical limit or can occur within a full class of 30 students, they may be leveraging a lack of staffing to avoid providing the intensive support your child needs. Finally, regarding modified testing, it is vital to ask directly if removing modifications is required for a standard diploma. If it is not, and the modifications are necessary for your child to demonstrate knowledge, removing them sets the student up for failure before high school even begins.

VillageED’s special education services page offers guidance for navigating placement decisions and IEP meetings: https://www.villageed.org/sped-services.