IEP transition from ES to MS

[Anonymous]

I am not from here. What are the biggest challenge from ES transition to MS your kid have faced? Is there anything a must to be put on IEP goals to make it easier for parents/kids? I am worried about teachers more strict, limit bathroom usage, friendship, bullying and possibly remember to go to different classrooms daily following schedules. We are in MCPS.

[Anonymous]

I think the goals and accommodations are really going to depend on your kids needs. But some of your concerns can be at least partially addressed outside of the IEP.

We went on every possible tour and some other random community events at the school before school started, just to get my kid used to being there.

A few weeks before school started we reached out to the grade level assistant principal and counselor and asked for his schedule a few days ahead of the start of school, so we could find his classrooms and practice getting from one to another.

We also emailed all of his teachers, introducing our kid, explaining the main issues and the best techniques to help him. I would not assume that the teachers read the IEP, so we wanted to highlight the most important things.

[Anonymous]

Anonymous wrote:I think the goals and accommodations are really going to depend on your kids needs. But some of your concerns can be at least partially addressed outside of the IEP.

We went on every possible tour and some other random community events at the school before school started, just to get my kid used to being there.

A few weeks before school started we reached out to the grade level assistant principal and counselor and asked for his schedule a few days ahead of the start of school, so we could find his classrooms and practice getting from one to another.

We also emailed all of his teachers, introducing our kid, explaining the main issues and the best techniques to help him. I would not assume that the teachers read the IEP, so we wanted to highlight the most important things.

I teach 6th grade (first year of middle school in my district), and I think this poster has it right. Our school does a 6th-grade orientation and a special orientation for kids with IEPs and 504s. I also find it helpful when parents email me about their child. Some years I have 30+ kids with accommodations, and an email helps your kid stand out. While I always read the IEP-at-a-glance, I often don’t get it until a week or two into the school year, so an email can bring my immediate attention to your kid’s needs. I would avoid scheduling a meeting with the teachers, though, because we are very busy at the beginning of the year and it won’t mean much to us until we have gotten to know your kid. Wait until fall conferences, or if you can’t wait that long at least give us a few weeks.

Spend some time figuring out the online platforms for monitoring grades and assignments. Make a plan to check these on a regular basis with your kid and teach them how to follow up with teachers. You may need to help them write an email to the teacher or remind them to go to office hours, but encourage them to do it themselves before you step in.

Sometimes accommodations need to be reworked for middle school, just because the setting is so different. Without knowing your kid’s situation I can’t be more specific, but remember that you can always call a meeting to amend the IEP if you find it’s not working.

[Anonymous]

Also agree with first PP. It is really important to give your child a lot of opportunities to experience the environment before they get there. One big thing in MS (and not sure if this is still the case because I have not had a kid in MS since Covid), was learning to use their locks and remembering the combination. Lots of kids struggle with learning to use them. One year, I spent about an hour at one of those summer MS orientations teaching kids to open the locks.

We also got the schedules in advance and the school set up a meeting each year during the first week of school for me and all of his teachers. It was done really early in the morning and was kind of a get to know him, sharing type meeting.

One of the things that we did was at the last IEP, the MS IEP coordinator (can’t remember the title, but still run into her occasionally) came to the meeting. It was really helpful, but probably mostly for my personal stress level and to give my son a friendly face when he got to MS, because I think the school would have been fine without it.

Another thing we did was that a few days before school started, I sat down with my son to discuss things that he might find difficult in the transition and then I asked him to come up with accommodations. It was highly successful and such a turning point from me being responsible for figuring things out to him taking on that role, with assistance, of course. One of the things he did was to make a checklist that he taped inside his binder to remind him of the things he needed to do when he got to class and when he was leaving class. We also discussed identifying a place for everything and that everything needed to go in its place so that things would not be left behind. And, about two months in, we had to get a new binder and backpack because the ones we got originally were not working for “his” organizational system = he identified the problems and then found ones that he felt would work. These are examples of what made my son successful and are based on his needs at the time. But, I am sharing to give you ideas.

[Anonymous]

Anonymous wrote:Also agree with first PP. It is really important to give your child a lot of opportunities to experience the environment before they get there. One big thing in MS (and not sure if this is still the case because I have not had a kid in MS since Covid), was learning to use their locks and remembering the combination. Lots of kids struggle with learning to use them. One year, I spent about an hour at one of those summer MS orientations teaching kids to open the locks.

We also got the schedules in advance and the school set up a meeting each year during the first week of school for me and all of his teachers. It was done really early in the morning and was kind of a get to know him, sharing type meeting.

One of the things that we did was at the last IEP, the MS IEP coordinator (can’t remember the title, but still run into her occasionally) came to the meeting. It was really helpful, but probably mostly for my personal stress level and to give my son a friendly face when he got to MS, because I think the school would have been fine without it.

Another thing we did was that a few days before school started, I sat down with my son to discuss things that he might find difficult in the transition and then I asked him to come up with accommodations. It was highly successful and such a turning point from me being responsible for figuring things out to him taking on that role, with assistance, of course. One of the things he did was to make a checklist that he taped inside his binder to remind him of the things he needed to do when he got to class and when he was leaving class. We also discussed identifying a place for everything and that everything needed to go in its place so that things would not be left behind. And, about two months in, we had to get a new binder and backpack because the ones we got originally were not working for “his” organizational system = he identified the problems and then found ones that he felt would work. These are examples of what made my son successful and are based on his needs at the time. But, I am sharing to give you ideas.

I love all of this. Can you give us ideas of what was on the checklists? Thank u.

[Anonymous]

OP our MCPS middle school fields several bullying report forms every week. Don't be afraid to submit one if you think your child is being bullied. But also, know the definition of bullying and be proactive to help your child get involved and make new friends. Our IEP kid was not bullied, but he also saw and heard some inappropriate things in the bathrooms and hallways, out of earshot from teachers.

As far as volunteering or offering to take your child to after school events, make the most of any PTSA meetings, clubs or activities, International Night, sports, concerts, school plays, or career days your school offers.

MCPS bullying form: https://www.montgomeryschoolsmd.org/siteassets/schools/high-schools/k-q/northwesths/uploadedimages/homepage/14.-bullying-harassment-or-intimidation-reporting-form.pdf

[Anonymous]

Anonymous wrote:One of the things he did was to make a checklist that he taped inside his binder to remind him of the things he needed to do when he got to class and when he was leaving class. We also discussed identifying a place for everything and that everything needed to go in its place so that things would not be left behind. And, about two months in, we had to get a new binder and backpack because the ones we got originally were not working for “his” organizational system = he identified the problems and then found ones that he felt would work.

This is great advice. Many middle schools give out a planner, or teach the students an organizational system. Some kids adopt it right away and others take years to settle on a system that works for them. Kids with IEPs sometimes take longer with this. Let your child know that it's ok to use a different system and help them with it.

Checklists for what to do at the beginning and end of classes will depend on each teacher and their routines. It might include writing down that day's homework, putting a homework assignment into a turn-in bin, checking a classroom board for information or for a warmup activity, putting papers back into a folder or binder so they are filed correctly, etc.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Also agree with first PP. It is really important to give your child a lot of opportunities to experience the environment before they get there. One big thing in MS (and not sure if this is still the case because I have not had a kid in MS since Covid), was learning to use their locks and remembering the combination. Lots of kids struggle with learning to use them. One year, I spent about an hour at one of those summer MS orientations teaching kids to open the locks.

We also got the schedules in advance and the school set up a meeting each year during the first week of school for me and all of his teachers. It was done really early in the morning and was kind of a get to know him, sharing type meeting.

One of the things that we did was at the last IEP, the MS IEP coordinator (can’t remember the title, but still run into her occasionally) came to the meeting. It was really helpful, but probably mostly for my personal stress level and to give my son a friendly face when he got to MS, because I think the school would have been fine without it.

Another thing we did was that a few days before school started, I sat down with my son to discuss things that he might find difficult in the transition and then I asked him to come up with accommodations. It was highly successful and such a turning point from me being responsible for figuring things out to him taking on that role, with assistance, of course. One of the things he did was to make a checklist that he taped inside his binder to remind him of the things he needed to do when he got to class and when he was leaving class. We also discussed identifying a place for everything and that everything needed to go in its place so that things would not be left behind. And, about two months in, we had to get a new binder and backpack because the ones we got originally were not working for “his” organizational system = he identified the problems and then found ones that he felt would work. These are examples of what made my son successful and are based on his needs at the time. But, I am sharing to give you ideas.

I love all of this. Can you give us ideas of what was on the checklists? Thank u.

Thank you. The checklist was very simple and generic. It was things like turn in homework, put backpack under the desk, get out pencil, get out class notebook, write homework assignment in planner, put away pencil, put away notebook, take backpack, take coat.

I laminated the page and put holes so it went into his binder.

Another thing he did was make a huge sign and tape it to the door that said “turn in homework”. It stayed up for all of MS. Not my favorite door decoration but it was important for me to support his ownership of managing his disabilities.

To PPs point about needing a different checklist for each class, I know each class has different requirements. But my son could not have managed that sort of checklist independently in MS, especially early on. That would have had to have been the IEP team’s responsibility.

[Anonymous]

I second the idea of emailing each teacher with a snapshot of your kid’s profile and what helps your child be successful. Say if they need a seat near the door, a frequent bathroom pass, specific instructions to come to study hall time, etc. Include a detail or two about the child’s personal interests and their family make-up, and tell how to reach you most easily.

“Bob will be in your 7th grade math class. Math is an area of strength for him. He will need help getting and staying organized in your class. Please reinforce for him where homework is posted, when and how he needs to turn it in, and where reminders of quiz and test dates are posted. He wants to do well and cooperate with adults. He does best when seated by the door. He has a checklist in his binder of what to do at the start and end of class, and please let us know how to modify it if needed. He is interested in baseball statistics and is a Nationals fan. He loves with both parents and a younger sister four blocks from school. I can be reached at this email or at this phone number.”