Middle School Transition

On Wednesday, March 18, Framingham Public Schools’ Special Education Coordinators presented with SEPAC to support families in navigating the transition to middle school. These are the slides from that presentation.

This presentation provides a helpful overview of what to expect, including daily schedules, academic supports, specialized programs, and how services are delivered at the middle school level, along with practical tips to support your child during this transition.

We also encourage you to review the Q&A section below, which captures questions raised by families during the presentation and responses shared by the Special Education team.

We invite families to take a few minutes to explore these materials and become familiar with the structure, supports, and opportunities available as you prepare for this next step.

Questions & Answers from the Presentation

Families shared thoughtful questions. Below is a summary of some of those questions along with responses provided by the Special Education team.

Q: Do all middle schools follow the same schedule, including lunch times?
Yes. All three middle schools follow a similar schedule, including lunch periods, which begin as early as 10:35 AM.

Q: Is Academic Advisory (Flex block) only for students with IEPs?
No. Academic Advisory/Flex is a general education support and is available to all students.

Q: Is there after-school programming available?
Yes. All three middle schools offer after-school programming and enrichment opportunities.

Q: How are students supported with transitions between classes?
Schools provide structured supports, especially at the start of the year. This includes “September Success” activities that explicitly teach routines such as using lockers, navigating schedules, and accessing supports. Ongoing access to guidance counselors and staff is also available.

Q: Are staff available to support students in hallways and during transitions?
Yes. Each school has supervision protocols in place, including staff presence in hallways and common areas to support students.

Q: Who supports students during academic support or study skills classes?
Support may be provided by special education teachers and/or paraprofessionals, depending on the student’s program and IEP. For some students, Guided Academics may replace a world language class.

Q: How is it determined whether a student takes a world language?
This decision is made by the IEP Team based on the student’s individual needs, services, and overall schedule.

Q: What supports are available for students who may feel overwhelmed by the schedule changes?
In addition to structured orientation and teaching of routines, students have access to guidance counselors and can request additional support as needed.

Q: Can students remain in dual language programming while receiving special education supports?
This is individualized and should be discussed during the student’s transition meeting with the Team to determine what best meets the student’s needs.

Q: Can families request a different middle school than their assigned feeder school?
Families can raise this question with their Team, though placement is generally determined by feeder patterns and program availability.