As students prepare to transition from middle to high school, 8th grade becomes a critical period for planning and support. This phase of matriculation plays a key role in ensuring students, particularly those with Individualized Education Programs (IEPs), are equipped for success in the next stage. With the recent passage of AB 438 in California, there are important updates to how transition planning must be approached. This legislation strengthens the requirements for early and meaningful transition services, ensuring that students begin high school with a clear, individualized pathway toward postsecondary goals. The following section outlines how these changes impact transition planning at the 8th grade level and provides guidance on best practices to meet the updated legal and educational expectations.

Students with disabilities face multiple transitions throughout their education. Within this guide, the transition from 8th grade to high school is referred to as matriculation. This pivotal phase requires careful planning by LEAs to ensure students, especially those with IEPs, receive the support they need. Matriculation can be particularly challenging, as students move to a new campus, adapt to unfamiliar routines, meet new staff and peers, and face increased academic demands. Proactive preparation is essential to promote a smooth and successful start to high school.

New Requirements

A new California law, Assembly Bill 438 (AB 438), affects how and when IEP transition planning begins for students with disabilities entering high school. Starting July 1, 2025, IEPs must include measurable postsecondary goals and transition services when a student begins their high school experience, rather than waiting until they turn 16, unless the IEP team explicitly justifies delaying those components. See the linked CDE Guidance for more information. Though planning before high school is not yet required, state guidance strongly encourages districts and middle (or K-8) schools to hold 8th-grade matriculation IEP meetings in the spring and invite receiving high school staff to join, giving students, families, and teams more time to explore academic paths, supports, and postsecondary options before matriculation occurs.

This shift aligns the state of California’s practices with research showing that earlier transition planning improves employment and life outcomes for students with intellectual disabilities and autism. To prepare, schools should update policies and train teams to implement early transition assessment practices, review student placement options and graduation pathways, and ensure meaningful family engagement starting in 8th grade.

To support IEP teams in planning for 8th-grade transition planning and matriculation, consider utilizing this flowchart.

Requirements for 8th Grade Matriculation Meetings

When a student with an IEP matriculates from an elementary/middle school LEA to a high school LEA there are procedural requirements.

Middle School LEA will:

• Ensure FAPE and ESY
  Continue providing a Free Appropriate Public Education (FAPE), including Extended School Year (ESY) services, through the end of the summer following 8th grade.
• Coordinate Matriculation IEP Meeting
  Schedule, facilitate, and document the student’s final IEP meeting; implement any necessary updates to the IEP. Amend IEP as needed.
• Invite High School LEA
  Invite a representative from the receiving high school LEA to the student’s final IEP meeting.
• Hold Spring Matriculation Meetings
  Consider holding 8th-grade matriculation IEP meetings in the spring, inviting high school staff such as counselors to support a smoother transition.
• Engage Families Early
  Involve students and families early in the transition process to align postsecondary goals with available high school programs and supports.

High School LEA will:

• Implement FAPE on the First Day
  Begin providing a Free Appropriate Public Education (FAPE) on the student’s first day of enrollment, typically the first day of school.
• Deliver Appropriate Supports
  Provide access to standards-based coursework, transition services, and daily living skills supports tailored to each student’s needs and diploma pathway, including general education, CTE, and dual enrollment where appropriate.
• Use Strength-Based Vision Planning
  Engage students in developing their Individual Transition Plan (ITP) using a strength-based approach focused on their evolving future goals.
• Establish Course of Study
  At the first IEP/ITP meeting, determine the student’s course of study and graduation path, whether a regular diploma, an Alternative Diploma Pathway, or a Certificate of Completion (as a last resort, not a planned path).
• Facilitate Transition Activities
  Offer campus tours, staff meet-and-greets, and opportunities for parent engagement to support a smooth and informed transition into high school.

Meeting Participants

To ensure a comprehensive and effective transition plan, the following participants should be included in the 8th-grade transition IEP meeting:

• Current Case Manager
• Parent or Guardian
• High School Personnel – A special education teacher or counselor to offer guidance on high school placement and services.
• Admin designee
• General Education Teacher
• Other Service Providers – Speech therapists, occupational therapists, or behavior specialists who may need to make recommendations for high school services.

Matriculation Meeting Requirements

If the 8th-grade transition IEP meeting is not also serving as the student’s plan review or reevaluation IEP, the following documents should be completed at a minimum:

• IEP Meeting Notice
• IEP Offer of FAPE Services
• IEP Present Levels of Academic and Functional Performance
• IEP Signature and Consent
• IEP Notes

Additional pages may be completed based on student needs:

• Individual Transition Plan (ITP) – For students 16 years and older (or earlier if appropriate).
• Behavior Intervention Plan (BIP) – If behavioral support is necessary.
• Special Factors Page – Documents assistive technology, language needs, or other accommodations.
• Activities to Support Transition – Outlines plans to ensure a smooth transition.

Writing an Individual Transition Plan (ITP)

The Individual Transition Plan (ITP) is part of a student’s IEP and helps guide their goals for life after high school in the areas of education, employment, and independent living. It is legally required to be in place by the student’s 16th birthday. However, as mentioned earlier in this article, with the passage of AB 438 starting in July 2025, transition planning must begin as soon as a student enters high school. While not required in 8th grade, the state strongly encourages schools to hold spring matriculation IEP meetings and invite high school staff. This early planning gives students, families, and IEP teams more time to prepare for a smooth transition and to align services with the student’s future goals.

ITPs are developed based on assessment and student-centered planning. Additionally, goals are developed with coordinated activities to support them. This plan is completed and documented in SEIS (Individual Transition Plan pages 1 and 2). Services are implemented to assist the student in achieving their goals. The IEP team will discuss and document the student’s course of study, credits completed, and whether the student is working toward a diploma or certificate of completion.

For more information on ITPs, please refer to the SELPA Procedural Guide.

Please also see the Developing Person Centered Transition Plans padlet.

Additional IEP Tips

• Start research early by identifying students who are matriculating, which high school they will be attending, connecting with high school contacts and discussing when meetings will be scheduled. Be sure to start communications early (no later than January) with the high school LEA contacts.
• Develop a schedule of transition IEP meetings and be sure BOTH the elementary, middle and high school LEAs have a copy of the schedule.
• Consider the amount of time you will need for each transition IEP meeting, and plan accordingly, understanding that some discussions may require more time.
• Create and utilize an agenda to ensure all important discussion items are addressed.
• Enter all required information in SEIS.
• Collect information from general education teachers and other educators supporting each student prior to the transition meeting, including what has worked and what has been a challenge.
• Consider developing a parent/guardian input report to be completed and submitted prior to the transition IEP so concerns can be addressed.
• Review and share information with school personnel at both sites prior to the transition IEP meeting. Both LEAs should have an understanding of one another’s programs and school to support rich and relevant conversations during the transition IEP.
• If there are matriculating students with plan review or reevaluation IEPs due between January and May, combine the matriculation meeting with these IEP(s). This will provide the high school LEA with a more comprehensive picture of a student's current needs.