Complaint Summary

Date Findings Report Sent:

August 28, 2025

Case Number:

25-0737

Grade Level:

Elementary

Person filing complaint:

Parent

School District:

Bolton Public Schools

Allegation(s):

• Failure to provide that the child’s individualized education program (IEP) contains a statement of measurable annual goals, including academic and functional goals designed to (A) meet the child’s needs that result from the child’s disability to enable the child to progress in the general education curriculum; and (B) meet each of the child’s other educational needs that result from the child’s disability (34 CFR § 300.320(a)(2)).

Conclusion(s):

• At a PPT meeting, the Parent requested that a reading comprehension goal be added to the Student’s IEP. The District refused the Parent’s request to add a reading comprehension goal to the Student’s IEP and stated in the prior written notice the refusal for the request and the reason for refusal. At the PPT meeting, the District reviewed data from the Developmental Reading Assessment (DRA), DIBELS Maze Scores, ELA Unit Assessments, and the neuropsychological assessment. Two of the Student’s communication objectives in the Student’s IEP relate to reading.
• The Student has received tiered reading support in a small group throughout the 2024-2025 school year. For the tiered support, the District implemented general education interventions and strategies and identified a target area for growth for reading comprehension. After each cycle of tiered support, the intervention and strategies utilized with the Student were continued or revised. The Student’s target area for growth was revised on cycle 2. The District provided evidence of these continuations or revisions for four cycles.
• Because the District utilized assessment data to support the refusal of the addition of the reading comprehension goal to the IEP and indicated the refusal on prior written notice, the District is not in violation of 34 CFR § 300.320(a)(2). In addition to this, the District revised interventions and strategies that were provided to the Student in the general education classroom.
• It should be noted that the Student showed inconsistent progress in the area of reading comprehension for the 2024-2025 school year. If the Student does not make adequate progress with the general education interventions provided to the Student, the District must review and revise the intervention on a consistent basis (every 6-8 weeks) and determine if other interventions need to be implemented. If at any point the PPT determines the Student’s disability results in other educational needs, the PPT must design and implement an IEP that addresses those other educational needs.

Corrective Action(s):

• No corrective action is required.