Complaint Summary

Date Findings Report Sent

February 10, 2026

Case number

26-0332

School District

Branford Public Schools

Person filing the complaint

Parent

Grade Level

Middle

Allegation(s)

The Parent alleged that after repeated Parent requests, the District failed to revise the IEP to meet all of the Student’s social and emotional needs. (34 CFR § 300.320(a)(4) and 34 CFR 300.324(a)(1))

Conclusion(s)

It was discovered that the District has provided one Progress Report, dated December 4, 2025, since the inclusion of the Executive Functioning goals and objectives on April 23, 2025. However, the District is on a trimester schedule, and the Student’s IEP states that reports of progress toward meeting the goals and objectives included in this IEP will be provided to the parent consistent with general education grade-level report cards. Therefore, as the District did not complete a progress report for June 2025, they are in violation of 34 CFR §§ 300.320(a)(3) which requires that periodic reports on the progress towards meeting annual goals be provided. However, upon bringing this concern to the attention of the District, they have proactively implemented the following steps: issue a memorandum to all student support services staff clearly articulating IDEA requirements for IEP progress monitoring, reinforce progress monitoring and reporting requirements under IDEA at the February monthly meetings between student support services administrators and school special education and related service staff, and develop an accountability spreadsheet requiring responsible staff to attest that all progress monitoring and reporting obligations have been completed by established deadlines. While the Student’s attendance remains a concern, the District has documented its efforts to address this issue, including the implementation of an attendance incentive plan. Additionally, the District maintains that no social or emotional concerns were identified prior to the PPT meeting on December 16, 2025. At that meeting, accommodations, goals, and objectives in the areas of social/emotional and more robust executive functioning were added to the IEP, along with corresponding executive functioning and counseling services. The District has also considered Parent concerns, as demonstrated by the Student’s inclusion in a social skills group, the commissioning of targeted evaluations, and the change to the primary disability category. Therefore, upon recognizing any social and emotional needs, the District did not fail to review the Student’s IEP and is in compliance with 34 CFR §§ 300.324(a)(1), and 300.320(a)(4).

Corrective Action(s)

No required corrective actions.