Complaint Summary

Case Number:

• 26-0337

Date findings report sent:

• February 13, 2026

Person filing complaint:

• Parent

School District:

• Branford Public Schools

Grade Level:

• Middle School

Allegation(s):

• The Parent alleged that the District has failed to consistently provide the Student's supplementary aids and services, specifically one-to-one paraprofessional support, predictable transitions, regulation supports, scheduled breaks, motor regulation breaks, and communication supports, as written in their Individualized Education Program (IEP) and the Behavior Intervention Plan (BIP) documented in their IEP. (34 CFR §§ 300.323(c)(2) and 300.17, RCSA § 10-76d-1(a)(1))

Conclusion(s):

• The District is obligated to provide the Student with the special education and related services listed in the IEP. That includes all supplementary aids and services and program modifications that the PPT has identified as necessary for the Student to advance appropriately toward meeting established IEP goals, to be involved in and progress in the general curriculum, and to participate in other school activities. To assess any potential impact of the alleged inconsistencies in implementing supplementary aids and services, a review of progress reports was conducted. It was discovered that only two progress reports have been completed between December 5, 2024, and December 6, 2025, even though 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, which is on a trimester schedule. Therefore, the District is in violation of 34 CFR §§ 300.320(a)(3) which requires that periodic reports on the progress towards meeting annual goals be provided. Upon bringing this concern to the attention of the District, they have proactively implemented the following steps: issued a memorandum to all student support services staff clearly articulating IDEA requirements for IEP progress monitoring, reinforced 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 developed an accountability spreadsheet requiring responsible staff to attest that all progress monitoring and reporting obligations have been completed by established deadlines; therefore no corrective actions are ordered. The Student's available progress reports indicate that not all IEP goals and objectives have been introduced, including a goal that was carried over for a second year in the area of communication. The documentation reviewed supports the District's position that one-to-one paraprofessional support, predictable transitions, regulation supports, and communication supports have been provided as written in the IEP and the BIP. It is also important to note that scheduled breaks or motor regulation breaks are not written in the Student's IEP as accommodations; only included in the BIP as "suggested instructional strategies" stating that "the Team will trial the use of preplanned movement breaks and other physical activities." While it is determined that while the District is not in violation of 34 CFR §§ 300.323(c)(2) and 300.17, and RCSA § 10-76d-1(a)(1), recommendations will follow.

Recommendation(s):

• The District should ensure that PPT meetings are being held to review and revise the IEP if there is any lack of expected progress being met as required under 34 CFR §§ 300.324(b)(1). In addition, the District should maintain transparent communication with families and staff regarding how language such as "suggested strategies" or "whenever possible" affect consistent implementation. Ambiguous language should be reviewed and revised to promote clarity and uniformity.

Corrective Action(s):

• None