Complaint Summary
Date Findings Report Sent:
April 17, 2026
Case Number:
26-0481
Grade Level:
High school
Person filing complaint:
Parent
School District:
Connecticut Technical Education and Career System
Allegation(s):
- The Parent alleged that the District failed to provide measurable goals and objectives in the areas of mathematics and counseling, resulting in a lack of progress since the implementation of the Student’s first IEP on February 24, 2025. (34 CFR §§ 300.320(a)(2)(i))
- The Parent alleged that the District has failed to provide counseling services as required in the Student’s IEP, since the implementation of the Student’s first IEP on February 24, 2025. Additionally, the Parent alleged that the District has failed to provide transition services as required in the Student’s IEP, since October 2025. (34 CFR §§ 300.323(c)(2) and 300.17, RCSA § 10-76d-1(a)(1))
Conclusion(s):
- The mathematics and social/emotional present levels of academic achievement and functional performance in the Student’s IEP implemented on February 24, 2025, failed to include baseline information or data in specific, objectively measurable terms. The Student’s goals and objectives failed to outline measurable or observable skills or behaviors in functional terms, as well as evaluation methods or objective criteria to determine mastery. The Student’s progress reports indicate that the mathematics goal and objective was not introduced until at least four months after the implementation of the IEP, and that the Student had technically mastered the only objective by November 25, 2025, but it continued to be marked as Satisfactory until January 30, 2026, while progress stagnated. The progress data for the mathematics goal was continued from November 25, 2025, to January 30, 2026, listing general measures, but failing to include any specific data points. The Student’s progress reports indicate that one social/emotional objective was not introduced until at least four months after the implementation of the IEP, and that the Student had technically mastered the other two objectives by November 25, 2025, but it continued to be marked as Satisfactory until January 30, 2026, while progress stagnated. The progress data for the social/emotional goal was continued from November 25, 2025, to January 30, 2026, listing general qualitative statements, but failing to include any specific data points; making it unclear how the District determined percentages as no quantitative data was included in the goal, objectives, or progress data. As the District did not develop measurable annual academic and functional goals, resulting in ambiguous progress reporting, they are in violation of 34 CFR § 300.320(a)(2)(i). Correction actions will follow with consideration to the proactive steps already taken by the District.
- The District failed to provide the Student with counseling services from February 24, 2025, through March 11, 2026, when the most recent PPT meeting was held. The District failed to provide the Student with transition services from February 24, 2025, through the start of the 2025-2026 school year. Therefore, the District did not provide special education and related services in accordance with the Student’s IEP, in violation of 34 CFR §§ 300.323(c)(2), 300.17, and RCSA § 10-76d-1(a)(1). Correction actions will follow with consideration to the proactive steps already taken by the District.
Corrective Action(s):
- Prior to June 30, 2026, District will provide training aligned with their proposed sessions from findings of facts #8 and 13 and again listed below. They will provide this office with agendas and sign-in sheets for attendees: writing measurable, data-driven IEP goals, and connecting present levels of performance to annual goals; documentation expectations, session structure, and IEP compliance; developing improved transition goals that are measurable and clearly tied to the 16 core transition skills.
- No later than May 15, 2026, the District must convene a PPT meeting to review and revise all present levels of academic achievement and functional performance, and goals and objectives to ensure that current data is utilized and all targeted skills/behaviors are aligned with the evaluation criteria and methods of measurement. Additionally, current services will be reviewed to ensure that site delivery is accurate.
- The District is to provide the Student with compensatory services in the amount of 540 minutes (18 sessions x 30 minutes) of counseling and (8 sessions x 45 minutes) 360 minutes of transition services. The District may utilize District staff or contract with an agency. If the District and the Parent encounter a disagreement regarding the scheduling of services, the District shall contact this office, and the investigator will make a determination. The Parent is free to decline the offer of compensatory services in whole or in part. The District shall deliver all of these services on or before November 15, 2026.