The Individualized Education Program (IEP) should include a summary of the student’s current skills and needs as well as annual goals that support their progress in the general education curriculum; however, IEPs for students with complex support needs may be missing required information. We investigated IEP goals and Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements for 112 students with complex support needs in four educational placements to understand (a) similarities and differences in the literacy skills identified in IEP goals, (b) the extent to which students’ IEP goals aligned with the literacy skills identified in their PLAAFPs, and (c) how this alignment differed across placements. Results revealed some students were missing literacy-focused content in their IEP, very few K–2 students had goals focused on early literacy skills, few students in Grades 3 to 6 had expressive writing goals, and IEP goals were inconsistently aligned with PLAAFP statements.

中文翻译：

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具有复杂支持需求的学生 IEP 中的读写能力内容分析

个性化教育计划（IEP）应包括学生当前技能和需求的摘要，以及支持他们在通识教育课程中取得进步的年度目标；然而，针对具有复杂支持需求的学生的 IEP 可能会缺少所需信息。我们调查了 112 名在四个教育安置中具有复杂支持需求的学生的 IEP 目标以及当前学术成就和功能表现水平 (PLAAFP) 陈述，以了解 (a) IEP 目标中确定的读写技能的异同，(b) 程度学生的 IEP 目标与 PLAAFP 中确定的读写能力保持一致，以及 (c) 这种一致性在不同的安置中有何不同。结果显示，一些学生的 IEP 中缺少以读写为重点的内容，很少有 K-2 学生的目标侧重于早期读写技能，很少有 3 至 6 年级的学生有表达性写作目标，而且 IEP 目标与 PLAAFP 的声明不一致。