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5G - Present Levels of Performance and Annual Goals - April 2011 Revision

Note: This procedural directive was reviewed and revised in October 2012. We provide this revision for historic purposes only. Please refer to the current procedural Directive.

The Present Levels of Performance, Annual Goals section of the IEP calls for a statement of the child’s present levels of performance, which serves as the baseline data for the annual goal, and a statement of the measurable annual goal and short-term objectives.  This section also provides for a description of how progress on the goals will be measured and when periodic reports will be provided.

The Progress Documentation section of the IEP addresses how often progress shall be reported to the parents.

Present Levels of Performance

The IEP shall include a statement of the child’s present levels of academic achievement and functional performance, including:

  • How the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); or
  • For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities.

(34 C.F.R. § 300.320(a) (1))

Every IEP shall include a statement about both the child’s “academic achievement” and “functional performance.”  (71 Fed. Reg. 46662 (August 14, 2006))

The statement of a child’s present levels of performance which includes how the child’s disability affects the child’s involvement and progress in the general education curriculum shall directly correspond with the requirement that the IEP include measurable annual goals designed to meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum.  (71 Fed. Reg. 46662 (August 14, 2006))

Regarding the requirement that the IEP for preschool children include a statement of present levels of performance including how the disability affects the child’s participation in “appropriate” activities:  Generally, the word ”appropriate” is used to mean suitable or fitting for a particular person, condition, occasion, or place.  (71 Fed. Reg. 46661 (August 14, 2006))

Annual Goals

An IEP shall include both academic and functional goals.  The IEP shall include a statement of measurable annual goals, including academic and functional goals designed to:

  • Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and
  • Meet each of the child’s other educational needs that result from the child’s disability.

(34 C.F.R. § 300.320(a)(3) and 71 Fed. Reg. 46662 (August 14, 2006))

IDEA does not require goals to be written for each specific discipline.  (71 Fed. Reg. 46662 (August 14, 2006))

The goals shall be written in a manner that they can be “objectively monitored and measured.”  (71 Fed. Reg. 46664 (August 14, 2006))

Objectives or Benchmarks

For children with disabilities who take alternate assessments aligned to alternate achievement standards, the IEP shall include a description of benchmarks or short-term objectives.  (34 C.F.R. § 300.320(a)(2)(ii))

Benchmarks or short-term objectives are no longer required for all children with disabilities, only those children who take the alternate assessment in the years that they take the alternate assessment.  (71 Fed. Reg. 46663 (August 14, 2006))

Measuring Progress

The IEP shall include a description of:

  • How the child’s progress toward meeting the annual goals will be measured; and
  • When periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided to the parent.

(34 C.F.R. § 300.320(a)(2)(ii))

The Progress Documentation section of the IEP addresses how often progress shall be reported to the parents.

IDEA does not require report cards or quarterly report cards.  Report cards and quarterly report cards are used as examples of when periodic reports on the child’s progress toward meeting the annual goals might be provided.  (71 Fed. Reg. 46664 (August 14, 2006))

The manner and format for reporting progress on the goals shall be reflected on the Present Levels of Performance, Annual Goals page of the IEP.

Administrative Position: Chief Academic Officer

Department Director: Executive Director of Special Education

References

Legal Cross Ref.:

For more information about the legal references below, refer to the following sites:
  • 34 C.F.R. § 300.320
  • 71 Fed. Reg. 46662
  • 71 Fed. Reg. 46663
  • 71 Fed. Reg. 46664

Board Policy Cross Ref.:

Procedural Directive Cross Ref.:

Required Forms:

NSBA/NEPN Classification: IHBA

Introduced: April 1, 2011
Reviewed: April 12, 2011
Adopted: April 22, 2011

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