6G - Present Levels of Academic Achievement and Functional Performance, Annual Goals and Measuring Progress April 2020

The Present Levels of Academic Achievement and Functional Performance 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 if applicable. 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 Academic Achievement and Functional 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 that 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))

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. The manner and format for reporting progress on goals shall be reflected on the Present Levels of Academic Achievement and Functional Performance, as well as, the Annual Goal page(s) of the IEP.

For the provision of special education and related services using various methodologies, both employees and contracted providers shall consistently and accurately reflect services delivered and progress made regarding the IEP goals of students.

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 Academic Achievement and Functional Performance and Annual Goals pages of the IEP.

Administrative Position:

• Associate Superintendent of Special Education

Department Director:

• Executive Director of Special Education

References

Legal Cross Ref.:

• 34 C.F.R. § 300.320
• 71 Fed. Reg. 46662
• 71 Fed. Reg. 46663
• 71 Fed. Reg. 46664

Board Policy Cross Ref.:

• I.11 Special Education

Procedural Directive Cross Ref.:

Required Forms:

• IEP – Present Levels of Performance, Annual Goals section (contact Special Education)
• IEP – Progress Documentation section (contact Special Education)

NSBA/NEPN Classification: IHBA

Introduced: April 1, 2011
Reviewed: April 12, 2011
Adopted: April 22, 2011
Reviewed: October 12, 2012
Revised: October 12, 2012
Reviewed: April 15, 2020
Revised: April 17, 2020

This page was last updated on: April 27, 2011.