Present Levels and Meaningful Goals
Good goals start with a clear picture of the student. For autistic students, that picture needs to go beyond grades to include communication, social interaction, self-regulation, executive function, sensory needs and strengths. This module shows what strong present levels look like and how to turn them into measurable, appropriately ambitious goals.
The module has two parts. Each part has a short reading followed by practice activities built around real classroom moments. Work through the sections in order; your progress is saved as you go. Plan on about 30 minutes, including the video.
- Describe what strong present levels include for an autistic student
- Use classroom data and observations to inform present levels
- Identify the parts of a measurable goal
- Rewrite vague goals so they can be measured
- Explain why functional goals matter as much as academic ones
Watch first: Present Levels and Meaningful Goals (6 min)
Watch the overview, then work through the readings and activities below.
Present Levels That Mean Something
The present levels section (often called PLAAFP) describes what the student can do now, in both academic and functional areas, and how the disability affects learning and participation. For autistic students, functional areas often matter as much as academics: how the student communicates, interacts with peers, handles change, manages sensory input, organizes work and regulates emotions.
Strong present levels are specific and based on data. “Liam has trouble with group work” is vague. “During small-group science labs, Liam joins the group task for about 5 minutes before leaving to work alone; he stays longer when he has a clear role card” tells the team what is happening, when, and what already helps. Present levels should also name strengths and interests, which are often the key to motivation and engagement.
Open the IRIS Center module on developing high-quality IEPs. Explore the sections on present levels and the link between present levels and goals.
Open the IRIS IEP module →- What present levels must describe
- How data makes present levels useful
- Why strengths belong in present levels
- How present levels connect to goals
What to Include for Autistic Students
Areas teams often overlook in present levels.
Communication
How the student requests, refuses, asks for help and comments, including any AAC or visual supports.
Social interaction
How the student joins, stays in and repairs interactions with peers and adults.
Regulation and sensory needs
What helps the student stay calm and what tends to overwhelm them.
Strengths and interests
Skills, passions and preferred topics the student brings.
The case manager asks you for input on Liam’s present levels. Liam is an autistic sixth grader in your English class. The draft says only, “Liam is passing English with a C. He sometimes has trouble with behavior.”
You know Liam writes vivid stories about trains, struggles to start writing tasks, and leaves the room when the class gets noisy.
The case manager asks you how long Liam usually takes to start a writing task.
How should you answer?
Which statement is the most useful present level of performance?
Reveal the Best Answer
For each statement, choose Accurate or Inaccurate, then check your answers.
1. Present levels should include functional areas like communication and regulation.
2. Strengths and interests don’t belong in present levels.
3. A classroom teacher’s observations can inform present levels.
4. “Has trouble with behavior” is a strong present level statement.
From Vague to Measurable
A measurable goal answers four questions: under what conditions, what the student will do, how well or how often, and by when. Texas rules describe this as timeframe, condition, behavior and criterion. For example: “By the end of the IEP year, during independent work in general education classes, Mateo will request help using a help card or words in 4 of 5 observed opportunities across 3 consecutive weeks.”
Goals should be appropriately ambitious. Teams look at present levels, past rates of progress, and what the student could achieve with strong instruction and support. Functional goals, such as communication, self-advocacy, flexibility and social participation, often matter most for an autistic student’s long-term independence. They deserve the same precision as reading or math goals.
Return to the Endrew F. Q&A and reread the questions about how teams should set goals and what happens when a student isn’t making expected progress.
Open the Endrew F. Q&A →- The four parts of a measurable goal
- How to set ambitious, realistic targets
- Why functional goals matter
- What to do when progress stalls
Common Goal Problems and Fixes
Quick checks you can use when you read any goal.
No observable behavior
“Will understand” or “will improve” can’t be seen. Swap in “will request,” “will complete,” “will initiate.”
No condition
Where and when should the skill happen? With what support?
No criterion
How often or how well? “4 of 5 opportunities” or “90% accuracy.”
Only one setting
A skill shown only with one adult may not generalize.
The team is reviewing a draft goal for Zoe, an autistic eighth grader: “Zoe will improve her flexibility.”
Her present levels say she refuses to begin work about half the time when the class schedule changes, and does better when given a visual schedule with the change marked ahead of time.
The goal is adopted. You teach Zoe’s third-period class.
What is your part?
Which goal is measurable?
Reveal the Best Answer
For each statement, choose Accurate or Inaccurate, then check your answers.
1. A measurable goal includes a condition, behavior, criterion and timeframe.
2. Functional goals are less important than academic goals.
3. Goals should be appropriately ambitious based on the student’s circumstances.
4. “Will understand fractions” is an observable behavior.
What to carry into Module 3
- Strong present levels are specific, data-based and include strengths.
- Functional areas matter as much as academics for autistic students.
- Measurable goals name a condition, behavior, criterion and timeframe.
- Your classroom data helps write and track goals.
References
- Definition of individualized education program, 34 C.F.R. § 300.320. https://www.ecfr.gov/current/title-34/section-300.320
- IRIS Center. (n.d.). IEPs: Developing high-quality individualized education programs [Online module]. Vanderbilt University. https://iris.peabody.vanderbilt.edu/module/iep01/
- U.S. Department of Education. (2017). Questions and answers (Q&A) on U.S. Supreme Court case decision Endrew F. v. Douglas County School District Re-1. https://sites.ed.gov/idea/idea-files/qa-endrew-f-v-douglas-county-school-district-case-qa/
- Individualized education program, 19 Tex. Admin. Code § 89.1055. https://law.cornell.edu/regulations/texas/19-Tex-Admin-Code-SS-89-1055