Functional performance present levels examples

Functional performance is the half of PLAAFP that teams most often leave thin. There is no state test for washing hands, packing up at dismissal or crossing a street. So the statement says "needs support with daily living skills," and the goal has nothing to grow from.

Functional skills can be measured as well as reading can. Most of them break into steps, happen at predictable times, or come with a natural time limit. The 24 examples below show how. Each has a weak version, a strong rewrite, the data behind it and what makes it strong. Students and numbers are invented to show the format. They are not norms or targets.

The pillar guide on present levels of performance explains the four parts every statement needs.

What functional performance means in present levels

The IEP must include a statement of the child's present levels of academic achievement and functional performance.^[1] The regulations do not define functional performance. In practice, teams use it for the skills outside school subjects that a student needs at school, at home and in the community: self-care, routines, safety, health, communication in daily life, social participation, and work and leisure skills.

The team must also consider the student's academic, developmental and functional needs when it builds the IEP.^[2] A functional need written into present levels with a number is what lets the team write a functional goal for it.

Choosing the right functional data

For step checklists, record the prompt level on each step, not just done or not done. A student who moves from full physical help to a gesture has made progress, even if the step count stays the same. The task analysis glossary entry explains the format.

Self-care and hygiene

Example 1: Handwashing, grade 1

Weak: "Jada needs help with toileting and hygiene."

Strong: "On an 8-step handwashing checklist across 10 bathroom trips in October, Jada completed a median of 4 steps without prompts. She turns on the water and rinses on her own. She skips soap unless reminded and leaves before drying her hands. With a picture sequence above the sink, she completed 6 steps. Jada needs to wash her hands through all 8 steps using the picture sequence."

Data behind it: task analysis scores of 3 to 6 across 10 trips.

Why it works: It names the steps that are missed and the support that helps. See wash hands following a step sequence.

Example 2: Asking for the bathroom, pre-K

Weak: "Mason is not potty trained."

Strong: "Across 10 school days in September, Mason asked for the bathroom with his picture card a median of 0 times per day. He used the toilet on 7 of 15 scheduled sits. He stays dry on days with sits every 90 minutes. He points to the bathroom card when an adult holds it up and asks. Mason needs to request the bathroom with his picture card without an adult offering it."

Data behind it: daily request counts and scheduled-sit outcomes.

Why it works: It separates success on a schedule from asking on his own, which is the goal. See request the bathroom with a picture or sign.

Example 3: Brushing teeth, grade 3

Weak: "Elijah has poor hygiene skills."

Strong: "On a 9-step toothbrushing checklist after lunch across 8 school days in October, Elijah completed a median of 5 steps without prompts. He puts toothpaste on the brush and rinses on his own. He brushes only his front teeth for about 10 seconds. With a 2-minute sand timer and a picture of the four mouth sections, he brushed all sections on 3 of 4 trials. Elijah needs to brush all areas of his mouth for 2 minutes."

Data behind it: task analysis across 8 days, plus 4 supported trials.

Why it works: It identifies quality (all sections, 2 minutes) as the need, not just doing it. See brush teeth after lunch following a sequence.

Example 4: Deodorant and personal care, grade 10

Weak: "Hailey needs to work on personal hygiene."

Strong: "Hailey's family reports she uses deodorant on about 2 of 7 mornings without a reminder. In 6 school role-play trials of her morning routine in October, she included deodorant on 1. She showers daily and dresses herself. Two peers have commented on body odor in PE, and she has said she does not want to go to PE. Hailey needs to include deodorant in her morning routine using a phone reminder."

Data behind it: family log plus 6 school trials.

Why it works: It uses home data where the skill happens and handles a sensitive topic factually. See put on deodorant as part of daily hygiene.

School routines and independence

Example 5: Dismissal pack-up, grade 2

Weak: "Ana needs reminders at dismissal."

Strong: "On a 6-step dismissal checklist across 10 days in October, Ana completed a median of 2 steps without prompts. She puts on her coat and backpack on her own. She does not pack her folder or lunchbox and often leaves her homework behind. She takes about 12 minutes when peers take 5. Ana needs to pack up for dismissal using a picture checklist within 6 minutes."

Data behind it: 10 days of task analysis and timing.

Why it works: It reports steps and time, so the goal can target both. See pack up and get ready for dismissal.

Example 6: Following a personal schedule, grade 4

Weak: "Luca has difficulty with transitions."

Strong: "During 20 transitions across five days in September, Luca checked his picture schedule and moved to the next activity within 2 minutes on 6. He moves on time when an adult walks him to the schedule. He stops at the class computer or the window on most unprompted transitions. He loses about 30 minutes of instruction per day to late starts. Luca needs to check his schedule and move to the next activity on his own."

Data behind it: 20 transitions scored on time or late.

Why it works: "Difficulty with transitions" becomes a count with a time rule. See check a personal schedule and move to the next activity.

Example 7: Locker, grade 7

Weak: "Gabe can't use his locker."

Strong: "On a 7-step locker checklist across 8 passing periods in September, Gabe completed a median of 3 steps without help. He finds his locker and puts materials away. He cannot open the combination lock in the 4-minute passing time and gets to class 3 to 5 minutes late. He opens the lock on 4 of 5 tries when he has no time pressure. Gabe needs to open his combination lock and complete a locker stop within passing time."

Data behind it: task analysis and timing across 8 passing periods.

Why it works: It shows the skill exists without time pressure, which points to practice or a key lock. See open a combination locker and complete a locker stop.

Example 8: Arriving with materials, grade 8

Weak: "Sophie is unprepared for class."

Strong: "Across 30 class arrivals over two weeks in October, Sophie arrived with all required materials (binder, charged laptop, pencil, assignment) on 11. She most often forgets the laptop charger and the assignment. On days she checks a list on her phone before leaving her last class, she arrives prepared. She loses points for missing homework in four classes. Sophie needs to check a materials list and arrive with what each class needs."

Data behind it: 30 arrivals scored complete or incomplete.

Why it works: It names what she forgets and what helps. See arrive at class with the required materials.

Community and safety

Example 9: Crossing at a signal, grade 9

Weak: "Andre is unsafe in the community."

Strong: "On a 7-step signalized crosswalk checklist across 6 community outings in October, Andre completed a median of 4 steps without prompts. He presses the button and waits at the curb. He starts walking when the light turns green for cars, not when the walk signal shows, and does not look both ways. Staff must hold his arm at every crossing. Andre needs to cross at a signalized crosswalk safely on his own."

Data behind it: task analysis at 2 or 3 crossings per outing.

Why it works: It names the unsafe steps exactly, which is what the staff need to teach. See cross the street at a signalized crosswalk.

Example 10: Responding to a stranger, grade 5

Weak: "Lila is too trusting."

Strong: "In 8 role-play trials with an unfamiliar adult in September, Lila used the taught response (say no, move away, tell a trusted adult) on 2. On the other 6, she answered the adult's questions and walked toward them when offered a toy. She names who her trusted adults are. Her family reports she talks to strangers at the park. Lila needs to use the taught response when an unfamiliar adult approaches her."

Data behind it: 8 role-play trials.

Why it works: It turns a worry into a measured skill using role-play, which is safe and repeatable. See respond to an unfamiliar adult's approach.

Example 11: Personal information, grade 3

Weak: "Nolan doesn't know his address."

Strong: "On three checks in October, Nolan gave his full name and his mother's first name but not his address or a phone number. When shown his ID card, he points to the phone number but does not read it. In a role-play of being lost, he waited and did not approach a staff member on any of 4 trials. Nolan needs to tell a safe helper his name and a caregiver's phone number, using his ID card if needed."

Data behind it: three verbal checks and 4 role-play trials.

Why it works: It counts what he says and what he does in a realistic role-play. See tell a safe helper a caregiver's phone number.

Example 12: Riding the city bus, grade 11

Weak: "Kai needs travel training."

Strong: "On a 10-step bus riding checklist across 5 training trips in October, Kai completed a median of 6 steps without prompts. He waits at the right stop, boards and pays with his card. He does not watch for his stop and needs a staff cue to pull the cord. He wants to ride the bus to his job site next year. Kai needs to ride the city bus to a familiar stop and get off on his own."

Data behind it: task analysis across 5 trips.

Why it works: The impact links to his own goal of getting to work. See board a city bus and find a seat.

Health and self-management

Example 13: Rating pain, grade 2

Weak: "Dani can't tell us when she's hurt."

Strong: "Across 10 nurse visits and 10 practice trials in September, Dani pointed to a face on the pain scale that matched the situation on 5. She cries when she falls but does not point to where it hurts. She uses picture choices well for snack and activities. Staff have missed two ear infections this year. Dani needs to rate her pain on a faces scale and show where it hurts."

Data behind it: 20 opportunities across nurse visits and practice.

Why it works: It counts a real health skill and gives the reason it matters. See rate pain on a faces scale.

Example 14: Food allergy, grade 1

Weak: "Omar has a peanut allergy."

Strong: "Omar has a severe peanut allergy and an emergency plan on file. In 10 practice trials with food offers in October, he declined food not on his safe-food list on 4. He accepts food from peers at lunch and from adults at class parties. He knows the word 'peanut' but not other names for it on labels. Omar needs to decline food that is not on his safe-food list and tell an adult when offered."

Data behind it: 10 planned offers across practice sessions.

Why it works: The allergy is a medical fact; the functional need is what Omar does. See decline food not on the safe-food list.

Example 15: Low blood sugar signs, grade 6

Weak: "Riley has diabetes."

Strong: "Riley has type 1 diabetes and an individual health plan. On three sets of 10 scenario cards in October, she identified the signs of low blood sugar on a median of 6. She checks her glucose with the nurse on schedule. She does not report feeling shaky or dizzy in class until a teacher notices. She has had two lows in PE this year. Riley needs to identify signs of low blood sugar and tell an adult right away."

Data behind it: 5, 6 and 7 of 10.

Why it works: It separates the medical plan from the skill the IEP can teach. See identify low blood sugar signs.

Example 16: Using an inhaler, grade 8

Weak: "Jalen has asthma and forgets his inhaler."

Strong: "On a 7-step inhaler-and-spacer checklist across 6 nurse visits in October, Jalen completed a median of 4 steps correctly. He shakes the inhaler and attaches the spacer. He breathes in too fast and does not hold his breath. He has gone to the nurse 9 times this quarter for asthma symptoms. Jalen needs to use his inhaler with a spacer through all steps."

Data behind it: task analysis across 6 visits.

Why it works: A step checklist shows the steps that reduce the medicine's effect. See use an inhaler with a spacer.

Functional academics

Example 17: Checking a food label, grade 10

Weak: "Tara reads at a low level."

Strong: "On three sets of 10 food packages in October, Tara found whether a listed allergen or ingredient was present on a median of 5. She reads product names and prices. She does not know to look at the ingredients list or the 'Contains' line. Her sister has a nut allergy, and Tara helps with family shopping. Tara needs to check a food label for an allergen or ingredient."

Data behind it: 4, 5 and 6 of 10.

Why it works: Reading is measured on a real task with a real purpose. See check a food label for an allergen.

Example 18: Reading a schedule, grade 6

Weak: "Ben has trouble with time concepts."

Strong: "On three sets of 8 questions about his weekly picture-and-word schedule in September, Ben answered a median of 3 correctly. He finds today's activities but not tomorrow's or what comes after lunch. He asks staff 'what's next' a median of 10 times per day. Ben needs to answer questions about his weekly schedule, including what comes next and what happens on a given day."

Data behind it: 2, 3 and 4 of 8.

Why it works: The count of "what's next" questions shows the daily cost. See answer questions from a weekly schedule.

Example 19: Using a menu, grade 12

Weak: "Destiny can't order food independently."

Strong: "On three menu tasks with 6 items each in October, Destiny found the item and its price on a median of 3. She reads common food words and prices to $10. She cannot find items on menus with more than one column. On two community trips she pointed to a picture rather than ordering from the menu. Destiny needs to find items and prices on restaurant menus."

Data behind it: 2, 3 and 4 of 6.

Why it works: It names the menu feature (columns) that defeats her. See find items and prices on a menu.

Example 20: Time remaining on a schedule, grade 9

Weak: "Marco is always late."

Strong: "On three sets of 6 schedule questions in October, Marco found the start time of the next class or how many minutes were left on a median of 2. He reads digital times correctly. He was late to class 14 times in the first 8 weeks, mostly after lunch. Marco needs to use his schedule and a clock to find start times and time remaining."

Data behind it: 1, 2 and 3 of 6, plus attendance records.

Why it works: It pairs a skill probe with tardy records, which the school already keeps. See use a schedule to find start times and time remaining.

Home, leisure and community participation

Example 21: Wiping a table, grade 5

Weak: "Isla helps with classroom jobs."

Strong: "On a 6-step table-wiping checklist across 8 days in October, Isla completed a median of 3 steps without prompts. She sprays and wipes the middle of the table. She skips the edges and does not wipe in sections, so crumbs remain. She enjoys classroom jobs and asks to do them. Isla needs to spray and wipe a table in sections until it is clean."

Data behind it: task analysis across 8 days.

Why it works: "Helps with jobs" is replaced with a scored task. See spray and wipe a table in sections.

Example 22: Making a snack, grade 7

Weak: "Leon is learning to cook."

Strong: "On a 10-step recipe card for a no-cook snack across 6 lessons in October, Leon completed a median of 5 steps without prompts. He gathers items and spreads with a knife. He skips steps when the card has more than one step per picture, and does not clean up. At home, his family makes all his food. Leon needs to prepare a no-cook snack from a picture recipe card, including clean-up."

Data behind it: task analysis across 6 lessons.

Why it works: It names a feature of the material (more than one step per picture) that causes errors. See prepare a no-cook snack from a recipe card.

Example 23: Vending machine, grade 9

Weak: "Keisha needs help with purchases."

Strong: "On an 8-step vending machine checklist across 6 tries in September, Keisha completed a median of 5 steps without prompts. She chooses an item and inserts a dollar. She does not check the price first and does not wait for change. She wants to buy a drink at her school job break. Keisha needs to buy an item from a vending machine on her own."

Data behind it: task analysis across 6 tries.

Why it works: It ties the skill to a place she will use it. See buy an item from a vending machine.

Example 24: Free-time leisure, grade 4

Weak: "Noor doesn't play appropriately."

Strong: "During 10 free-choice periods in October, Noor chose an activity and stayed with it for a median of 2 minutes of the 15-minute period. The rest of the time she wandered the room. When offered a choice of two pictured activities, she stayed with her choice a median of 7 minutes. She enjoys puzzles and music. Noor needs to choose a leisure activity and stay with it during free time."

Data behind it: duration per period across 10 days.

Why it works: It uses duration and shows that a choice board helps. More options are on the leisure and recreation goals page.

How to measure progress on functional goals

Measure in the real setting at the real time, using the same checklist or count as the present levels. Functional skills often depend on the setting, so a skill shown in the classroom may not show up at the bus stop.

• Step checklists: score the routine every time it happens, or on set days each week.
• Opportunity counts: plan chances if they do not come up often enough on their own.
• Times: time the routine on the same days each week.
• Home skills: ask families to log a few days a month, and say so in the goal.

The task analysis data sheet fits most of these examples. Full goal wording is on the functional skills goals hub, the daily living goals page and the independent living goals page.

Adapting functional present levels by age

Printable quick reference

All 24 examples in one table. Free to copy or print, no email or sign-up needed.

Paste your draft goal into the goal checker. For motor-based self-care such as zippers, lunch containers and PE changes, see the OT present levels examples. Older students' work and adult-living needs are in the transition present levels examples, and behavior-based needs are in the behavior examples.

Frequently asked questions

Use it in IEP Atlas

• Functional skills IEP goals
• Daily living goals (functional skills)
• Independent living goals (transition)
• Task analysis data sheet
• Functional goal in the IEP glossary
• IEP goal checker

Related guides

• Present levels of performance (PLAAFP): what to include, with examples
• Present levels examples for OT and fine motor
• Present levels for transition-age students
• Present levels examples for behavior
• Present levels examples for math
• Present levels examples for writing

Sources

1. 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
2. 34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.