Pathways IEP Document
Individualized Education Program
Annual Goals, Objectives & Progress Framework
Annual Draft 2026–2027
Review Date: September 10, 2026
Student: Draft Exemplar (Grade 2–3)
Primary Eligibility: Communication Impairment
Secondary Focus: Specially Designed Math
Meeting Period: 09/2026 – 09/2027
Present Levels of Performance (PLAAFP)
Domain 1: Number Operations & Mathematical Reasoning
Baseline: 38% Accuracy
Current Baseline: Student counts items to 30 with 1:1 correspondence and identifies single-digit numerals at 90% accuracy. When comparing double-digit quantities up to 100 using symbols (>, <, =), student achieves 38% accuracy across 3 probes. For addition and subtraction within 20, student relies on finger manipulation with 45% accuracy without visual counters. Functional math (next-dollar rounding to $10.00 and daily schedule intervals) is emerging at 20% independent mastery.
Impact Statement: Operational calculation and comparison difficulties restrict independent access to grade-level math, money navigation, and routine classroom scheduling without structured scaffolds.
Domain 2: Receptive Communication & Language Comprehension
Baseline: 42% Consistent
Current Baseline: Student follows 1-step directions paired with visual gestures at 85% accuracy. When given 2-step novel directions without visual prompts, accuracy drops to 40%. Student answers concrete "Who" and "What" questions from short read-alouds with 50% accuracy, but demonstrates persistent difficulty with "Where," "When," and "Why" inquiries (25% accuracy). Receptive identification of functional school vocabulary in a field of 4 is currently at 45%.
Impact Statement: Auditory processing and receptive language delays hinder student's ability to complete multi-step classroom transitions, understand spoken lessons, and follow sequential directions independently.
Domain 3: Expressive Communication & Functional Language
Baseline: MLU 2.1 Words
Current Baseline: Student communicates primarily through 1-2 word verbal approximations, gestures, and picture exchange/AAC. Spontaneous requests for help, materials, or sensory breaks occur in 20% of opportunities without verbal/gestural prompting. Student labels familiar school items with 60% accuracy upon prompt, but requires structured carrier phrases to express item functions or attributes.
Impact Statement: Limited expressive vocabulary and phrase structure curtail self-advocacy, peer interactions, and academic demonstration of knowledge across multiple instructional settings.
Pathways IEP Framework • State Standard Aligned Draft Page 1 of 4
Domain I: Number Operations & Math
Comparing, Operations & Functional Problem-Solving
2 Annual Goals • 6 Objectives
Annual Goal 1 (Academic Math)
Comparing Numbers & Multi-Digit Computation Fluency
Target Date: September 2027
Goal Statement: By September 2027, given base-ten visual scaffolds or manipulatives, when presented with two numbers up to 100 or addition/subtraction problems within 50 (with and without regrouping), the student will compare values and calculate accurate solutions with 80% accuracy across 4 consecutive weekly data trials as measured by teacher-recorded probe data and student work portfolios.
Short-Term Measurable Objectives / Benchmarks:
Obj 1.1: Q1 Benchmark: Given two double-digit numbers up to 50 and a number line, the student will correctly use comparison symbols (>, <, =) with 80% accuracy in 4 out of 5 trials.
Obj 1.2: Q2 Benchmark: Given ten-frames or base-ten blocks, the student will solve addition and subtraction equations within 20 with 85% accuracy across 3 consecutive sessions.
Obj 1.3: Q3 Benchmark: Given a standard calculation chart, the student will solve 2-digit addition and subtraction problems without regrouping within 50 with 80% accuracy over 4 trials.
Annual Goal 2 (Functional Math)
Functional Math: Next Dollar Strategy & Daily Schedules
Target Date: September 2027
Goal Statement: By September 2027, given simulated or real-life community shopping scenarios with prices up to $20.00 and daily routine time cards, the student will determine the correct "next dollar up" payment and identify scheduled activity times with 85% independent accuracy in 4 out of 5 documented trials.
Short-Term Measurable Objectives / Benchmarks:
Obj 2.1: Q1 Benchmark: Given price tags up to $10.00 (e.g., $4.25), student will identify the dollar amount and use a dollar number line to pay $5.00 with 80% accuracy in 4 trials.
Obj 2.2: Q2 Benchmark: Given mixed prices up to $20.00, student will independently select bills to cover the purchase using the "dollar-up" rule with 85% accuracy in 4 out of 5 opportunities.
Obj 2.3: Q3 Benchmark: Given an analog/digital daily schedule, student will calculate elapsed time to the nearest 15-minute interval for school activities with 80% accuracy.
Required Accommodations & Specially Designed Instruction (Math)
Manipulatives: Base-ten blocks, Unifex cubes, tactile coins, and laminated number paths.
Visual Supports: Color-coded calculation templates, step-by-step next-dollar decision trees.
Testing/Pacing: Extended time (1.5x), frequent response checks, reduced item sets per page.
Pathways IEP Framework • State Standard Aligned Draft Page 2 of 4
Domain II: Receptive Communication
Directions, Question Comprehension & Core Vocabulary
2 Annual Goals • 6 Objectives
Annual Goal 3 (Receptive Processing)
Multi-Step Direction Following & Spatial/Temporal Concepts
Target Date: September 2027
Goal Statement: By September 2027, during structured and natural classroom instructional periods, when given 2- to 3-step oral directions containing temporal or spatial terms (e.g., "first/then", "before", "next to", "inside"), the student will accurately follow the directives with no more than 1 visual prompt in 80% of opportunities across 4 consecutive assessment sessions.
Short-Term Measurable Objectives / Benchmarks:
Obj 3.1: Q1 Benchmark: Given a visual "first/then" strip, student will follow 2-step routine commands (e.g., "Put folder away, then sit on carpet") with 80% accuracy in 4 of 5 trials.
Obj 3.2: Q2 Benchmark: Given oral directions with spatial prepositions (under, on top, behind, between), student will manipulate objects correctly with 80% accuracy in 4 trials.
Obj 3.3: Q3 Benchmark: When presented with 3-step novel instructions in a group setting, student will complete the sequence using an icon checklist with 75% accuracy over 3 sessions.
Annual Goal 4 (Receptive Comprehension)
WH-Question Comprehension & Tier-2 Vocabulary Identification
Target Date: September 2027
Goal Statement: By September 2027, following a 1–2 paragraph auditory passage or structured read-aloud, the student will receptively identify the correct answer to WH-questions (Who, What, Where, When, Why) from a field of 3–4 pictured or text options with 80% accuracy over 5 consecutive weekly probes as measured by speech-language pathologist data sheets.
Short-Term Measurable Objectives / Benchmarks:
Obj 4.1: Q1 Benchmark: Student will identify the character ("Who") and setting ("Where") by pointing to pictures from a field of 4 with 85% accuracy in 4 of 5 sessions.
Obj 4.2: Q2 Benchmark: Student will receptively point to functional target vocabulary words (e.g., category items, school tools, action verbs) from a field of 6 with 80% accuracy.
Obj 4.3: Q3 Benchmark: Student will answer "Why" (cause and effect) and "When" questions using picture-supported comprehension cards with 75% accuracy over 4 probes.
Receptive Communication Implementation Scaffolds
Auditory Processing: Chunked speech delivery, 5–7 second wait time before repeating directives.
Visual Cues: Pictographic schedules, color-coded WH-cue cards (Who=orange, Where=green).
SLP Integrated Support: Collaborative push-in and small-group pull-out 2x30 minutes per week.
Pathways IEP Framework • State Standard Aligned Draft Page 3 of 4
Domain III: Expressive Communication
Requesting, Labeling, Functional Phrases & Monitoring
1 Annual Goal • 3 Objectives
Annual Goal 5 (Expressive Modality)
Spontaneous Requesting, Attribute Labeling & Multi-Word Phrases
Target Date: September 2027
Goal Statement: By September 2027, across school routines and transitions, utilizing verbal speech, multimodal communication, or AAC device, the student will independently formulate 3- to 5-word functional phrases to request assistance, label objects by function/feature, and answer social/academic inquiries with 80% independence across 4 out of 5 consecutive school days.
Short-Term Measurable Objectives / Benchmarks:
Obj 5.1: Q1 Benchmark: Student will spontaneously initiate requests for needed items or breaks using a 3-word carrier phrase (e.g., "I want [item]", "Need help please") in 80% of opportunities.
Obj 5.2: Q2 Benchmark: Student will expressively label items and state their primary function (e.g., "Pencil is for writing") for 15 target items with 80% accuracy over 4 trials.
Obj 5.3: Q3 Benchmark: When asked a direct WH-question regarding preferences or activities, student will respond with a full phrase/sentence (verbal or AAC) with 75% accuracy over 3 weeks.
Master Progress Monitoring & Evaluation Matrix
Reporting Frequency: Quarterly (9 Weeks)
| Target Area | Measurement Method | Frequency | Evaluator | Target Criteria |
|---|
| Comparing & Ops (Goal 1) | Curriculum-based probes & work samples | Weekly probe | Special Ed Teacher | 80% over 4 probes |
| Functional Math (Goal 2) | Simulated community store checklist | Bi-weekly | SpEd / Para Lead | 85% in 4 of 5 trials |
| Receptive Directions (Goal 3) | Direct observation tally & prompt hierarchy | 2x Weekly | SLP / SpEd Teacher | 80% with ≤1 prompt |
| WH-Questions (Goal 4) | Auditory passage probe (field of 4) | Weekly SLP log | Speech-Language Pathologist | 80% in 5 probes |
| Expressive Phrases (Goal 5) | Communication sample log & AAC data sync | Daily tally / Weekly SLP | SLP & Classroom Team | 80% spontaneous MLU 3+ |
IEP Team Consensus & Documentation Verification All members agree goals are measurable & appropriate
Case Manager / SpEd Signature: __________________
General Education Teacher Signature: __________________
Speech-Language Pathologist Signature: __________________
Parent / Guardian Signature: __________________
Pathways IEP Framework • State Standard Aligned Draft Page 4 of 4
