Copy and extend a two-part repeating pattern
When to use this goal
Fits preschool students or students with significant support needs who do not yet notice that a sequence repeats. Present levels in matching and in one-to-one placement decide whether to start with copying or extending.
- Baseline
- Give five patterns using different attributes (color, shape, size) and record whether the student copies, extends, or does both. Copying is usually first; extending shows the student has found the rule. Students who stack the same color in a pile need matching before patterning.
- Tips
- Reading the pattern aloud in a rhythm is the taught cue and can be faded. Use movements and sounds (clap, tap) as well as objects so the idea of repeating generalizes.
- Limits
- AB patterns can be continued by alternating without any idea of a unit; the next template checks for the unit. Fine motor demands affect placement; large pieces help.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-dat-001.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a model of an AB pattern made with 6 to 8 colored cubes or shapes and a supply of matching pieces, the student will build a copy of the pattern piece by piece directly under the model independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Patterns, Data & Graphs.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Math - Patterns, Data & Graphs
- Baseline
- 1 of 5 opportunities.
- Annual goal386 characters
- By the annual IEP review date, given a model of an AB pattern made with 6 to 8 colored cubes or shapes and a supply of matching pieces, the student will build a copy of the pattern piece by piece directly under the model independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a model of an AB pattern made with 6 to 8 colored cubes or shapes and a supply of matching pieces
- Behavior
- The student will build a copy of the pattern piece by piece directly under the model independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a model of an AB pattern made with 6 to 8 colored cubes or shapes and a supply of matching pieces, the student will build a copy of the pattern piece by piece directly under the model independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.