Extend and create ABB, AAB and ABC patterns
When to use this goal
For students who extend AB patterns but break down when the unit has three parts or two of one element. Present levels with AB patterns should be reliable first.
- Baseline
- Probe each unit type separately; ABB and AAB are usually harder than ABC because the repeated element looks like a mistake. Record whether the student can name the unit, which is the sign of real pattern understanding.
- Tips
- Circling the unit is the taught strategy and transfers to number patterns later. Letting the student create patterns for a peer to extend is motivating and shows the concept.
- Limits
- Does not involve numbers or growing patterns. With five opportunities per session, use the trend across sessions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-dat-002.
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Goal
By the annual IEP review date, given a repeating pattern with an ABB, AAB or ABC unit shown twice and space to continue it, the student will independently add the next 6 pieces so the pattern continues without a break and state the unit that repeats 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 goal401 characters
- By the annual IEP review date, given a repeating pattern with an ABB, AAB or ABC unit shown twice and space to continue it, the student will independently add the next 6 pieces so the pattern continues without a break and state the unit that repeats 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 repeating pattern with an ABB, AAB or ABC unit shown twice and space to continue it
- Behavior
- The student will independently add the next 6 pieces so the pattern continues without a break and state the unit that repeats
- 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 repeating pattern with an ABB, AAB or ABC unit shown twice and space to continue it, the student will independently add the next 6 pieces so the pattern continues without a break and state the unit that repeats 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.