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Patterns, Data & Graphs IEP goals

This skill covers the math of noticing and organizing: copying a pattern, sorting objects by a rule, collecting data with tallies, building and reading graphs, finding averages, and describing chance. Good goals name the display type and scale (a bar graph with a scale of 2), the question types (how many, which is most, how many more) and the data source (the student's own survey, a science class table). Early goals are scored per opportunity with real objects; graph reading and statistics are scored on item sets, and graph construction fits a short rubric.

40 templates · How we write and review goals

Sample patterns, data & graphs goals

Numbers are illustrative; set targets from the student's own baseline (how templates are made).

  • PK, K-2Opportunities

    Copy and extend a two-part repeating pattern

    Copying and extending AB patterns

    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.

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  • K-2Opportunities

    Extend and create ABB, AAB and ABC patterns

    Extending and creating complex repeating patterns

    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.

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  • 3-5, 6-8Percent accuracy

    Continue a number pattern and write its rule

    Number patterns and rules

    By the annual IEP review date, given 10 number patterns with a constant addition or subtraction rule, each showing five terms, the student will write the next three terms and the rule for each pattern independently with at least 85% accuracy on number patterns, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.

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  • PK, K-2Opportunities

    Sort objects by one attribute and then by two

    Sorting and classifying objects

    By the annual IEP review date, given 12 to 16 objects that vary in color, size and type and a stated sorting rule, the student will sort every object into the correct group for the stated attribute independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.

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  • 3-5, 6-8Percent accuracy

    Complete an input-output table and state the rule

    Function tables

    By the annual IEP review date, given 10 input-output tables with a one-step rule and two missing outputs, the student will write the missing outputs and the rule for each table independently with at least 85% accuracy on function tables, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.

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  • K-2, 3-5Percent accuracy

    Find and describe number patterns on a hundreds chart

    Patterns on a hundreds chart

    By the annual IEP review date, given a hundreds chart and a direction such as "color every number you say when you count by 5s", the student will color the numbers that fit the rule and state the pattern they make independently with at least 90% accuracy on chart items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.

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  • K-2, 3-5Percent accuracy

    Collect data with tally marks and total each category

    Collecting data with tallies

    By the annual IEP review date, given a question with 3 to 4 answer choices and a class of peers to survey, the student will record each response with a tally mark in the correct row, bundling every fifth mark, and write the total for each row independently with at least 90% accuracy on tally chart rows, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.

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  • K-2, 3-5Rubric score

    Build a picture graph or bar graph from data

    Building picture and bar graphs

    By the annual IEP review date, given a tally chart or table with 3 to 4 categories and a blank graph template with a scale of 1, the student will draw a bar or place pictures for each category to the correct height and label the graph independently, earning a score of at least 6 out of 8 on a 4-row graph construction rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.

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  • K-2, 3-5Percent accuracy

    Answer questions from a picture graph or bar graph

    Reading picture and bar graphs

    By the annual IEP review date, given a picture graph or bar graph with 3 to 4 categories and 5 questions, including how many, which is most, and how many more, the student will answer each question using the graph independently with at least 90% accuracy on graph questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.

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  • 3-5, 6-8Percent accuracy

    Make and read a line plot

    Line plots

    By the annual IEP review date, given a set of 12 to 20 whole-number measurements and a blank number line, the student will mark one X above the number line for each measurement and answer 3 questions about the plot independently with at least 85% accuracy on line plot items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.

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  • 3-5, 6-8, 9-12Percent accuracy

    Find information in a table or chart

    Reading tables and charts

    By the annual IEP review date, given a table with 4 to 6 rows and 3 to 4 columns and 10 questions that each require locating one cell, the student will locate the row and column named in each question and write the value independently with at least 90% accuracy on table questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.

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  • 3-5, 6-8, 9-12Percent accuracy

    Read a line graph and describe the trend

    Line graphs

    By the annual IEP review date, given a line graph showing one quantity over time and 5 questions, including reading values and describing the change between two points, the student will read values from the graph and state whether the quantity increased, decreased or stayed the same between two points independently with at least 85% accuracy on line graph questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.

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28 more patterns, data & graphs templates

Each opens in the builder with its sample goal, notes, objectives, and data sheet.

What patterns, data & graphs involves

  • Copying, extending and creating repeating patterns, then number patterns and rules
  • Sorting and classifying objects by one or more attributes
  • Collecting data with tally marks and surveys
  • Building and reading picture graphs, bar graphs, line plots, tables and line graphs
  • Finding mean, median, mode and range and drawing conclusions from data
  • Describing likelihood, listing outcomes and finding simple probabilities

Baseline and measurement considerations

  • Pattern and sorting tasks are one opportunity each, scored correct only when the whole pattern or sort is right; five per session is typical, so judge mastery across sessions.
  • For graph reading, score question types separately (read a value, find most or least, how many more); comparison questions are usually the weakest and should be weighted.
  • Graph construction has several parts (bars, scale, labels, title), so a short rubric shows progress that right-or-wrong scoring hides.
  • Probability and likelihood keys must be agreed by the team in advance; keep debatable events out of the probe.
  • Use the student's own data (surveys, progress scores, class experiments) so the graphs mean something and generalize to science and social studies.

Progress-monitoring methods used in these templates

  • Opportunity (trial) recording: Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.
  • Work-sample analysis: Scoring completed student work (permanent products) against a defined answer key or checklist.
  • Rubric scoring: Work or performance is scored against written criteria with defined score levels.

How each measure works

Matching data sheets

Each template links to a blank sheet built for its measure. You can also download these sheets on their own:

  • Opportunity tracker: Records each opportunity as independent, prompted, or not demonstrated.
  • Accuracy tracker: Number correct out of number attempted, with percent accuracy and support level.
  • Rubric tracker: Scores each rubric criterion and totals the score for each sample.

Common mistakes when writing patterns, data & graphs goals

  • Writing "will read graphs" without naming the graph type, the scale or the kinds of questions.
  • Treating AB pattern extension as pattern understanding when the student is just alternating; ask for the unit or use ABB and ABC patterns.
  • Mixing graph construction and graph reading in one goal, so neither can be tracked cleanly.
  • Setting a mean-median-mode goal without allowing a calculator when computation, not statistics, is the barrier.
  • Using only regular worksheet graphs, so the student cannot read the dense tables and charts that show up in science class and daily life.

Frequently asked questions

What is a good patterning goal for preschool?

Start with copying an AB pattern made with cubes or shapes, then extending it by four pieces. Write the pattern type and the materials in the condition and score each pattern as one opportunity. Move to ABB and ABC patterns once AB is reliable, and ask the student to say the unit that repeats.

How do I write an IEP goal for reading graphs?

Name the graph type (bar graph, picture graph, line graph), the scale, and the question types in the condition, and score percent accuracy on a set of five or ten questions. Keep an error log by question type, because a student who reads single values but fails how-many-more questions needs a different lesson than one who misreads the scale.

Should graphing data be a math goal or a science goal?

It is a math goal that pays off in science. Write it under math with the display type and scoring defined, and use science data as the item source whenever possible so the skill shows up where it is needed.

How often should I collect data on pattern and graphing goals?

Pattern and sorting goals can be probed twice a week in a few minutes. Graph reading and statistics goals are usually probed every two weeks with a 10-item set. Graph construction with a rubric is scored every two weeks or monthly, since each sample takes longer.

Can a high school student have a data or probability goal?

Yes. Finding mean, median, mode and range, reading box plots and scatter plots, finding simple and compound probabilities, and graphing linear relationships are measurable goals tied to algebra and statistics courses. Allow a calculator and a reference card where computation is not the need, and keep item sets small enough to probe every two weeks.

References

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