Patterns, Data & Graphs IEP goals for kindergarten to grade 2
13 of the patterns, data & graphs templates in the library are written for kindergarten to grade 2. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
13 templates · 1 skill · K–2 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
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.
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.
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.
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.
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.
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.
In kindergarten through grade 2, patterns, data & graphs goals target foundational skills and are measured with short probes, word lists, or direct observation that fit a young student's attention span. Criteria usually use small item sets and frequent checks.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 4 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 8 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
How are patterns, data & graphs goals measured in the early grades?
With brief, repeatable measures: a one-minute probe, a 10-item set, or a few observed opportunities per day. The goal's mastery rule states how many measurements must meet the criterion.
Should early-grade goals be tied to grade-level standards?
Goals come from the student's present levels and should enable progress in the general curriculum, but the criterion is set from baseline data, not copied from a standard. The standard can inform what skill to target.
How many goals should a K-2 student have?
One per area of need identified in the evaluation. Young students often have goals across several areas (communication, early literacy, self-regulation), so keeping each goal to one measure keeps data collection realistic.
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