Patterns, Data & Graphs IEP goals for middle school (grades 6 to 8)
23 of the patterns, data & graphs templates in the library are written for middle school (grades 6 to 8). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
23 templates · 1 skill · 6–8 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
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.
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.
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.
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.
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.
Choose a graph type and construct it with labels
Choosing and constructing a data display
By the annual IEP review date, given a data set and a description of what it shows (categories, change over time, or parts of a whole), the student will choose the graph type, state one reason for the choice, and construct the graph with a title, labels and scale independently, earning a score of at least 7 out of 8 on a 4-row data display rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected monthly.
Middle school patterns, data & graphs goals account for multiple teachers, changing classes, and more independent work. They often pair the skill with a strategy or tool, and the data can be collected across settings by different staff or by the student.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 14 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 8 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 1 goal here
Frequently asked questions
How are patterns, data & graphs goals measured across several middle school classes?
By defining the task and the observation period so any teacher can use the same sheet, or by work samples collected from more than one class. Student self-monitoring with a weekly check is common.
Should middle school goals include study skills?
When assessment shows that organization, planning, or test preparation limits the student's progress, yes. Those goals are measured with task-analysis checklists and percent of assignments completed.
When does transition planning start?
The IEP in effect when the student turns 16 must include postsecondary goals and transition services, and many states start at 14. Middle school goals can build the self-advocacy and independence those plans rely on.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.