Science, Social Studies & Digital Literacy IEP goals for Traumatic Brain Injury
12 science, social studies & digital literacy templates across 3 skills: digital literacy & online safety, science skills, social studies skills. Each opens in the builder with a matching data sheet.
12 templates · 3 skills · 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Digital Literacy & Online Safety Science, Social Studies & Digital Literacy
Save and name files in subject folders
File management
By the annual IEP review date, after finishing a document in class, with a cloud drive that has a folder for each subject, the student will save the document with a clear name in the correct subject folder and find it again, performing all 6 steps independently, across 3 consecutive weeks of data, as measured by a task-analysis checklist collected twice weekly.
List due dates from the learning platform calendar
Navigating a learning platform
By the annual IEP review date, at the start of the week, given the learning platform's calendar or to-do view and a weekly planner, the student will find each assignment due that week in the calendar or to-do view and write its class, name and due date in the planner independently with at least 90% accuracy on posted assignments recorded, on 3 of 4 consecutive weekly checks, as measured by work-sample analysis collected weekly.
Science Skills Science, Social Studies & Digital Literacy
Name the independent and dependent variables
Identifying variables
By the annual IEP review date, given 8 short descriptions of investigations, each 3 to 4 sentences long, the student will write the independent variable and the dependent variable for each investigation independently with at least 75% accuracy on variable identifications, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Carry out a written lab procedure
Following a lab procedure
By the annual IEP review date, during a science lab with a numbered written procedure and a check-off column, the student will carry out the lab by reading each numbered step, doing it and checking it off before moving on, performing at least 7 of 8 steps independently, across 3 consecutive labs, as measured by a task-analysis checklist collected at each lab.
Social Studies Skills Science, Social Studies & Digital Literacy
Match historical causes to their effects
Cause and effect in history
By the annual IEP review date, given 6 cause cards and 6 effect cards from the current history unit, the student will match each cause card to its effect card independently with at least 83% accuracy on cause and effect pairs, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Match community problems to the right government office
Civics: levels of government
By the annual IEP review date, given 8 everyday problem cards and a chart of local, state and federal offices, the student will name the level of government and the office that handles each problem independently with at least 75% accuracy on government office matches, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Access to science and social studies content, lab and map skills, and safe, effective use of digital tools. After a brain injury, the skills most affected at school are often memory, attention, organization, processing speed, and regulation, and they can change quickly during recovery. Goals here use strategies the student can learn and data that can be reviewed often.
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 6 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 4 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 1 goal here
Frequently asked questions
How often should goals be reviewed after a brain injury?
Recovery can be faster than the annual IEP cycle. Teams often set shorter review points and reconvene when data shows the goal is met or no longer fits. IDEA allows the IEP to be revised at any time (34 CFR 300.324(b)).
What goals are common for students with TBI?
Working memory strategies, task initiation, following multi-step directions, organization with checklists or planners, sustained attention, and emotional regulation. Academic goals target the specific skills the injury affected.
Should students with traumatic brain injury have science or social studies goals?
Only when they need specially designed instruction to do a content-area skill, such as following a lab procedure or reading a map. Many students need only accommodations, which go in the accommodations section instead of a goal.
How are content-area goals measured?
With accuracy on a fixed task type, rubrics for written or spoken explanations, and task-analysis steps for procedures. Keep the task type the same across units so progress shows.
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.