Math IEP goals for Traumatic Brain Injury
25 math templates across 7 skills: addition & subtraction, math problem solving, number sense, multiplication & division, algebra & equations, geometry & spatial reasoning, measurement, time & money. Each opens in the builder with a matching data sheet.
25 templates · 7 skills · K–2, 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.
Follow the steps of multi-digit subtraction with regrouping
Multi-digit subtraction procedure
By the annual IEP review date, given a three-digit subtraction problem that requires regrouping, including across a zero, the student will complete each step of the written subtraction procedure without a cue card, performing at least 7 of 8 steps independently, on 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Add and subtract positive and negative integers
Integer addition and subtraction
By the annual IEP review date, given 20 addition and subtraction problems with integers from -20 to 20, the student will write the correct answer for each problem independently with at least 85% accuracy on integer problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
Math Problem Solving Math
Follow a problem-solving routine for word problems
Problem-solving routine
By the annual IEP review date, given a one- or two-step word problem during independent math work, the student will complete the steps of the taught problem-solving routine without a cue card, performing at least 8 of 9 steps independently, on 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Solve one-step equations using inverse operations
One-step equations
By the annual IEP review date, given 10 one-step equations with whole-number solutions, using addition, subtraction, multiplication or division, the student will write the inverse operation applied to both sides and the solution for each equation independently with at least 85% accuracy on one-step equations, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
Number Sense Math
Place and compare negative numbers on a number line
Integers and negative numbers
By the annual IEP review date, given 10 integers from -20 to 20 and a number line marked at every 5, the student will mark each integer on the number line and write <, >, or = between each pair independently with at least 90% accuracy on integer placements and comparisons, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Give a reasonable estimate for an everyday quantity
Estimating everyday quantities
By the annual IEP review date, given 8 everyday questions such as "about how many people fit on a school bus?" or "about how much does a lunch cost?" with no answer choices, the student will give an estimate within the accepted range for each question independently on at least 6 of 8 items, on 3 of 4 consecutive probes, as measured by opportunity-by-opportunity data collected every two weeks.
Follow the steps of long division
Long division procedure
By the annual IEP review date, given a three-digit by one-digit long division problem, the student will solve the problem by completing each step of the long division procedure without a cue card, performing at least 8 of 9 steps independently, on 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Use a multiplication chart as a tool
Using a multiplication chart as a tool
By the annual IEP review date, given 10 multiplication and division facts and a 12-by-12 multiplication chart, the student will find each product by row and column, and each quotient by finding the dividend in the divisor's row, and write the answer independently with at least 95% accuracy on chart lookups, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Algebra & Equations Math
Solve equations using an undo-steps checklist
One- and two-step equations
By the annual IEP review date, given an equation with a coefficient and a constant on one side (such as 3x + 7 = 22) and a printed undo-steps checklist, the student will solve the equation by working through each item on the undo-steps checklist, performing at least 7 of 8 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Solve a formula for a named variable
Multi-step equations
By the annual IEP review date, given 8 formulas from math, science or a job (such as distance, area, perimeter, pay) and the variable to solve for, the student will rewrite each formula solved for the named variable, showing each inverse operation independently with at least 75% accuracy on literal equations, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Decide whether two shapes match after a turn
Mental rotation
By the annual IEP review date, given 10 pairs of shapes, some turned copies and some flipped or different, the student will say whether each pair is the same shape turned, a flip, or a different shape independently with at least 85% accuracy on shape pairs, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Use a schedule to find start times and time remaining
Using a schedule
By the annual IEP review date, given a printed or on-screen schedule (class, bus, work or program listing) and 10 questions about when events start, end and how long they last, the student will locate the event on the schedule and state its start time, end time or length independently with at least 90% accuracy on schedule questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Number sense, operations, fractions, and problem solving. 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:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 6 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 12 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 7 goals 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.
How are math goals measured for students with traumatic brain injury?
With accuracy on problem sets, digits correct per minute on fact probes, and percent of word problems solved with a defined strategy. The goal states whether tools such as number lines or calculators are part of the condition.
Should math goals be timed?
Rate measures suit fact fluency; accuracy measures suit computation and problem solving. If timing is a barrier for the student, choose accuracy with a fixed item set.
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