Writing IEP goals for Traumatic Brain Injury
24 writing templates across 5 skills: paragraph organization, written expression, sentence construction, capitalization, punctuation & grammar, spelling. Each opens in the builder with a matching data sheet.
24 templates · 5 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.
Paragraph Organization Writing
Follow a step-by-step paragraph-writing routine
Independent paragraph-writing routine
By the annual IEP review date, when given a paragraph writing assignment during independent work time, the student will carry out a paragraph-writing routine from reading the prompt through a final reread using a written step card, performing at least 6 of 7 steps independently, across 3 consecutive observed writing sessions, as measured by a task-analysis checklist collected weekly.
Make a simple outline before writing
Making an outline
By the annual IEP review date, given an informational or argument prompt before drafting, the student will make an outline that lists the main idea, at least three subpoints, and at least one supporting detail under each subpoint independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Written Expression Writing
Make a written plan before drafting
Planning before writing
By the annual IEP review date, before drafting a writing assignment that calls for a paragraph or longer, the student will complete a written or typed plan listing the topic, at least three ideas, and a closing idea independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Take notes from sources and list them for a research paper
Research notes and source list
By the annual IEP review date, given a research topic, three approved sources, and a note-taking template, the student will take notes in phrases from each source and list each source with its title, author, and where it was found independently, earning a score of at least 7 out of 9 on a 9-point research notes rubric, on 3 of 4 consecutive scored research tasks, as measured by a defined scoring rubric collected monthly.
Sentence Construction Writing
Find and fix sentences with construction errors
Recognizing and fixing faulty sentences
By the annual IEP review date, given a paragraph of 10 sentences in which five contain a construction error (missing word, wrong word order, unclear pronoun, or run-on), the student will identify each faulty sentence and rewrite it so that it is clear and complete independently with at least 80% accuracy on faulty sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Rewrite passive sentences in active voice
Active and passive voice
By the annual IEP review date, given ten passive sentences that name the doer, the student will rewrite each sentence in active voice so that the doer of the action comes first and the meaning stays the same independently with at least 80% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Follow an editing routine to check capitals, punctuation, and spelling
Editing routine for conventions
By the annual IEP review date, after completing a draft of at least a paragraph during writing time, the student will carry out an editing routine that checks capitals, end punctuation, and spelling before turning in the draft using a written editing checklist, performing at least 5 of 6 steps independently, across 3 consecutive observed drafts, as measured by a task-analysis checklist collected weekly.
Spelling Writing
Keep spelling review words correct weeks later
Retaining spelling over time
By the annual IEP review date, given a cumulative dictation of 20 words drawn from patterns taught three or more weeks earlier, the student will spell each review word correctly on an unannounced check independently with at least 85% accuracy on review words, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes collected every two weeks.
Sentences, paragraphs, written expression, and spelling. 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:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 3 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 7 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 5 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 9 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.
What writing measures work for students with traumatic brain injury?
Rubrics with defined criteria for written expression, counts of correct writing sequences on a timed sample, percent of sentences with correct mechanics, and task-analysis steps for the writing process. Allow typing or dictation in the condition when handwriting is not the target.
Should the goal address handwriting or composition?
Measure one thing per goal. If letter formation is the barrier, use a handwriting or fine motor goal; if ideas and organization are, use a written expression goal with the output mode stated.
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.