Writing IEP Goals Linked to Common Core State Standards: A Step-by-Step Guide

Individualized Education Programs (IEPs) are critical tools for ensuring that students with disabilities receive an education tailored to their unique needs while accessing the general curriculum. Aligning IEP goals to the Common Core State Standards (CCSS) ensures that these goals are standards-driven and prepare students for academic success. This article provides a comprehensive guide for creating meaningful, measurable, and standards-aligned IEP goals. 

Why Align IEP Goals to CCSS? 

Aligning IEP goals to CCSS ensures that students: 

• Have access to grade-level expectations in a way that is meaningful to their individual needs. 

• Are working toward skills that promote success in postsecondary education, employment, and independent living. 

• Benefit from a cohesive collaboration between special education and general education teachers. 

• Experience inclusion within the general education curriculum. 

Steps for Writing IEP Goals Aligned with CCSS 

1. Understand the Student’s Present Levels of Performance (PLOP)

The Present Levels of Academic Achievement and Functional Performance (PLAAFP or PLOP) provide the foundation for goal development. Use data from: 

• Assessments 

• Observations 

• Work samples 

• Teacher and parent input 

Example PLOP: 

John reads at a 1st-grade level and struggles with decoding multisyllabic words. He often guesses at words rather than using phonics strategies. 

2. Select Relevant CCSS

Identify the grade-level CCSS the student is expected to meet. For students with significant delays, consider prioritizing foundational standards from lower grades or adapted CCSS-aligned benchmarks. 

Example Standard (Grade 3): 

CCSS.ELA-LITERACY.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. 

3. Prioritize Functional and Academic Needs

Focus on areas of greatest need for the student to access the curriculum. Goals should address both academic and functional skills. 

Example Focus Area: 

Phonics skills to improve reading fluency and comprehension. 

4. Write Measurable Goals

IEP goals must be SMART: 

• Specific 

• Measurable 

• Attainable 

• Relevant 

• Time-bound 

Goal Writing Template: 

1. Condition: Describe the situation in which the skill will be performed. 

Example: “Given a list of 20 grade-level words…” 

1. Behavior: Specify the skill or behavior. 

Example: “…John will decode multisyllabic words…” 

1. Criteria: Include measurable benchmarks for success. 

Example: “…with 90% accuracy across 3 consecutive trials by March 2025.” 

Example Goal: 

By March 2025, given a list of 20 grade-level words, John will decode multisyllabic words using phonics strategies with 90% accuracy across 3 consecutive trials. 

5. Incorporate Short-Term Objectives

Break long-term goals into smaller, manageable objectives. This is especially useful for students with significant delays. 

Example Short-Term Objectives: 

• Given a list of 10 CVC words, John will decode with 90% accuracy by November 2024. 

• Given a list of 10 two-syllable words, John will decode with 80% accuracy by January 2025. 

6. Ensure Generalization and Functional Relevance

Goals should prepare the student to apply skills in multiple contexts. Use real-life tasks when possible. 

Example: 

John will apply decoding skills to read a paragraph from a third-grade text with 90% accuracy by April 2025. 

7. Develop Goals for Other Domains

While academic skills often align directly with CCSS, don’t overlook communication, social, and behavioral goals. Use CCSS as a guide for developing comprehensive goals. 

Example (Social Goal Linked to CCSS Speaking and Listening Standards): 

By June 2025, during structured group activities, Sarah will contribute to a discussion by asking or answering at least 3 relevant questions per session in 4 out of 5 opportunities, as measured by teacher observation. 

8. Align Goals with the IEP Team

Work collaboratively with general education teachers, specialists, and parents to ensure goals are realistic, meaningful, and aligned with the student’s educational program. 

9. Write Progress Monitoring Plans

Detail how progress will be measured (e.g., work samples, checklists, progress reports) and how often data will be reviewed. 

Examples of CCSS-Aligned IEP Goals 

Math 

CCSS Standard: 

CCSS.MATH.CONTENT.2.OA.A.1: Use addition and subtraction within 100 to solve one- and two-step word problems. 

Goal: 

By May 2025, given visual supports, Maria will solve two-step word problems using addition and subtraction within 100 with 80% accuracy across 4 of 5 trials, as measured by teacher-created assessments. 

Writing 

CCSS Standard: 

CCSS.ELA-LITERACY.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 

Goal: 

By March 2025, when provided with a writing template, Alex will write an opinion piece that includes a clear topic sentence, two supporting reasons, and a concluding sentence with 75% accuracy across 3 trials. 

Behavior 

CCSS Connection: 

CCSS.ELA-LITERACY.SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts. 

Goal: 

By December 2025, during small-group activities, Sam will take turns speaking and listening appropriately in 3 out of 4 group sessions, as measured by teacher observation. 

Tips for Success 

• Collaborate closely with general education teachers to identify priority CCSS. 

• Use clear, jargon-free language in goals so parents can understand them. 

• Ensure goals are challenging but achievable within the IEP period. 

• Continuously collect data to adjust goals if necessary. 

Conclusion 

Writing IEP goals aligned with CCSS requires balancing the individual needs of the student with the expectations of the general curriculum. By following a structured approach, educators can ensure that goals are standards-driven, measurable, and meaningful, paving the way for academic success and functional independence. 

References 

Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004). 

National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common Core State Standards. Washington D.C.: NGA Center and CCSSO. 

U.S. Department of Education. (2020). A Guide to Writing IEPs. Washington, D.C.: Office of Special Education and Rehabilitative Services. 

Westling, D. L., & Fox, L. (2019). Teaching Students with Severe Disabilities (6th ed.). Pearson.