Co-teaching and IEP goals in the general education classroom
By the IEP Atlas editorial teamLast updated
Short answer
In a co-taught class, IEP goals target the skills a student needs to access grade-level work, such as writing an argument paragraph, not the content itself. The special education teacher plans where each goal is practiced inside class lessons, designs the measure and takes or checks the data. The general education teacher teaches the content and gives the accommodations.
Co-teaching puts a special education teacher in the general education classroom. That raises a fair question for both teachers: if the student is learning grade 8 English with everyone else, where do the IEP goals fit?
The answer is that IEP goals and grade-level content work on different layers. The class works toward grade-level standards. The IEP goal targets a specific skill gap that keeps the student from reaching them. Co-teaching is the setting where specially designed instruction on that skill happens, alongside the content.
Specially designed instruction means adapting the content, the method or the delivery of instruction to meet the student's needs and give access to the general curriculum.[1] The IEP must also describe the services that help the student make progress in the general curriculum.[2] In a co-taught class, both happen in the same room.
The cluster overview is in paraprofessional roles and responsibilities.
One student, one semester: Diego's example
Diego is a fictional grade 8 student. His IEP was written on September 25, 2026. He is in a co-taught English class 45 minutes a day and a resource class 90 minutes a week.
His writing goal: Given a grade 8 prompt and a graphic organizer, Diego will write an argument paragraph with a claim, two pieces of text evidence and an explanation, scoring 12 of 16 on the class argument rubric, on 3 of 4 biweekly samples. His baseline is 6 of 16.
His services: specially designed instruction in written expression, 225 minutes a week in the general education setting (co-taught English), and 90 minutes a week in the resource room.
Where the goal lives in class. The co-teachers plan each week together. The class works on argument writing all semester, so the goal fits naturally. Each Tuesday, the special education teacher runs a 12-minute station on finding and explaining evidence, and Diego rotates through it with 5 classmates. Every other Friday, the class writes a timed paragraph. The special education teacher scores Diego's on the same rubric the class uses, with the rubric scoring data sheet.
His data.
| Sample date | Rubric score (of 16) | Note |
|---|---|---|
| Oct 9 | 7 | Claim clear; one piece of evidence |
| Oct 23 | 8 | Two pieces of evidence; no explanation |
| Nov 6 | 8 | Same pattern |
| Nov 20 | 10 | Explanation added after station focus shifted |
| Dec 4 | 11 | Explanation for both pieces of evidence |
| Dec 18 | 12 | First sample at criterion |
In the Nov 6 planning meeting, the teachers saw that Diego's score had stalled at 8 and that explanation was the missing part. The special education teacher changed the Tuesday station to explanation only for two weeks. The score rose to 10. That change happened inside the general education class, without pulling Diego out.
Grades and the goal are separate. Diego's English grade comes from the class rubric with his accommodations (organizer, extended time). His IEP progress report comes from the goal data. A student can earn a C in English and be on track on the goal, or the reverse. Both teachers explain this to his family at conferences.
Summary of the rules and common options
| Question | Common practice | Basis | Where states and districts differ |
|---|---|---|---|
| What does the goal target? | A skill gap that blocks access to grade-level work | Goals meet the needs that result from the disability[2] | Some states require standards-based goals |
| Is co-teaching a service or a placement? | A way of delivering specially designed instruction in general education | SDI definition[1] | How it is written on the services page varies |
| How are minutes written? | Specially designed instruction minutes, setting: general education | IEP services statement[2] | Forms and terms vary by state |
| Who designs the measure? | Special education teacher | Common practice | Rarely differs |
| Who takes the data? | Either teacher, on the special education teacher's sheet | Common practice | Rarely differs |
| Who reports progress? | Special education teacher, using goal data | Progress reporting requirement[2] | Report schedule and form vary |
| Must a general education teacher be on the IEP team? | Yes, when the student is or may be in general education | IEP team rule[3] | Rarely differs |
| Why co-teach instead of pulling out? | To provide services with peers when that works for the student | Least restrictive environment[4] | Continuum options and models vary |
Writing goals that fit a co-taught class
A goal fits co-teaching when its practice and measurement can happen inside class work. A few habits help:
- Measure with class products when possible. Diego's goal uses the class rubric. The rubric scoring measurement page explains how to make rubric data steady across samples.
- Name the support in the condition. "Given a graphic organizer" tells both teachers what to provide.
- Avoid goals that restate a standard. "Will meet grade 8 writing standards" cannot be measured or taught as a gap. Run a draft through the goal checker.
- Plan where each goal is practiced. If no lesson in the week touches the goal, it is not being taught.
For goal wording that fits general education routines, see the general education setting goals and the writing goal bank.
Who does what for IEP goals in a co-taught class
| Task | General education teacher | Special education teacher |
|---|---|---|
| Teach grade-level content | Leads | Co-teaches |
| Plan where goals are practiced | Shares the unit plan | Leads |
| Give accommodations | Gives them in every lesson | Checks they are given; adjusts with the team |
| Take goal data | May take some, on the shared sheet | Designs the sheet; takes or checks the data |
| Report goal progress | Gives input | Writes the report |
| Grade class work | Leads, or shares per agreement | Shares per agreement |
The weekly routine for this planning is in co-planning between special education and general education. The split of grading and other duties belongs in a co-teaching agreement.
Related terms
For examples of what specially designed instruction looks like in a class, see specially designed instruction examples. For progress monitoring in the same setting, see progress monitoring in the inclusion classroom.
Frequently asked questions
Can IEP goals be worked on in a co-taught class?
Yes. Co-teachers plan where each goal is practiced inside class lessons, such as a station, a small group or a class assignment, and the special education teacher designs how the goal is measured.
Should IEP goals in a co-taught class match grade-level standards?
Goals should support access to grade-level standards, not restate them. Some states require standards-based IEPs, which link each goal to a standard while still targeting the student's specific skill need.
Does the general education teacher take IEP goal data?
Sometimes. Many co-teaching pairs share data collection on a sheet the special education teacher designs. The special education teacher checks the data and writes the progress report.
Use it in IEP Atlas
- Co-teaching in the IEP glossary
- Specially designed instruction in the IEP glossary
- Goals for the general education setting
- Rubric scoring data sheet
- IEP goal checker
Related guides
- Paraprofessional roles and responsibilities
- Co-planning between special education and general education: a weekly routine
- Co-teaching agreement template with a completed example
- Collaboration between special and general education teachers: consultation steps and documentation
- Specially designed instruction examples by area
Sources
- 34 CFR §300.39: Special education, Legal Information Institute, Cornell Law School
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- 34 CFR §300.321: IEP Team, U.S. Department of Education (IDEA website)
- 34 CFR §300.114: LRE requirements, Legal Information Institute, Cornell Law School
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.