Key Component 3: Identify Areas of Need

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Type:
  Printable Tool
Authors:
Heather DiFede; Leo Mapagu; Jennifer Yales, Ed.D.; Noreen Rodriguez-Lippincott; and Hinda Nadif, Ed.D.
Developed by:
High Quality IEPs (HQ IEPs)
Relevant categories:
Disabilities Screening and Assessment Special Education
This is a printable tool.
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Overview

This document supports teams in identifying a student’s specific areas of educational need based on assessments and observations. It includes examples, prompts, and best practices for writing needs statements that align with present levels and support the development of measurable goals and services.

TPE Alignment:

  • TPE 1.2 - Maintain ongoing communication with students and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress.
  • TPE 5.8 - Use assessment data, including information from students' IEP, IFSP, ITP, and 504 plans, to establish learning goals and to plan, differentiate, make accommodations and/or modify instruction.

Navigating this Collection:

HQ IEPs > During the IEP > Key Components of the IEP Process > Key Component 3: Areas of Need

  Keywords: Annual Goal, Area of Need, Collaboration, Disability, Educational Benefit, Goal, Goals, IEP, IEP Compliance, Individualized Education Program, Special Education, Student Outcomes, Student-Centered, TPE 1.2, TPE 5.8

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Added on 10/16/2025   ·   Last updated on 10/16/2025