This video guides viewers through how to identify student areas of need and translate them into meaningful, measurable goals within the IEP. It explains how to use assessment data and present levels of performance to shape goals that are aligned with grade-level standards and tailored to each student’s disability-related needs. The video offers practical tips on writing strong goals — including setting baselines, using short-term objectives, and monitoring progress — so educators and families can support student growth in the least restrictive environment and beyond.

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.
• TPE 6.4 - Demonstrate how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning.

Navigating this Collection:

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