Key Component 3: Areas of Need - Downloadable Training Package

detail-img-lg
Type:
  Website
URL:
https://docs.google.com/presentation/d/1E9P2UdjQAEumiVcU5J4h6Cs-b71XufAx/template/preview
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 an external website.
Please note that this resource is not directly managed by the Learning Center.
Visit website

Overview

Support your LEA teams with our downloadable training packages for Key Component #3: Area(s) of Need - complete with an agenda, Google Slides presentation, and processing guide. Click below to access ready-to-use and customizable materials designed to help teams in using assessment data, present levels of performance, and input from the IEP team to determine needs related to the student's disability. 

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

Related items

Key Component 3: Areas of Need

This section provides guidance on identifying and documenting student needs in an IEP. Using data from assessments, present levels of performance, and input from the IEP team, including parents and the student, the team identifies needs related to the student's disability. These needs are addressed through accommodations, modifications, or goals. The section also covers handling disagreements about needs, ensuring parent involvement, and documenting discussions and decisions in the IEP. TPE Alignment: TPE 1.2 - Maintain ongoing communication with students and families, including the use of technology to ...

 Resource Collection
  Added on 11/13/2025
Key Component 3: Identify Areas of Need

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, ...

 Printable Tool
  Added on 10/16/2025
Unlocking Educational Benefit: Key Component 3 & 4: Areas of Need and Goals

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 ...

 Video
  Added on 10/16/2025
Added on 11/13/2025   ·   Last updated on 11/13/2025