An ARD committee is convening to develop the IEP of a first-grade student with an intellectual disability. When facilitating the contribution of the student's general education teacher, the educational diagnostician should primarily focus on:

• A. gathering information regarding the curriculum and the knowledge and skills the student should be expected to perform
• B. the student's behavior in the playground
• C. the parent's schedule availability
• D. the school's discipline policy

Answer: (A)

The main idea is to anchor the IEP in the curriculum and the skills the student is expected to perform. The general education teacher knows the grade-level content, standards, pacing, and performance benchmarks that guide instruction in first grade. By focusing on what the curriculum requires and which knowledge and skills the student should demonstrate, the educational diagnostician helps the ARD committee set realistic, measurable goals, determine appropriate accommodations, and plan supports that ensure access to the curriculum for a student with an intellectual disability. Other factors like playground behavior, scheduling availability, or discipline policies may influence supports or logistics, but they do not drive the student’s learning targets and progress expectations.