When developing objectives for the student's IEP during a transition to middle school, the ARD committee is required to consider which factor?

• A. the curriculum standards to be taught
• B. the student’s grades and GPA targets
• C. the district's technology resources
• D. the staff-to-student ratio that is appropriate to identified activities

Answer: (D)

When planning transition objectives for an IEP, the ARD committee must assess whether there will be enough personnel to support the activities identified for the student. The staff-to-student ratio directly affects how effectively transition services can be delivered—for example, hands-on job coaching, community-based instruction, or any supported work sampling. If the plan calls for intensive, supervised activities, a suitable ratio ensures safety, supervision, and individualized support, making the transition goals feasible.

Other considerations like which curriculum standards will be taught, the student’s grades or GPA targets, or district technology resources may influence overall instruction or classroom planning, but they are not the specific factor that the committee is required to prioritize when developing transition objectives. The emphasis here is on having adequate staffing to implement the identified transition activities.