• The parents of a child with a disability as required by the PARENT PARTICIPATION framework;

• Not less than one regular education teacher of such child (if the child is, or may be, participating in the regular education environment):

• Who is a regular education teacher responsible for implementing a portion of the child's IEP; and

• Who, as a member of the ARD committee, to the extent appropriate, participates in the development, review and revision of the individualized education program (IEP), including the determination of appropriate positive behavioral interventions and supports and other strategies for the child and supplementary aids and services, program modifications and supports for school personnel;

• Not less than one special education teacher of the child, or where appropriate, not less than one special education provider of such child:

• Who is appropriately certified or licensed;

• A representative of the local educational agency (LEA):

• Who is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities;

• Who is knowledgeable about the general education curriculum; and

• Who is knowledgeable about the availability of resources of the LEA;

• An individual who can interpret the instructional implications of evaluation results:

• Who may be one of the other members;

• Other individuals who have knowledge or special expertise regarding the child, at the discretion of the parent or the LEA:

• Including related services personnel as appropriate;

• Including, in the case of a child who was previously served under the Early Childhood Intervention (ECI) program, at the request of the parent, by invitation to the initial ARD meeting, the ECI service coordinator or other representatives of the ECI system to assist with the smooth transition of services; and

• Including to the extent appropriate, with CONSENT FOR DISCLOSURE OF CONFIDENTIAL INFORMATION, a representative of any participating agency that is likely to be responsible for providing or paying for transition services;

• The child with a disability, whenever appropriate, when the purpose of the meeting will be the consideration of TRANSITION SERVICES, and in compliance with the ADULT STUDENT framework;

• A teacher who is certified in the education of children with auditory impairments for a child with a suspected or documented auditory impairment including suspected or documented deaf-blindness;  

• A teacher who is certified in the education of children with visual impairments for a child with a suspected or documented visual impairment including suspected or documented deaf-blindness;

• A member of the language proficiency assessment committee when determining participation in STATE AND DISTRICTWIDE ASSESSMENTS for a child with limited English proficiency, to address the child's language needs; and

• A representative from Career and Technical Education (CTE), preferably the teacher when considering initial or continued placement of a child in CTE.   

The ATTENDANCE AND EXCUSAL procedures do not have to be followed for the following ARD committee members:

• The parent;

• The child with a disability; and

• Other individuals who have knowledge or special expertise regarding the child who attend at the discretion of the parent or the LEA.

• The parent and the LEA agree:

• The member's attendance is not necessary; and

• The member's area of the curriculum or related services is not being modified or discussed in the meeting; and

• The parent’s agreement is in writing.

• The meeting involves a modification to or discussion of the member's area of the curriculum or related services;

• The parent and the LEA CONSENT TO EXCUSE MEMBER FROM ATTENDING ARD COMMITTEE MEETING;

• The parent’s consent is in writing; and

• The member submits in writing to the parent and the ARD committee input into the development of the IEP prior to the meeting.