When I first MET it was a long time ago, and although many things have changed over the years, the IDEA of it is still the same. I want to discuss just what goes into a MET. The MET I’m speaking of is the Multi-Disciplinary Evaluation Team. The IDEA I’m speaking of is the Individuals with Disabilities Education Act. The MET process entails: reviewing existing data, considering additional data, determining what to do if no additional data is needed, collecting additional data, determining eligibility, writing a summary of the findings, and documenting that the members of the MET participated.

Reviewing Existing Data
When I first MET, reviewing existing data seemed like a no-brainer, but as I reviewed more and more cases, I found that many times the existing data was insufficient or downright flawed. We are more careful now, and most of the time the existing data is sufficient for the team to make a determination if more data is needed to determine if a student has a disability under IDEA. IDEA 2004 does a very good job of laying out what is needed for a MET to be compliant with federal rules and regulations. When reviewing existing data we need to look at current evaluations. This includes reviewing previous evaluation reports, state and district/school assessments, and any other assessments that may have been used in the past to determine eligibility.

I have had the chance to MET with many parents and, overall, they have proven to provide a wealth of information about their child. Because a key part of reviewing existing data includes reviewing information from parents, their role in the MET is important, and their input is vital to its success. Parents can provide a developmental history of the student, including any medical or mental problems, and any medications the student may be taking.

Not only have I MET with existing data and parent input, I have also MET with the student’s educational history. This includes observations made by someone other than the student’s classroom teacher. The educational history should also include current classroom assessments, grades, and progress reports in the class, for example. Another part of reviewing the existing data is to go over any information gathered from a study team meeting. This should include any interventions that were tried (and there should have been interventions) and how well those interventions did or did not work.

Also included in how we MET is the consideration of any racial or cultural issues, or educational disadvantage. We want to make sure that the difficulties the student is having are not related to racial or cultural differences. We also want to make sure that there is no educational disadvantage. This may include a student missing a lot of school or a student changing schools multiple times during the school year. Neither racial nor cultural differences, nor educational disadvantage are necessarily reasons to keep a student out of special education. However, they must be considered, and if the team determines that one of them is the sole cause of the student’s difficulties, then by all means the student should not be placed in special education.

Considering If Additional Data Is Needed
After reviewing the existing data, we must determine if there is a need to collect additional data. Sufficient, documented, existing data must be able to show that there is a category of disability according to IDEA 2004. Furthermore, it must be enough to determine that the current levels of performance and functioning create a need for special education, and there is a need to continue, or begin, services. In addition, we must determine if there is a need for additions or modifications to meet goals and participate in the general curriculum. If the existing data is sufficient to determine all of that, then indicate this to the parents and the reasons for that. If this is part of a reevaluation, inform the parents that they have the right to request additional assessments. If no additional data is needed and the parents do not want to request additional assessments, then follow the steps outlined later in this article regarding eligibility.

Collecting Additional Data

If additional data is needed, the MET determines the needed assessments. The assessments must be listed and must not be discriminatory. They must be in the child’s native language. Make sure that for children with limited English proficiency the tests measure the extent to which the student has a disability, not how well he or she knows English. Remember, the child must be evaluated in all areas relating to the suspected disability. Remember, too, that parental consent must be obtained prior to collecting additional data; the parent must be informed in writing what additional data will be collected.

After getting parental consent the team collects the additional data, documents the results of the data on the MET form, and fills in the date. The assessments often deal with cognitive and academic functioning. Sometimes medical certification is needed to determine if a child has a disability category under IDEA 2004. Social/emotional assessments often involve gathering more data from the parent and student, as well as the classroom teacher.

Determining Eligibility
How we MET now deals with determining if there is a disability, and whether or not the student needs special education services. The team completes the appropriate Category of Eligibility form. If the eligibility is a Specific Learning Disability the MET needs to sign and agree or disagree with the decision. The parents must be notified in writing of the team’s decision.

Writing a Summary of Findings and Documenting MET Participation
The final step is to discuss all the evaluation information and document the student’s current level of performance and functioning; the educational needs of the student, including any assistive technology; the impact of any educational disadvantage; and any impact of limited English proficiency.

The participants of the MET must be listed, and the date the MET was completed must be noted; this date establishes the date for a subsequent reevaluation, which must be completed within three years.

This is how we MET. The MET is the first step in determining whether or not a student has a disability and needs special education services. Remember, just because the team determines there is a disability does not mean the student needs the services. When we MET, we can come up with some valuable information that will help us understand the student. Remember some of these steps the next time you MET.

Now that we have MET, we can get acquainted with the Individualized Education Plan/Program. I’ll cover that in another column; in the meantime, if you have any questions you can contact your state program specialist or me directly.

Jim Wade is a special education consultant for ReSolutions-ESP, Inc., and has been teaching special education for more than 20 years. Email comments or suggestions for future issues to Jim at jwade@resolutions-esp.com.