Embedded Files
Linked Mtg Notice: Select Meeting Notice that was created for the MET Meeting
Evaluation Document Date: Date of the official MET meeting - This is the final MET meeting date.
Check if you want to remove all personal contact information from the printed MET
A. Demographics: downloaded from district registration server
B. Type of Evaluation: Initial, Re-Evaluation, CDA (Initial), CDA (Re-Eval) - can change after creation of MET report
C. Reason for referral: Why was the student referred for an evaluation - be specific even if student is already in special education.
reason is not just because it is the student's 3 year re-evaluation
Initial:
Initial:
STUDENT has been struggling in school with reading, written expression, spelling, math, understanding content areas, and some classroom behavior. The student study team has met to discuss interventions that have been implemented. She has gone through several types of interventions including more one to one math help daily, reading interventions during the school day and after school, and more one to one help for writing. Her progress still has been limited. She struggles to retain or transfer lessons that were taught during her intervention time to the general classroom structure.
Re-Eval:
Re-Eval:
STUDENT was initially evaluated in 2014 and found to be a student with a specific learning disability in all academic areas and oral expression. Since then, he has been receiving special education services in a resource setting for reading, writing, math, and oral expression. STUDENT is currently in the 7th grade. He attends a special education class for his math and reading courses. He continues to display the need for specialized instruction. He struggles to comprehend grade level reading passages, write his own passage at the expected grade level, and understand calculation processes at grade level. STUDENT also struggles with keeping his attention focused on instruction.
D. Pre-Referral (initial only): Section D will print if checked.
The Pre-Referral Team met on DATE to review the student's response to the pre-referral interventions:
Part of Reviewing of Existing Data for Initial Evaluations
Interventions
Interventions
What interventions has been tried in the general education classroom prior to the student being referred for a special education evaluation.
Interventions need to address all areas of concern
Interventions = Good Teaching Practices
Scaffolding: appropriate supports and services
Universal Design for Learning
Multiple means of representation, to give learners various ways of acquiring information and knowledge
Multiple means of expression, to provide learners alternatives for demonstrating what they know
Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation
Differentiated Instruction
Content: Several elements and materials are used to support instructional content
Process: Format of teaching content - large group vs small group; collaborative learning
Product: Vary expectations and requirements for student responses
Accommodations: are not IEP driven, can be done at anytime by teacher
Accommodations:
Do not fundamentally alter or lower expectations or standards in instructional level, content or performance criteria.
Changes are made in order to provide equal access to learning and equal opportunity to demonstrate what is known.
Grading is the same - not modified grading.
Students that take the Regular State Assessment - same level of knowledge
**Did not change the content or knowledge **
Modifications:
Do fundamentally alter or lower expectations or standards in instructional level, content or performance criteria.
Changes are made to provide students meaningful & productive learning experiences based on individual needs & abilities.
On alternate assessments - level of knowledge if different
(For re-evaluation only)
Previous Eligibility Date: Date of last MET/Eligibility should be within the past 3 years
Category of Eligibility 1: Primary Category of Eligibility; if student is MD or MDSSI, check appropriate box and complete both Eligibility selections.
Students only need one Primary Eligibility
If student is changing from SLI to another Eligibility, i.e. SLD, the student does not need both as qualifying categories. SLI is now a Related Service.
Out of State Eligibility: Optional
G. For students with SLD, the following areas of eligibility was/were previously determined: Select only areas in which student does qualify, not areas the student receives services.
For students with DD, the following areas of eligibility was/were previously determined: Select only areas in which student does qualify, not areas the student receives services.
H. Dates and Language
Click to uploaded from Student ProfileHearing Date: Date of hearing screening Results: Complete
Vision Date: Date of vision screening Results: Complete
Primary Language Survey Date: Date PHLOTE form completed Results: Complete
AZELLA Date: Only if taken the AZELLA Results: Complete, if taken the AZELLA
Primary Language of Home: Complete Secondary Language: Optional
Dates and Screening/Language Clarification: Any additional information
If comments are already made before marking "Load testing values...", comments will not eraseDisplay Contact Dates From Most Recent Meeting Notice on Printed Coversheet: Will auto populate from Linked Meeting Notice
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