A MET decision that your child is not eligible for special education services can be hard to process, especially when the evaluation still describes areas of difficulty.
An ineligible decision can be appropriate. It can also leave questions. Before deciding what to do next, understand how the team reached the decision and whether the evaluation answered the concerns that led to the referral in the first place.
Start with the reason for the decision
During the MET meeting, ensure you understand which eligibility category or categories the team considered, which criteria were not met, and how the team decided whether your child needs specially designed instruction. Don’t be afraid to ask questions.
Eligibility decisions draw from a variety of sources, not one test score or one piece of data. A thorough team doesn’t stop the discussion at “the scores were too high” or “the student is making progress.” Instead, the evaluation results and the impact of difficulties should be explained in a way that is fully understandable.
Read the Prior Written Notice
When the school refuses to identify a child as eligible, the Prior Written Notice (PWN) should document the decision, explain why the school made it, describe the information used, and address other options that were considered and rejected.
If the PWN does not match what you heard in the meeting, or the reasoning is too general to understand, ask the school team to clarify it.
Check whether the evaluation covered the suspected areas
Federal evaluation rules require the school to assess all areas related to the suspected disability and to make the evaluation comprehensive enough to identify the child’s special education and related service needs.
If a concern drove the referral but that concern was barely assessed, or not assessed at all, go back to the evaluation team to ask questions and gain clarification on the situation.
If you disagree with the school’s evaluation
A parent who disagrees with an evaluation obtained by the school has the right to request an Independent Educational Evaluation, or IEE, at public expense. The school must either ensure the IEE is provided at public expense or file for due process to defend its evaluation, without unnecessary delay.
An IEE is not simply a second MET meeting. It is an independent evaluation by a qualified evaluator who is not employed by the school responsible for the child’s education. The school should provide information about where an IEE may be obtained and any criteria that apply. The parent can select a qualified evaluator who meets those criteria.
If new information exists
Sometimes the next step is not an IEE. A new medical report, outside evaluation, intervention record, teacher concern, or other information may change the picture. The question is whether the information addresses something the MET did not have or did not fully consider. Provide the new information to the school and ask how it will be considered, including whether the team needs to reconvene or whether an additional evaluation is appropriate.
Not eligible does not mean no support
A child who does not qualify under IDEA for special education services may still need intervention, classroom support, or consideration under Section 504. Those are separate questions with different standards and the team can help determine which next steps might be appropriate.
The most useful next step depends on why the MET said no. Read the reasoning first, then decide whether the issue is the eligibility criteria, the evaluation itself, missing information, or a different type of support.