The Pupil Evaluation Team (PET) Decision Making Process
The decision making process used within Pupil Evaluation Team
(PET) meetings is based on the consensus model. This process should
entail sharing of views, discussion of questions and concerns,
and an opportunity to identify alternatives or to work through
areas of disagreement. All PET members have an equal voice in
the process allowing for joint, informed decision making.
If there is a disagreement, ask for a break to gather your thoughts.
Try to clarify for yourself exactly what the disagreement is about.
If the disagreement cannot be resolved at the meeting, ask that
the area of disagreement be noted in the PET minutes. Write a
statement about your concerns regarding the PET disagreement on
a separate piece of paper and request that it be included in your
child's educational record.
One alternative for resolving the area of disagreement might
be to schedule another PET meeting to allow everyone time to collect
more information. If you still can't reach a compromise, you have
the option of ending the PET meeting and deciding if you need
to explore Dispute Resolution Alternatives.
| “The Pupil Evaluation
Team should work toward consensus, but the School Administrative
Unit has ultimate responsibility to ensure that a student
is appropriately evaluated; that the IEP includes the
services that the student needs in order to receive
FAPE; and that the student’s placement is in the
least restrictive educational alternative. It is not
appropriate to make evaluation, eligibility, IEP or
placement decisions based upon a majority “vote.”
If the team cannot reach consensus, the SAU must provide
the parents with prior written notice of the school’s
proposals or refusals, or both, regarding their child’s
educational program, and the parents have the right
to seek resolution of any disagreements by initiating
an impartial due process hearing." (MSER, Chapter
101, Section 8.11, p. 42) |
|
FMI: See Chapter 7 - WHEN THINGS AREN'T GOING
WELL.
| What Has Worked For Me As
A Parent Preparing For A PET Meeting... |
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"First of all, I try to never
attend a meeting feeling angry or defensive . To do
this, I try to be as informed as possible. If I have
questions, I ask informed people and friends. I also
go on the internet or to my local library. I use local,
state and national resource numbers to get as much
information as I can.
I try to be informed, while admitting
that I am not a "professional". Because
of my lack of expertise, I also ask that all the plans
(IEPs) be written in words that I could understand.
I do not mind if any person needs terms defined in
their particular manner, as long as they are paraphrased
in regular language so that my son and I can understand.
I feel it is important for my son to be able to relate
to and read any expectations made of him. I do not
feel awkward being stubborn on this matter, and the
team got used to using clearer language in his plan
(IEP). It is okay to be stubborn, without being rude
or upsetting."
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