Chapter 5: Pupil Evaluation Team (PET)

The Student's Role in the Pupil Evaluation Team (PET) Meeting

Several sections have mentioned the importance of involving students in the process. Talk to them before the Pupil Evaluation Team (PET) meeting so they can share ideas and concerns with the PET. This type of involvement, which occurs outside the PET meeting, is generally less stressful for a young child.

As your child gets older, it will be important for them to become more actively involved so they can learn how to advocate for themselves. All students should be encouraged to attend and be actively involved in their PET meeting, for whatever portion or duration they are comfortable. Their presence will help keep the PET focused on the student as the center of the educational program.

Help prepare your child to be involved with the PET process: Review a current "school day” or discuss each subject or class. Make lists of the things that work well and the things that could work better. If your child has a current Individual Educational Program (IEP), read it aloud together and review each section. Make notes together on the parts you want to discuss at the PET meeting.

If your child is unable to communicate or unable to attend the PET meeting include your child in the process by bringing a photograph of him or her to the meeting, along with samples of his or her work, drawings, and responses to the worksheet, "Questions to Ask Your Child." This will help the PET stay focused on your child. An IEP that truly incorporates your child's ideas and thoughts for the future into the consensus building by the PET is an IEP that ensues successful outcomes.

For those students who are 14 years old or older and eligible to receive special education, one of the purposes of the PET meeting is to discuss, develop, review and update the Transition Statement or Plan annually. If the purpose of the PET meeting is to discuss Transition Planning, your child must be invited to attend or the record must reflect that your child's preferences and interests were taken into account.

FMI: See Chapter 9.

Comments From Students About Being Part Of PET Meetings... "My parents and I role play what a PET can be like; it helps me understand what the meeting is about and practice expressing what I want to get out of my education." "I tell my parents what my school day is like. I tell them what parts I enjoy and what parts are hard for me so we can decide what to talk about at the PET."