In special education, MET stands for "Measurable Educational Term," a specific phrase used in Individualized Education Programs (IEPs) to describe measurable annual goals for students with disabilities.
METs are part of the IEP process required under the Individuals with Disabilities Education Act (IDEA). They ensure that a student's progress toward their goals can be tracked and measured objectively. For example, a MET might state that a student will "increase their reading fluency words per minute within 6 months."
METs typically fall into two categories:
METs provide clear benchmarks for evaluating a student's progress. Without them, it would be difficult to determine whether interventions are effective. According to the U.S. Department of Education, measurable goals are essential for ensuring that students receive appropriate support and services.
For instance, if a student's goal is to improve their ability to communicate, a MET might specify that they will "use picture exchange communication system (PECS) to request 5 different items independently." This clarity helps teachers, parents, and specialists work together effectively.
Some people confuse METs with general goals or accommodations. Unlike accommodations, which are adjustments to help students access learning, METs are specific, measurable objectives. For example, providing extra time on tests is an accommodation, while increasing the number of correct math problems solved is a MET.
Another misconception is that METs are only for academic skills. In reality, they can also address social, emotional, and behavioral goals. For example, a MET might aim to "reduce disruptive behaviors in class incidents per week."
I once observed an IEP meeting where the team struggled to define a MET for a student's social skills. After clarifying that the goal needed to be specific and measurable, they settled on "initiate conversations with peers at least twice per day." This example shows how important it is to craft METs carefully.