How to request a special education evaluation in writing (sample letter)

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

To request an IEP evaluation, write a short, dated letter to the principal or the district special education office. Say you are asking for a full evaluation for special education, describe your concerns with examples, and ask for the consent form. Keep a copy. Yes, a parent can request an evaluation at any time.

You do not need a lawyer, a doctor's note or special wording to ask for an evaluation. You need a clear letter that says what you are asking for, why, and when you sent it. The fill-in letter below does that. After it come a completed example and notes on each part.

The letter starts the evaluation process described in the IEP evaluation process guide. It does not start the 60-day clock. That clock starts later, when the school receives your signed consent form.^[1]

Can a parent request an IEP evaluation?

Yes. Federal rules let either a parent or the school ask for an initial evaluation to see if a child has a disability and needs special education.^[1] You can ask at any time of year and at any grade, from preschool through high school.

One point trips up many families. You are not asking for an IEP. You are asking for an evaluation. The IEP comes only if the evaluation shows your child is eligible. Using the word "evaluation" in your letter makes the request clear.

Why the request should be in writing

You can ask out loud at a conference, and some schools will act on that. A letter is better for three reasons:

It shows the date the school got your request.
It lists your concerns in your own words, so nothing gets lost.
The school's answer has to respond to what you asked for.

Send it by email or hand-deliver it and ask for a dated receipt. If you mail it, use a method that tracks delivery. Keep a copy in a folder with every paper the school sends you.

Fill-in sample letter

Copy the letter below into an email or a document. Replace each part in brackets. Delete any line that does not fit your child.

[Your name]

[Your street address, city, state and ZIP]

[Your phone number and email]

[Today's date]

To: [Principal's name], [School name]

Copy to: [District special education director or coordinator, if you know the name]

Re: Request for a full special education evaluation for [Child's full name], date of birth [MM/DD/YYYY], grade [grade], teacher [teacher's name]

Dear [Principal's name],

I am writing to request a full and individual evaluation of my child, [Child's first name], to find out whether [he/she/they] has a disability and needs special education and related services.

I am concerned about [area of concern, such as reading, speech, behavior, attention, motor skills]. Here is what I have seen: [example 1]. [Example 2]. [Example 3, if you have one].

[Optional: The school has tried these supports: (names of supports and how long). They have not been enough because (what you have seen).]

[Optional: [Child's first name] has been diagnosed with (diagnosis) by (provider). I have attached a copy of the report.]

I ask that the evaluation look at all areas related to my concerns, including [list any areas, such as speech and language, fine motor, attention, social and emotional skills].

Please send me the consent form and a description of the tests you plan to use. I would also like a copy of the evaluation report before any eligibility meeting so I have time to read it.

I can be reached at [phone] or [email]. I prefer contact by [phone/email]. Thank you for your help.

Sincerely,

[Your signature]

[Your printed name]

Attachments: [list, such as report card, work samples, doctor's report]

Completed example

This example uses a fictional family. The child, Ava, is in third grade. Her mother has seen her reading problems at home for a year.

Maria Lopez, 412 Oak Street, Springfield, (555) 010-2234, maria.lopez@example.com

October 6, 2026

To: Ms. Carter, Principal, Lincoln Elementary. Copy to: Mr. Patel, Special Education Coordinator.

Re: Request for a full special education evaluation for Ava Lopez, date of birth 03/14/2018, grade 3, teacher Mrs. Green

Dear Ms. Carter,

I am writing to request a full and individual evaluation of my daughter, Ava, to find out whether she has a disability and needs special education and related services.

I am concerned about her reading and spelling. She reads a short chapter book page in about 4 minutes and guesses at words from the first letter. She spelled 3 of 15 words right on last week's spelling test after practicing every night. She cries and says she is "stupid" before reading homework most nights.

Ava has been in a reading group with Mrs. Green three times a week since January. Her report card still shows her below grade level in reading.

I ask that the evaluation look at all areas related to my concerns, including reading, spelling, writing, and how she feels about school.

Please send me the consent form and a description of the tests you plan to use. I would also like a copy of the evaluation report before any eligibility meeting.

I prefer contact by email. Thank you.

Sincerely, Maria Lopez

Attachments: spring and fall report cards, two spelling tests, a reading log

What each part of the letter does

Part of the letter	Why it matters	What school staff look for
Date	Shows when the school received the request	A clear date they can log
Child's name, birth date, grade and teacher	Lets the office find the right records fast	Enough to pull the file without a phone call
The words "full and individual evaluation"	Makes it clear this is a request to evaluate, not a request for a meeting or tutoring	The request itself, stated in the first lines
Concerns with examples	Tells the team what to test	Specific things you have seen, with numbers if you have them
Supports already tried	Shows the problem has continued despite help	What was tried, for how long, and what happened
Diagnosis or outside reports	Adds information the team must consider	A copy, not just a mention
Areas to assess	Helps the assessment plan cover every concern	A list they can check against the plan
Request for the consent form and report	Moves the process forward and gives you time to read before the meeting	A clear next step to answer
Attachments	Gives the team real work to look at	Recent samples, with dates

Tips for writing your concerns

The strongest letters describe what your child does, not only how you feel. Teams act on details.

Vague: "Ava has trouble reading."
Better: "Ava guesses at words from the first letter and takes about 4 minutes to read one page of a beginner chapter book."
Vague: "He has behavior problems."
Better: "His teacher has called me 6 times since September about him leaving his seat and hitting a classmate during writing time."
Vague: "She can't focus."
Better: "She finishes about half of her homework in an hour, even with me sitting next to her."

Do not worry about using the right school words. Write the way you would explain it to a friend. If you are not sure which areas to list, ask for an evaluation "in all areas of suspected disability." The team must look at every area related to the concern anyway.

What happens after you send the letter

The school reviews your request and the records it has. Then it sends you a written notice. If the school agrees to evaluate, it sends a consent form and usually an assessment plan. If it refuses, the notice must say why and what information it used.^[2]

Read the consent form and the plan before you sign. Signing allows testing only; it does not mean you agree to services.^[3] Check that each concern in your letter is on the plan. When you sign and return the form, write the date on your copy. That date is day 0. Under federal rules, the evaluation must be done within 60 days of the school receiving your consent, unless your state sets a different timeline.^[1] The IEP due date calculator counts the days for you from that date. Details on the clock, and what can change it, are in the guide to evaluation timelines and the 60-day rule.

When the report is ready, the guide on how to read a psychoeducational report explains the scores in plain language.

If you do not hear back

Give the school a reasonable amount of time to answer. Some states set a number of days for the school to respond to a request; federal rules do not. If two weeks pass with no answer, send a short follow-up email that repeats the date of your first letter and asks when you will get the consent form or a written answer.

If the school says no, ask for the reasons in writing if you have not received them. Each state has a Parent Training and Information Center that helps families with these steps for free.^[4] Rules vary by state, and this page is general information, not legal advice.

Frequently asked questions

Who should I send the evaluation request letter to?

Send it to your child's principal and copy the district special education director or coordinator if you know who that is. For a child not yet in school, send it to the district special education office.

Does my letter start the 60-day evaluation clock?

No. Under federal rules the clock starts when the school receives your signed consent form, not your request letter. Some states add a separate deadline for the school to answer a request.

Do I need a doctor's diagnosis before asking for an evaluation?

No. You can ask based on what you see at home and what teachers report. If you do have a diagnosis or outside report, attach a copy so the team can consider it.

Can I ask for an evaluation if my child is getting good grades?

Yes. Grades are one piece of information. A child can earn passing grades and still have a disability that affects reading, communication, behavior or other skills. Describe what you see and ask the team to evaluate.

Use it in IEP Atlas

Sources

34 CFR §300.301: Initial evaluations, Legal Information Institute, Cornell Law School
34 CFR §300.503: Prior notice by the public agency; content of notice, U.S. Department of Education (IDEA website)
34 CFR §300.300: Parental consent, U.S. Department of Education (IDEA website)
Center for Parent Information and Resources, CPIR

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.