Sample Letter: Requesting a School Evaluation

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Why it has to be in writing

A written request starts a formal process under federal law. A conversation with a teacher does not. That single difference is why the letter matters, and it is the most common reason families wait months longer than they needed to.

Nothing about a verbal request is wrong, and plenty of good teachers pass concerns on. But a conversation leaves nothing to point back to, nobody has to reply to it, and it does not start any clock. A dated letter does all three. You do not need a diagnosis, a doctor's referral, or a reason beyond your own concern.

The letter

Copy this, fill in the brackets, date it, and keep a copy.

[Date]

[Principal or Special Education Director name]
[School name and address]

Dear [name],

I am writing to request a full initial evaluation for my child, [child's name],
date of birth [DOB], currently in [grade] at [school], to determine eligibility
for special education and related services under the Individuals with
Disabilities Education Act.

I have concerns about [briefly describe - for example: my child's speech
development, difficulty with handwriting, attention in class, motor
coordination].

Specifically, I have noticed [two or three specific examples with approximate
dates].

I understand that my written consent is required before the evaluation can
begin, and I am ready to provide it. I would also like to receive a copy of my
parental rights under IDEA.

Please confirm receipt of this letter and let me know the next steps and
expected timeline.

Thank you,

[Your name]
[Address, phone, email]

Who to send it to

The principal, copying the special education director or coordinator for your district. You can copy the class teacher as well, but the request itself should not rest with them — a teacher cannot start the process.

Send it in a way you can prove. Email with a request for confirmation of receipt is simplest. If you hand it in, keep a dated copy and ask for yours to be date-stamped.

What happens after you send it

The school should respond, and should seek your written consent to evaluate.
Once you consent, a timeline applies to completing the evaluation.
An eligibility meeting follows, to decide whether your child qualifies.
If your child is eligible, an individualized education program is developed with you.

Timelines are set in federal regulation, and a number of states set their own, counted differently. Rather than rely on a single national figure, ask what the timeline is in your state and ask for the answer in writing when you send the request.

What if the school says no?

They have to tell you in writing, and they have to give the reason. That written refusal is not the end of the road; it is the document everything else runs from, which is precisely why the original request should be in writing too.

Ask what evidence would change the decision. Ask for your procedural safeguards, which the district must provide and which set out your options. You can request an independent educational evaluation if you disagree with an evaluation the district has carried out. And there are dispute resolution routes beyond that, which the safeguards document explains.

A refusal is also not permanent. Circumstances change, and so does evidence.

What if they suggest waiting?

This is the most common response, and it usually sounds entirely reasonable: let us try some support in class first and see how it goes.

A school cannot require an intervention period before evaluating when you have made a written request. A classroom-support process is not a basis for refusing or postponing an initial evaluation, and a district that declines to evaluate has to say so in writing with its reasons.

The practical move is not to argue. Agree to the interventions and ask for the evaluation to proceed at the same time — the two are not alternatives. Put both in writing: that you welcome the classroom support, and that your request for an initial evaluation stands. That single sentence is usually the whole difference between starting now and starting next term.

Frequently asked questions

Can I send it by email?

Yes, and email is the easiest way to prove you sent it. Ask for confirmation of receipt in your closing line. If you hand it in instead, keep a dated copy and ask the office to date-stamp yours.

Do I have to name a disability?

No. You are requesting an evaluation, not making a diagnosis, and it is the district's job to work out what is going on. Describe what you have noticed in plain terms and leave the categories to the assessment.

My child attends a private school. Does this still apply?

Request it from the district where the school is located, and be aware the process differs for privately enrolled children - what is offered can be narrower than it would be in a public placement. Ask the district to explain what applies in your situation.

Should I copy the teacher?

You can, and it is often worth doing, but the request itself should go to the principal and the special education director. A teacher cannot start the process, and a request that sits only with a teacher is the most common way one gets lost.

What if I miss something out of the letter?

Send it anyway. A short, dated request that clearly asks for an initial evaluation does the job; you can add detail later. Waiting until the letter is perfect is how months go by.

Can I withdraw consent later?

Yes. Consent for evaluation is given in writing and can be withdrawn in writing. Ask for confirmation that it has been recorded, and keep a copy as with everything else in this process.

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