Requesting an IEP Evaluation: How to Ask (and Get the Process Started)

If you think your child might need an IEP, the very first step is requesting evaluations. And here’s the part schools don’t always emphasize: you don’t ask for an IEP, you ask for evaluations. That one written request triggers the school’s legal obligation to act. The sooner you put it in writing, the sooner the clock starts ticking, and the closer you are to getting the support your child needs.

One of the biggest mistakes I see parents make is not putting things in writing. Verbal requests don’t leave a trail if there’s a disagreement later. What does hold weight is documentation. That’s why, when it comes to requesting evaluations, always do it in writing. Email is perfectly acceptable and counts as documentation.

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“Evaluation First, IEP Later” Why the Wording Matters

Under IDEA’s Child Find mandate, schools must evaluate in all areas of suspected disability. If you’re seeing concerns the school hasn’t flagged, put them in your request. Be specific about what you observe—academic struggles, attention/executive function issues, behavior, social skills, sensory needs, speech/language, fine or gross motor, mental health, or medical information that may affect learning. The school can’t address what isn’t documented.

Who To Send the Request To

Address your request to the building principal or special education coordinator (titles vary by district). CC your child’s teacher and the school psychologist if you have their contact info. What matters most is that the request reaches someone responsible for initiating the evaluation process.

What an IEP Evaluation Is (and Isn’t)

An IEP evaluation is a comprehensive assessment conducted by the district to determine:

• Whether your child qualifies as a student with a disability under IDEA categories, and
• What services, supports, and specialized instruction are needed for access and progress.

The process usually includes a review of records, observations, rating scales, and standardized assessments across relevant domains. Depending on your concerns, this can include cognitive, academic, speech/language, occupational therapy, physical therapy, behavior/functional, social-emotional, and adaptive/functional assessments. It is not a single test; it’s a coordinated look at your child’s needs.

Why Request an Evaluation?

If you suspect a disability is impacting your child’s education—reading or math struggles, attention and organization issues, meltdowns or behavior incidents, social challenges, communication needs, motor delays, or health conditions—requesting an evaluation opens the door to the right supports. The evaluation results drive decisions about eligibility, specialized instruction, accommodations, and related services.

Who May Request?

Parents/guardians can request in writing at any time. (Schools can also initiate, but your written request is often the fastest way to begin.) After you request, the district must respond in writing—either moving forward with consent for evaluation or issuing a written refusal and explaining why. If they proceed, they need your written consent before assessing.

What To Include In Your Request

Keep it brief but specific. At minimum:

• A clear statement that you are requesting a special education evaluation under IDEA.
• The areas of concern (e.g., reading comprehension, written expression, attention/executive function, social skills, behavior, speech/language, sensory processing).
• Any supporting information (outside evaluations, diagnoses, medical info, your observations, discipline referrals, progress monitoring data, report card comments).
• A request for written confirmation and next steps.

Optional but Helpful

• A quick history (e.g., interventions tried, MTSS/RTI tiers, after-school tutoring, 504 accommodations).
• Specific examples (dates or patterns: “Homework taking 2–3 hours nightly,” “Frequent nurse visits due to headaches,” “Suspensions related to elopement”).

What Happens After You Send It

Once the school receives your request, they must respond in writing. You’ll typically get one of two things:

1. Permission to Evaluate (PTE) or consent form to sign, or
2. Prior Written Notice (PWN) explaining a refusal and the reasons.

They can’t ignore your request. Timelines vary by state, but there are firm deadlines once you consent. Keep every email and form you sign in your parent binder or digital folder.

Sample Email You Can Adapt

Subject: Request for Special Education Evaluation for [Child’s Name], [Grade/Teacher]

Dear [Principal or Special Education Coordinator],

I am writing to formally request a comprehensive special education evaluation for my child, [Child’s Name], in accordance with IDEA’s Child Find requirements. I have concerns in the following areas: [list concerns—be specific, e.g., reading comprehension, written expression, attention/executive functioning, pragmatic language, behavior].

Here are some relevant observations and/or documents: [brief bullet list of examples, outside diagnoses, prior testing, discipline or nurse visits, progress monitoring].

Please provide the Permission to Evaluate form and let me know the next steps and anticipated timelines. I prefer communication via this email address.

Thank you,
[Your Name]
[Contact Information]

Common Pushbacks and How to Respond

• “We need to try interventions first.” You can agree that interventions are helpful, but still reiterate your request. Interventions and evaluations can proceed in parallel when a disability is suspected.
• “Grades look fine.” Eligibility isn’t limited to failing grades. Document executive function, behavior, social, communication, or access concerns that interfere with school functioning.
• “Let’s wait until [next term/summer/after break].” Delays don’t help kids catch up. Reaffirm that you’re requesting evaluations now and ask for written timelines.
• “We already evaluated last year.” If concerns persist or new needs emerged, you can request additional or updated assessments in all suspected areas.

Tips to Keep the Process Moving

• Date-stamp everything. Save emails as PDFs or in a “IEP—Evaluations” folder.
• Confirm receipt. If you don’t hear back in a week, forward your original email with a polite follow-up.
• Be specific. The more precise your concerns, the clearer the evaluation plan.
• Stay organized. Keep copies of PTE, PWN, consents, reports, and meeting notes together.

If the School Refuses

A PWN must explain the refusal and the basis for the decision. You can respond in writing, add data (teacher notes, medical info, tutoring reports), and request reconsideration. You also have dispute options (facilitated IEP, mediation, state complaint, or due process). Often, a strong paper trail plus specific, observable concerns leads to a yes without escalating.

After the Evaluation (Preview)

When the assessments are complete, the team meets to review results and determine eligibility. If eligible, the next step is developing the IEP—services, goals, accommodations, and placement. I cover timelines, what each test means, and how to read the reports in a companion post: What Happens After You Request Evaluations

Quick Checklist (Copy/Paste for Your Binder)

• Draft your request email with specific areas of concern.
• Send to principal or special ed coordinator; CC teacher/school psych.
• Save the sent email and any attachments.
• Watch for the Permission to Evaluate or a Prior Written Notice.
• Sign/return consent promptly.
• Track dates and keep all documents together.

Requesting evaluations is the first and most important step in the IEP process. Put it in writing, be specific, and keep a copy for your records. That one letter starts the clock and puts the responsibility on the school to act.