Sample Letter to Request an IEP Meeting

When a student has an Individualized Education Program (IEP), the school is required to review the program every year. The annual review date is listed on the cover page of the IEP document. Family members/caregivers can request additional meetings, and this article includes a sample letter that families can use to formally request an IEP meeting.

An IEP meeting request letter can be submitted to school staff and to district staff. Family participants have the right to invite guests to the meeting for support and to provide additional expertise about the student. Best practice is for the school and parents to communicate about who will attend the meeting. The school’s meeting invitation will list attendees and can clarify when the meeting will start and end and the purpose or agenda for the meeting. PAVE provides an article about how families can prepare for a meeting by creating a handout for the team.

In accordance with the IDEA and state laws, the IEP team includes an individual who is knowledgeable about district resources. Sometimes a school principal or other staff member fulfills that role. Families or school staff can request attendance by someone who works in the district’s special education department.

The requirement for an annual IEP review is part of the Individuals with Disabilities Education Act (IDEA), the federal law that entitles students with qualifying disabilities to special education services. PAVE has an article that describes key principles of the IDEA. One priority of the IDEA is parent participation, and schools are responsible to invite parents to meetings at which a student’s special education program or placement is discussed. The Washington Administrative Code (WAC 392-172A-03100) provides detail about the requirements for parent participation in IEP process. When a student is 16 and/or postsecondary goals are being discussed, schools are required to invite students to their IEP meetings.

The IDEA requires schools to evaluate special education students every three years to determine whether they continue to qualify for services and whether the IEP needs to be adjusted. PAVE provides an article about evaluation process. Family participants or school staff can request a re-evaluation sooner if there are concerns. PAVE provides an article with a Sample Letter to Request Evaluation.

Parents can request to meet with the IEP team any time of year if they have questions or concerns. Here are a few examples of reasons parents might request an IEP meeting:

  • new diagnosis or information about a student’s disability
  • frequent disciplinary actions
  • academic struggles
  • lack of meaningful progress toward IEP goals
  • behavior plan isn’t working
  • placement isn’t working
  • parent wants to discuss further evaluation by the school or an independent agency

Under the IDEA, family members and/or caregivers who participate on the IEP team have the right to request an IEP meeting any time there are concerns.

For a comprehensive article about the IEP and how to participate on the IEP team, visit PAVE’s article called Get Ready for School with IEP Essentials. PAVE also provides a short video overview of the IEP and an article about SMART goals and progress monitoring.

Below is a sample letter families and caregivers can use when writing a request for an IEP meeting:

Your Name
Street Address
City, State, Zip
Date

Name (if known, otherwise use title only)
Title/Director of Special Education/Program Coordinator
School District
Street Address
City, State, Zip

Dear Name (if known, otherwise use title only):

I am requesting an IEP meeting regarding the program for my (son/daughter), NAME, (BD: 00-00-0000). I have some concerns that I believe need to be addressed by the entire team. I understand that I will be involved in scheduling so that I can participate fully as an equal member of the IEP team and that I will be notified in writing when a meeting is arranged.

My hope is that this meeting will provide an opportunity for collaborative problem solving. I want to make sure (NAME’s) IEP provides enough support for improvement and learning within (her/his) capabilities. I look forward to discussing my specific concerns about: (add specific concerns here).

  • Use bullet points if the list becomes long.
  • Use bullet points if the list becomes long.
  • Use bullet points if the list becomes long.

I have attached documentation from (list any outside providers who provided letters or reports and highlight any specific recommendations from those attached documents).

I hope that a copy of the IEP draft will be provided to me before our team meeting so that I will have the opportunity to review the document and prepare for the meeting.

I’m also requesting copies of (any other documents you wish to review before the meeting: evaluation reports, teacher progress notes, state curricula…).

I appreciate your help in behalf of my son/daughter. If you have any questions please call me at (telephone number) or email me at (email address, optional).

Sincerely,

Your Name

CC: (Names and titles of anyone else you give copies to)

You can email this letter or send it by certified mail (keep your receipt), or hand carry it to the district office and get a date/time receipt. Remember to keep a copy of this letter and all school-related correspondence for your records. Get organized with a binder or a filing system that will help you keep track of all letters, meetings, conversations, etc. These documents will be important for you and your child for many years to come, including when your child transitions out of school.

Please Note: It is the policy of PAVE to provide support, information, and training for families, professionals, and interested others on a number of topics. In no way do these activities constitute providing legal advice. PAVE is not a legal firm or a legal services agency. This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. §§ 2510-2521, and contain information intended for the specified individual(s) only. 

The contents of this document were developed under a grant from the US Department of Education. The contents do not necessarily represent the policy of the US Department of Education and you should not assume endorsement by the Federal Government.