Sample Letter to Request Evaluation

When a student is struggling in school and there is reason to suspect the challenges are disability related, anyone can refer the student for an educational evaluation. The final section of this article includes a sample letter for requesting a no-cost evaluation from the school district. PAVE provides an article with more detail: Evaluations Part 1: Where to Start When a Student Needs Special Help at School.

Rights are upheld during COVID pandemic

No rights are waived during the COVID-19 pandemic. Schools and families can collaborate to determine what data is needed and how to be creative about collecting data if person-to-person contact needs to be limited or avoided for health and safety reasons. An agency called Presence Learning is among those offering teletherapy training and support for special education teams during COVID-19.

The Office of Superintendent of Public Instruction provides guidance to schools in Washington, where local districts establish and regulate policy. OSPI on July 10, 2020, issued an updated Question and Answer document about special education services delivery during the pandemic, including this statement (page 19):

“OSPI does not support unilateral district decisions to delay all meetings during COVID-19. IEPs and evaluations that were delayed due to COVID-19 should be prioritized for timely completion during summer and/or fall 2020 and follow those decisions with a prior written notice to the parent.”

Request evaluation formally, in writing

State-specific deadlines apply when a school district receives a formal request to evaluate a student. In Washington, evaluation deadlines are described in the Washington Administrative Codes (WAC 392-172A-03005). In short, a school district has 25 school days to respond to a request, 35 school days to complete an evaluation, and 30 calendar days to write and implement an Individualized Education Program (IEP) for an eligible student.

Family caregivers/guardians must sign consent for an evaluation to begin. How signatures are provided during the health emergency can be discussed to avoid slowing the process.

Make a special education referral in writing. This is important because:

  1. There will be no confusion about how/when/why request was made.
  2. The letter provides critical initial information about what is going on with the student.
  3. The letter supports a written record of family/school interactions.

The school district is required to collect and consider school, medical and other records provided by the district and/or the family. Families may choose to disclose all, a portion, or none of a student’s medical information. Schools may not require disclosure of medical records.

If the family wishes, letters about diagnoses, concerns, and recommendations from outside providers may be attached to the evaluation request. The district is responsible to review all documents and respond with written rationale about how the information is incorporated into recommendations.

Prior Written Notice (PWN), IDEA, FAPE, and Child Find

After receiving an evaluation request letter and supporting documents, the district is required to respond formally, through a Prior Written Notice (PWN), within 25 school days. A PWN is a legal requirement any time there is a proposal to initiate or change the identification, evaluation, or educational placement of a student through a special education process. These provisions are from the federal Individuals with Disabilities Education Act (IDEA). In Washington State, PWN requirements are described in WAC 392-172A-05010.

A PWN is required if the school district agrees or refuses to initiate or change the identification, evaluation, or educational placement of the student. A PWN is also required any time there is a change or a refusal to change any aspect of how the district provides Free Appropriate Public Education (FAPE) for a student with a disability.

The right to FAPE is federally protected by the IDEA. A non-discriminatory evaluation process is part of the protections for a student with a known or suspected disability that may significantly impact access to education (Child Find Mandate). Child Find protections apply whether there are academic and/or non-academic school impacts. Note that another foundational principle of the IDEA is parent/student participation in special education process. The IDEA protections cover the decision process about whether to evaluate.

Special Education is a service, not a location within the school

Please note that a request for special education evaluation is NOT a recommendation to remove a student from the regular classroom and move them into an exclusive learning environment. Federal and state laws require that students eligible for special education services receive their education in the Least Restrictive Environment (LRE) to the maximum extent appropriate.

Special Education is a service, while LRE refers to placement. PAVE’s article about LRE provides more information: Placement in the Least Restrictive Environment (LRE) Encourages Inclusion.

General education classrooms and spaces are the least restrictive. A child may be placed in a more restrictive setting if an IEP team, which includes family participants, determines that because of the child’s circumstances and capacities, FAPE is not accessible even with specially designed instruction, accommodations, modifications, ancillary aids, and other documented attempts to support a Free Appropriate Public Education (FAPE) within the general education environment.

Parents can appeal decisions and/or seek a 504 plan

If a student is evaluated and determined ineligible for IEP services, the family has a right to appeal the decisions and/or to seek an Independent Educational Evaluation (IEE). The rights are similar if the district refuses to conduct an initial evaluation. See PAVE’s article: Evaluations Part 2: Next Steps if the School Says ‘No’ to Your Request.

Family caregivers also can work with the school to develop a Section 504 plan, which accommodates a person with a disability that impacts a major life activity (learning, walking, speaking, writing, socializing, etc.). Section 504 is an aspect of the Rehabilitation Act of 1973, which protects the civil rights of individuals with disabilities against discrimination throughout the lifespan. See PAVE’s article for more detail about Section 504 rights, which also protect students who qualify for an IEP: Section 504: A Plan for Equity, Access and Accommodations.

Sample letter for a special education referral

Below is a sample letter that family caregivers can use when writing a request for an educational evaluation:

Your Name
Street Address
City, State, Zip
Date

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

Dear Name (if known, otherwise use title):

I am requesting a full and individual evaluation for my (son/daughter), NAME, (BD: 00-00-0000), for assessment as a special education student as stipulated in the Individuals with Disabilities Education Act, (IDEA, Public Law 108-446), and in the Washington Administrative Code (WAC 392-172A).

I have concerns that (NAME) is not receiving full educational benefit from school because of [his/her] struggles with [brief sentence that summarizes the bullet points listed below].

I understand that the evaluation is to be in all areas of suspected disability, and that the school district is to provide this evaluation at no charge to me. My reasons for requesting this evaluation are: (be as specific as you can).

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

My [son/daughter] has been medically diagnosed with [DIAGNOSIS, if available…Or, you might write: My son is awaiting a medical evaluation for … note that a medical diagnosis is not required for schools to conduct an educational evaluation].

I have attached documentation from [list any outside providers who provided letters or reports]. Please take note that [Dr. NAME] recommends [highlight any specific recommendations from those attached documents] because [reason].

I understand that I am an equal member of the team for development of an Individualized Education Program (IEP) and that I will be involved in any meetings related to evaluation, identification of disability, provision of services, placement, or other decisions regarding my child’s access to a Free Appropriate Public Education (FAPE). I would appreciate meeting with each person who will be doing an evaluation before [name of child] is tested so that I might share information and history. I will also expect a copy of the written report generated by each evaluator so that I might review it before the team meeting.

I understand you must have my written permission for these tests to be administered, and I will be happy to provide that upon receipt of the proper forms.

I appreciate your help in behalf of [child’s name]. 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: PAVE is a nonprofit organization that provides information, training, individual assistance, and resources. PAVE is not a legal firm or legal service agency, and the information contained in this handout is provided for informing the reviewer and should not be considered as a means of taking the place of legal advice that must be obtained through an attorney. PAVE may be able to assist you in identifying an attorney in your area but cannot provide direct referrals. The contents of this handout were developed under a grant from the US Department of Education. The contents do not represent the policy of the US Department of Education and you should not assume endorsement by the Government.

Students: Get Ready to Participate in Your IEP Meeting with a Handout for the Team

Students of all abilities have the right to a solid education to get ready for adult life. Students with Individualized Education Programs (IEPs) have a right to participate in IEP meetings to make sure the program is a good set-up for higher education, vocational training, work—whatever comes next after graduation.

Schools are required to invite students 16 and older to IEP meetings when life-after-high-school planning is discussed.

How students participate in their IEP meetings can make a big difference in the transition programming. To learn more about how to participate at IEP meetings, read PAVE’s article, Attention Students: Lead your own IEP meetings and take charge of your future.

The rest of this article can help you design a handout for a team meeting. The Student Input Form for a Meeting with the School is here for easy download.. If this format doesn’t work for you, you might choose just a few of these ideas to design a handout in your own style. You could also make a vision board or record a video to share at the IEP meeting instead of a handout.

Whatever style you choose for communicating with your IEP team, remember that standing up for yourself and asking for what you need is an important life skill.

Here are a few tips:

Keep your handout short to highlight your most important points.

You can send your handout to the school before the meeting. Or, take a moment when you arrive to hand out your one-pager and ask everyone to read it.

The top of your handout should include your contact information and other basics about the meeting. Try to include all of this:

  • Student Name: Jane Imincharge
  • Phone/email: 555-555-5555/memail@youthpower.you
  • Meeting Date/Time: XX/XX/XXXX, 3-5 pm
  • Location: Anywhere School
  • Topic: IEP Review, Evaluation Review, Section 504 Plan, Re-entry after Discipline, Etc.

Next you want to describe your goals, what you are good at and what help you need. These sentences can help you get started:

  • I enjoy…
  • I learn best when…
  • I’m good at…
  • It’s hard for me when…
  • I want more help…
  • I like school the most when …
  • Teachers are helpful when they…
  • I want to learn more about …
  • It would be great if…

Include a Photograph!

A photograph of you reminds everyone that you are the most important person at the meeting. Don’t be shy about bragging about what you are good at. It’s the school’s job to help you build on your strengths.

The final section of your handout describes your concerns. You may need to start on scratch paper with a longer list and then edit to settle on your key points. Remember that you want the team members to be able to read your handout quickly. You also want this list to help yourself stay on track at the meeting.

You might want to start this section with a statement like this: “My disability in the area of [briefly describe your disability challenge] makes school difficult because… “

Then, you can make a list with a heading like this one:

Here’s what I want to talk about today:

  • A favorite class, teacher or subject in school?
  • A time during the school day that is hard for you?
  • Your IEP goals?
  • Something that helps you feel comfortable and do well?
  • Something you want to change in your school schedule or program?
  • Graduation requirements and when you plan to graduate?
  • Your High School and Beyond Plan?
  • Anything else that’s important to you?

If your parent or another support person takes notes at the meeting, it’s great to ask them to help make a list of Action Items. Make a simple chart to list:

  • The agreement/action
  • Name of person responsible
  • Deadline
  • Communication plan, so you have follow-through

If your meeting is part of a formal special education process, such as an IEP meeting, the school provides a Prior Written Notice (PWN) to remind everyone what you talked about at the meeting. Your handout and notes can be part of the PWN. If English isn’t your native language, the Prior Written Notice must be provided in your native language or another mode of communication that you can understand.

Good luck at your meeting, and good job for training to be an expert self-advocate!

The The Student Input Form for a Meeting with the School is here for easy download. . If a download is not possible, all the information is above. If you need any support with this form, please email PAVE

Get Ready for Your Meeting with a Handout for the Team

Parents and students who go to meetings prepared and organized are more likely to come away feeling heard and with a good action plan. This article can help you and your student prepare a one-page handout to share with the school or another service provider. Most important is to highlight the student as the most important person at the meeting—even if he/she isn’t ready to attend in person!

If a young person is ready to lead all or part of a meeting, PAVE encourages this! Understanding the Individualized Education Program (IEP) and facilitating an IEP meeting is a great way to build lifelong skills and confidence. See PAVE’s article: Attention Teens: You Can Lead Your IEP Meeting.

For a student who isn’t ready or able to attend the IEP meeting, helping to prepare a document can be a great way to participate. Note that this form can be adapted for any service delivery meeting at school or in a childcare or medical setting.

Keep your handout short to highlight your most important points. This handout brings your child and your concerns to the attention of the group and sets a tone for the meeting that is child- and family-centered.

Note: You can send your handout to the school before the meeting, so team members have a chance to read it in advance. If there isn’t time to distribute it before the meeting, you can take a moment when you arrive at the meeting to hand out your one-pager and encourage everyone to take a few moments to read it.

The top of your handout should include your contact information and other basics about the meeting. Your handout will become part of the official meeting record, so get formal and include all of this:

  • Parent Name: Jane Hearmenow
  • Phone/email: 555-555-5555/memail@thisplace.com
  • Meeting Date/Time: XX/XX/XXXX, 3-5 pm
  • Location: Anywhere Elementary  
  • Topic: IEP Review, Evaluation Review, Section 504 Plan, Re-entry after Discipline, Medical provider appointment, etc.

Next you want to highlight what makes your child awesome. This is also a place where your child can voice his/her own opinions and “self-advocate” for accommodations or help. Here are sentence starters that might help you create bullet points or a paragraph about your child:

  • NAME enjoys…
  • He is motivated when… 
  • She’s interested in…
  • He wants more help in the area of…
  • She said she likes school the most when …
  • He says teachers are helpful when they…
  • She says she wants to learn more about …

Include a Photograph!

A photograph of your child shows the Very Important Person (VIP) and can make everyone smile as the meeting starts.

The final section of your handout describes your concerns. You may need to start on scratch paper with a longer list and then edit to prioritize your key points. Remember that you want the team members to be able to read your handout quickly. You also want this list to help track your priorities at the meeting. If it gets too long, you won’t be able to use it as a handy reference.

Here is a sample short paragraph to get you started, and your introductory paragraph can be followed by key bullet points:

My son/daughter’s disability in the area of [briefly describe the condition] makes school difficult because… My biggest concern is that …

My primary topics for today’s meeting include:

  • A need that isn’t being met
  • A communication or behavior challenge
  • Something you want to change because it isn’t working
  • A goal that isn’t being met
  • Something working well that needs further development
  • Anything else concerning

If you or a support person takes notes at the meeting, it’s great to conclude by making a list of Action Items. Make a simple chart to list:

  • The agreement/action
  • Name of person responsible
  • Deadline
  • Communication plan, so you have follow-through

If your meeting is part of a formal special education process, such as an IEP meeting, the school provides parents with a letter called a Prior Written Notice (PWN) to reflect agreements and discussion at the meeting. Your handout and notes provide checks and balances with the school’s PWN and guarantees that your concerns and those of your student are part of that formal meeting record.

The website of the Office of Superintendent of Public Instruction (OSPI) provides information about PWN requirements for schools in Washington. According to OSPI, “Prior Written Notice is a document outlining important school district decisions about your student’s special education program. It is not a meeting invitation. School districts must provide you with Prior Written Notice after a decision has been made regarding matters affecting your student’s IEP or eligibility for special education, but before any decision is implemented or changes to your student’s program take place.

“Prior Written Notice must be provided in your native language or other mode of communication that you understand.”

PAVE provides a variety of articles on core topics related to special education, including the IEP process, goal tracking, evaluation and Section 504 Plans.

The Parent Input Form for a Meeting with the School  is here for easy download. If a download is not possible, all the information is above. If you need any support with this form, please email PAVE