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The exact letter your child needs, finished and ready to send.

Enter your details once. Pick what you need. We write the whole letter for you — the right words, the law it stands on, the deadline it puts the school on, and exactly how to send it. No blanks to hunt down.

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Tell us about you and your child

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Your full name

Your email

Your phone

Your state

Child's full name

Child's date of birth

Grade

School name

School district

Who you're writing to

Their role

Date on the letter

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2 Pick the letter you need

3 Your finished letter

Request for an initial evaluation

⏱ What this puts in motion

✓ Why it works

✉️ How to send it

Three rules that make any letter work

Always put it in writing. Email counts, and it creates a dated paper trail, which is your protection. A hallway conversation does not.
Send it to the right person and copy one more. Usually your child's case manager or the special-education coordinator, and copy the principal so it cannot quietly disappear.
Keep a copy of everything. Save the sent email and note the date. That record is what gives your requests teeth.

These letters are careful starting points, not legal advice. Deadlines and exact rules vary a little from state to state. If you're unsure, tell us your situation and we'll tailor it with you, for free.

Meeting scripts — what to say when they push back

Calm, firm, and on the record. Keep these on your phone for the meeting.

When they say: "He's doing fine — he's passing."

"I hear that he's passing, and I'm glad. But the legal standard isn't passing, it's meaningful progress toward his goals. Can we look at the actual data on where he is versus grade level? I want to understand whether he's truly learning or just being moved along."

When they say: "We don't think she needs an evaluation."

"I understand that's the school's view, and I'm formally requesting a full evaluation in writing today under Child Find. If the district is declining, I'd like that refusal in Prior Written Notice, including the reasons and the data it's based on. Can we agree on that?"

When they say: "There's no funding or staff for that."

"I understand budgets are real, but my child's services have to be based on their needs, not on what's currently available. Can we document what the team agrees he needs first, and then talk separately about how the district will provide it?"

When they say: "Let's just try this for now and see."

"I'm okay trying something, as long as we write down exactly what we're trying, how we'll measure it, and the date we'll reconvene to check the data. Can we put that in the IEP so it doesn't get lost?"

When the goals are vague.

"This goal says she'll 'improve.' Can we make it measurable — what skill, how much, by when, and how we'll measure it? I want to be able to tell in six months whether it's working."

When you feel rushed or outnumbered.

"I want to make a good decision for my child, and I'm not ready to sign today. I'd like to take this home, review it, and respond in writing. Please send me the draft and any data, and let's keep the conversation going."

The one sentence to remember.

"Can we please put that in writing?" — Said calmly, it changes everything. It turns a vague promise into an enforceable record, and it signals you know how this works.