Quick Answer
To request an IEP evaluation, send a written request to your child's school principal or special education director stating that you are requesting a "full and individual evaluation" under IDEA. The school must respond within 60 days (or your state's deadline), cannot require prior interventions before evaluating, and cannot deny the request without a written explanation.
To request an IEP evaluation, you need to submit one thing: a written request to your child's school stating that you are asking for a full and individual evaluation under IDEA. The school must respond within a set timeframe — usually 60 days — and cannot require your child to go through intervention programs first.
This guide walks you through exactly what to write, what happens next, and what to do if the school pushes back.
When to Request an Evaluation
There's no perfect moment — but there are clear signs that it's time to ask:
- Your child is consistently struggling with reading, writing, math, or attention despite classroom support
- Homework takes significantly longer than it should for their grade level
- Your child is falling behind peers academically or socially
- A teacher or specialist has expressed concerns about your child's progress
- Your child has a diagnosis (ADHD, autism, dyslexia, anxiety) that's affecting school performance
- Your child's behavior at school has changed significantly — withdrawal, meltdowns, refusal
- Your child is passing but not thriving — getting by with excessive effort, avoidance, or accommodations you're providing at home
You Have the Right to Request an Evaluation
Under the Individuals with Disabilities Education Act (IDEA), any parent can request a special education evaluation for their child at any time. This is a federal right.
You don't need:
- A teacher's recommendation
- A doctor's referral
- The principal's approval
- Your child to first go through RTI (Response to Intervention) or MTSS
That last one is important. Some schools will tell you your child needs to "go through the RTI process first" before they can be evaluated. This is not true. While RTI data can be helpful, IDEA is clear: a school cannot use RTI to delay or deny your right to request an evaluation (34 CFR 300.307).
How to Request: Put It in Writing
The most important thing you can do is put your request in writing. Email is ideal — it's timestamped, searchable, and can't be lost in someone's inbox.
Send your request to:
- Your child's school principal
- The special education coordinator or director
- Or both (CC both to be safe)
Your letter doesn't need to be long or formal. It needs to be clear.
Sample Evaluation Request Letter
Here's a template you can copy, customize, and send today:
Subject: Request for Special Education Evaluation — [Child's Name]
Dear [Principal's Name / Special Education Coordinator],
I am writing to formally request a comprehensive special education evaluation for my child, [Child's Full Name], who is in [grade] at [school name].
I am concerned about [his/her/their] progress in [specific areas — reading, writing, math, attention, social skills, behavior, etc.]. Specifically, I have noticed [2-3 specific observations — e.g., "difficulty completing grade-level reading assignments," "frequent meltdowns during homework," "falling behind peers in math despite extra help"].
I am requesting this evaluation under the Individuals with Disabilities Education Act (IDEA) to determine whether [Child's Name] has a disability that requires specially designed instruction and/or related services.
I understand the school has [15/30 days — check your state] to respond to this request and I look forward to hearing from you.
Thank you,
[Your Name]
[Phone number]
[Date]
What Happens After You Request
Once the school receives your written request, they must do one of two things:
Option 1: Agree to Evaluate
The school sends you a consent form. This form explains what assessments they plan to conduct. You review it, sign it, and return it. The evaluation timeline starts when you return the signed consent form — not when you first sent the request letter.
Option 2: Refuse to Evaluate
The school decides not to evaluate. But they can't just say "no" verbally. They are legally required to give you Prior Written Notice (PWN) — a formal document explaining:
- What they're refusing to do
- Why they're refusing
- What data or evidence they used to make that decision
- What other options they considered
- Your rights to challenge the decision
If the school refuses without giving you PWN, ask for it: "I'd like Prior Written Notice for this decision." They must provide it.
Evaluation Timelines: How Long Does It Take?
Once you sign the consent form, the clock starts. How long the school has depends on where you live:
| Location | Timeline | Citation |
|---|---|---|
| Federal (IDEA) | 60 calendar days | 34 CFR 300.301(c)(1) |
| New Hampshire | 60 calendar days | Ed 1107.01 |
| Massachusetts | 30 school working days | 603 CMR 28.04(1) |
Important: these timelines can be extended if you and the school mutually agree in writing. Don't let the school unilaterally delay without your written consent.
What the Evaluation Actually Covers
A comprehensive evaluation isn't a single test. It's a thorough look at your child across multiple areas:
- Academic achievement — reading, writing, math skills relative to grade level
- Cognitive ability — how your child processes information, solves problems, and learns
- Communication — speech, language, receptive and expressive skills
- Social/emotional — behavior, relationships, emotional regulation
- Motor skills — fine motor (writing, cutting) and gross motor (coordination, balance)
- Adaptive behavior — daily living skills, independence, self-care
- Functional performance — how your child actually operates in the classroom day to day
IDEA requires (34 CFR 300.304) that evaluations:
- Use multiple assessment tools — never a single test
- Are culturally and linguistically appropriate
- Are administered in your child's native language
- Assess all areas of suspected disability
- Include both formal (standardized tests) and informal measures (observations, work samples, teacher input)
Eligibility: What Happens After the Evaluation
Once the evaluation is complete, the IEP team meets to determine two things:
- Does your child have a disability under one of IDEA's 13 categories?
- Does that disability affect their education enough to require specially designed instruction?
Both must be true for your child to qualify for an IEP.
The 13 disability categories under IDEA
- Autism
- Deaf-blindness
- Deafness
- Emotional disturbance
- Hearing impairment
- Intellectual disability
- Multiple disabilities
- Orthopedic impairment
- Other health impairment (includes ADHD)
- Specific learning disability (includes dyslexia, dyscalculia)
- Speech or language impairment
- Traumatic brain injury
- Visual impairment (including blindness)
For children ages 3-9, many states also allow eligibility under developmental delay — which doesn't require fitting into a specific category. In New Hampshire, this covers delays in physical, cognitive, communication, social/emotional, or adaptive development (Ed 1108; RSA 186-C).
What if your child qualifies?
The team develops an IEP — an Individualized Education Program that spells out your child's goals, services, accommodations, and placement. You are an equal member of this team.
What if your child doesn't qualify?
You have options:
- Ask for a 504 plan — requires a disability that limits a major life activity (like learning), but doesn't require the same level of educational impact as an IEP
- Request an Independent Educational Evaluation (IEE) at the school's expense if you disagree with the evaluation results (34 CFR 300.502)
- Get a private evaluation and submit the results to the school for consideration
- Request that specific areas be assessed if you believe the evaluation was incomplete
What to Do If the School Says No
If the school refuses your evaluation request, here's your playbook:
- Get the refusal in writing. Ask for Prior Written Notice (PWN). The school must explain their reasoning, the data they used, and what alternatives they considered.
- Review the PWN carefully. Does their reasoning hold up? Did they consider all your concerns? Did they look at data beyond just test scores?
- Respond in writing. If you disagree, send a follow-up email explaining why you still believe an evaluation is warranted. Cite specific examples of your child's struggles.
- Escalate if needed. You have the right to:
- Request mediation (free, through your state's department of education)
- File a state complaint
- File for a due process hearing
In New Hampshire, you can also request a neutral conference through the Department of Education as an informal first step (RSA 186-C). In Massachusetts, facilitated IEP meetings are available free through the Bureau of Special Education Appeals (BSEA) at 781-397-4750.
Your Next Steps
- Send the letter today. Use the template above. Email is fine. Don't wait for the "right time" — there isn't one.
- Keep a file. Start a folder (digital or physical) for everything related to your child's education: emails, report cards, teacher notes, your own observations.
- Note the date. The school must respond within a reasonable timeframe. If you haven't heard back within two weeks, follow up in writing.
- Read the consent form carefully. When it arrives, make sure the evaluation covers all areas of concern. You can request additional areas be assessed.
- Prepare for the meeting. When the evaluation is done, you'll attend a team meeting to review the results. Bring your questions, your observations, and someone you trust for support.
Sources
- Individuals with Disabilities Education Act (IDEA) — U.S. Department of Education
- 34 CFR Part 300 — IDEA Regulations, Code of Federal Regulations
- 603 CMR 28.00 — Massachusetts Special Education Regulations
- NH Ed 1100 — New Hampshire Standards for Education of Children with Disabilities
New Hampshire — State-Specific Guidance
✓ New Hampshire follows the federal IDEA framework
The guidance in this article is accurate for New Hampshire parents. Below is how New Hampshire implements the relevant federal requirements.
Verified Feb 2026
Evaluation in New Hampshire
In New Hampshire, evaluations are a critical first step in determining if a child has a disability and needs special education services under Chapter Ed 1100 (the NH Standards for the Education of Children with Disabilities) and RSA 186-C. An "evaluation" means the procedures used to determine whether a child has a disability and the nature and extent of special education and related services needed. The evaluation process includes initial evaluations, reevaluations, assessments, a written summary report, and an IEP team meeting to determine eligibility. New Hampshire follows federal IDEA timelines: school districts have 60 calendar days from parental consent to complete an initial evaluation, though this can be extended by mutual written agreement. Parents have the right to independent educational evaluations (IEEs) at public expense if they disagree with the school's evaluation. Evaluations must be conducted by qualified examiners specified in Ed 1107.04 based on the suspected disability category. The state requires evaluations to assess the child's present levels of academic achievement and functional performance, including how the disability affects participation in the general education curriculum. School districts must use multiple assessment tools and cannot rely on any single measure. All evaluations must be culturally and linguistically appropriate, administered in the child's native language or mode of communication, and completed without undue delay. Parent consent is required before conducting initial evaluations and reevaluations.
Key Requirements
- •School districts must complete initial evaluations within 60 calendar days from the date of parental written consent (Ed 1107.01; 34 CFR 300.301(c)(1)), though this timeline can be extended by mutual written agreement between the parent and district.
- •Evaluations must be conducted by qualified examiners as specified in Ed 1107.04, which varies by disability category—for example, a certified school psychologist for intellectual disability or a speech-language pathologist for speech/language impairments.
- •Parents have the right to request an independent educational evaluation (IEE) at public expense if they disagree with the school's evaluation; the district may ask for a due process hearing to show that its evaluation was appropriate (Ed 1120.07; 34 CFR 300.502).
- •Evaluations must use multiple assessment tools and measures, administered in the child's native language or mode of communication, and cannot rely on any single test or procedure to determine eligibility (34 CFR 300.304).
- •School districts must obtain informed written parental consent before conducting an initial evaluation or reevaluation; consent is voluntary and may be revoked at any time (34 CFR 300.9 and Ed 1102.01(x)).
Timelines
- ◴Initial evaluation: 60 calendar days from parental written consent to completion (Ed 1107.01; 34 CFR 300.301(c)(1)); may be extended by mutual written agreement
- ◴Reevaluation: At least once every 3 years, or more frequently if conditions warrant or if parent/teacher requests (34 CFR 300.303(b))
- ◴Parental notice and consent: Parent must be notified in writing (in native language) and provide informed written consent before initial evaluation or reevaluation begins (34 CFR 300.300)
- ◴IEP team meeting to review evaluation results: Must occur within a reasonable time after evaluation is complete; this triggers the eligibility determination (34 CFR 300.306)
Timelines & Deadlines in New Hampshire
New Hampshire special education timelines are governed by Ed 1100 (NH Standards for the Education of Children with Disabilities), RSA 186-C, and federal IDEA regulations (34 CFR 300). The state generally follows federal timelines but has added several state-specific requirements. Key timelines include: initial evaluations must be completed within the federal default of 60 calendar days (or state-established timeline if different); IEP meetings must be held at least annually and reviewed/revised as appropriate; due process complaints must be resolved through either expedited hearings (which cannot exceed 45 calendar days per RSA 186-C:16-b, I-a) or regular hearings (per 34 CFR 300.515); and prior written notice must be provided before proposing or refusing to initiate changes to a child's identification, evaluation, placement, or FAPE provision. New Hampshire requires school districts to notify the Department of Education within 5 instruction days when a parent rejects an IEP proposal (Ed 1120.04(c)), and the department must then provide parents with dispute resolution options within 30 business days. For automatic discovery in due process hearings, core documents must be provided not less than 5 business days before any prehearing conference (RSA 186-C:16-b, III-b(a), effective 6/2/2025). State complaint investigations follow federal timelines under 34 CFR 300.152, with summaries of complaints posted within 30 days of final decision. The sources indicate that these timelines should align with federal IDEA defaults unless state law is more protective.
Key Requirements
- •Initial evaluations must be completed within 60 calendar days from referral (federal default; check if NH has adopted a different state-specific timeline in Ed 1107).
- •Parents must be notified within 5 instruction days if they reject an IEP proposal, and the school district must offer dispute resolution options within 30 business days of that notification (Ed 1120.04(c)).
- •Expedited due process hearings cannot exceed 45 calendar days from the date the complaint is filed (RSA 186-C:16-b, I-a); regular due process hearings follow federal timelines under 34 CFR 300.515(a).
- •Core documents for due process hearings must be provided to the hearing officer and parents not less than 5 business days before any prehearing conference (RSA 186-C:16-b, III-b(a), effective 6/2/2025).
- •IEP meetings must occur at least annually; IEPs must be implemented as soon as possible following development and before any delay in service delivery (Ed 1109.03 and 34 CFR 300.323).
Timelines
- ◴Initial evaluation: 60 calendar days from referral (federal default per 34 CFR 300.304; verify if NH has adopted alternative timeline in Ed 1107)
- ◴IEP team meeting notification: Early enough before meeting to ensure parent participation; meeting at mutually agreed time (34 CFR 300.322)
- ◴Annual IEP review/revision: At least annually and more frequently if appropriate (34 CFR 300.323; Ed 1109.03)
- ◴Parent notification of IEP rejection: Within 5 instruction days of parent rejecting IEP proposal, school must notify department (Ed 1120.04(c))
- ◴Dispute resolution options provided to parent: Within 30 business days of IEP rejection notification (Ed 1120.04(c))
- ◴Expedited due process hearing decision: Not to exceed 45 calendar days from filing of complaint (RSA 186-C:16-b, I-a)
- ◴Regular due process hearing decision: Per federal timeline in 34 CFR 300.515(a)
- ◴Automatic discovery—core documents to hearing officer: Not less than 5 business days before any prehearing conference (RSA 186-C:16-b, III-b(a), effective 6/2/2025)
- ◴State complaint summaries posted: Within 30 days of issuance of final decision (RSA 186-C:5-a, II)
- ◴Annual report on state complaints: By July 1st each year beginning in 2026 (RSA 186-C:5-a, III)
Eligibility Criteria in New Hampshire
In New Hampshire, a child with a disability is eligible for special education services if they meet one of three criteria under RSA 186-C and Ed 1100. First, the child must be aged 3-21 and identified as having one of 13 disability categories defined in 34 CFR 300.8, including autism, intellectual disability, emotional disturbance, specific learning disability, hearing or visual impairment, orthopedic impairment, other health impairment, speech/language impairment, traumatic brain injury, deaf-blindness, multiple disabilities, or acquired brain injury (added effective 9/5/2025 under RSA 186-C:2, I-d). Second, children ages 3-9 may be identified as having a developmental delay if they demonstrate delays in one or more areas—physical, cognitive, communication, social/emotional, or adaptive development—and need special education or related services (RSA 186-C:2, I-a and 34 CFR 300.111(b)). Third, children with acquired brain injury (new definition effective 9/5/2025) sustained after birth through trauma, infection, disease, or lack of oxygen resulting in functional or cognitive impairment are eligible. Eligibility determination must follow comprehensive evaluation procedures outlined in Ed 1107, conducted by qualified examiners within specific timelines. The evaluation must assess how the child's disability affects educational performance and involvement in the general curriculum. NH follows federal IDEA defaults for most eligibility requirements but added acquired brain injury as a separate eligibility category, making its standards slightly more inclusive than the federal baseline.
Key Requirements
- •A child must be age 3-21 and meet one of 13 federal disability categories (autism, intellectual disability, emotional disturbance, specific learning disability, hearing/visual impairment, orthopedic impairment, other health impairment, speech/language impairment, traumatic brain injury, deaf-blindness, multiple disabilities) OR have acquired brain injury (effective 9/5/2025 per RSA 186-C:2, I-d) to be eligible for special education.
- •Children ages 3-9 may qualify as having a developmental delay if they show delays in physical, cognitive, communication, social/emotional, or adaptive development and need special education or related services, per RSA 186-C:2, I-a.
- •Eligibility determination requires a comprehensive evaluation by qualified examiners following procedures in Ed 1107, which must assess how disability affects educational performance and general curriculum involvement within specified timelines.
- •If a child needs only a related service (not special education), the child is not eligible under IDEA unless the service is determined to be special education under state standards per 34 CFR 300.8(a)(2).
- •Evaluation reports must document the IEP team's deliberation of eligibility findings and include current assessment results, present levels of academic and functional performance, and educational needs before eligibility is determined per Ed 1107.05 and Ed 1108.
Timelines
- ◴Initial evaluation must be completed within 60 calendar days from written parental consent, or if the state establishes a different timeline, within that state timeline (follows 34 CFR 300.301(c)(1) default unless NH specifies otherwise—sources do not indicate a different NH timeline).
- ◴Once a child is determined eligible, an IEP must be in effect before services are provided; IEP meeting must occur and IEP must be implemented at the beginning of each school year per Ed 1109.03 and 34 CFR 300.323(a).
- ◴For children transitioning from Part C (early intervention) to Part B (special education) at age 3, an initial IEP Team meeting must be held and the IEP must be in effect by the child's third birthday or by the start of the school year, whichever is earlier, per 34 CFR 300.323(b) and Ed 1109.02.