I would take the "would like to" out of the letter and just request it
I also might replace "refer for" with "provide" an evaluation.
I'd also ask your advocate (I think you have an advocate contact?) how an AT eval is requested and conducted in your district just to be sure you have your bases covered.
Our advocate also always advised us to include a date by which we expected a response to our request, something like "Please let us know by (date ten business days after sending in the note) if an assistive technology evaluation will be conducted.
I'll also warn you that when we were finally granted an AT evaluation, it wasn't all that great and in our ds' case, was more problematic than if we'd never asked for one because it came with a lot of lock-step requirements of proof of need, rather than an admission that ds qualified for AT due to dysgraphia. For example, we wanted the district to provide word prediction, and we knew that Co:Writer was the software that was used in our district (there was already another student in ds' class using it). The AT specialist agreed that ds could "test" using Co:Writer in the classroom, but first they wanted to try non-tech (can't remember the actual term) solutions, such as slanted board, pencil grips, etc - all things that were used with handwriting, even though we had an updated neuropsych report which clearly stated ds would *never* be able to use handwriting for academics. The district argued back that was standard AT eval approach; we successfully argued that didn't need to occur for ds (that was the easy part). Then the district AT specialist refused to allow introduction of more than one type of AT at a time, and each thing had to be tested and meet a certain performance bar to be continued. For example, they wanted keyboarding eval to come before Co:Writer, and ds would have to be able to show that he could meet some predetermined performance requirement (total number of paragraphs written) using keyboarding vs handwriting. DS was also struggling with an expressive language disorder, so no matter how well keyboarding replaced handwriting for him, we were very concerned he would not be able to meet the performance expectations due to his expressive language challenges (which were a possibly-related yet separate issue). We successfully argued past that but then faced the same requirement for testing Co:Writer. Hopefully your school district will not put up the same type of road blocks, but be prepared for them.
We ultimately chose not to go through our school district AT eval and chose to provide ds with a laptop and software from home, and have the AT that we were providing written into his accommodations.
polarbear