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Amy R. Smith
55 Witten Drive
Stamfire, CT 06906
Home: 203-123-4567 cell: 203-891-2345
AmySmith@ail.com
January 17, 2012
Nelly Koch, Special Education Teacher
Happy Elementary School
345 Main Street
Stamfire, CT 06906
Re: Request for reading evaluation for Jimmy Smith
Faxed and also send via first class mail
Dear Nelly,
My son Jimmy Smith is a 10 year old boy in the 5th grade, yet he reads on a
kindergarten level and has made minimal progress during his 7 years at Happy
Elementary School. Despite his significant challenges, he has never had a formal
reading evaluation nor has he had services from a reading specialist in Stamfire
Public Schools.
What is the plan to bring Jimmy’s reading ability to grade level?
I am requesting a comprehensive reading evaluation by a qualified reading
specialist to determine what peer-reviewed, evidence-based reading program Jimmy
needs to become a proficient reader. In order to avoid any misunderstanding as
to what exactly I am asking for, I have attached a list of reading definitions
from No Child Left Behind. Given the enormous reading gap between Jimmy and his
same-age peers, I am asking that this request be attended to without any delay.
Thank you.
Amy R. Smith
Copy to: Molly Arbet, Principal of Happy Elementary School
Sally Simpson, 5th grade teacher, Happy Elementary School
Enclosure: 4 Definitions About Reading in No Child Left Behind
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4 Definitions About Reading in No Child Left Behind
1. Legal definition of reading The term ‘reading’ means a complex system of
deriving meaning from print that requires all of the following:
(A) The skills and knowledge to understand how phonemes, or speech sounds, are
connected to print.
(B) The ability to decode unfamiliar words.
(C) The ability to read fluently.
(D) Sufficient background information and vocabulary to foster reading
comprehension.
(E) The development of appropriate active strategies to construct meaning from
print.
(F) The development and maintenance of a motivation to read.
2. Legal definition of the essential components of reading instruction
The term ‘essential components of reading instruction’ means explicit and
systematic instruction in-
(A) phonemic awareness;
(B) phonics;
(C) vocabulary development;
(D) reading fluency, including oral reading skills; and
(E) reading comprehension strategies.
3. Legal definition of scientifically based reading research
The term ’scientifically based reading research’ means research that-
(A) applies rigorous, systematic, and objective procedures to obtain valid
knowledge relevant to reading development, reading instruction, and reading
difficulties; and
(B) includes research that-
(i) employs systematic, empirical methods that draw on observation or
experiment;
(ii) involves rigorous data analyses that are adequate to test the stated
hypotheses and justify the general conclusions drawn;
(iii) relies on measurements or observational methods that provide valid data
across evaluators and observers and across multiple measurements and
observations; and
(iv) has been accepted by a peer-reviewed journal or approved by a panel of
independent experts through a comparably rigorous, objective, and scientific
review.
4. Legal definition of a diagnostic reading assessment The term ‘diagnostic
reading assessment’ means an assessment that is-
(i) valid, reliable, and based on scientifically based reading research; and
(ii) used for the purpose of-
(I) identifying a child’s specific areas of strengths and weaknesses so that the
child has learned to read by the end of grade 3;
(II) determining any difficulties that a child may have in learning to read and
the potential cause of such difficulties; and
(III) helping to determine possible reading intervention strategies and related
special needs.
definitions from from www.wrightslaw.com