March 1, 2007

Office of the Superintendent of Public Instruction

Old Capital Building

P.O. Box 47200

Olympia, WA  98504-7200

Re: WAAS

Dear Superintendent of Public Instruction:

In my effort to ensure my son is provided an educational program that meets his needs, I must be fully informed about the alternate assessment that you have designed for children who are not able to participate in the general assessment (Washington Assessment of Student Learning). In order to be an informed parent and IEP team member, I must be fully informed about the WAAS-Portfolio. This letter is to request information about the WAAS-Portfolio. 

In March 2007, my son's annual IEP review is required to take place. Without the review of pertinent information relating to the WAAS-Portfolio, I am not able to participate in my son's IEP annual review, fully. Therefore, I am requesting the following information be provided:

• scientifically based research that supports the WAAS-Portfolio design as being appropriate for assessing children who are deaf and blind; 
  

• detailed procedure used in the scoring of the WAAS-portfolio;
  

• detailed process of gathering portfolios, developing scoring material, establishing what is Level 1, 2, 3, and 4 evidence performance responses for a student who is deaf, blind, developmentally delayed, and epileptic;
  

• credentials of scorers
  

• samples of Level 1, 2, 3, and 4 evidence of performance responses for meeting the EALR Extensions in all subjects and standards   
  

• the rationale and research used in developing the EALR Extensions for reading, writing, mathematics and science, specifically in the area of how the EALR Extensions are appropriate for assessing all disability types;
  

• conceptual framework of the EALR Extensions and the teaching and learning model used in designing the critical functions, access skills, learning activities, evaluation questions and evidence of performance;
  

• documentation from two or more state certified medical doctors of pediatric neurology that discusses whether a student with severe disabilities who has epilepsy is capable of predicting his or her own seizure and then move to a safe place;
  

• documentation from two or more state certified medical doctors of pediatric neurology offering a medical opinion of whether a teacher is qualified to accurately chart a student’s seizure activity (generalized tonic-clonic seizures, complex partial seizures and absence seizures);
  

• training guidelines and level of training required for K-12 students who will be providing written statements of direct observations, such guidelines should include required educational background in the disability of the student being assessed, professional training in the area of assessment and observation of students with severe disabilities, and educational background in behavioral and communication psychology of students with severe disabilities;
  

• documentation that demonstrates the Department of Education’s approval of the WAAS-Portfolio and EALR Extensions for reading, writing, mathematics and science
  

I look forward to receiving the above information. In addition, I have not received a written response to my February 12, 2007, letter.

Sincerely,

Nancy Vernon

Cc: Bethel School District

     Governor Gregoire

     Attorney General Rob McKenna

     Chief U.S. Attorney General Jeff Sullivan

     Douglas Gill, State Special Education Director

     Joe Willhoft, Director of Assessment

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