Directs the Superintendent of Public Instruction to develop and implement an assessment for students with cognitive disabilities that is less time consuming for the students’ instructors than the one currently used.   Official Text and Analysis.

The OSPI is tasked with continuing to work with teachers and special education programs in the development and implementation of a process to transition from the current system to a performance task based system. The requirement that the OSPI develop and implement a common task assessment as soon as possible is removed. A provision is added that, in the meantime and within existing resources, the OSPI must also coordinate efforts to: align academic goals in a student's IEP with the current assessment system by identifying detailed statewide alternate achievement benchmarks for use by teachers; develop a transparent and reliable scoring process; efficiently use technology; and, develop a sensible approval process to shorten the time involved in developing and collecting assessment data. A clause is added providing that the act is null and void unless specifically funded in the budget.

Requires the Office of the Superintendent of Public Instruction to continue to work with teachers and special education programs in the development and implementation of a process to transition from the current portfolio assessment, to a performance task-based system, for students with significant cognitive challenges. The second substitute bill also requires the OSPI to coordinate efforts to ease some of the difficulties with the current portfolio assessment pending implementation of the new performance task-based system.

To require the Office of the Superintendent of Public Instruction to continue to work with teachers and special education programs in the development and implementation of a process to transition from the current portfolio assessment, to a performance task-based system, for students with significant cognitive challenges.

Requires the Office of the Superintendent of Public Instruction to continue to work with teachers and special education programs in the development and implementation of a process to transition from the current portfolio assessment, to a performance task-based system, for students with significant cognitive challenges.

Requires the Office of the Superintendent of Public Instruction to continue to work with teachers and special education programs in the development and implementation of a process to transition from the current portfolio assessment, to a performance task-based system, for students with significant cognitive challenges.