Accessibility and Accommodations for Interim, Formative, and Diagnostic Assessments

Some students with disabilities, English learners, and English learners with disabilities will need accessibility and accommodations to meaningfully access interim assessments, formative assessment processes, and diagnostic assessments. Access to these assessments should be provided consistently and appropriately to ensure valid assessment results and interpretations of them.

Educators and Individualized Education Program (IEP) teams should receive clear information about accessibility and accommodation policies for interim assessments from states, districts, and test vendors so they are not making accessibility decisions on the fly.