the testing interface, whether paper- or technology-based, does not impede student performance. 2.8 Offering Provide a description of the accessibility features that will be available, consistent with State policy (e.g., magnification, audio representation of graphic appropriate accommodations elements, linguistic simplification, text-to-speech, speech-to-text, Braille). Provide a description of access to translations and definitions, consistent with and modifications: policy. Provide a description of the construct validity of the available accessibility Allowable accommodations features with a plan that ensures that the scores of students who have accommodations or modifications that do not maintain the construct being and modifications that maintain the assessed are not combined with those of the bulk of students when computing or constructs being reporting scores. assessed are offered where feasible and appropriate, and consider the access needs (e.g., cognitive, processing, sensory, physical, language) of the vast majority of students. 2.9 Assessments Provide evidence that test items and accessibility features permit English produce valid and learners to demonstrate their knowledge and abilities and do not contain features reliable scores for that unnecessarily prevent them from accessing the content of the item. Evidence
the testing interface, whether paper- or technology-based, does not impede student performance. 2.8 Offering appropriate accommodations and modifications: Allowable accommodations and modifications that maintain the constructs being assessed are offered where feasible and appropriate, and consider the access needs (e.g., cognitive, processing, sensory, physical, language) of the vast majority of students. Provide a description of the accessibility features that will be available, consistent with State policy (e.g., magnification, audio representation of graphic elements, linguistic simplification, text-to-speech, speech-to-text, Braille). Provide a description of access to translations and definitions, consistent with policy. Provide a description of the construct validity of the available accessibility features with a plan that ensures that the scores of students who have accommodations or modifications that do not maintain the construct being assessed are not combined with those of the bulk of students when computing or reporting scores. 2.9 Assessments produce valid and reliable scores for Provide evidence that test items and accessibility features permit English learners to demonstrate their knowledge and abilities and do not contain features that unnecessarily prevent them from accessing the content of the item. Evidence