ADA Title II Compliance

Links in any document should be added to text that is descriptive enough that someone using a screen reader can understand where the link will take them.

• INSTEAD OF: EMAIL TRY: Email me at THIS LINK
• INSTEAD OF: chehalisschools.org TRY: CLICK HERE to access the Chehalis School District’s website
• INSTEAD OF: CLICK HERE TRY: CLICK HERE to check out my classroom web page

THINK: If I could not see this text, would I understand where this link is taking me?

• Videos must include captions.

• Audio-only content must include transcripts.

• Live-streamed events must include real-time captioning or interpretation if requested.

If you use videos in classroom instruction, they need to include closed caption (CC) for those who are Deaf or Hard of Hearing as well as Audio Description (AD) for those with visual impairments:

• If you cannot add CC and AD to a video you normally use, find a version that includes these options
• If you are creating a video to use, build these elements into the media file:
  • The easiest way to create audio descriptions in your video is to plan for it and have your speakers identify themselves verbally (rather than just displaying their name on screen) and describe any visual information. This way, anyone—whether or not they are visually impaired—will know who is speaking and what they are referencing
  • Many video platforms like YouTube will automatically ask you if you want to add CC to a video you are uploading

Make sure the colors you use on posters or flyers provided in an electronic format are accessible by ensuring a high enough contrast between the background and the words.

• Normal Text: Requires a contrast ratio of 4.5:1 (Level AA).
• Large Text (Bold 14pt+ or regular 18pt+): Requires a contrast ratio of 3:1 (Level AA).
• UI Components & Icons: Meaningful graphics and interactive elements (like buttons) must have a contrast ratio of 

  3:1 against the background.

Color contrast is measured using a formula that gives a ratio ranging from 1:1 (no contrast, e.g., white on white) to 21:1 (maximum contrast, e.g., black on white)

You can find a color contrast checker at THIS LINK

THINK: Does the background color of this item make the words easier or harder to read?

NOTE: Providing both accessible and non-accessible versions of the same document is not allowed under Version WCAG 2.1 Level AA. Please provide one accessible version ony

Accessible Google Docs & Content Tips

• Use Proper Headings: Use styles (Heading 1, Heading 2) to create a logical document outline, rather than just bolding text.
• Add Alt Text: Right-click images to add descriptive alternative text.
• Descriptive Links: Avoid "click here." Use descriptive text for links.
• Color Contrast: Ensure text has high contrast with the background (minimum 4.5:1 ratio). Do not rely on color alone to convey meaning.
• Layout & Formatting: Left-align text and use sans-serif fonts for better readability.
• Lists: Use built-in numbered or bulleted list tools, not manually typed dashes. [1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11]

THINK: If I was using a screen reader, could I still understand every part of this document? Wanna try a screen reader on your document? Hold down the window icon key then press Ctrl+Enter

Digital platforms used for testing, grading, and learning management systems (LMS) must be fully accessible, ensuring students with disabilities have equal access.

• There is no exception to WCAG 2.1 for educational course content.  If a public school uses an educational portal or LMS, the school generally needs to make sure that its portal or LMS, and all of the course content added to the portal or LMS, meets WCAG 2.1 Level AA.

• If a teacher posts a link to required reading for their class, then that link and reading also must generally meet WCAG 2.1.

• The exception for preexisting conventional electronic documents does not apply to the content posted by the teacher because that exception does not apply to documents that are currently used to apply for, gain access to, or participate in a public entity’s services, programs, or activities.  The public school’s course content is used to participate in a school course, so it does not qualify for that exception.

• Unique Titles: Give every slide a unique title.
• Use Layouts: Use pre-defined slide layouts to ensure proper reading order.
• Captions: Enable automatic captions to display speaker words in real time. [1, 2]

THINK: If I was using a screen reader, could I still understand this slideshow?

Key Requirements for Accessible PDFs

• Tags: Tags act as a hidden structure for screen readers to interpret content, identifying headings, paragraphs, and tables.
• Alternative Text (Alt Text): Meaningful images must have descriptive alt text; decorative images should be marked as background.
• Searchable Text: Scanned PDFs are images, not text. Use OCR (Optical Character Recognition) to make text readable.
• Logical Reading Order: Ensure the text follows a logical flow (usually top-to-bottom, left-to-right).
• Bookmarking: For documents longer than 9 pages, include bookmarks for navigation.
• Color Contrast: Text must have a contrast ratio of at least \(4.5:1\) against the background.
• Document Language: Set the document language so screen readers can read it correctly.
• Forms: Interactive form fields must have descriptions and logical tab order. [1, 2, 3, 4, 5, 6, 7, 8]

Wanna try a screen reader on your PDF? Hold down the window icon key then press Ctrl+Enter

NOTE: These guidelines apply ONLY to social media posts made April 2028 and after

Accessibility applies to posts and digital outreach, not just websites.

• Add alt text for images. Effective alt text should:

  • Be concise but descriptive.

  • Explain what the image shows and why it’s included.

  • Avoid phrases like "image of" or "picture of."

    • Example: Instead of “School logo,” write “Jefferson Elementary School blue and gold logo.”

  • Please Note: Some social media scheduling tools may not allow you to add alt text to images. When that is the case, include all important details from the image directly in your post caption so the information remains accessible to everyone.

• Caption all video clips (including spoken words and relevant sounds) so users who are deaf or hard of hearing can follow along.

• Avoid color-only communication (e.g., red/green without labels) to convey information. Add text or symbols to clarify meaning.

• Use plain, clear text alongside graphics so posts are understandable to everyone. Key messages and details should always be included in the post caption.

Learn more about social media accessibility at THIS LINK

Alternative or alt text is a short description you add to every image you post. Assistive technology uses it to tell people with low or no vision what the image shows or conveys. This includes communicating what text is written on a graphic.

Some creators include image descriptions to convey the content of an image to everyone who interacts with their content. These descriptions appear right in the body of each post and are especially helpful for audiences who rely on translation. 

Every graphic you post needs alt text or an image description—every time. Learn more about creating alt text at THIS LINK

THINK: If I could not see this image, is there a way for me to tell what it is and why it is important?

Haveyoueverhadtotrytoreadasentancewithnospaces? This is what screen reader users might experience with the hashtags you use on your social media posts — but there's an easy fix! 

Capitalize the first letter of every word in your hashtag. This helps assistive technology recognize each individual word, rather than attempting to read a long string of characters. This style, called Pascal Case, makes hashtags easier to read for everyone.

Learn more about Pascal Case and other accessibility considerations for hashtag at THIS LINK

While screen readers can understand emojis, it is important to know that assistive technology reads the emoji according to its official Unicode description.

"Person with facepalm," “beaming face with smiling eyes” and “hand with index finger and thumb crossed” are just a few examples of the official names of common emojis – These add to the length of text read without adding useful content.

The best practice would be to: Limit emojis to 1–2 per post and place them at the end of a paragraph so screen reader users can easily jump to the next important piece of text!

Learn more about using Emojis in accessible text at THIS LINK

All public-facing district websites, portals, and learning platforms must conform to WCAG 2.1 Level AA standards (and move toward WCAG 2.2 as adopted). Our district’s website built on Smart Sites by ParentSquare already has built-in requirements for ADA compliance. Compliance standards include:

• Headings, labels, and navigation must be logical.

• Text must meet color contrast standards.

• Pages must work without a mouse.

• Content must be screen reader–friendly.

In general, here are some things to keep in mind if you have a web page or site:

• Sans-serif fonts are recommended with normal text at least 14-18 points and titles about 24 points. 
• Clickable buttons and icons should be at least 150x150 pixels, about 9mm in each direction.
• Avoid of illustrations, graphs and flyers to communicate information. Instead, make sure the information is on the page itself either instead of or in addition to a graphic.
• Any photos or illustrations need alt text
• Links should be descriptive
• Make sure any current, linked content in accessible
• If you have links to other sites or apps, you are responsible to make sure that the content you are sending users to is also ADA accessible
• All content needs to be able to be navigated by keyboard
• All content needs to be accessible to a screen reader
• Do not provide both accessible and non-accessible versions of the same document

Wanna try a screen reader on your web page? Hold down the window icon key then press Ctrl+Enter

Graphics Interchange Format (GIF) is a file type that shows still images or animations. GIFs are popular on social media for reactions without words, usually as continuously looping animations. As these animations don’t have user controls to pause, stop or hide the animation, and may include harmful flashing or blinking, they are not recommended for use.

Forms need to be able to be navigated by screen readers:

• Each input area is clearly labeled as to what information needs to be there
• Form is fillable

THINK: If I could not see this form, could I fill it out as quickly as someone without a visual impairment and without assistance?

Wanna try a screen reader on your document? Hold down the window icon key then press Ctrl+Enter

There are just 5, very rare exceptions to WCAG 2.1:

1. Archived Web Content – Must meet all these criteria: pre-date the rule; kept only for reference or research; kept in a special area for archived content; and has not been changed since it was archived
2. Conventional Electronic Records – Must meet all these criteria: is a word document, presentation, PDF or spreadsheet; available on a public entity’s website or mobile app before the rule; and is not currently used to apply for, access or participate in services, programs or activities.
3. Content by a 3^rd Party – Must meet both of these criteria: posted by a 3^rd party; and 3^rd party is not posting due to a contractural, licensing or other arrangement with a public entity.
4. Password protected CEDs – Must meet all these criteria: is a word document, presentation, PDF or spreadsheet; is about a specific person, property or account; and is password protected or in an otherwise secure location.
5. Pre-Existing Social Media posts – posts made before April 2028