What's Actually Expected of You

• Learn at your own pace: Work through the StepStream module on your own time. It is organized by the types of materials you already create, so you can start with whatever is most relevant to your classes
• Apply what you learn going forward: New and updated materials should follow accessibility standards. You are not expected to go back and remediate every file you have ever created
• Use the tools already available to you: The accessibility checkers built into Word, PowerPoint, and Google Slides are free and already in the software you use every day. Running a check before you post or print is a habit, not a burden

It's Okay to Ask Questions

• Ask your department head or administrator: If you are unsure whether something needs to be accessible or how to handle a specific assignment or handout, that is a reasonable question to bring to your supervisor
• Ask the accessibility team: For questions beyond your immediate classroom work, the GLTHS accessibility team is available at accessibility@gltech.org
• Use the reference pages in this packet: The quick-reference cards cover the most common situations you will run into. Keep this packet handy when creating new materials

Common Worries, Answered

• "I'm not a tech person." The built-in checkers in Word, PowerPoint, and Google Slides do most of the work for you. Your job is to respond to what they flag, not to understand every underlying standard
• "I don't have time for this on top of everything else." Accessibility checks add a few minutes when built into your existing workflow. The habit forms quickly, and the first time is always the longest
• "What if I make a mistake?" A missed alt text or an unlabeled heading is not a disciplinary matter. It is something to fix and move forward from. The expectation is that you try, learn, and improve over time

What is Title II?

Title II of the Americans with Disabilities Act (ADA) prohibits discrimination based on disability by state and local governments. This federal civil rights law requires state and local governments to provide individuals with disabilities effective communication, reasonable modifications, and an equal opportunity to participate in or benefit from their services, programs, and activities.

The Department of Justice’s new final rule, published on April 24, 2024, updates Title II regulations with specific requirements for ensuring that web content (including documents) and mobile applications are accessible to people with disabilities.

As instructional staff, you create and distribute lesson materials, handouts, assignments, and presentations that fall under these requirements.

Required Standard

Compliance Timeline

Conforming Alternate Version Disclaimer

State and local governments should not maintain an inaccessible main web page alongside a separate accessible version of the same content. People with disabilities must receive equal access to content on the same page, not a segregated alternative.

The following categories of content are not required to conform to WCAG 2.1, Level AA under the new Title II Final Rule. All conditions listed must be met for an exception to apply.

New Final Rule Exceptions

Checking Documents & Presentations

• Microsoft Word / PowerPoint Accessibility Checker: Review tab → Check Accessibility. Flags missing alt text, heading issues, contrast failures, and vague link text. Free & built in.
• Grackle Docs (Google Workspace add-on): Extensions → Grackle Docs → Open. Checks: headings, alt text, tables, reading order, PDF/UA compliance. Install once from Google Workspace Marketplace. Free.

Checking Color Contrast

• WebAIM Contrast Checker at webaim.org/resources/contrastchecker: enter hex codes and it reports WCAG AA pass/fail instantly. Free, browser-based.
• GLTHS colors: Blue #1F3886 on white passes AA (8.2:1)  |  Gold #FFCA38 on white fails (1.6:1)

Checking Reading Level

• Hemingway App at hemingwayapp.com: free, browser-based. Flags complex sentences, passive voice, and reading grade level. Aim for Grade 8 or below for student-facing text.
• Microsoft Word readability stats: File → Options → Proofing → check “Show readability statistics.” Flesch-Kincaid grade level shows after each spell check.

Checking Captions on Video

• YouTube auto-captions: always review and correct before sharing with students. Go to YouTube Studio → Subtitles → edit the auto-generated transcript.
• Google Meet / Teams: both offer live captions during class. Enable in meeting settings before the session starts.

Keyboard Shortcuts

• Word Heading 1: Ctrl+Alt+1  |  Heading 2: Ctrl+Alt+2  |  Insert link: Ctrl+K  |  Alt text: right-click image → Edit Alt Text

Daily Workflow

1. Draft handouts and slides using heading styles and alt text from the start
2. Run Word / PowerPoint Accessibility Checker or Grackle Docs: fix all errors before distributing
3. Check any video you share has accurate captions before posting to Google Classroom
4. Export to PDF using “Best for electronic distribution” + “Document structure tags”
5. Post accessible source files alongside PDFs so students can use assistive technology

Opening the Checker

• Windows / Mac / Microsoft 365 (browser): Click the Review tab → Check Accessibility. The pane opens on the right and updates as you edit.
• Windows keyboard shortcut: Press Alt, R, AC sequentially (not held together)

Understanding the Results

• Errors (must fix): block access for screen reader users. Example: an image with no alt text.
• Warnings (should fix): may cause difficulty. Example: a link that says “click here.”
• Tips (consider fixing): best-practice suggestions. Example: a table without a caption.

Fix: Missing Alt Text on an Image

• Click the flagged item in the pane → Word highlights the image → right-click → Edit Alt Text
• Type a brief description of what the image shows. For purely decorative images, check Mark as decorative instead.

Fix: Unclear Hyperlink Text (“Click Here,” Raw URL)

• Click the flagged link → right-click → Edit Hyperlink → change the Text to display field to a descriptive phrase (e.g., “Unit 3 Essay Rubric PDF”)

Fix: Missing Table Header Row

• Click in the table → Table Design tab → check Header Row
• Then right-click table → Table Properties → Row tab → check Repeat as header row at the top of each page

Fix: Low Color Contrast

• Select the flagged text → Home tab → Font Color → choose a darker color. Verify the new combination at webaim.org/resources/contrastchecker (need 4.5:1 for body text).

PowerPoint-Specific Notes

• Missing slide title: every slide needs a unique descriptive title in the title placeholder, not a plain text box
• Reading order: View → Reading Order Pane to confirm content reads top-to-bottom as intended
• Duplicate slide title: two identical titles confuse screen reader navigation: the checker will flag this

Print Assessments & Quizzes

• Write clear instructions once per section: Repeating or embedding instructions inside individual questions forces students using screen readers to re-read them on every item
• Do not rely on color alone: Highlighting a correct answer in green or marking an incorrect response in red conveys no information to students who cannot perceive color differences
• Leave adequate whitespace: Cramped layouts are a barrier for students with visual processing difficulties. A minimum 1-inch margin and 1.15 line spacing improves readability for all students

Digital Assessments (Google Forms / Online Quizzes)

• Label every question field: The question text must be a visible label directly above or beside its input, not just placeholder text inside the field. Placeholder text disappears when a student starts typing
• Use descriptive answer choices: Radio button choices labeled only A, B, C, D require students to cross-reference a separate key. Write out the full answer text in each option
• Confirm the submit button has a label: In Google Forms this is automatic; in custom-built quizzes, verify the submit or next button has descriptive text, not just an icon or arrow

Rubrics as Tables

• Mark the header row: In Word, click the table → Table Design tab → check Header Row. In Google Docs, right-click the top row → Table properties → Pin header row
• Keep column titles short and descriptive: Screen readers read the column header before each cell. "Exceeds Standard" is clearer than "4" when read aloud in isolation
• Avoid merged cells: Merged cells break screen reader navigation. If you need grouped columns, use a separate row label instead

Images & Diagrams in Assessments

• All question-relevant images require alt text: If a student must interpret a diagram, map, chart, or photograph to answer the question, the alt text must describe what they need to interpret, not just label the image type
• Decorative images should be marked as such: In Word, right-click → Edit Alt Text → check Mark as decorative. This prevents screen readers from announcing irrelevant images

Reading Level of Instructions

• Assessment directions should be at Grade 8 or below. A student who understands the subject content should not be blocked by unnecessarily complex instructions
• Technical and subject-area vocabulary is expected and not subject to the grade-level target; the plain-language requirement applies to the surrounding instructions, not the academic content

Document Setup

• Always Avoid Scanning Documents: All documents must be original digital versions that can be edited
• Always Start from Accessible Templates: Use GLTHS provided Word templates to more easily create accessible documents

Structure & Navigation

• Proper Heading Structure: Use built-in heading styles (Heading 1, 2, 3) instead of just bold text to create logical document navigation
• Lists and Bullets: Use Word's built-in list formatting rather than manual bullets or numbers
• Reading Order: Organize content logically from top to bottom, left to right
• Table Structure: Add proper column headers and use "Repeat Header Rows" for multi-page tables

Text & Readability

• Readable Fonts: Choose clear, sans-serif fonts (Arial, Calibri, Lato) at minimum 12pt size for body text
• Color and Contrast: Don't rely on color alone to convey information; ensure 4.5:1 contrast ratio minimum
• Write in Plain Language: Use short sentences and paragraphs, an active voice, and avoid technical jargon, abbreviations, and acronyms

Images & Links

• Alternative Text (Alt Text) for Images: Add descriptive alt text to all images, charts, and graphics through the Alt Text menu
• Inline Images: All images must be placed in-line and cannot be "tight" to text
• Meaningful Link Text: Write descriptive hyperlinks ("GLTHS Course Catalog") instead of generic text ("click here")

Do This First

• Lead with the message: Subject line, preheader, and opening heading must clearly explain what the email is about and what action is needed
• Build with resilient content: Use live HTML text for the key message, descriptive buttons, and alt text for every meaningful image
• Test fallback states: Check the email with dark mode, mobile width, keyboard navigation, and screen reader reading order

Content Checks

• Use plain language and short paragraphs so readers can skim quickly
• Make every button and link clearly state its destination or action
• Repeat essential text that appears inside hero images as real HTML text

Layout Checks

• Prefer a single-column structure with a logical source order
• Use tables only when email-client support requires them, and keep them simple
• Avoid hover-only interactions or content that depends on animation to make sense

Testing Checks

• Confirm body text reaches 4.5:1 contrast and controls meet 3:1 non-text contrast
• Review any auto-generated caption or transcript links if video is promoted in the message

Common Problems to Avoid

• Sending an image-only flyer as the email body
• Using complex multi-column layouts that collapse into a confusing mobile order
• Relying on color alone to show urgency, status, or discount information
• Writing vague calls to action such as "read more" or "learn more" without context

Chart Design

• Avoid Chart Clutter: Avoid 3D charts, shadows, too many gridlines, backgrounds, and intense colors
• Color and Contrast: Don't rely on color alone to convey information; ensure 4.5:1 contrast ratio minimum. All parts of charts must have high color contrast to background and each other (bar colors, pie colors, gridlines, labels, legends)
  • Patterns, borders, and separating chart elements can help distinguish sections
• Use Common Chart Types: Stick with bar, pie, and line charts when possible

Data Presentation

• Round Numbers When Possible: Reduce mental load by decreasing the amount of decimal points and numbers provided visually
• Sort Data Logically: Make sure bar charts are sorted high to low or vice-versa
• Provide Tables for Complex Charts/Graphs: When charts or graphs cannot be simplified enough, provide an accessible table of the same data

Labeling

• Alternative Text (Alt Text) for Images: Add descriptive alt text to all charts and graphs
• Captions: Add easy to understand captions to all charts and graphs through the References menu

Assignment Posts & Announcements

• Write in the description field: Use the text body for instructions, not image-only flyers or screenshots of text. Students using screen readers cannot read images
• Use formatting: Break long posts into short paragraphs. Use bold to highlight key information rather than relying on color or all-caps
• Descriptive titles: Assignment titles should clearly state the task (e.g., "Unit 3 Reflection Essay" not "English Assignment 4")
• Announcements follow the same rules: Treat every announcement like an email. Use live text, not a flyer image, so screen reader users receive the same information as everyone else

Attached Files

• Only attach accessible files: Run the accessibility checker on Word or Google Docs files before attaching. Do not attach scanned PDFs — they cannot be read by screen readers
• Post the source file alongside the PDF: Attaching both the original Word/Docs file and the PDF gives students with assistive technology options for how they access the content
• Name files descriptively: "Unit3-Essay-Rubric.pdf" is better than "rubric-final-v2.pdf" for students navigating a file list
• Check Google Docs sharing settings: A file must be set to "Anyone with the link can view" or shared with the student directly. A permission error is an accessibility barrier

Embedded & Linked Video

• Verify captions before posting: Check that auto-generated YouTube captions are accurate. Edit them in YouTube Studio before sharing the link with students
• Include a transcript or summary: For videos without captions, provide a written summary in the post body or as an attached document
• Link directly to the video: Embed or paste the full URL so students using assistive technology can navigate to it without hunting through surrounding text

Links & Buttons

• Use descriptive link text: Write "View the Unit 3 Rubric" not "click here" or a bare URL. Screen readers read link text aloud and students navigate by links
• Test every link before posting: Broken links are an accessibility barrier. Verify all links open the intended resource
• Avoid raw URLs as display text: A URL like "https://docs.google.com/document/d/1aBcD..." is read character by character by a screen reader. Always use meaningful link text

Feedback & Comments

• Leave comments as text: Written comments in the assignment return are accessible. Voice memo attachments or images of handwritten notes are not
• Be specific: Feedback like "See page 2" is not useful for a student using a screen reader navigating a long document. Reference headings or section titles instead
• Use the private comment field: Private comments in Google Classroom are fully accessible. They are preferable to emailing a separate document containing feedback

Returning Graded Work

• Summarize feedback in the comment box when returning grades: Students using screen readers may not be able to open annotated attachments or audio files. A text summary in the comment field ensures feedback reaches every student

Before You Post: Quick Check

• Is the assignment title specific enough to stand alone out of context?
• Are all instructions typed in the description field, not embedded in an attached image?
• Have all attached files been checked with an accessibility checker?
• Do all links use descriptive text rather than "click here" or a bare URL?
• If a video is included, have its captions been reviewed for accuracy?

Common Problems to Avoid

• Posting an image of the assignment instructions instead of writing them in the description
• Sharing a scanned PDF without also attaching the original editable file
• Embedding a YouTube video with auto-captions that have not been reviewed or corrected
• Using "click here" or bare URLs as link text in assignment descriptions
• Returning graded work with feedback only in an annotated image or voice memo

Running a Check

• Extensions → Grackle Docs → Open → click Run Check
• Issues appear organized by category (Headings, Images, Tables, Links, Color, Language). Click any item to jump to that location in the document.

Fix: Missing Heading Structure

• Click the flagged paragraph → open the Styles dropdown in the toolbar (shows “Normal text”) → select Heading 1, Heading 2, or Heading 3 as appropriate

Fix: Image Without Alt Text

• Click the flagged image → right-click → Alt text → type a description in the Description field (leave Title blank). Or use Grackle’s built-in alt text field in the panel.

Fix: Uninformative Link Text

• Select the link → right-click → Edit link → change the display text to something descriptive (e.g., “2026 School Calendar” instead of “click here”)

Fix: Table Without Header Row

• Click in the first table row → right-click → Table properties → under Row, check Pin header rows. For accessible PDF export, use Grackle’s table tagging wizard in the panel.

Exporting an Accessible PDF

• Google’s default PDF export does not include full accessibility tags. After resolving all issues, click Export PDF in the Grackle panel to generate a tagged, PDF/UA-compliant file.
• Without Grackle export: File → Download → PDF Document creates a basic PDF; use Word’s PDF export for better results.

Grackle Slides (Google Slides)

• Extensions → Grackle Slides → Open. Checks for unique titles in title placeholders (not text boxes), alt text on images, reading order, and slide contrast.

Common Problems to Avoid

• Running the check but not fixing errors before exporting to PDF or sharing the link

Layout

• Single-column preferred for digital use: if the handout will also be posted in Google Classroom or sent as a PDF, use one column so screen readers can follow the reading order
• Two-column layouts: if needed, use Word's built-in column feature, not side-by-side text boxes; text boxes break reading order for assistive technology
• Minimum 12pt body text for print; minimum 0.75in margins so content is not cut during printing
• Left-align body text; avoid justified alignment, which creates uneven spacing

Fill-in-the-Blank Fields

• For print/digital: use underscores with sufficient space; ensure enough room for a student to write legibly
• Test digital fields with keyboard only: press Tab to move through all fields; every field must be reachable without a mouse

Images and Diagrams

• All images need alt text, even if the image seems obvious; right-click → Edit Alt Text in Word or Google Docs
• Diagrams essential to answering a question must have a text caption or description adjacent to the image; do not rely on alt text alone for complex diagrams
• Decorative images: mark as decorative in the alt text panel so screen readers skip them

Instructions

• One instruction per numbered step; avoid combining two actions in one bullet
• Put the verb first: "Circle the correct answer" not "The correct answer should be circled"
• Spell out abbreviations on first use; target Grade 8 reading level for instructions, even on advanced-content worksheets

Tables on Worksheets

• Always designate a header row, even on simple two-column tables; use the table's built-in header row feature, not just bold text in the first row
• Avoid merged cells; they break reading order and confuse screen readers

Why Reading Level Matters for Accessibility

• Students with dyslexia benefit from shorter sentences and familiar words. Complex syntax adds cognitive load on top of decoding difficulty
• English language learners may have strong content knowledge but limited familiarity with academic English phrasing in directions
• Students with cognitive disabilities may understand the subject but struggle with multi-clause instructions or abstract directions like "demonstrate your understanding of"

How to Check Reading Level

• Hemingway App at hemingwayapp.com: free, browser-based. Paste your text and it reports the grade level, flags long sentences, and highlights passive voice. Aim for Grade 8 or below
• Microsoft Word readability stats: File → Options → Proofing → check “Show readability statistics.” The Flesch-Kincaid grade level appears after each spell check run
• Google Docs has no built-in readability stats. Use the Hemingway App for Google Docs content

Plain Language Practices

• Use active voice: “Submit your essay to Google Classroom” rather than “Essays should be submitted to Google Classroom”
• Keep sentences under 20 words: Break compound sentences into two. One idea per sentence
• Define terms on first use: When subject vocabulary appears in instructions for the first time, briefly define it or provide context
• Avoid double negatives: “Do not submit without a title page” is harder to parse than “Include a title page with your submission”
• Use numbered steps for sequences: Any multi-step process is clearer as a numbered list than as a paragraph with words like “then,” “next,” and “finally”

What Not to Simplify

• Subject-area vocabulary is not subject to the plain language rule: You are expected to teach students words like “mitosis,” “quadratic,” or “iambic pentameter.” Plain language applies to your instructions, not your content
• Academic rigor is not the same as inaccessible writing: A clearly written assignment with precise academic expectations is both rigorous and accessible

Before You Start

• Always Start from Accessible Templates: Use GLTHS provided PowerPoint templates to more easily create accessible documents
• Animation Considerations: Limit or avoid flashing animations that could trigger seizures

Slide Structure

• Slide Structure: Use built-in slide layouts and heading styles for proper reading order
• Reading Order: Organize content logically from top to bottom, left to right, and check all slides with the reading order pane
• Title Text: Ensure all slides have a descriptive title
• Lists and Bullets: Use PowerPoint's built-in list formatting rather than manual bullets or numbers

Text & Readability

• Readable Fonts: Choose clear, sans-serif fonts (Arial, Calibri, Lato) at minimum 12pt size for body text
• Color and Contrast: Don't rely on color alone to convey information; ensure 4.5:1 contrast ratio minimum
• Meaningful Link Text: Use descriptive link text instead of "click here" or raw URLs
• Write in Plain Language: Use short sentences and paragraphs, an active voice, and avoid technical jargon, abbreviations, and acronyms

Images & Tables

• Alternative Text (Alt Text) for Images: Add meaningful descriptions for photos, charts, and graphics using PowerPoint's Alt Text feature
• Inline Images: All images must be placed in-line and cannot be "tight" to text
• Table Headers: Properly format data tables with column and row headers

Images & Media

• Alternative Text (Alt Text) for Images: Write descriptive alternative text for all images posted to social media
  • Text within image posts needs to appear in the post content or ALT text if short enough
• Avoid GIFs and Animations: GIFs and animations are often unstoppable and may contain harmful flashing
• Captions: Provide accurate, synchronized captions for all spoken content and important sound effects

Text & Formatting

• Readable Fonts: Choose clear, sans-serif fonts (Arial, Calibri, Lato) at minimum 12pt size for body text
• Color and Contrast: Don't rely on color alone to convey information; ensure 4.5:1 contrast ratio minimum
• Write in Plain Language: Use short sentences and paragraphs, an active voice, and avoid technical jargon, abbreviations, and acronyms

Platform Best Practices

• CamelCase for Hashtags: Use capital letters for each word in hashtags, e.g., #BackToSchool
• Use Emojis With Care: Avoid large numbers of emojis and try to place them at the end when possible
  • Want to learn more about what emojis mean? Check out the emoji dictionary, Emojipedia!

User Experience

• Provide Clear Time Estimates: Let users know up front the expected time to complete the survey
• Show Progress Indicators: Always include progress indicators, especially on multi-page surveys
• Offer Paper Versions: When needed, have a paper version available to be printed

Content

• Write in Plain Language: Use short sentences and paragraphs, an active voice, and avoid technical jargon, abbreviations, and acronyms
• Apply Document Accessibility Standards: Standard document accessibility guidelines apply to surveys as well: use descriptive headings to separate sections, add alt text to any images or graphics in questions, and ensure sufficient color contrast on all text and form elements
• Accessible Links and Buttons: Label all action buttons and links descriptively (e.g., "Submit Survey" rather than "Submit"), and ensure any embedded hyperlinks use meaningful link text rather than bare URLs

Structure

• Always Use Table Headers: Designate the first row as header rows using Word's "Header Row" option in the Table Design tab
• Proper Table Structure: Use Word's Insert Table feature rather than creating tables with tabs or spaces
• Avoid Merged Cells: Avoid merged cells to prevent breaking table layouts
• Simple Table Layout: Avoid complex nested tables; break complex data into multiple simple tables when possible

Headers & Labels

• Clear Column Headers: Write descriptive, concise headers that clearly identify what data each column contains
• Repeat Header Rows: For multi-page tables, enable "Repeat Header Rows" so headers appear on each page
• Table Captions: Add a descriptive caption above the table using Insert Caption to explain the table's purpose
• Table Summary: For complex tables, include a brief description before the table explaining its structure and key findings

Data & Formatting

• Consistent Data Types: Keep data types consistent within each column (all dates, all numbers, all text)
• No Blank Rows or Columns: Don't use empty rows/columns for spacing; use table formatting options instead
• Text Alignment: Left-align text in data cells; only center-align headers when appropriate

The Difference

• Translation changes the language of content so a different audience can understand the words
• Accessibility ensures anyone, including people using screen readers, magnification, or keyboard-only navigation, can read and use the content regardless of language
• A perfectly translated Spanish document can still fail accessibility if it is a scanned image, uses poor contrast, or lacks heading structure

The Right Approach

• Translate the editable source file: give the translator the Word document or Google Doc, not a printed copy or PDF to scan
• Run accessibility checks on the translated file: after translation, open the translated Word doc and run the Accessibility Checker before exporting to PDF
• Export to PDF from the translated source file, not from a printed-and-scanned copy of it

When Using a Vendor or Translator

• Specify the deliverable format upfront: the translated file must be returned as an editable Word document or Google Doc
• Do not accept a scanned copy or image-only PDF as the final translation; if received, send it back and request the editable source
• Keep the editable source in both languages so future updates can be made to both versions without starting over

Quick Accessibility Check for Any Document

• Open the PDF and try to highlight and copy text; if you cannot select text, it is a scanned image and is not accessible
• Open the Word doc and run: Review tab → Check Accessibility; fix all errors before distributing in either language

Audio & Captions

• Audio Descriptions: When informational actions are happening on screen, add narration describing important visual information for viewers who are blind
• Captions: Provide accurate, synchronized captions for all spoken content and important sound effects
• Transcripts: Create full text transcripts that include speaker identification and sound descriptions
• Clear Audio: Record with minimal background noise and clear speech

Visual Safety

• Avoid Flashing Content: No content must flash more than 3 times per second
• Color and Contrast: Don't rely on color alone to convey information; ensure 4.5:1 contrast ratio minimum

Live Captions

• Google Meet: enable captions before students join via the three-dot menu → Turn on captions; do this every session by default, not only when asked
• Zoom: enable Live Transcript in Settings → In Meeting (Advanced) before the meeting starts; participants can then show or hide the transcript themselves
• Auto-captions are a baseline, not a guarantee; review accuracy after sessions involving technical vocabulary or student names

Screen Share Best Practices

• Narrate what you are showing: say "I am highlighting the third column in this table" rather than pointing silently; students who cannot see clearly need the verbal description
• Ensure shared content has sufficient contrast and font size; small text on a shared screen is often illegible at lower resolutions
• Pause briefly after switching slides or windows to give students time to orient before you continue speaking

Breakout Rooms

• Post written instructions in the main chat before sending students to rooms: include the task, time limit, and how to return to the main session
• Do not assume students read the instructions during the transition; repeat the task verbally before opening the rooms
• Visit rooms during the activity rather than waiting; students with processing differences may not send a help request

Chat Accessibility

• Write full sentences in chat, not only emoji reactions or single-word replies; screen reader users hear the chat aloud and need context
• When sharing a link in chat, include a text description alongside it ("here is the Google Doc for today's notes: [link]")

Recording and Transcripts

• Inform students before recording begins; state it verbally at the start of the session
• After the session, confirm a transcript was generated and review it for accuracy before posting alongside the recording in Google Classroom
• Post both the recording and the transcript together; some students rely on the transcript alone and do not watch the video

Semantic Structure

• Proper Heading Structure: Use built-in heading styles (Heading 1, 2, 3) instead of just bold text to create logical navigation
• Only One H1 Per Page: Only one H1 tag (Heading 1) is allowed per page
• Use Semantic HTML & WAI-ARIA: Use proper HTML elements for their intended purpose (button, nav, main, section) and add ARIA labels, roles, and descriptions when needed for complex interactive elements
• Use Built-In Features: Lists, tables, and headings should all be created using built-in tools or semantic HTML
• Lists and Bullets: Use <ul>, <ol>, and <dl> for all lists

Navigation & Links

• Keyboard Navigation: Ensure all interactive elements can be accessed using Tab, Enter, and arrow keys
• Reading Order: Organize content logically from top to bottom, left to right
• Meaningful Link Text: Write descriptive hyperlinks ("GLTHS Course Catalog") instead of generic text ("click here")
• Meaningful Page Title: Use descriptive, unique titles for each page, e.g., "Course Syllabus - Automotive Technology"

Content & Readability

• Alternative Text (Alt Text) for Images: Write concise, descriptive alternative text for all images, charts, and graphics
• Readable Fonts: Choose clear, sans-serif fonts (Arial, Calibri, Lato) at minimum 12pt size for body text
• Color and Contrast: Don't rely on color alone to convey information; ensure 4.5:1 contrast ratio minimum
• Write in Plain Language: Use short sentences and paragraphs, an active voice, and avoid technical jargon, abbreviations, and acronyms