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Digital Accessibility

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What is 'Digital Accessibility'?

All electronic and information technology must be accessible to people with disabilities.

What does this affect?

Public accessibility applies to websites, social media, apps, newsletters, online courses, shared folders, and LMS tools like Google Classroom.

Who is responsible for compliance?

Accessibility compliance falls on anyone who creates, edits, or posts content—including teachers, admins, creators, and comms staff.

What types of online content?

'Online Content' means any accessible digital item: Docs, PDFs, slides, videos with captions, live presentations, and all online material.

Legal Reminder for Region 14 Districts: Content Accessibility

March 15, 2026

The Department of Justice published a final rule requiring state and local governments, including public school districts, to ensure their web content and mobile apps are accessible to people with disabilities. The rule mandates compliance with Web Content Accessibility Guidelines (WCAG) 2.1 Level AA standards by specific dates as follows. The official version was published in the Federal Register on April 24, 2024. Full document text for the final rule is document number 2024-07758 on the Federal Register website. Extension deadline information from the Federal Register.

DISCLAIMER: This information is provided as a courtesy from Region 14 ESC. We highly recommend you check with your district legal department for complete and final details.

Deadline Dates: Extended 1 year

In general, school district geographical population size determines the deadline date** for compliance with the rule.
NOTE: On April 20, 2026, the DOJ extended the deadlines another year to allow more time for compliance. The NEW deadlines are:

  • April 26, 2027: Districts with a geographical population size serving more than 50,000 people

  • April 26, 2028: Districts with a geographical population size serving fewer than 50,000 people

     

**Be sure to review your deadline with your district's legal counsel.

NOTE: These deadline extensions are being challenged by the National Federation of the Blind. We'll post updates here as this court case progresses.

Enforcement
The Department of Justice will oversee enforcement. Non-compliance can result in lawsuits, fines, loss of federal funding, and operational challenges.

  • What Must Be Compliant*

    *Not an exhaustive list

    Public-Facing Websites

    • All pages, online documents, and interactive elements on district websites.

    • Includes calendars, announcements, enrollment forms, and portals.

    • Videos (YouTube captions are not enough - these are not compliant)

    • Audio-only / Visual-only Content

    • Online Learning Management Systems

    • 3rd Party Publisher Content (eBooks & Curriculum)

    • New Social Media Posts

       

    Mobile Applications

    • Apps used by students, parents, and staff for communication, learning, or administration. Digital Instructional Materials

       

    Online learning platforms, course content, and homework portals.

    • Online Exams / Quizzes

    • PDFs, presentations, and multimedia are posted for student use. Administrative and Public Service Content

    • Online payment systems, registration forms, and employment applications.

    • Any digital service provided to the public.

       

    Exceptions (Review exceptions in actual legal rule with a lawyer)

    • Pre-existing Conventional Electronic Documents

    • Content posted by a third-party (i.e. message board where content is posted by a parent, for example, etc.)

    • Individualized Documents that are password protected

    • Pre-existing social media posts

    • Ask lawyer about 'Safe Harbor' clause (for very specific instances)

     

  •  

    Regarding Archived Content

    **This information is provided as a courtesy from Region 14 ESC. We highly recommend you check with your district legal department for complete and final details.

    Archived content does not need to be made accessible — only if it meets all four required conditions (listed below) of the ADA Title II archive exemption.

    Four Conditions that must be met for Archived Content

    1. It was created before April 24, 2026 (the compliance deadline), or is a reproduction of physical media created before that date. --- AND ---
    2. It is kept ONLY for reference, research, or recordkeeping. --- AND ---
    3. It is not altered or updated after being archived. --- AND ---
    4. It is stored in a clearly identified, dedicated archive area.

    If any of these four criteria above are not met, the content must meet WCAG 2.1 AA.

    NOTE:

    • “Old” content is not automatically archived.
    • Content still used in a current service, program, or activity must be made accessible, regardless of age.
    • If it is public-facing, it must be accessible, no matter how old it is.
    • If content is not stored in a dedicated archive area (i.e. the main website area), it must be accessible.
    • Even exempt archived content must be remediated if an individual requests it.

    Location of Archived Content

    The DOJ does not mandate a specific technical structure, but it does require that archived content be:

    • Clearly separated from active content
    • Clearly labeled as archived
    • Not mixed into normal navigation or current program pages

    DOJ guidance explicitly states that public entities may:

    • Create separate pages or sections
    • Create separate archive areas or even separate archive sites
    • Use clear labeling to signal archival status  DOJ Deep Dive Part 2

    Archive Best?Practice Website Placement (Strongly Recommended)

    Most districts use one of these models:

    Option A: Archive Section Within Main Site

    district.org/archived-content/

    district.org/about/archive/

    Option B: Separate Archive Subdomain

    archive.district.org

    records.district.org

    Both models above are acceptable.
    DOJ does not require the word “archive” in the URL— but clarity is essential.
    Using /archive/ in the URL is:

    • Strong evidence of intent
    • Easier to defend in audits or complaints
    • Easier for users and staff to understand

    If a user could reasonably mistake the content as “current,” you are at risk.

    Archived pages should include a visible notice, such as:

    "Archived Content
    This page is maintained for historical and recordkeeping purposes only and may not meet current accessibility standards. If you need this content in an accessible format, please contact [Accessibility Contact]."

    DOJ guidance stresses that labeling is part of compliance, not a courtesy

    Archived content:

    • May remain publicly accessible
    • Must not be presented as current guidance, instructions, or services
    • Should be reached through:
      • “About,” “Records,” “History,” or “Archived Content” links
      • Not through homepage banners, current program pages, or search prioritization

     

  • Compliance Checklist for School Districts

    Text and Structure

    • Provide alt text for all images, charts, and graphics.

    • Use descriptive headings and maintain a logical reading order.

    • Ensure lists and tables are properly formatted for screen readers.

    Navigation and Interaction

    • Hyperlinks

    • All functionality must be keyboard accessible (no mouse-only actions).

    • Include skip navigation links for long pages.

    • Ensure focus indicators are visible when tabbing through content.

    Visual Design

    • Maintain a color contrast ratio of at least 4.5:1 for text and background colors.

    • Avoid using color alone to convey meaning (e.g., red for errors).

    • Allow text resizing up to 200% without loss of content or functionality.

    Multimedia

    • Provide captions for all videos and transcripts for audio content.

    • Videos (YouTube captions are not enough)

    • Avoid auto-playing media; if unavoidable, include pause/stop controls.

    Forms and Interactive Elements

    • Label all form fields clearly and associate labels programmatically.

    • Provide error messages and instructions for corrections.

    • Ensure time-limited activities have adjustable time settings.

    Mobile Apps

    • Verify touch targets are large enough and properly spaced.

    • Ensure screen reader compatibility for all app elements.

    • Test with both iOS and Android accessibility tools.

    Testing and Monitoring

    • Run automated accessibility checks (e.g., WAVE, Axe).

    • Conduct manual testing with screen readers (NVDA, JAWS).

    • Document compliance progress and remediation plans.

    1. Conduct an inventory of digital assets to identify accessibility gaps.

    2. Develop and implement an accessibility roadmap and policies.

    3. Provide accessibility training for staff. (Region 14 can assist with training)

    4. Incorporate accessibility requirements into procurement contracts with third-party vendors (VPAT, VADSIR).

    5. Prioritize remediation of issues, and, in cases where digital material cannot be made accessible, provide a conforming alternative version, with approval from the Disability Rights Office.

    Suggested High-Priority Items to Remediate First

    Content Type

    Why High Priority

    Action Steps

    Enrollment Forms

    Essential to student access

    Add labels, error handling, keyboard nav

    Instructional PDFs

    Frequently used for coursework

    Convert to an accessible format or use Optical Character Recognition (OCR)

    Videos & Multimedia

    Critical for learning

    Add captions and transcripts

    Homepage & Menus

    Primary navigation for all users

    Ensure keyboard access and proper color contrast

    Mobile Apps

    Increasingly used for communication

    Test with screen readers and adjust the user interface

  • More Information & Sources

    Extension of Compliance Dates for Nondiscrimination on the Basis of Disability; Accessibility Web Information and Services of State and Local Government Entities

    ADA.gov – Fact Sheet: New Rule on the Accessibility of Web Content and Mobile Apps Provided by State and Local Governments

    ADA.gov – State and Local Governments: First Steps Toward Complying with the Americans with Disabilities Act Title II Web and Mobile Application Accessibility Rule

    Accessibility of Web Content and Mobile Apps Provided by State and Local Government Entities: A Small Entity Compliance Guide

    Final Rule Text - Federal Register Document number 2024-07758

    Census.gov Programs-Surveys - SAIPE

    Americans with Disabilities Act Title II Regulations Supplementary Information

    Web Content Accessibility Guidelines - Version 2.1

  • Courtesy of TCEA

    A11Y Vendor Contracting Checklist for School Districts

    Open each section to review the district’s responsibilities before purchasing, renewing, or deploying a third-party digital product.

    District Ownership and Governance
    Digital Content and Product Inventory
    Before Contacting Vendors
    Evidence to Request

    A VPAT is a reporting template. The completed report is an Accessibility Conformance Report. Neither one is proof that the product is fully accessible.

    Questions for the Vendor
    District Testing Before Purchase
    Contract Requirements
    Staff Training and Support
    Barrier Reporting
    Written Remediation Plan
    Ongoing Monitoring
    Stop-Sign Conditions

    Do not approve or renew a product without further review when:

    Final Approval

    Key rule: Accessibility must be a shared district process with named owners, written requirements, documented evidence, and follow-through. It should never depend on one person remembering to check.

     

     

  • Region 14 ESC - Digital Accessibility Vendor Contracting Checklist
    ESC 14

    Region 14 ESC — Digital Accessibility Vendor Checklist

    Procurement & Evaluation Portal for School Districts & Region 14 ESC

    Standardized evaluation workflow for procurement officers, technology directors, and business offices when acquiring or renewing digital platforms, instructional software, or web services.

    Required Procurement Forms & External References
    Vendor Verification Form
    Google Doc • Required Document
    Open Doc
    Independent Audit Certificate
    Google Doc • Third-Party Audit
    Open Doc
    Checklist Completion 0%
    1. District & ESC Governance & Leadership 0/3
    • Establishes clear administrative accountability across procurement, IT, and instructional services.
    • Ensures standard evaluation workflows are applied consistently across all educational software purchases.
    • Provides students, staff, and parents a direct escalation route for unresolvable digital barriers.
    2. Vendor Documentation & Verification Requirements 0/4
    • Confirms vendor compliance claims, contact details, and technical standards commitment for School Districts & Region 14 ESC.
    • Validates that VPAT claims are verified by independent expert testing rather than unverified self-reporting.
    • Ensures standard WCAG conformance reporting is available for evaluation by School Districts & Region 14 ESC.
    • Requires binding vendor timelines and planned target completion dates for outstanding barriers.
    3. Contractual & Legal Protections 0/3
    • Requires vendor to fix identified barriers within 30 business days at no additional cost.
    • Mitigates legal liability associated with non-compliant third-party digital solutions.
    • Guarantees alternate learning methods are ready if a tool presents unexpected student barriers.
    4. Technical & Functional WCAG Standards 0/4
    • All interactive buttons, forms, and menus must be accessible using Tab, Enter, and Arrow keys.
    • Ensures visually impaired users in School Districts & Region 14 ESC receive clear dynamic updates and labels.
    • Prevents readability barriers for low-vision users and supports customizable interface sizing.
    • Supports deaf and hard-of-hearing students across School Districts & Region 14 ESC.
    5. Live Testing & Post-Procurement Oversight 0/3
    • Verification testing by School Districts & Region 14 ESC personnel using assistive technologies.
    • Prevents accessibility regression caused by ongoing software updates and releases.
    • Maintains clear audit records for state and federal compliance reviews.
    Region 14 ESC Key Rule Accessibility must be a shared, continuous process with named owners, written requirements, documented evidence (such as the Vendor Verification Form and Independent Audit Certificate), and active audit follow-through across all School Districts & Region 14 ESC.

  • PDF files cannot be read by a screen reader

  • Not all images have alternative text 

  • Reading order of slides or PDFs are not correct

  • Not enough contrast for content to be seen by those who are visually impaired or colorblind

  • Cannot navigate through site using only tab and arrow keys (keyboard only navigation)

  • When navigating with the tab key, the selection doesn’t change colors to alert user of location

  • Online form fields are not properly labeled, don’t provide feedback

  • Videos (including YouTube videos) do not have accurate transcripts and closed-captioning

Various 'places of public accommodation' such as websites, online classes and resources, online documents, newsletter content, etc. that are non-compliant run the risk of receiving complaints and/or lawsuits.

Online Education and Website Accessibility Video

video image

Dept. of Justice - Civil Rights Division - May 19, 2023
Letter on Online Accessibility at Postsecondary Institutions

Digital Accessibility Resources from the U.S. Department of Education and the ADA National Network:  Information, Guidance, & Training on Americans with Disabilities Act

This 20-part video series is geared towards the education community, but helpful to all users of technology. This series offers practical “how to” information to assist with compliance such as how people with disabilities use technology, applicable Federal laws, and how to identify, address, or avoid many technological barriers that interfere with the ability of parents and students with disabilities fully to participate in educational opportunities.

Keep the following information in mind: The population figure determines which ADA Title II compliance deadline applies. A district might enroll only 8,000 students but serve a jurisdiction with more than 50,000 residents. Using enrollment would wrongly place that district in the smaller-entity category and could make it plan around the later deadline.

    • PDF files cannot be read by a screen reader

    • Not all images have alternative text 

    • Reading order of slides or PDFs are not correct

    • Not enough contrast for content to be seen by those who are visually impaired or colorblind

    • Cannot navigate through site using only tab and arrow keys (keyboard only navigation)

    • When navigating with the tab key, the selection doesn’t change colors to alert user of location

    • Online form fields are not properly labeled, don’t provide feedback

    • Videos (including YouTube videos) do not have accurate transcripts and closed-captioning

  • Various 'places of public accommodation' such as websites, online classes and resources, online documents, newsletter content, etc. that are non-compliant run the risk of receiving complaints and/or lawsuits.

    Online Education and Website Accessibility Video

    video image

    Dept. of Justice - Civil Rights Division - May 19, 2023
    Letter on Online Accessibility at Postsecondary Institutions

  • Digital Accessibility Resources from the U.S. Department of Education and the ADA National Network:  Information, Guidance, & Training on Americans with Disabilities Act

    This 20-part video series is geared towards the education community, but helpful to all users of technology. This series offers practical “how to” information to assist with compliance such as how people with disabilities use technology, applicable Federal laws, and how to identify, address, or avoid many technological barriers that interfere with the ability of parents and students with disabilities fully to participate in educational opportunities.

  • Keep the following information in mind: The population figure determines which ADA Title II compliance deadline applies. A district might enroll only 8,000 students but serve a jurisdiction with more than 50,000 residents. Using enrollment would wrongly place that district in the smaller-entity category and could make it plan around the later deadline.

Accessibility Toolkit

If you are trying to fix or mitigate accessibility issues with your own content, please review the links below to assist you. If you received the content from another source, you may need to work with that source to fix or mitigate the accessibility issues. 

Below you will find direct links to accessibility resources, including instructional videos and PDF training guides. Should you have additional questions, contact accessibility@esc14.net.

Resources have been shared by the University of Texas Arlington’s Accessibilty Toolkit.

  • Best Practices Checklist for Document Accessibility

    • Alt Text on Images: All images must have alternative text describing their visual content.

       

      • Word & PowerPoint: Right-click image $\rightarrow$ Edit Alt Text.

      • Google Docs, Sheets & Slides: Right-click image $\rightarrow$ Alt text (or press Ctrl + Alt + Y / Cmd + Option + Y).

    • Heading Styles: Structure all documents and web pages using formal heading styles rather than manually increasing font size or bolding.

       

      • Every document or page must have at least one line tagged as Heading 1 / H1.

      • Word: Avoid using the "Title" style tag, as some screen readers skip it.

      • Google Docs: Apply Heading 1 from the styles dropdown on the toolbar.

    • Semantic Formatting (Strong & Emphasis): Use semantically meaningful styles so screen readers announce emphasis properly.

       

      • Word & PowerPoint: Use the Strong style button instead of standard Bold, and the Emphasis style button instead of Italics.

      • Google Workspace: Google Docs and Slides do not natively separate semantic <strong> or <em> tags from standard bold/italics. Use bold (Ctrl + B) and italics (Ctrl + I) sparingly and pair them with explicit text cues (e.g., prefixing with "Note:" or "Important:") to convey emphasis.

      • HTML: Use <strong> instead of <b>, and <em> instead of <i>.

    • Color Contrast: Ensure text meets contrast standards (minimum ratio of 4.5:1 against the background for standard text).

    • Color Independence: Do not rely on color alone to convey meaning or identity.

       

      • Always underline hyperlinks.

      • Use distinct patterns, textures, or clear labels alongside color in charts and graphs (Excel, Google Sheets, PowerPoint, and Google Slides).

    • Data Tables: Keep tables simple and purely structural.

       

      • General: Do not merge or split cells, and do not leave blank cells.

      • Word: Add alternative text to the table properties and check "Repeat as header row at the top of each page".

      • Google Docs & Sheets: Right-click table $\rightarrow$ Table properties $\rightarrow$ check "Header row" to designate the top row. Add alt text via Table properties in Docs.

    • Slide Structure & Layouts:

       

      • PowerPoint: Every slide must start with a Slide Master layout — never draw loose text boxes.

      • Google Slides: Use pre-defined slide layouts (Slide $\rightarrow$ Apply layout). Avoid drawing empty text boxes manually, as screen readers may misjudge the reading order. Check the reading order using Tab or the Arrange $\rightarrow$ Order menu.

    • Subtitles & Captions:

       

      • PowerPoint: Turn on live subtitles if presenting outside of Teams.

      • Google Slides: Turn on live captions while presenting by clicking the Captions (CC) button on the presenter toolbar (or pressing Ctrl + Shift + c / Cmd + Shift + c).

    • Accessibility Checks:

       

      • Microsoft Office: Run Tools / Review $\rightarrow$ Check Accessibility on Word and PowerPoint files.

      • Google Workspace: Google Docs, Sheets, and Slides do not have a built-in accessibility checker. Use third-party extensions (such as Grackle Docs / Grackle Slides) to run automated accessibility checks before publishing or exporting.

      • PDFs: Run the Accessibility Checker in Adobe Acrobat Pro.

      • Webpages: Use tools like Siteimprove or WAVE to check accessibility.

  • In order to be accessible to people with disabilities, alternative text (alt text) must be assigned to every image, hyperlink, chart, table and graph placed on a website or in a document/email. In Word and PowerPoint, right click on the image and click on Edit Alt Text to reach the area to type in the alt text for the screenreader. This will also provide you the option to check a box and mark the items as decorative. For webpages, you will need to ensure images have alt text assigned to them.

    Assigning alt text is not difficult. The challenge can be determining what text to use. There are many opinions! The short answer is, “It depends.” The long answer is, “Ensure that you are concisely conveying your message.” 

    WebAIM has an excellent article on Alt Text that I encourage you to read.

    When typing an acronym as alt text - if you announce each letter of the acronym when you say it, be sure to add spaces between each letter. For example, we want the screen reader to read O I T and not oit for the Office of Information Technology (O I T).

    How to add alt text

    Follow these step-by-step instructions provided by Microsoft Support to add alt text in Microsoft 365, Microsoft Outlook, PowerPoint, Excel or Word.  Review the links above to add alt text to your social media posts.

     

  • Technologies for making applications accessibility friendly.

     

    With better internet connectivity and more access to computers and smart phones, access to web applications has become a necessity for everyone. The applications that are developed are no longer limited to a particular audience. There has been a considerable increase in internet users who are disabled in terms of vision, speech, hearing and mobility over the past decade. Newer and better technologies categorized as “assistive technologies” have made it easier for people with disabilities to access web applications. It is very important for every developer to ensure their web pages and web applications are accessible. The list below gives a brief understanding of different assistive technologies that are available in the market today. It is crucial that developers understand how these technologies work and ensure that applications being developed are compatible with assistive technology. As our society moves to more and more online activities, for both home and work life, it is essential that all web applications are accessible.

    As a web application developer, it is very important to become familiar with assistive technologies and develop applications that are accessible. Meeting the WCAG guidelines will ensure that your applications are accessible.

    Prominent assistive technologies in the current industry:

    Readers are used by people who have difficulties reading. The screen readers perform a text to voice translation so that the user can listen and comprehend what is being displayed on the screen. Some widely used applications are JAWS and NVDA for windows operating system. Mac has a built-in VoiceOver system to perform this task. The W3C has published standards for web application developers to follow called the Web Content Accessibility Guidelines (WCAG 2.0). By adhering to the coding standards mentioned in the WCAG guidelines, one can develop accessibility compliant web applications.

    UTA's SARCenter provides an enterprise-wide license for all employees and students to use JAWS and ZoomText for Windows. Visit OIT's Free for Students webpage to learn more under "Free and Discounted Software".

    Screen Magnification
    These softwares help in magnifying the underlying screen area. Most of the currently available operating systems come with the feature where a pointer can be used to magnify the required area on the screen with respect to the remaining layout.

    Voice Input
    With the advancement in Artificial Intelligence and Natural Language processing, voice processing has become accessible in many applications. According to the reports from Google, 20 percent of the web searches were performed using voice commands in the year 2016. This is expected to grow up to 50 percent by the year 2020. Siri from Google, Alexa from Amazon and Cortana from Microsoft are some of the voice recognition tools that are available in the market today to achieve some basic accessibility using voice commands. Web page navigation using voice is still limited.

  • Why are captions required?

     

    Videos must contain captions so that those that have blindness or deafness can still perceive your content. For example, perhaps you have made a video of various locations across campus that you want potential students to know about. There is a soundtrack of music but no spoken word. In this case, the captions would contain an audio description of the images. This way, someone that has deafness will still be able to gain the information by reading the captions. Someone that has blindness will be able to perceive the information because their screenreader will read the captions to them. If the video images contained images of words, those words should also be included in the captions.

    Captions must not be 'burned in' on the video. This not only causes issues for those distracted by captions, but it also renders the captions as a file that is not accessible.?Caption files are .SRT formatted files and not only allow the viewer to turn captions on and off but it makes the captions available to assistive technology so they can be presented as braille on a refreshable braille device. See CAPTION FILES below for assistance.

  • Colorblindness impacts approximately 8.5% of adults worldwide.

    To ensure that everyone has access to our webpages, emails and electronic files, it is important to have sufficient color contrast between the color of the font and the color of the background. To meet Texas Administrative Code 206 and 213, the color contrast ratio between the color of the font and the color of the background must be at least 4.5:1.

    If we do not provide sufficient color contrast, those with colorblindness will not be receiving the same information as someone with full color vision. In UTA’s desire to be diverse, inclusive and accessible, color contrast is an important part of the process.

    If you are using a screen reader, please ensure your browser settings are set to automatically download PDFs. If you need assistance, view this KB Article.

     

  • Best practices checklist:

    • Add alternative text (alt text) to all images, hyperlinks, buttons and graphics.
    • Ensure that your email does not use inappropriate format tags such as 'application' or 'table'
    • If a graphic is text heavy, add a caption after the image tagged as body text. 
    • All videos are captioned with accurate capitalization and punctuation.
    • Ensure you have sufficient color contrast. (Minimum contrast requirement is at least 4.5:1.)
    • Never use color as a single identifier. (All hyperlinked text must be underlined.)
    • All element IDs are unique.  (Do not duplicate labels such as “Read More” or “Click Here”.)
    • Include a contact number in case an accommodation is needed.
    • Ensure you allow people to opt Out of your message, unless it is a program requirement.
    • Ensure that only those with a job-related reason have access to your email address list and ensure that you have a process to remove access when someone leaves your department.
    • Properly nested heading tags are required.

  • Word for Mac

    Word for Windows

  • Ensure your podcasts are accessible to all by providing transcripts.

    Visit this resource published by the University of Montana for detailed information regarding podcast transcripts.

  • The most common issues are:

    • add alternative text to images,
    • ensure there is sufficient color contrast,
    • ensure that all videos are captioned,
    • ensure that text in images is repeated in the alt text or caption,
    • and ensure that links are underlined.

    Each platform offers assistance. Here are links to multiple platforms that explain how to add alternative text to images:

    Kara Gaulrapp, from the University of Pennsylvania, shared a PowerPoint Presentation that includes slides on adding alt text in Facebook (slide 17), Instagram (slide 18-19), and Twitter (slide 20) — all your answers in one place!

  •  

     

Ashley Parker, has served for the last 3 years as a Digital Innovation Consultant and will take on a new set of responsibilities which include leading digital accessibility compliance for the ESC and regional districts within the deadlines set by the Department of Justice regarding Title II's ADA mandate. She will work to take on digital accessibility compliance (WCAG 2.1/2.2) across all ESC platforms as well as develop district staff capacity and compliance remediation. Additionally, she will continue to provide regional digital learning support.

  • In general, school district geographical population size determines the deadline date for compliance with the rule. NOTE: On April 20, 2026, the DOJ extended the deadlines another year to allow more time for compliance.

  • The NEW deadlines are:

  • April 26, 2027: District geographical population size serving more than 50,000 people

  • April 26, 2028: District geographical population size serving fewer than 50,000 people

     

More details will be provided regarding compliance requirement, workshops, and available district support at ESC Digital Accessibility