Overview

With the recent updates to the Americans with Disabilities Act (ADA) in 2024, ensuring accessibility in our course materials is more important than ever. As part of Seattle Colleges’ commitment to fostering an inclusive learning environment, the District Strategic Plan now includes a key metric: achieving an Ally accessibility score of 85% or higher across all Canvas courses.

This webinar, hosted by the eLearning and Accessibility Team, will guide faculty through the fundamentals of Ally in Canvas. You’ll learn how to:

Interpret your Ally score in Canvas and what it means for accessibility.
Address common accessibility issues to improve your score to 85% or higher.
Use Ally and Canvas tools to create more inclusive course materials for all students.

Whether you’re new to Ally or looking for ways to boost your score, this session will empower you to create more accessible, engaging content for all students.

Video

Click here for the Development Day video transcript.

Julia Anderson: Got it. Okay? Well, welcome, everyone. Thank you so much for joining us today, we are going to go ahead and get started as a housekeeping reminder. You can turn on closed captions by hitting the CC. Button at the bottom. We do also have a live asl, and so they will be spotlighted on the side of your screen, and that is available if you need it. If you have any questions or accessibility concerns, feel free to direct. Message me during the presentation. And I will get back to you.

Julia Anderson: So today, we're here to talk about accessibility in online learning specifically by using the ally tool that's in canvas

Julia Anderson: with recent updates to the Americans with Disabilities Act in 2024. We know that ensuring accessibility in our course materials is more important than ever. So as part of Seattle College's commitment to fostering an inclusive learning environment, our district strategic plan now includes a key accessibility metric, and that is to achieve an alley accessibility score of 85% or higher in canvas courses.

Julia Anderson: So in today's session, we're going to be exploring what this means for faculty, how you can improve accessibility in your course materials and the resources that are available to support you in this process.

Julia Anderson: We've got an agenda slide on the screen now, and so we'll quickly review that as well as introduce ourselves. So if you don't know yet, my name is Joya Anderson, and I am the accessible technology manager here with Seattle colleges, and I am joined today also by Kevin Bowersox. Johnson. If you just want to say Hi quickly.

Kevin: Morning, all.

Julia Anderson: Perfect.

Julia Anderson: And so today, our session, we're going to talk about what Alley is in canvas so brief overview of how that tool works. We're going to talk about why, 85% is the strategic goal. So we're going to understand the significance of this benchmark.

Julia Anderson: We're going to break down the alley score, how it's calculated and what impacts it. We're going to talk about actionable steps to improve your score. So practical strategies to enhance accessibility. We're going to talk about available faculty, support, and resources, and where you can find help and guidance.

Julia Anderson: And we're going to talk about the Q. And A, we'll have a Q&A session at the end. And so that way we'll have a chance for you to ask us questions, and then we can make sure that you leave here with a solid understanding of how to improve accessibility in your course and ensure compliance with the updated standards.

Julia Anderson: Thanks, Kevin. Okay, so let's start by discussing why accessibility matters

Julia Anderson: with the 2024 updates to the Ada. Digital accessibility is more crucial than ever. So we know that title 2 of the Ada now explicitly requires that web, content, and mobile applications provided by State and local governments be fully accessible. This has major implications for ensuring that all of our students, regardless of their ability, have equitable access to the learning and materials

Julia Anderson: to support this Seattle colleges, has made accessibility a priority in the strategic plan.

Julia Anderson: One of our key goals is to ensure that the canvas course materials meet the alley accessibility score of at least 85%. And this isn't just about compliance. It's really about fostering a more inclusive learning environment for all students. And we have the e-learning and the accessibility teams are here to help you navigate these resources. We have a lot of resources and training and hands-on support to make accessibility improvements easier and more manageable.

Julia Anderson: and I will go ahead. And now I'm going to drop a link in the chat for our resource review.

Julia Anderson: So it's a single page document that we've got available where we've highlighted all the available trainings and core checklist that we've been trying to promote this quarter. And so that way it's available to you.

Julia Anderson: And we just know that beyond Federal regulations, it's really worth mentioning that Washington State also enforces accessibility standards through what is currently known as the user o, 1 policy. So we do have Federal regulation as well as State regulation really pushing this effort. And so with that foundation, let's move forward and explore what alley and canvas is, and how it can help us achieve our goals. I'll hand it back to Kevin.

Kevin: Thanks, Julia, I appreciate you so much, and good morning. All. I'm here to talk a little bit about what is Ali, and in canvas, and we're going to do a little demonstration here in a little bit. So

Kevin: Ali is very much similar to your accessibility checker that you see inside of word or Powerpoint. However, it's a little bit more robust, but it's also just like your other accessibility checkers. It's not perfect. So this is going to be providing instructor feedback about accessibility of the content and guidance on areas of correction.

Kevin: It's also an automatic alternative format generator for documents uploaded to canvas. It will check documents. And this is what's different about Ali versus other checkers is, it's actually going to check the accessibility of external documents, including word documents, Pdfs, etc.

Kevin: and it also provides students with alternative formats to those

Kevin: documents inside of canvas. So if a student is in your class and prefers audio, it can take a word document and actually convert it to audio for them right then and there in your course, so that they can have an alternative format that is, matches their their learning.

Kevin: and the Ally score for us is a report. And icons. Just so, you know, are not visible to students, so there will be when we go through our demonstration. There will be icons that we see. There are meters that show the level of quote unquote of accessibility. Score of that document or the image.

Kevin: and those are not visible to students. So as we go through here, I'll be pointing out the differences between what is visible to students or accessible to students versus only accessible to instructors.

Kevin: So the question is, why 85%, we've gotten a lot of questions around this. And we're going to be showing you when we demonstrate a lot more about why, 85% matters. But so we actually have a strategic plan goal of an ally score of 85%.

Kevin: The reason why we're doing 85% and not a hundred. Because why wouldn't we want a hundred. Right? We definitely want a hundred. Our kind of perspective is we want all student facing content to be a hundred percent compliant.

Kevin: However, the ally tool again is not a perfect tool, and so, therefore it is not going to be ever a hundred percent unless it is a very short course, with very few pages and very few documents inside of it.

Kevin: For example, even our course today that we're going to be showing you only has 7 pages, 2 images in it and 2 videos. And it does not score a hundred percent.

Kevin: The reason why is that ally actually looks at things that are not student facing. For example.

Kevin: when you click delete in canvas canvas actually doesn't delete anything, it keeps it in a bin in the background in case you want to bring it back

Kevin: to the foreground right? And so Ally doesn't know the difference between deleted items and items that you're showing to your students. And so Ally is actually measuring deleted items.

Kevin: So if that deleted item isn't accessible, it doesn't matter from a law perspective, because it's not in front of anybody. It's deleted. It's gone. However, Ally doesn't know that, and is going to score it as an inaccessible document and apply that to your overall course score. So, therefore it has been kind of a national average or practice

Kevin: to have to strive for 85%.

Kevin: However, again, I want to emphasize, we want all student-facing content to strive for 100%. Okay? So that's the difference in regards to why, 85% versus 100%.

Kevin: And again, we'll be sharing this with you a little bit more in detail here in a moment.

Kevin: So

Kevin: here in a moment, we're going to show you a little bit about the ally score and what it looks like, how to interpret it, where to find it? And give you some examples.

Kevin: So this is what we're looking at on the screen right now is a screenshot of the institutional report that I get as the canvas administrator for the entire district. On the screen there is an image that shows a set of

Kevin: graphics

Kevin: and a drop down menu that shows winter 2025. So I am able to look at the Ally score based on institution based on quarter

Kevin: and based on type. Of course, what does type, of course, mean? Type, of course, means that we have

Kevin: could be.

Kevin: Ctc, link courses. Those are the courses that are in our catalog.

Kevin: And then we have other courses like non Ctc link courses that are things like departments, student orientations that they've decided to create, that are not a part of the academic schedule.

Kevin: We want all content to meet that 85% right now as a way of meeting the Federal legislation ruling, we are looking at only Ctc link courses at 1st as a priority, and then we will move to community courses, such as student orientations.

Kevin: department

Kevin: shells that talk about, you know, department meetings and stuff like that and that. But our 1st and foremost priority is our scheduled courses through Ctc link. So in this graphic, that is, on the screen the winter 2025 means that it's this quarter's data for our courses that are in the course schedule. Only

Kevin: right now we're looking at all of the 3 colleges combined. So when we see that on the screen. We also have some other data. We have this 1,391. That is the number of courses that we have live for winter. 2025.

Kevin: This next piece of data in the middle is a circle pie chart that has the number 334,698 in the middle, with different colors, making up the pie chart. The 334,698 number represents the total content created inside that 1,391 courses.

Kevin: So we have almost 335,000 pieces of content that ally is evaluating for accessibility

Kevin: just for winter. 2025.

Kevin: Whew! That's a lot right?

Kevin: The colors around this pie chart represent the type of content. So it could be pages in canvas. It could be images. It could be Pdf documents. It could be word documents. That's what all of these other pieces on the pie chart represent is the different types of content.

Kevin: Right now we're just going to move to the next

Kevin: graph, which is a pie chart that has an orange

Kevin: piece of the pie. That kind of goes around the circle, and it only circles 66.1% of the circle. What that means is, that is our overall accessibility score for those nearly 335,000 pieces of content.

Kevin: So that is our current score right now, as an institution, 66.1%.

Kevin: So how is the score determined? And this is really an important piece

Kevin: down on my graphic. On the screen there is a section called accessibility issues, and there are 4 tabs.

Kevin: all severe major and minor.

Kevin: So the All tab is all issues in our institution.

Kevin: Severe is the issues that Ally considers severe. So there are 3 types of issues, severe, major and minor.

Kevin: and each of these are weighted differently in determining that final score, that 66.1%.

Kevin: We'll be sharing some links with you later to tell you a little bit more to go a little bit more in detail about what it sees as severe, major and minor

Kevin: but, for example, you'll on the screen there is this number one issue called image.

Kevin: and it reads, the image does not have a description which means it does not have alt text.

Kevin: And then, when we look over to the right of that that label.

Kevin: It says that there are 62,943 images that do not have alt text

Kevin: in winter 2025 courses, right? So this is a part of where we will begin to look at our accessibility score. Look at what there is to fix and start fixing these one thing at a time.

Kevin: Now, I can imagine right now you are

Kevin: engaging in this content with us, and you're seeing or hearing about these very large numbers. When I think about 62,000 943,000 images.

Kevin: I get a little overwhelmed, right? We want to be really clear that

Kevin: we are. We are rolling these things out slowly so that we can address these issues one at a time. We understand the reality of being able to get to 85%. Compliance is

Kevin: is not going to happen overnight. We understand that. So we are working on releasing the bytes program that allows for you to learn about different things this week. It's descriptive links.

Kevin: Last week we talked about Alt text where you can go look at our bytes program in the Hub that we linked to earlier in the session, and you can learn about alt text. And then you can come back into your course, and actually add alt text to those images that don't have alt text in your course. When you do that you'll see that your score goes up.

Kevin: I'm going to pause for a moment and see if there are any questions you can grab the mic or raise your hand or add questions to the chat really quickly. Just about this. We will have time at the end for more general questions than that.

Kevin: But I guess, more importantly right now, what I want to know is, does this information make sense? If you could type? Yes, in the chat or no, or somewhat just to give me kind of a understanding of where we're at. Does this data make sense

Kevin: all right? So far in the chat we have. Yeses, that's great.

Kevin: Awesome.

Kevin: So glad to have you all here with us today.

Kevin: Douglas, we are just about to answer your question in the chat, which is, I came in late. Where do we access the Ally score we are about to move into going into a canvas course and looking at that information so perfect timing. It's like I paid you to help transition us to the next section.

Kevin: Awesome. So I'm going to move to our canvas tutorial.

Kevin: I'm inside of our district accessibility training hub, which is our course on where you can find resources about accessibility, the trainings that we provide, including the bytes, program, etc.

Kevin: And in our course you will see. The course on the left of the course is a navigation, the Course Navigation bar, and in the Course Navigation bar is a link called Ally Course accessibility report. Now, I want to talk about. If it's not there first.st

Kevin: We work to have it there by default, but you can remove it

Kevin: or if it might be an older course, it might. If you're copying from an older course, it might not be there. So let's talk about if you don't see this Link Ally course accessibility report in the course navigation bar. What do you do?

Kevin: We're going to go down to the bottom of the course navigation bar to the settings link.

Kevin: When I'm inside of settings there's a set of tabs at the top of the screen, and the 3rd tab from the left is called navigation.

Kevin: So we're going to choose navigation

Kevin: on this screen. There are 2 sections of the navigation. The top section is what is shown in the

Kevin: navigation bar on the left. The bottom section are things that are hidden.

Kevin: If Ally is not showing up for you, it is probably

Kevin: down here in this bottom section, and I

Kevin: so for me, I I moved it to the very bottom. You're going to find it and move it up to

Kevin: the top section.

Kevin: and then at the bottom of this the navigation section is a save button. You must save for the changes to take place

Kevin: when you save

Kevin: ally, should now show up on the course navigation, the Ally Course accessibility report link is only available to instructors

Kevin: that is not seen or available to students.

Kevin: on the page that I went to the homepage of our course and on our homepage it starts with a banner image

Kevin: on the bottom left of the banner image. There is this

Kevin: dial, and it's green with the dial all the way to the right, saying that I, when I hover over it, it says, accessibility score perfect. That green dial is ex is ally at work.

Kevin: It is checking your pages in live time and scoring them again. Students do not see the score. They do not see the dial, they do not have access to that

Kevin: if this image, for example, did not have alt text.

Kevin: that dial would be red and tell you that there is an accessibility problem.

Kevin: Okay, so let's go ahead and click on the Ally course accessibility report link.

Kevin: What is going to happen is a report very similar to the one that we were discussing just a moment ago at the institution level. However, it is now specific to this course.

Kevin: So this course ranks at 93%,

Kevin: and it has 2 tabs overview and content

Kevin: overview. Does that just that it gives you an overview of your score within your course.

Kevin: So on this page, it is showing me that I have 7 pages, 3 presentations.

Kevin: and 2 images inside this course.

Kevin: We are going to scroll down a little bit, and it has content with the easiest issues to fix are 2 things. And I can click, start to start fixing those issues. And below that I have one issue, scoring, content, low scoring, content. And I can choose to start trying to fix it.

Kevin: Aaron, in the chat is asking, how is a presentation? Categories categorized is this, if there are slides, videos, etc. Great question. Erin, in this case, specifically, if we go to, we can actually

Kevin: go to content, and it will tell us

Kevin: what it's seen. So this is the content tab that I clicked on.

Kevin: and you will see that the presentation is a Pptx or a Powerpoint file that is inside my files section, because, again, Ally actually is evaluating your external documents that are inside your files. Section of your course.

Kevin: So in our case, presentation meant Powerpoint.

Kevin: Great question.

Kevin: So

Kevin: this content page shows me all the content, and shows me the score for each piece of content. The 1st thing it shows at the top, and my list is an image

Kevin: that has a score of 25%. I can now actually click on that.

Kevin: And I can see that this is our course image.

Kevin: And though we're going to be talking more about workflow in the future.

Kevin: Right now. The only place you can fix the course image, which is the little image that shows up on the dashboard as a part of the course card. It's called a course card on on the Students dashboard is by fixing it inside of the ally tool. So I can actually give this an alt text.

Kevin: Digital accessibility training hub hard, because that's what it is.

Kevin: I'm going to click, add.

Kevin: And you'll see when I did that, my score went to a hundred percent.

Kevin: I'm going to close. And I can literally just go down each of these issues.

Kevin: If the issue to Aaron's point in the chat which will continue here in a moment.

Kevin: If your issue is an external document, you will not be able to fix it inside of canvas.

Kevin: You will need to download or go to find the original document.

Kevin: fix the concerns which it will tell you what it thinks are the problems

Kevin: and then re-upload it and overwrite the file inside of canvas in order for canvas's score to change.

Kevin: Ally cannot change external documents for you inside of canvas.

Kevin: It will help you fix canvas pages.

Kevin: And again, we'll be sharing in future a workflow for how to address some of these issues and some of the limitations of ally.

Kevin: Today, our biggest focus is really explaining the concept of the 85%. Why, we're saying 85% and not a hundred percent.

Kevin: And then using the bytes program and other trainings to really work on a workflow for remediation?

Kevin: How'd I say, how'd I do, Julia? Did I say that. Okay, all right.

Kevin: So we got the thumbs up from Julia. All right. I want to tell you I want to give you an example of why this page isn't 100%, and most likely never will be. It says that we have

Kevin: 2 videos. If we go to our next and find the videos. Let's go overview.

Kevin: well, it's saying that the video issue is fixed, which is good. I think I did fix it. It was saying that our 2 videos did not have captions. And I'm gonna go show you why it said that I'm gonna go find the videos which are, here's 1 of them

Kevin: that, it was saying did not have captions.

Kevin: or it had automated generated captions. It's really important folks to know. Automated generated captions are no longer accessible are, are no longer

Kevin: meeting accessibility standards. According to the ruling.

Kevin: we must have accurate captions. Therefore we cannot just rely on the AI generated captions.

Kevin: This video. The captions are burned in, and Ally cannot access the captions itself.

Kevin: And yet there's a transcript directly under the video. So this video being captioned by us directly and having a transcript absolutely does meet standard. But the way that it's done in order to share it inside of canvas in this instance

Kevin: it was seen that Youtube was automating the captions itself

Kevin: and grading those lower in its score, which means we're never going to get a hundred percent, even though this video is accessible. It does have human inner captions, and it has a full transcript underneath.

Kevin: So that is just one example of why Ally will never be a hundred percent in some instances.

Kevin: So in the chat, we have a question, does ally check Panopto videos and their captions or lack of yes, and it will look to see if those captions are auto generated, which it does by default.

Kevin: Panopto does add captions by default that are automated, and if you have not gone in to Panopto to the caption section and manually done any editing. It will note that in its report.

Kevin: Great question, okay, I think

Kevin: we have done kind of the justification of the Ally score. We've done a little bit of demonstrating and met that requirement of our agenda. Let's go back to our presentation and see how we're doing

Kevin: so.

Kevin: fixing some common issues, we will be providing a step-by-step guide in the future on the workflow of what is best.

Kevin: Right now, it's really important to start using the checklist that we've been sharing and the bytes program experience to be creating your word documents, Powerpoint presentations, canvas pages accessible from the beginning.

Kevin: Remediation is always harder to do later, whereas creating an accessible document from the beginning is easier and saves time.

Kevin: We will be providing some additional resources here in just a moment. But

Kevin: we're going to be leveraging to the second bullet on the screen. We're going to be leveraging Ally's feedback to create lasting improvements in our course design. That is our purpose. Right?

Kevin: Okay. I believe it's now Julia's time to take back the mic, which I appreciate so much, and you might appreciate it as well. So, Julia, take it away.

Julia Anderson: Yeah, definitely. Take a quick breath, get some water. Thank you so much, Kevin, for all of that. That was a ton of great information all about Ally, all about the tool, and loved the presentation component of it.

Julia Anderson: So now, we really just want to set up some time before we take some questions to just remind you of the support and the resources that are available to you.

Julia Anderson: We have dropped in the chat both that digital accessibility, training, winter resource, document. And so that is a single kind of like a single resource where we have listed out the details and descriptions of all of the trainings that we've got going on for a while right now, so you can get a little more overview. We've also able to put it. I did put that at the beginning. So I'll go ahead and put that again.

Julia Anderson: We also created a digital accessibility training Hub and I put that self enroll link in the chat as well. So you 1st will self enroll, and then you can access the hub directly. These slides are available inside that hub. And so you can actually see these links at these slides if you need that too.

Julia Anderson: So that way, those are available for you.

Julia Anderson: That hub is a space that we're going to be using

Julia Anderson: you know, for the foreseeable future for any of our updated content. If you have an external presenter, come, we can record their content and save it. We can save content like this. And any of those checklists that we're either developing or co-developing with the State and really pushing out as primary resources. We're using that hub as the central space for where all of those accessibility resources will be. So feel free to take a look at that, save it, bookmark it.

Julia Anderson: And we also just want to remind you that you do have the instructional design and accessibility team available to you as well. So instructional designers are available at each campus, and you're welcome to book individual consultations and work sessions with them, and they can work with you on course, content and canvas kind of, you know, quirks and tips. So that way, if you're having some questions or answers, they're a direct resource.

Julia Anderson: and if you are staff or administrator, or if there's a tier 2 problem that gets rolled up, Kevin and I work through the e-learning at Seattle college's general inbox, and we help support those instructional designers and administrative staff on their accessibility questions.

Julia Anderson: So that's always a place to start. And also, if you don't know where to start. That's okay, too. Go ahead and feel free to email the E-learning email address. And I'd be more than happy to just have a general conversation, to just meet with you and chat with you about what's happening. All the places that we're moving with accessibility, all the great momentum moving forward and how we can get you caught up in all the options that are available. We know that there's

Julia Anderson: a lot of resources out there, and a lot of information coming at you. So we want to kind of centralize what we can, but also be that actual resource for you. So we're here.

Julia Anderson: Okay. And so now we're going to open it up for questions. We really just want to thank you for your time, and we really hope that now there's some engagement, so feel free to raise your hand. Questions in the chat are fine.

Julia Anderson: What do you need from us?

Julia Anderson: The quiet. I'm either going to assume that everybody is feverishly typing really long questions in the chat box, or it was incredibly useful. And you're now have a dual screen, and you've got your canvas alley score popped up. And you're just like, what is this? Where's my score? It's already at 95%. That's amazing. I don't know why I'm stressed out at all.

Morgan (she/her): That is what I'm doing just to be clear. And yeah, that is why I'm not asking questions is because I'm actually just fixing it already. So thank you.

Julia Anderson: I love that. Yeah, perfect.

Julia Anderson: Has anybody used the alley checker before today? Did anybody know it? Was there tinker with it themselves?

Julia Anderson: We got a thumbs up. Okay.

Julia Anderson: hey? That's okay. 1st time is great.

Julia Anderson: Emily. I understand 68%. We are all there.

Kevin: Yeah, I really want to be clear. Thank you, Emily, for bringing this up. I want to be clear that these these numbers are just a data point to use

Kevin: as a starting point. They are not an evaluation of ourselves or our work. It is a starting point for us to look at ways to improve our content, to be more accessible, and we are here to cheer you on, and in no way, shape or form. Are we here to use these numbers for anything more than that. So really appreciate you

Kevin: all already jumping into your courses and looking at your scores and working towards more accessible and inclusive environments for our students.

Shah Jingsong: Kevin, this is Shaw.

Kevin: Hi! Shaw!

Shah Jingsong: Hey, my score, not that nice. So I just noticed I have to go into work on all the mostly the visuals images.

Shah Jingsong: and it's easier if I just say decorative. But other things I just have to go in there to type in the keywords or something right.

Kevin: Yeah, I would say so. It depends on what the purpose of the image is right. If the image is really only instructor

Kevin: facing. And it's for you and your information only, and never to be in front of a student and doesn't have any value in instruction, or the knowledge that a student might need to understand concepts within your course.

Kevin: then decorative is an okay option. However, if it is student facing, and it does relay content that a student needs to know, then we need to add

Kevin: alt text to it. So meaningful alt text to it. And last week's bytes program talked about alt text, and our instructional designers can also help you with that as well.

Shah Jingsong: Okay. Great. Thank you.

Kevin: Yeah, thank you for being so open. I appreciate it.

Shah Jingsong: Thank you.

Julia Anderson: I would just remind you, yeah, the the Alt text video is available as well as the slide demonstration in that hub. And so it's like an 8 min video that quickly highlights that skill. So if you've got questions about creating meaningful alt text, that's a great place to start. And then, yeah, the instructional designers are happy to help, too.

Shah Jingsong: Great. Thank you, Julie.

Kevin: This might be based on some things

Kevin: that are coming into the chat like, I have a lot of images, too, and that it might be really interesting for you all to know that the 2 largest numbers number wise issues that we have across the district is the images without alt text. You saw that number. It was very large, right? And

Kevin: Pdfs that are just

Kevin: images, that they have not even been ocr optical character. Reader, which means that you scanned a document, and then you did not scan it to even be readable text. So when a screen reader looks at that Pdf document, it doesn't see anything at all. And there's nothing there to read for a student who uses assistive technology. Those are our 2 biggest issues in the district overall.

Kevin: We are going to be having a clear workflow again in the future, specifically about Pdfs, also because those are the most complicated. But right now alt text is pretty darn easy to solve, and it's a quick way to raise your score, and I bet a week from today, if I go look at our score. It will be up just a little, just based on you all going and doing a few of these things today. So

Kevin: I appreciate that.

Julia Anderson: We do have this time. So if anybody wants to ask specific questions or want to, if you're diving into your canvas, and you want to chat with us about it.

Julia Anderson: We are happy to stay on and do that.

Kevin: Okay, folks seeing and hearing none. I see some. Thank yous it is Development day here at Seattle colleges. We hope that this was a great start to your day, and we hope that you have a fabulous development day here in winter 2025, and we'll see you in the forums and around our colleges, through our both E-learning and accessibility teams

Kevin: have a great development day folks.

Julia Anderson: Thanks, everybody.

Resources

General Resources and Initiatives at Seattle Colleges

Digital Accessibility Overview and Resources

Presentation Slide Deck

Understanding Ally Scores in Canvas: A Path to 85% and Beyond (PowerPoint Presentation)

Our team also contributed to the creation of Accessibility Checklists shared at the state level. Much of the content of these checklists will be covered within the Bytes Program. More training and resources to come over the next several months.