Train staff by role with practice and a verification rubric

Schedule practice for each role

Before scheduling, confirm participants, accommodations, a session facilitator, format and work time with the responsible manager. New staff should attend the relevant session before publishing public content. Repeat or update instruction when a CMS, component, workflow or standard changes, or when recurring findings show a skill gap. The sessions below are a proposed curriculum, not a training record.

• Content editor lab, 75 minutes: 10 minutes on task planning; 20 minutes repairing headings, links and image alternatives; 20 minutes reviewing a document or media item; 15 minutes checking the preview and recording the result; 10 minutes on handoff and issue reporting.
• Reviewer lab, 90 minutes: 15 minutes on scope and evidence; 25 minutes keyboard, focus and zoom checks; 20 minutes content and document review; 20 minutes issue writing and retest; 10 minutes on release decisions and escalation.
• Accessibility lead and Website team lab, 120 minutes: 20 minutes on inventory and sampling; 25 minutes on automated results; 35 minutes on component and complete-task manual tests; 25 minutes on issue ownership and supplier handoff; 15 minutes on reporting and regression evidence.

Adjust session size or duration for the participant group and the complexity of the actual tools. Use the production-like training environment and approved sample materials.

Practice the work each role performs

Give editors a draft page containing a vague heading, an ambiguous download label, a meaningful project image and an event flyer whose essential details need HTML text. Ask the participant to revise the page and explain the choices. Give document authors a source file with a real heading structure and table, then ask them to produce and inspect the published version. Reviewers can test a form’s keyboard path, identify an error that traps a user and write an issue record. Accessibility leads and the Website team can triage a scanner result, reproduce a finding and record a retest after a sample fix.

Use synthetic or approved public content. Do not place personal, student or confidential information into shared training files. Provide the instructions and exercise materials in an accessible format and let participants use their preferred assistive technology.

Assess skills and record training

Score the practical exercise with a simple observable rubric. Use “demonstrated independently,” “demonstrated with a prompt” or “needs follow-up” for each task. The reviewer checks whether the participant: (1) chooses the correct content guide; (2) makes a meaningful correction without breaking structure; (3) completes the user task with the assigned check method; (4) records an actionable result; and (5) routes specialist or policy decisions to the right role. Do not convert this learning rubric into a WCAG score or employee rating.

Offer focused follow-up for any task marked needs follow-up, agree an owner and date with the manager, then repeat the task. Record session ID, date, facilitator, role group, materials and version, participants or attendance reference, a private support-case reference if needed, exercise result, follow-up and next refresh date. Keep attendance and individual learning notes in the approved training system with its access and retention controls.

Include supplier and developer roles when their work affects covered services. If the District determines a role does not apply, document who made that determination and why. See roles and responsibilities and publishing workflow.

Use a working record

Complete a record when the activity occurs, download it and retain it in the approved team location.

• Training attendance and practical assessment
• Role onboarding and accessibility responsibilities