Assessment support

Worksheet coverage and remaining actions

All 89 milestones are mapped below. A material supports the work; its presence does not establish a maturity level.

Review all five dimensions

The worksheet considers process, documentation, resources, scope and responsibility/authority. Retain evidence in each dimension before proposing a new rating. The District and assessment reviewer confirm applicability and accepted ratings.

Some descriptions and applicability decisions in the source worksheet need clarification. Those are flagged below. Existing ratings are preserved in the source workbook.

Goal 1: Governance

Materials and remaining action for Goal 1
Worksheet milestone	Prepared support	District action and evidence
1.1 Include accessibility in policy and procedures	Adopt an accessibility charter and assign ownership Assign ownership and approve the process Understand the WCAG 2.2 AA target Records: Policy and responsibility approval.	Confirm the covered services, accessibility target, decision authority, resources, review cycle and effective date; retain the actual approval. Scope: The handbook supplies a policy draft and role model. District adoption and scope decisions remain to be made.
1.2 Establish accessibility governance and regular decisions	Adopt an accessibility charter and assign ownership Assign ownership and approve the process Records: Governance meeting and decisions; Policy and responsibility approval.	Confirm the policy approver or delegated sponsor, program owner, membership, decision rights, meeting cadence and backup, then record decisions and assigned actions. Scope: No governance membership or meeting schedule is assumed by these materials.
1.3 Create an annual accessibility improvement plan	Build the annual plan and evidence report Schedule monitoring and manual tests Records: Annual accessibility improvement plan.	Review current scope and evidence, prioritize activities, assign owners and resources, set approved target dates and define completion evidence. Scope: The plan template is preparation support; it does not establish an approved plan or committed resources.
1.4 Collect and submit evidence for annual reporting	Build the annual plan and evidence report Schedule monitoring and manual tests Records: Assessment evidence and distribution review; Scheduled monitoring cycle.	Define the evidence owner, source locations, annual review and submission route; distinguish current, historic, sampled and missing evidence. Scope: Reporting guidance covers the BuildLACCD publishing scope and does not establish District-wide evidence coverage.

Goal 2: Instructional materials

Materials and remaining action for Goal 2
Worksheet milestone	Prepared support	District action and evidence
2.1.1 Create accessible educational documents and communications	Create an accessible Word document Publish an accessible PDF Make spreadsheets and presentations accessible Manage accessible documents and media through their lifecycle Records: Document or media publication review.	Define document types, author guidance, review responsibilities and publishing routes for educational materials, then adapt the referenced checks. Scope: The document guides address public BuildLACCD material; instructional content, academic workflows and ownership need District confirmation.
2.1.2 Review educational documents and communication materials	Repair an existing PDF Build an accessible document library Manage accessible documents and media through their lifecycle Records: Site, application and dependency inventory; Document or media publication review.	Inventory educational documents and communication materials, prioritize by user task and impact, identify editable sources, and assign repair, replacement or retirement decisions. Scope: Lifecycle steps can inform the work, but educational communications, inventory and prioritization processes are not defined here.
2.1.3 Create accessible educational video and audio	Publish accessible video and audio Manage accessible documents and media through their lifecycle Records: Document or media publication review.	Define media requirements at planning, production and publication, including accurate captions, transcripts and descriptions of meaningful visual information. Scope: The media guide is general publishing support; course production, academic review and responsible units need confirmation.
2.1.4 Review and remediate existing educational video and audio	Publish accessible video and audio Manage accessible documents and media through their lifecycle Records: Site, application and dependency inventory; Document or media publication review.	Inventory existing educational media, select priorities, review the full asset and player, then assign correction, replacement or retirement. Scope: The handbook does not supply an educational media catalog or a course-specific review schedule.
2.1.5 Evaluate eTextbooks and Open Education Resources	Review accessibility when selecting or renewing a service Manage third-party content accessibly Records: Vendor and procurement accessibility review.	Define evaluation criteria and representative reading tasks for eTextbooks and OER, review supplier evidence, and document adoption decisions and barriers. Scope: Procurement guidance covers general ICT review. Academic content evaluation, OER selection and teaching use require a separate District process.
2.1.6 Review student-facing content in LMS and secured sites	District-specific material needed.	Confirm the covered learning platforms, course-content types, access controls, review roles and accessible remediation route; then create platform-specific procedures. Scope: The current material covers public BuildLACCD publishing and does not describe secured LMS or course-site workflows.
2.1.7 Maintain accessibility statements for course content	Keep accessibility in the maintenance routine Understand the WCAG 2.2 AA target Records: Assessment evidence and distribution review.	Define which course content needs an accessibility statement, what evidence supports it, who reviews it and how updates are handled. Scope: Statement guidance concerns public web resources; course-level scope, wording and ownership need academic and District confirmation.
2.2.1 Create accessible course templates in LMS platforms	District-specific material needed.	Identify LMS templates and user tasks, assign academic and technical owners, and define accessible design, content and acceptance checks. Scope: No LMS course-template design procedure is present in this public-site handbook.
2.2.2 Review and update LMS course templates	District-specific material needed.	Inventory templates and variants, select representative course tasks, remediate barriers and retest updates before broad use. Scope: LMS-specific template coverage and review records are outside the available preparation materials.
2.2.3 Evaluate educational ICT and publisher tools	Review accessibility when selecting or renewing a service Manage third-party content accessibly Maintain the digital content and supplier inventory Records: Vendor and procurement accessibility review; Site, application and dependency inventory.	Map each tool to course tasks, gather current supplier evidence, test integrated journeys and assign follow-up for identified barriers. Scope: General procurement support is relevant, but faculty-maintained sites, courseware and educational technology workflows require confirmation.
2.2.4 Maintain accessibility statements for educational ICT	Keep accessibility in the maintenance routine Review accessibility when selecting or renewing a service Records: Vendor and procurement accessibility review; Assessment evidence and distribution review.	Determine when an ICT statement is needed, identify the service owner and evidence source, and review the statement after product or scope changes. Scope: Materials do not define courseware or education-technology statement requirements or owners.

Goal 3: Web accessibility

Materials and remaining action for Goal 3
Worksheet milestone	Prepared support	District action and evidence
3.1.1 Inventory websites, applications and third-party services	Maintain the digital content and supplier inventory Manage third-party content accessibly Records: Site, application and dependency inventory; Vendor and procurement accessibility review.	Reconcile domains, applications, page patterns, documents, user journeys and suppliers; assign owners, update triggers and next review dates. Scope: The inventory template can be adapted to the full affiliated-service scope; current public-site materials do not establish that full scope.
3.1.2 Schedule automated website and application reviews	Schedule monitoring and manual tests Check a page with keyboard, zoom and a screen reader Keep accessibility in the maintenance routine Records: Scheduled monitoring cycle.	Approve tools, coverage, cadence and result routing; review scanner findings and advisories, create issues and retain raw results. Scope: A proposed monitoring cadence is provided for District approval; it is not an assertion that scheduled scans are occurring.
3.1.3 Schedule manual website and application evaluations	Schedule monitoring and manual tests Check a page with keyboard, zoom and a screen reader Records: Manual accessibility test; Scheduled monitoring cycle.	Assign trained reviewers, scope representative tasks and assistive-technology checks, record untested cases and retest confirmed barriers. Scope: The procedures are general preparation support; District applicability, evaluator expertise and coverage need confirmation.
3.1.4 Standardize and distribute evaluation results	Build the annual plan and evidence report Schedule monitoring and manual tests Check designs, components, code and releases Records: Assessment evidence and distribution review; Scheduled monitoring cycle; Publishing and release acceptance.	Adopt a result format, identify responsible recipients and distribution authority, and record package version, date, receipt and follow-up. Scope: The material describes evidence fields but does not identify District recipients or an operating distribution channel.
3.1.5 Track accessibility feedback from end users	Handle barriers, feedback and alternative access Report a barrier and arrange alternative access Records: Accessibility feedback and assistance; Accessibility issue and retest.	Confirm monitored public channels, backup coverage, privacy handling and routing; connect each actionable report to an issue owner. Scope: No unconfirmed contact route or response commitment is supplied.
3.1.6 Triage, prioritize and remediate accessibility barriers	Handle barriers, feedback and alternative access Report a barrier and arrange alternative access Keep accessibility in the maintenance routine Records: Accessibility issue and retest; Interim alternative-access plan.	Approve impact and urgency definitions, assign owners and target dates, escalate blocked tasks and close only after a recorded retest. Scope: Issue procedures are proposed operational guidance; District priority definitions and remediation authority require approval.
3.1.7 Maintain statements for websites, applications and affiliated digital content	Keep accessibility in the maintenance routine Understand the WCAG 2.2 AA target Adopt an accessibility charter and assign ownership Records: Site, application and dependency inventory; Assessment evidence and distribution review.	Assign a statement owner, confirm each statement against current scope and evidence, publish a usable feedback route and set a review trigger. Scope: Confirm which affiliated websites, applications and digital content require statements and identify the owner for each.
3.2.1 Integrate accessibility into design processes	Check designs, components, code and releases Check a page with keyboard, zoom and a screen reader Records: Publishing and release acceptance; Manual accessibility test.	Add task, content, interaction-state and accessibility review requirements to design intake and milestone review. Scope: The design QA procedure is preparation support; it does not establish use across all District design work.
3.2.2 Use reusable accessible interface components	Check designs, components, code and releases Manage third-party content accessibly Records: Publishing and release acceptance.	Assign component ownership, document supported patterns and states, test representative content and regression-test dependent pages after changes. Scope: No complete District component library or ownership inventory is asserted.
3.2.3 Use accessible coding practices in development	Check designs, components, code and releases Understand the WCAG 2.2 AA target Records: Publishing and release acceptance; Manual accessibility test.	Define code review expectations, developer responsibilities, test environments and the evidence required for an accepted change. Scope: The procedures describe a proposed release practice and do not establish a District-wide coding standard.
3.2.4 Include accessibility evaluations in quality assurance	Check designs, components, code and releases Schedule monitoring and manual tests Check a page with keyboard, zoom and a screen reader Records: Publishing and release acceptance; Manual accessibility test; Scheduled monitoring cycle.	Add scoped automated and manual accessibility cases to QA plans, record incomplete checks and route findings through the release process. Scope: The handbook provides a candidate QA gate; adoption and coverage across applicable releases remain District decisions.
3.2.5 Verify code and design changes against the target	Check designs, components, code and releases Review and publish a website update Keep accessibility in the maintenance routine Records: Publishing and release acceptance; Manual accessibility test.	Define affected pages, states and component regressions for each change, assign acceptance review and repeat key checks in production. Scope: Release records apply to the tested change and scope only; they do not establish site-wide conformance.
3.3.1 Review newly created web and digital content	Review and publish a website update Manage accessible documents and media through their lifecycle Write clear headings and page copy Add useful alt text to images Write clear links and download labels Records: Publishing and release acceptance; Document or media publication review.	Require the creator to identify the content owner, apply the relevant authoring guide, obtain review and check the published result. Scope: The content procedures are proposed for adoption and cover BuildLACCD publishing tasks.
3.3.2 Review updated web and digital content	Review and publish a website update Manage accessible documents and media through their lifecycle Build an accessible document library Keep accessibility in the maintenance routine Records: Publishing and release acceptance; Document or media publication review.	Recheck changed content and reused assets, update revision details, retain the review record and verify the live page or download. Scope: A reviewed sample does not establish that every updated item has been checked.

Goal 4: Documents and communications

Materials and remaining action for Goal 4
Worksheet milestone	Prepared support	District action and evidence
4.1.1 Create accessible documents for student services	Create an accessible Word document Publish an accessible PDF Make spreadsheets and presentations accessible Manage accessible documents and media through their lifecycle Records: Document or media publication review.	Define document types, accessible source templates, content-owner review and publication steps for student-service materials. Scope: Guides address public BuildLACCD files; service-specific audiences, records and publishing responsibility need confirmation.
4.1.2 Review and remediate existing student-service documents	Repair an existing PDF Build an accessible document library Manage accessible documents and media through their lifecycle Records: Site, application and dependency inventory; Document or media publication review.	Create a service document inventory, prioritize by user task, locate sources and record repair, replacement or retirement with retest. Scope: The handbook does not establish a student-services document inventory or prioritization process.
4.1.3 Create accessible documents for student organizations	Create an accessible Word document Publish an accessible PDF Make spreadsheets and presentations accessible Records: Document or media publication review; Training attendance and practical assessment.	Provide organization authors with accessible templates, role-specific instruction, review support and a clear route for complex documents. Scope: The guides are reusable reference material; student-organization ownership, training and support need District confirmation.
4.1.4 Review and distribute student-organization documents	Repair an existing PDF Build an accessible document library Manage accessible documents and media through their lifecycle Records: Site, application and dependency inventory; Document or media publication review.	Define how organizations submit existing materials, receive repair or replacement support and publish the verified current copy. Scope: No student-organization document service or distribution workflow is described.
4.1.5 Create accessible employee-services documents	Create an accessible Word document Publish an accessible PDF Make spreadsheets and presentations accessible Manage accessible documents and media through their lifecycle Records: Document or media publication review.	Confirm the applicable employee-services owner and document types, then define accessible source, review and distribution steps. Scope: The Goal 4.1 sheet has no description, while All Milestones lists employee-services document creation. District/BDO should confirm the intended description and applicability.
4.1.6 Review, remediate and distribute employee-services documents	Repair an existing PDF Build an accessible document library Manage accessible documents and media through their lifecycle Records: Site, application and dependency inventory; Document or media publication review.	Confirm employee-services scope, inventory existing documents, prioritize repair or replacement, and verify the distributed current version. Scope: The Goal 4.1 sheet has no description, while All Milestones lists employee-services document remediation and distribution. District/BDO should confirm the intended description and applicability.
4.2.1 Create accessible student-service communications	Publish event details in HTML Add useful alt text to images Write clear headings and page copy Write clear links and download labels Align communications, events and staff onboarding Records: Communication or event accessibility review; Publishing and release acceptance.	Provide accessible templates and review steps for public notices, flyers, web copy, images, links and event instructions. Scope: Material is general public communication support; student-service authors and channels need confirmation.
4.2.2 Review student-service communication templates	Publish event details in HTML Add useful alt text to images Write clear headings and page copy Check designs, components, code and releases Records: Communication or event accessibility review; Publishing and release acceptance.	Inventory reused templates, assign an owner, test representative layouts and states, and distribute corrected source templates. Scope: The QA procedure addresses web components; office-file and campaign template coverage needs confirmation.
4.2.3 Create accessible student-organization communications	Publish event details in HTML Add useful alt text to images Write clear headings and page copy Align communications, events and staff onboarding Records: Communication or event accessibility review; Training attendance and practical assessment.	Give student-organization communicators usable templates, brief practice, review assistance and escalation for complex media. Scope: The public communication guides are starter references; organization-specific production and approval processes are not described.
4.2.4 Review student-organization communication templates	Publish event details in HTML Add useful alt text to images Check designs, components, code and releases Records: Communication or event accessibility review; Publishing and release acceptance.	Identify commonly reused templates, test them with representative content and assign source correction and reissue. Scope: No student-organization template register or review owner is supplied.
4.2.5 Create accessible employee-service communications	Publish event details in HTML Add useful alt text to images Write clear headings and page copy Align communications, events and staff onboarding Records: Communication or event accessibility review.	Confirm the employee-services owner and channels, then establish accessible authoring, review and distribution steps. Scope: Employee-services applicability and its relationship to this public BuildLACCD scope need District confirmation.
4.2.6 Review employee-service communication templates	Publish event details in HTML Add useful alt text to images Check designs, components, code and releases Records: Communication or event accessibility review; Publishing and release acceptance.	Confirm which employee templates are in scope, inventory reused versions and assign review, correction and reissue responsibilities. Scope: The guides support general communication review; employee-service workflow and template ownership are unconfirmed.
4.2.7 Create and maintain accessibility statements for communication and marketing templates	Keep accessibility in the maintenance routine Understand the WCAG 2.2 AA target Records: Assessment evidence and distribution review.	Determine which communication and marketing templates need accessibility statements, then define who approves, publishes and revises each statement. Scope: Existing statement guidance focuses on web resources; District confirmation is needed on whether statements attach to templates, channels or related services.
4.3.1 Create accessible student-service video and audio	Publish accessible video and audio Manage accessible documents and media through their lifecycle Align communications, events and staff onboarding Records: Document or media publication review; Communication or event accessibility review.	Assign media planning, caption and transcript production, visual-description review, player checks and publication ownership. Scope: General media guidance does not establish student-service production roles or schedules.
4.3.2 Review and remediate existing student-service media	Publish accessible video and audio Manage accessible documents and media through their lifecycle Records: Site, application and dependency inventory; Document or media publication review.	Inventory media and embedded players, prioritize important tasks, correct captions or descriptions and retest the published asset. Scope: No student-service media inventory or remediation service is provided by the guide.
4.3.3 Create accessible student-organization video and audio	Publish accessible video and audio Manage accessible documents and media through their lifecycle Records: Document or media publication review; Training attendance and practical assessment.	Give media creators caption, transcript and player guidance, review the full published asset and provide support for complex content. Scope: The guide provides reusable production checks but not a student-organization media workflow.
4.3.4 Review and remediate student-organization media	Publish accessible video and audio Manage accessible documents and media through their lifecycle Records: Site, application and dependency inventory; Document or media publication review.	Identify existing media, prioritize by audience and use, correct or replace barriers and verify the resulting media and player. Scope: Student-organization media ownership, inventory and support route need confirmation.
4.3.5 Create accessible employee-service video and audio	Publish accessible video and audio Manage accessible documents and media through their lifecycle Records: Document or media publication review; Communication or event accessibility review.	Confirm employee-services ownership, then assign accessible production, media review, player testing and publication steps. Scope: Employee-services applicability and the relevant internal channels need District confirmation.
4.3.6 Review and remediate employee-service media	Publish accessible video and audio Manage accessible documents and media through their lifecycle Records: Site, application and dependency inventory; Document or media publication review.	Confirm media scope and responsible unit, inventory existing assets, prioritize remediation and retest updated versions. Scope: The general media guide does not establish the employee-services catalog or review owner.

Goal 5: Procurement

Materials and remaining action for Goal 5
Worksheet milestone	Prepared support	District action and evidence
5.1.1 Obtain vendor accessibility documentation	Review accessibility when selecting or renewing a service Manage third-party content accessibly Records: Vendor and procurement accessibility review.	Request current product-specific accessibility documentation, version, assessment scope and date, methods, known issues and supplier contact. Scope: Supplier documentation is evidence input, not a substitute for evaluating the intended configuration.
5.1.2 Document ICT use and product details before procurement	Review accessibility when selecting or renewing a service Maintain the digital content and supplier inventory Records: Vendor and procurement accessibility review; Site, application and dependency inventory.	Record intended users, complete tasks, integration points, frequency, consequences of failure, product version and business owner. Scope: The procurement guide is general support; local procurement stages and authority must be confirmed.
5.1.3 Select evaluation activities from use case and impact	Review accessibility when selecting or renewing a service Schedule monitoring and manual tests Manage third-party content accessibly Records: Vendor and procurement accessibility review; Manual accessibility test.	Use the use case and supplier evidence to choose representative user tasks, manual checks, technical review and follow-up. Scope: No procurement scoring scale or District-specific evaluation threshold is invented.
5.2.1 Evaluate ICT accessibility before adoption or renewal	Review accessibility when selecting or renewing a service Manage third-party content accessibly Check a page with keyboard, zoom and a screen reader Understand the WCAG 2.2 AA target Records: Vendor and procurement accessibility review; Manual accessibility test.	Test the proposed version and integrated journey, document scope and findings, and route unresolved barriers to the decision owner. Scope: A demonstration or supplier report alone does not establish accessibility of the configured service.
5.2.2 Coordinate vendor remediation of identified barriers	Review accessibility when selecting or renewing a service Manage third-party content accessibly Handle barriers, feedback and alternative access Records: Vendor and procurement accessibility review; Accessibility issue and retest.	Keep an internal issue owner, agree supplier actions and target dates, test delivered changes and retain unresolved limitations. Scope: Opening a supplier ticket does not verify the integrated fix.
5.2.3 Share findings for procurement or adoption without an EEAAP	Review accessibility when selecting or renewing a service Build the annual plan and evidence report Records: Vendor and procurement accessibility review; Assessment evidence and distribution review.	Identify internal reviewers and decision recipients, share scoped evaluation findings through an approved channel and record receipt and resulting decisions. Scope: The source milestone specifically concerns procurements or adoptions without an EEAAP; no EEAAP-specific process is implied here.
5.3.1 Integrate accessibility evaluation into all ICT procurement routes	Review accessibility when selecting or renewing a service Adopt an accessibility charter and assign ownership Records: Vendor and procurement accessibility review; Policy and responsibility approval.	Map the evaluation gate across every procurement type, funding source and payment method, including adoption and renewal; assign an owner at each step. Scope: The guide outlines preparation and acceptance questions; District procurement routes and approval authority require confirmation.
5.3.2 Address accessibility in purchase orders and contracts	Review accessibility when selecting or renewing a service Records: Vendor and procurement accessibility review.	Have authorized procurement and legal staff determine appropriate accessibility terms, support obligations, change notice and remediation evidence. Scope: No contract clauses or legal requirements are supplied; authorized District review is essential.
5.3.3 Cover ICT systems and digital content used in procurement	District-specific material needed.	Confirm whether the milestone concerns procurement systems, procurement content or another ICT scope, and identify its owner and evidence. Scope: Applicability and the intended process need District confirmation before relevant guide or record support can be mapped.

Goal 6: Training

Materials and remaining action for Goal 6
Worksheet milestone	Prepared support	District action and evidence
6.1.1 Provide ongoing development for educational accessibility process owners	Train staff by role with practice and a verification rubric Assign ownership and approve the process Records: Training attendance and practical assessment.	Identify staff responsible for educational materials and technology accessibility; maintain recurring development opportunities, a confirmed schedule, refresh triggers and records of materials, participation, practical outcomes and follow-up. Scope: The available curriculum focuses on public web and content publishing, not the full educational technology remit.
6.1.2 Train faculty and instructional support on educational materials	Create an accessible Word document Publish an accessible PDF Make spreadsheets and presentations accessible Train staff by role with practice and a verification rubric Records: Training attendance and practical assessment.	Maintain ongoing faculty training availability with a recurring schedule and refresh triggers; practice with instructional formats and platforms, and retain materials, participation, practical outcomes and follow-up. Scope: The referenced guides can inform materials, but no faculty training program or delivery is established.
6.1.3 Train faculty and instructional support on accessible media	Publish accessible video and audio Train staff by role with practice and a verification rubric Records: Training attendance and practical assessment.	Maintain media training availability on a recurring schedule for faculty and support staff; define refresh triggers, practice captions, transcripts, descriptions and player checks, and retain delivery and learning evidence. Scope: The general media guide is reference material; faculty curriculum, schedule and delivery require District planning.
6.2.1 Provide development for web accessibility process owners	Train staff by role with practice and a verification rubric Adopt an accessibility charter and assign ownership Assign ownership and approve the process Records: Training attendance and practical assessment; Role onboarding and accessibility responsibilities.	Confirm process-owner roles and maintain recurring development opportunities with a schedule, role coverage, refresh triggers and records of materials, attendance, practical outcomes and follow-up. Scope: Applicability of vendor and outsourced roles should be determined by the District.
6.2.2 Train web and mobile designers and developers	Train staff by role with practice and a verification rubric Check designs, components, code and releases Check a page with keyboard, zoom and a screen reader Understand the WCAG 2.2 AA target Records: Training attendance and practical assessment; Publishing and release acceptance; Manual accessibility test.	Maintain design and development training on a recurring schedule with refresh triggers; practice accessible design, components, coding and testing, and retain materials, attendance, practical results and follow-up. Scope: The proposed curriculum includes a accessibility lead and developer lab; District must approve participants, materials and delivery.
6.2.3 Train web content contributors	Train staff by role with practice and a verification rubric Review and publish a website update Write clear headings and page copy Add useful alt text to images Write clear links and download labels Publish event details in HTML Publish an accessible PDF Records: Training attendance and practical assessment; Role onboarding and accessibility responsibilities.	Maintain contributor training and onboarding availability on a recurring schedule, with refresh triggers for role, content or tool changes; practice previews, accessible source files and issue routing, and retain delivery, exercise and follow-up evidence. Scope: The curriculum is proposed; no attendance or completed staff competency is implied.
6.2.4 Train web evaluation, monitoring and remediation staff	Train staff by role with practice and a verification rubric Schedule monitoring and manual tests Handle barriers, feedback and alternative access Records: Training attendance and practical assessment; Manual accessibility test; Scheduled monitoring cycle; Accessibility issue and retest.	Maintain recurring evaluator and remediation training with a schedule and refresh triggers; practice sampling, manual and automated evaluation, triage, retesting and reporting, and retain materials and skill evidence. Scope: The training outline is preparation only; evaluator expertise and role applicability need confirmation.
6.3.1 Provide development for digital-content accessibility process owners	Train staff by role with practice and a verification rubric Manage accessible documents and media through their lifecycle Assign ownership and approve the process Records: Training attendance and practical assessment.	Identify digital-content process owners and maintain recurring development with schedule, refresh triggers and records of participation, practical outcomes and follow-up. Scope: The curriculum is oriented to web publishing; broader digital-content responsibilities need District confirmation.
6.3.2 Train employees on accessible documents	Create an accessible Word document Publish an accessible PDF Repair an existing PDF Make spreadsheets and presentations accessible Train staff by role with practice and a verification rubric Records: Training attendance and practical assessment; Role onboarding and accessibility responsibilities.	Maintain ongoing document training availability with a recurring schedule and refresh triggers; practice the formats employees publish and retain materials, participation, practical outcomes and follow-up. Scope: Guide content can seed training; no all-employee delivery or complete format coverage is established.
6.3.3 Train employees on accessible audio and video	Publish accessible video and audio Manage accessible documents and media through their lifecycle Train staff by role with practice and a verification rubric Records: Training attendance and practical assessment.	Maintain employee media training availability on a recurring schedule with refresh triggers; practice planning, captions, transcripts, visual information and player review, and retain materials, participation and practical assessment evidence. Scope: No all-employee media training schedule or delivery is claimed.
6.3.4 Train employees on accessible communications and marketing	Publish event details in HTML Add useful alt text to images Write clear headings and page copy Align communications, events and staff onboarding Train staff by role with practice and a verification rubric Records: Training attendance and practical assessment; Communication or event accessibility review.	Maintain recurring communication and marketing training with a role-based schedule and refresh triggers; practice notices, templates, images, links and events, and retain delivery and follow-up evidence. Scope: The materials support public communications; District-wide employee training needs planning and delivery.
6.4.1 Provide development for procurement accessibility process owners	Review accessibility when selecting or renewing a service Train staff by role with practice and a verification rubric Records: Training attendance and practical assessment; Vendor and procurement accessibility review.	Confirm procurement accessibility roles and maintain recurring development with schedule, refresh triggers, practical procurement review exercises, and retained evidence of participation and follow-up. Scope: The current role curriculum does not contain a procurement-specific session; local roles and resources need confirmation.
6.4.2 Train purchase requesters and administrative support staff	Review accessibility when selecting or renewing a service Records: Training attendance and practical assessment; Vendor and procurement accessibility review.	Maintain recurring requester and administrative-support training with schedule and refresh triggers; practice use-case and supplier-evidence records and retain materials, attendance and outcomes. Scope: No buyer/requester training module or delivery is included; adapt the procurement guide into an approved curriculum.
6.4.3 Train buyers and contracting officers	Review accessibility when selecting or renewing a service Records: Training attendance and practical assessment; Vendor and procurement accessibility review.	Maintain training for buyers and contracting officers on a recurring schedule with refresh triggers; practice evaluation gates, evidence, vendor remediation and authorized contract review, and record delivery and exercise outcomes. Scope: No procurement-specific course, attendance or local contracting workflow is supplied.
6.4.4 Train technology support staff on procurement accessibility	Review accessibility when selecting or renewing a service Manage third-party content accessibly Records: Training attendance and practical assessment; Vendor and procurement accessibility review.	Maintain recurring technology-support training with schedule and refresh triggers; practice configuration review, vendor changes, integrated task testing and escalation, retaining materials and skill evidence. Scope: The source identifies the audience, but local support responsibilities and training inputs need District confirmation.

Goal 7: Organizational practices

Materials and remaining action for Goal 7
Worksheet milestone	Prepared support	District action and evidence
7.1.1 Define when alternative-access plans are appropriate	Handle barriers, feedback and alternative access Report a barrier and arrange alternative access Review accessibility when selecting or renewing a service Records: Interim alternative-access plan; Policy and responsibility approval.	Set the authorized trigger, required evidence, decision-maker, equivalent-task validation, remediation owner and review point for each plan. Scope: The record is a proposed decision aid and does not create exception authority or a conformance determination.
7.1.2 Create, approve and distribute equally effective alternative-access plans for procured ICT	Review accessibility when selecting or renewing a service Handle barriers, feedback and alternative access Records: Interim alternative-access plan; Vendor and procurement accessibility review.	Create a plan for the affected procured service, obtain authorized approval, then distribute the approved version through a confirmed channel; retain recipients, distribution date, channel, exact plan version and evidence alongside the blocked task, alternative, supplier repair plan and review date. Scope: The alternative-access record should retain distribution recipients, date, channel and exact version; procurement and approval authority still require District confirmation.
7.1.3 Create, approve and distribute equally effective alternative-access plans for organization-created web applications	Handle barriers, feedback and alternative access Check designs, components, code and releases Records: Interim alternative-access plan; Publishing and release acceptance; Accessibility issue and retest.	Create a plan for the affected application, obtain authorized approval, then distribute the approved version through a confirmed channel; retain recipients, distribution date, channel, exact plan version and evidence, and connect assistance to the permanent fix. Scope: The alternative-access record should retain distribution recipients, date, channel and exact version; application scope and approval authority need confirmation.
7.1.4 Create, approve and distribute equally effective alternative-access plans for educational technology	Handle barriers, feedback and alternative access Review accessibility when selecting or renewing a service Records: Interim alternative-access plan; Vendor and procurement accessibility review.	Create an educational task-equivalent plan, involve the responsible academic owner, obtain authorized approval, and distribute the approved version; retain recipients, distribution date, channel, exact plan version and evidence. Scope: The alternative-access record should retain distribution recipients, date, channel and exact version; course and educational-technology decision authority need confirmation.
7.1.5 Review and update alternative-access plans	Handle barriers, feedback and alternative access Schedule monitoring and manual tests Records: Interim alternative-access plan; Assessment evidence and distribution review.	Set plan review triggers and dates, verify that assistance still works, track the permanent fix and close or renew through authorized review. Scope: The plan template includes review or expiry fields; District must set the actual process and authority.
7.2.1 Communicate accessibility to support an inclusive culture	Align communications, events and staff onboarding Adopt an accessibility charter and assign ownership Build the annual plan and evidence report Train staff by role with practice and a verification rubric Records: Communication or event accessibility review; Governance meeting and decisions; Training attendance and practical assessment.	Approve an internal communications plan with audiences, owners, channels, cadence and resources; use onboarding, training and reports to share accurate progress and barriers, then retain evidence of actual distribution. Scope: Support is indirect through related onboarding, event and reporting materials; the events/onboarding guide includes proposed ongoing communication planning. District must approve audiences, cadence and resources, and retain actual distribution evidence.
7.2.2 Maintain public accessibility information and resources	Adopt an accessibility charter and assign ownership Understand the WCAG 2.2 AA target Keep accessibility in the maintenance routine Handle barriers, feedback and alternative access Records: Site, application and dependency inventory; Assessment evidence and distribution review.	Assign a public resource owner, verify statements and guides against current scope, maintain source links and publish an approved feedback route. Scope: The handbook is a candidate public resource; adoption, coverage and maintenance ownership need confirmation.
7.3.1 Include accessibility throughout event planning and delivery	Align communications, events and staff onboarding Publish event details in HTML Create usable forms and registration Publish accessible video and audio Records: Communication or event accessibility review; Interim alternative-access plan; Accessibility feedback and assistance.	Add access planning to event intake, invitations, registration, delivery, media publication and post-event follow-up. Scope: The procedure is a proposed event workflow; actual channels, staffing and accommodation routes must be confirmed.
7.3.2 Include accessibility in DEIA activities	Align communications, events and staff onboarding Publish event details in HTML Handle barriers, feedback and alternative access Records: Communication or event accessibility review; Interim alternative-access plan.	Identify DEIA activities and owners, then review participant communications, event logistics and accessible participation routes. Scope: Materials provide event and communications support; DEIA governance and activity scope are not defined here.
7.4.1 Include accessibility responsibilities in new-faculty onboarding	Train staff by role with practice and a verification rubric Assign ownership and approve the process Create an accessible Word document Publish accessible video and audio Records: Role onboarding and accessibility responsibilities; Training attendance and practical assessment.	Confirm faculty responsibilities and academic onboarding ownership, then provide relevant instruction and a practice task. Scope: The onboarding guide addresses staff publishing roles; faculty teaching responsibilities and onboarding systems need confirmation.
7.4.2 Include accessibility responsibilities in new-employee onboarding	Align communications, events and staff onboarding Train staff by role with practice and a verification rubric Assign ownership and approve the process Records: Role onboarding and accessibility responsibilities; Training attendance and practical assessment.	Add role-specific responsibilities, approved resources, tool access, escalation route and practical verification to employee onboarding. Scope: The materials are proposed guidance; the District must identify onboarding owner, role coverage and training delivery.
7.4.3 Include accessibility responsibilities in student-employee onboarding	Align communications, events and staff onboarding Train staff by role with practice and a verification rubric Records: Role onboarding and accessibility responsibilities; Training attendance and practical assessment.	Determine which student employees create or review covered content, then provide task-specific onboarding and supervision. Scope: Student-employee roles and applicable duties are not established by the current staff-oriented material.
7.4.4 Include accessibility information in new-student onboarding	District-specific material needed.	Identify student-facing onboarding content and owner, then determine appropriate accessibility information and an accessible feedback route. Scope: The existing onboarding material addresses staff responsibilities and does not provide a new-student orientation process.
7.5.1 Align Library processes with accessibility work	District-specific material needed.	Confirm whether this milestone refers to college library services or another library scope, identify the owner and map applicable processes. Scope: The BuildLACCD document-library guide concerns public downloads, not necessarily campus Library operations.
7.5.2 Align Auxiliary processes with accessibility work	District-specific material needed.	Confirm the covered Auxiliary organization, services, owner and relevant accessibility procedures before selecting support materials. Scope: No Auxiliary-specific process is covered by the current BuildLACCD publishing guide.
7.5.3 Integrate Universal Design for Learning practices	District-specific material needed.	Confirm the intended UDL scope, responsible academic owner and evidence framework, then develop appropriate guidance. Scope: Universal Design for Learning is outside this web-accessibility handbook’s prepared content.
7.5.4 Coordinate accessibility processes across the organization	Adopt an accessibility charter and assign ownership Assign ownership and approve the process Build the annual plan and evidence report Records: Policy and responsibility approval; Governance meeting and decisions; Annual accessibility improvement plan.	Confirm the organizational scope, identify cross-unit dependencies and establish shared owners, handoffs and review evidence where applicable. Scope: The handbook can inform coordination but does not establish organization-wide process integration; applicability and scope need District confirmation.

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