Heat. Heat. Board executive committee to order. The committee would like to welcome the audience and viewers may watch live committee live board committee meetings online at tcaps.net back/board. Recorded meetings may be viewed on demand at the same address. Uh seeing no one in the
room we uh have public comment. So, we move on to procedural items, including draft committee minutes from January 8th. Um, any changes or >> nope. I move to approve the committee meeting meeting minutes from January 8th.
>> All right. >> I second the motion. >> Okay. Um, I think we all this is the first time they're obviously following our new procedure too. So, in the other committee meetings that they actually call a vote and do just yet or do you just y >> they just did y and then pass it out?
Just wanted to check. So, um, so all of those in favor? >> Yay. >> Yay. >> Um, that doesn't sound, but that's okay. All those opposed? None. So, motion carries. Yeah, >> we should adopt that just for fun.
>> Just for I >> um moving on to the committee uh meeting schedule for 2026. Um that is uh is there any changes to the committee meeting schedules? I think that's been posted now and or at least uh approved
out there. So >> no, I move to approve the committee meeting schedule uh for 2026 as presented. >> I second the motion. >> Okay. All those in favor? All those opposed? No. No. So motion
passes. All right. Um board office hours rebranding phone to Christine Thomas. >> Sure. So, I get to fill in for Dr. Van Wagner today. So, uh he and Tammy uh came up with um a pretty good uh outline of potential opportunities for the board
to engage with the community um instead of typical office hours. How can we maybe go to our community members at our buildings when we already have existing events? So, um before you is um an opportunity to connect with uh parents and community members. Um there's a list
of activities starting with a a family night at Trevor's Heights. So, um it's an opportunity for the board member to sit somewhere identified in the building. Um and we can uh share with community members that you'll be present should they like to come talk to you.
>> So, um nothing was planned for June. Um uh we have I have a couple ideas maybe uh that uh Tammy and I have talked about. Uh for July, the recommendation is to take that off. It's really hard with the Fourth of July holiday to make that work and get people engaged, especially with the weather being so
nice. Um and then again for December recommendation is to take that off again with the holidays. It's really difficult. Um I think we've had pretty poor uh participation the last couple of years on those dates. So >> yeah. >> So yeah. So this is great again an opportunity. It would you wouldn't
participate in the event itself. You would just be available to say hi to community members, wear your name tag and be available for questions or concerns. >> And so anyone could come in like if even if it's Travis Heights family night, if someone wanted to come in just >> Yep. they could just come in and we
wouldn't be we'd be kind of off not in with the family night stuff. We'd kind of maybe be in the library or something by ourselves. >> I think the principles can um work with Tammy to identify an area that is open enough that people know you're there but secure enough that um it doesn't geta
chaotic with what else is going on in the building. >> Okay. And when it's actually posted to the public, just so you know, we're not going to put what event it is. We're just going to put that you'll be at Travers Heights from this time and West Senior High because that would probably alleviate any confusion. >> Just so that would discourage people like I'm not going to
>> Yeah. So like the location is like Trevor's Library. Well, the location would be Trevor's Heights for this month or West Senior High. >> Got it. And then if they when they got to the school, would we have like signage or something or do you think there'd be staff there to say >> Well, they there will be staff there because they're all events where people
are going to be in the building. But yes, we'll also have some kind of signage that's available at the doors. >> Yeah, >> like a board office. >> Yeah. >> Yeah. >> Or something. Okay. Okay. >> Well, post I probably >> Yeah, we can have printing maybe make signs that just say that.
>> Yeah. Okay, good. Um, one thing I was going to um provide input if you'll take it. Um, I I know there's been conversation about maybe struggling to get people to engage with the public. And one of the things I was just thinking personally as a parent is if I had a question or concern that I wanted
to talk to a single board member, I might shy away from doing so when it's reported to the full board who I am and what I talked to them about. So, I just wondered maybe if you guys could consider talking about how those report outs happen. I think if somebody's looking to talk to an individual board
member, they're doing so off-site because they don't necessarily want it in an open public meeting. So, it's just something food for thought. You know, I thought as a parent, I don't know that I'd be comfortable with that. So, >> you know, and that is such a good point. We never used to do that. And somewhere
in the last year, in all honesty, just in the last year or >> some do and some don't done, like some members do, >> but some I think the it started as like some like someone did it and so then I felt like other board members felt like they needed to do it. But I agree with you. I I mean I've had some pretty
personal conversations and you know I wouldn't have you know shared but yeah that's a really good point. So maybe um you want me to send it like a letter to the board or something? Uh I think we this is going on to discussion anyway. >> Okay. So maybe >> um so I think I do agree that but and then we just have to remember to
>> one of us which I'm sure we will be there. So um bring it up at that point as well. >> Okay. >> Um it also is going into the fact that I am studying the board operating procedures which includes out all of that stuff. So we can kind of even clarify.
>> Okay. >> If the board's consent to that we can even include it in that. >> Yeah. because I do agree that it is hard especially when they're personal issues is I don't think it's even just the board sometimes it could be about a board member but obviously then we're saying it in public it's recorded it's
on the internet forever and >> yeah maybe a sensitive issue with the children or whatever it may be so >> yes thank you for that um I do agree so >> perfect so uh with that if there's no other um comments um I move that the
board policy 25504 be sorry I move that the board office hours rebranding be placed for discussion on the February 9th full board meeting. >> Okay, >> I second the motion how this is going to go. Uh okay. Uh any uh so all in favor?
>> I I none oppose. So motion passes on the uh discussion items. Uh next item is 25504 to phone to Connie Taylor. >> Yeah. So um obviously during the organizational meeting we addressed a number of issues but one of those was
related to um public comment uh at our board meetings and committee meetings. And so as you realize you guys had moved to um actually have two comment sessions at the committee meetings as well because previously we only had one. So that really sparked the need to take a look at our current policy to make sure
it was reflecting our practices. So you'll see a number of changes here including that. But what I did was take our Neiola policy that we had previously because I think that more aligned with what the board was doing and continue to do even after we transitioned to Trun and sort of took some of that and merged
that with the current language. Also that it's still meeting obviously the constitutional first amendment was decided and also the open meetings act. So I'll just walk through with you some of the changes that I made. I liked the little preamble that we had um with Niola at the top. So I just took that
and put it on top of our tune policy. Um, and then as we move on, if you look at B, that's where I added that the two public participation periods would be offered during the board meetings. And I also wanted to make sure that that we address that any member of the public may only speak at one of the two because
previously I think it had talked about that they could speak um during public participation sessions and so we were doing two, but yet we were only limiting people to their comments in one. So, I just wanted to make sure that's clear for people who are looking at it. Um,
the current policy did not have our procedure of filling out the card and providing that to Tammy, our recording secretary. So, I added that. Um, and you'll see in two, that's where I indicated that individuals would be limited to one participation period per
meeting. Um, and then we in the previous one, we did not have language that addressed the preamble kind of that Scott does when when people come up to address the board. And so, we wanted to make sure we put that in there and also give people an alternative complaint
process. So, we're we're asking people not to make personal comments against individuals, um, board members or staff members or things that are unrelated to the board's work that you do. And but if they do, we want people to have an outlet to be able to come and bring those complaints forward. And so we just
took what we had in Neiola, the complaint process that we had previously and embedded it in this policy. Um and you know it becomes a little awkward for some because people unfortunately the first amendment does protect unpopular viewpoints and while we can say that
they should not um address unless what people are saying causes a substantial disruption and that's really the constitutional bar which is super high um people unfortunately even though we advise them that they should not make comments they do but I think but by putting it out there that they have an
alternative avenue for expressing those concerns may diminish the number of people who feel that it's necessary to come and do it in a public forum and and I will let you know since I've been here I've seen very little of that. So hopefully people are abiding by that and we'll continue to do so if we outline it
in our board policy for them. >> Yeah. I think the only thing when I talked to Connie about that is I we wanted to have it because it lays out to >> quorum >> but it is a should and we can't enforce it like so there is a >> very high bar. I mean, we've talked
about it before. I mean, it's >> if people are yelling or they're disruptive or if they're doing sort of things and they're very argumentative, then they're clearly we can stop that. We can ask them to leave the meeting. That's that's permissible. But if people are commenting, sometimes it's just best to let them finish even though, you
know, and and if they're saying things that are incorrect or not protected, then the board can always issue a statement at a later date. But I think we know the more we engage folks, the more um they feel inclined to continue to with that s sort of behavior. So, we just don't want to instigate that. Um,
again, we talk about comments that are not protected by the First Amendment. So, like I always tell the people that that things that are causing the disruption coming in, yelling fire when there's not a fire, you know, that's not kind of protected speech. Um, and then we also wanted to clarify in six, the
last change that I made here was just that it is an opportunity for folks to come and address the board but not necessarily ask you questions or ask for for comments back and that the board does not engage in that dialogue, answer individual questions or respond to
comments um in a board meeting and that again came from our previous board um policy. So this all just aligns with Neiola trying to take the best of both policies so that we're making sure that we're accurately reflecting what the board has been engaging in and what is best practice. It's good, good, good,
good. >> Also allows us to rewrite the preamble and then have better either a sign up there or little cards that can be handed out that basically says yeah we are not by policy we're not going to respond to you. However, >> if you do want to have an engaged
conversation, email this or do however >> whatever we have on that card. >> That way there's like cuz I've we've had it numerous times and I've followed up with people and they're like, "Oh, thanks for reaching out." Not we just thought you didn't care. >> And it's super awkward. So, I would like to make that clearer that that is the
situation in the preamble and we have cards for how to contact us. >> Yeah. Yeah. That's great. >> Yeah. >> Can I ask a question? Unfortunately, somebody let me sit here today. >> Um, I just question on B. It starts with
two public participation periods will be offered. I wonder if perhaps the board might want to consider may be offered from the perspective of if you ever want to change it to three or go back down to one. Now you have to redo policy. >> Yeah. Yeah, I mean we
I mean it's it's probably to the point now where we're trying to get to the board operating procedures that the board should at least discuss it anyway and with only one. I don't disagree, but I don't know if it's one's better than >> it just gives you flexibility to change it annually without changing the policy.
>> Well, and I know the board talked about the two at the organizational meeting, but I you know the usually revised policies we just put on consent. I did think this was something that the board would probably want to discuss. So, I did, you know, recommend in my memo that it go on discussion. So, if the board >> We can bring that up. >> Yeah. And I I don't disagree with you. I
also feel that I don't want it, but you're right because it's going to go to the board so we can have that discussion >> and I can then I can always make the change at the board meeting and you can do it as revised. >> So, I think we moved it as is, but make sure we bring up that discussion. >> Yeah. >> And then, >> and I only say that because they talked
about two at the or meeting. So, >> yeah. And again, my long-term is plan is to also have that board operating procedure book done by the end of this year. So that will be a document that can be easily it will be reviewed every year and things like this could go in there. Um but
okay. So um do I have a motion to move that? >> I move that the board policy 25504 be placed for discussion at the meeting for the full board on February 9th. >> I second the motion. >> All those in favor? I I >> All right, motion passes. Um tenure to
phone to Connie Taylor. >> Yeah, really briefly, we just have one individual who's completed the final year of their probationary period and we will be recognizing their acquisition of tenure with Tart City Area Public Schools and that individual is Lizzie Burgerer. >> So I move that the teacher tenure
presented be placed on the consent calendar at the meeting of the full board February 9th. >> I second the motion. >> Who is in favor? I >> I >> All right, motion passes. >> Uh, agenda review for February 9th meeting referring to Christine Thomas.
>> Sure. So, um, Tammy has, uh, very nicely put together an outline of everything that we know of and that's coming up through the committee structure. Um, so I think this is typically the opportunity to talk about if something if there's a desire to move something, add something, or change something. Um,
we typically do a recognition u before public comment. That way if we have a bunch of people that might not want to stay for the whole meeting, they don't have to. Um public comment uh superintendent report um committee meeting report out. So we'll have the co curriculum committee board finance and
operations and then board exec. And then the consent calendar. So as of right now um we have personnel district course catalog sustainability committee p plan which you guys have seen a couple times. The 27L educator compensation that was brought to finance this morning. Um
actually that one the committee asked to be put on discussion. So Tammy does have a note of that. So that one will be moved. >> And then the meeting minutes from the February 2nd board study session. >> Okay.
I think that's good as with that movement >> on discussion. Uh typical uh school safety update. uh the amendment the first amendment to the general fund and school service fund budgets that we outlined this morning in finance and uh we did opt to put it on discussion so
the whole board is aware. Um then move on to board policy which Connie just discussed uh bids services and purchases. Uh the capital project, the West Middle School uh music renovations, the um educational interior uh renovations and the choir edition. We
decided I think mostly because of cost uh to put that on the discussion calendar so we can share that update with the board. Um and then a discussion about the superintendent goals. >> So on that and as And then the final one was the board
office hours rebranding. >> Yes. >> But then going back on a couple of the items on the superintendent goals, I did email the board to try and make sure we I do as much preparation because it is going to be a difficult one to word Smith at the table. So the more
I've got, the more I can help guide. Um I will be sending out I sent out an email to the board asking to submit any goals. But I also have uh John did John did the same thing and has has developed his goals that I will send to the board as well. Um
he I just received those uh in the last hour. So I'll send that out to the board so they have those as well. We can just figure out how to go from there. Um, I think it will get noticeably easier after we've done this the first time, both in structure and
it's a little awkward timing with the new strategic plan laying out working so much on laying out how to achieve that. It's a little early, but we will do our best. >> And then the only other issue I had on notice on the board is on the budget
side. In the organizational meeting, we did talk about having the board budget discussion. It's I'll bring it up in the next meeting. I really don't know how to handle it because we have a couple of requests in that from members who aren't
going to be in the meeting. I don't believe Juice is going to be in the meeting. Beth is out of the meeting. So >> is that clarifying are you discussing the current budget that >> really it's for the next really it's for the next next year which would be done in June but I don't I don't disagree
that it was a good time to have the discussion but if that was because we had a few things I think really lumped in well together and would have gone in well there but if no one's here to discuss it then it isn't. So, just an FYI, I do intend to discuss it, but I'm
>> Why don't we just table it? >> I could, but I'm also trying to figure out right now everyone's schedule, and it's looking really bad. So, I'm I'm not I'm not suggesting changing the budget. I'm going to leave or changing the agenda. I'm going to leave it as is. we
we may touch on it um and just see how to deal with it >> because there's some things that there may be a couple of things that we that John does want feedback on. So like let's just FYI not changing any >> okay >> I'm also thinking I'm going to have to
table it because there's no point >> right at these two numbers. So that was my only comments on so far. >> You anticipate meetings and information about the current or past budgets. Do do I need to bring some?
>> I mean I guess that's I would if at when whether it be the next meeting or the meeting after sooner rather than later we will have a discussion about you know how we have an allocation of what we want and just having some policies around that. Obviously, we passed a policy for attending a conference, which
we all felt was a terrible time to have a discussion about when you have a thing in front of you. So, I'd like to do it before we have that. >> Um, >> that's where it came from, too. It was like there was there was multiple things that went into it. It wasn't just one or two things. Um, >> so I think if you can just prepare that
budget what it is and >> some typical expenditures, um, we can figure out how to deal with it. news is this year you don't have any more to exact conversation >> and that's why like to be honest like I I think it's probably better suited in the June uh when we talk about a budget
approval >> uh but let's just >> and I would request before June so that we can get it into the actual documents that are approved in June. So I would say probably April time frame would be nice to know. >> Okay. So maybe let's we're bring we're
probably bring it up in the next meeting. I'm guessing it's just going to get talked about really briefly and kicked to a meeting where everyone's going to be here. >> Mhm. >> So, but that's what we'll be looking for. I don't think it's going to be overly complicated. It's just >> Yeah. What what's allocated? >> What's allocate like what what are some
of the things that we think worthy and what are the limits around it before we have any requests on the table. >> So, >> you don't think looking in the past um as a comparison would help? I mean >> it is but I mean we know we've got I think um >> like what's been spent or
>> I mean yeah but even in the last few months we just again the attendant education how we approve education expenses for the board. >> Um we've had a request for self assessment that will be in the budgetary item. Um and then we've had a couple of requests
from board members to like just look at what we are spending in that in those items. And so it's fine to have a discussion, but I don't think it's gonna be hard, but I think it'd be good to have a preparation of what we have spent because typically
we don't spend at all either. Um, >> so >> yeah, I was just trying to help Christine be more prepared. >> It's not that big of a budget, so it's pretty easy to bring. The last year or two and help guide you. And I think the ultimate question is, does the board want to allocate more money so you have
more flexibility if stuff does come up? Um or is it that's the bottom line, we're not going to change it. So this is the process for requests. >> Yeah. And obviously it's a very small like I just want to make sure it's fair and documented. So because we >> we were all clearly in a in a jam and it's never fun to talk about it when you
have the exact situation because then it looks like you're going after someone. >> Right. >> Right. Right. Right. >> So probably will get delayed. We we will be bringing it up probably in that item. Um >> yeah, >> in the future. I'm going to mention it probably in the
budgetary discussion, but on that item, but it will I'm guessing we it'll be very quick and we'll have to delay it to a future meeting. >> Okay. >> All right. >> So, with that, I move to approve the February 9th, 2026 regular board meeting
agenda uh as amended. >> I second the motion. >> All right. All those in favor? >> I. >> Motion passes. I can say it a different way, too. No, it's >> I haven't figured out. >> It's so It's redundant. I feel like even in in the other committee meetings too
to make them No, because I No, because you know, Scott wanted it for finance so that it was a >> we had them vote and we agreed and then we said, "Let's make this for all of the committee meetings." But it just feels so redundant. >> I mean, typically, >> especially when there's three people and one who's the chair, so it always falls
on those that are not the chair. >> That's why Scott Hardy often forgets to vote. >> Yeah. Yeah. which is why I'm trying. I mean, and technically I can't I I guess I could I can't assume that the fact that you made the motion theoretically isn't a vote for because you can
mean it's actually happened in the past where you've people have made a motion and voted no on their own motion. >> Yeah. >> So, >> yeah. >> Um because you know to end discussion there's a number of reasons why you may want to make a motion so I have to ask everyone but I can I can word it a different way. It also feels really weird to me.
>> No, I'm just it's just redundant. Um especially when you're not the committee chair and you're right >> and you have three meetings. >> Sarah can Sarah actually she can't I don't think there is any more motions but I was going to say you can do a motion. >> I know. >> Okay. Well, we're moving uh on to um
with the uh February 9th and then we'll move on to uhformational items. HR define to Connie Taylor. >> Yeah. Again, really briefly, we um we're in or beginning our hiring season. So, um, we still have for the school year a number of coaching positions available for spring sports. So, I do encourage
folks that that are looking to do get involved in some sports, um, also robotics, some of those other things. We've got lots out there for folks who might be interested in some of those extracurriculars. Still looking for a third shift custodian. Um, so that's out there, but I really want to highlight our teaching positions right now. Um, we
are trying this year to get much more ahead of the the hiring season. Um, so getting our interviews scheduled. So, we've got our postings up right now. So, when people say, "Oh, they have those postings up all year." We are actually looking sending our spark hire videos, which are our we call those our really
our initial videos. We send people will will answer questions. We can view them on a video and see who we're going to bring to our second round interview process. We're in that process right now. And so, looking for elementary teachers. Um, so we've had a number of those in from retirements that we know
that we're going to be filling for next school year as well as our core subject areas. Special education is a big need for us as well while we need Spanish um this year in addition to the other core areas. And I will highlight with our elementary, we are still looking for our TAG teachers because we had two of our
um talented and gifted teachers retire this year. So we're filling those positions out as well. Um so we're going to be moving forward with the actual interview process here very shortly. So, we encourage folks to, you know, get on our website and and apply so that we can consider them for our um our
professional positions going into next school year. And then I'll just mention that we continue to have open interviews here at this building. The next is February 18th, which is Wednesday, from 3:00 to 5:00 p.m. and then also March 18th, again, a Wednesday. And we we flip-flop morning and afternoon, so 8 to
10:00 a.m. right here in this building. And we'd love to meet you and come on in. And as always, we're always looking for bus drivers and bus aids. So, we're in a good spot right now, but I hesitate to say that. Well, knock on wood, but we're always entertaining um those positions as well. And just a shout out to our bus drivers, you know, driving
into work today. I stopped by the um the bus garage and you know, that's a undervalued position. Uh underappreciated. I don't want to say undervalued because we value them deeply, but underappreciated because these roads and what they have done over the last few weeks to keep our kids
safe. Um, you know, they're dedicated and devoided devoted and awesome people, not to mention. So, thank you to our bus drivers and our aids. >> Yeah, absolutely. >> Thank you. Um, communication update from Christine Thomas.
>> So, you guys get a very special treat. We have two experts here to share some information about upcoming digital um, compliance rec requirements. And to start off, uh, Danielle Brostrom and Megan Fees have done a phenomenal job of taking something that can seem very
overwhelming and, uh, putting it into reasonable expectations and being supportive for the district. So, shout out to you two for all the work you have done. >> Thank you. >> Thank you, Christine. And thank you board trustees for allowing us this opportunity to present to you. Danielle
and I are going to go over the guidelines for ADA title two, title two rule. um and what our district is doing to make progress to meet the guidelines um by our effective date. So, at any
time during our presentation, if you want us to dig deeper into something or if you have a question, just pause us. Um we'll be happy to do that. Okay, we do have a video to start us off today. Maybe >> it is on. It's not on.
>> I did the same thing as Technology for me is probably my best friend. >> I would describe technology as my right-hand man. Without technology, my life would look very different.
I've been able to accomplish so much that I couldn't before. The daughter has really come a long way and it's helped me so much in school, in my social life, and everything in between. Um, traveling. So, it's just it's been
life-changing. >> The iPad really for myself and for my students that are low vision um has really been revolutionary for us to enlarge text. You're able to invert the text where you have a light colored text
on a dark background. Take pictures and objects, you know, it might be an object on on a board or an object on my student's desk that I'm unable to see. So, I'll use my camera. >> I could not be in any of the classes I am if I didn't have like the technology that I use um like ready and available
for me. >> With ADHD, it's really hard for me to sit down and just type. And I've been using voice type to get rid of some of that barrier. Amazon Alexa or Google Home have opened such a wide range of
doors for me because literally all I have to say is turn on the light and it's done and I don't have to worry about oh did the last person that I was with use this remote in a location that I can reach. I think the main accessibility feature that I use is
voice over that takes the visual information that's on the screen and it translates that into speech so that even if you don't have vision, you can still know what's happening. >> I think Ella using Book Share as much as
she does where she is listening to the text and seeing it highlighted in front of her has definitely changed the way she reads out loud. You know, her reading scores have gone up every year and the only thing we've done is use Bookshare every year. I've just loved
video games ever since I was little. And no matter how hard my vision will get, like really bad or anything, I will always keep playing because I really enjoy the stories. I love running around the world, seeing what I can find. It
has been the one thing that has kept me afloat, we'll say. Whenever I find a game that is accessible for me, I I feel relieved. I can actually uh include my friends in
something and not feel um left out and I can actually have fun. I think especially with the amount of disabilities there are, just the slightest bit of accessibility goes a long way. >> I think it's important to put yourself in our shoes to consider, you know, what
if the text is too small? What if it's there there were no auditory cues? What if this could be something that causes eye fatigue? >> I would simply start by having a conversation with people that have disability and say what would be helpful
for you? What are some struggles that you would have with using it and what could we do to make it easier? >> The the technology that we have available for our students can make the difference. It can help them to be um independent uh self-sufficient confident
adults every single day in every single class period. We utilize technology to make it as accessible as possible. We can't go without it. So this is our why the work that we do in this area is going to benefit our
students and our staff and all of our community. So, it's really really important. >> Um, the Justice Department published the final rule um in April of 24 and depending on the community you serve, you have two years or three years um
till your effective date. Uh the new guidelines give clear requirements to make digital content accessible and our effective date is April 24th of 2026. So when we talk about accessibility, it
really comes down to can a person with a disability get the same information, engage in the same interactions, and enjoy the same services as a person without a disability in an equally effective and integrated manner with substantially equivalent ease of use as
someone without a disability. This is the formal definition, but the key things here are equally effective and integrated. So, our goal isn't just compliance. It's to ensure that everyone in our community has an equivalent experience to everything that we offer.
And it's really important when we talk about the digital space, we think um accessibility, we think of curb cutouts and things like that, but we don't always think about um we think if we put it on the computer, that makes it accessible. And that doesn't always make it accessible. Some of the words that Megan and I have
been kind of living with here and sharing with people as we go around the district. um some common accessibility vocab vocabulary. We already talked about digital accessibility and that's just that equal equally effective and integrated manner. Alt text is a big one. It means that whenever there's an
image, there is some text that is kind of coded in the background to explain the image. So if I couldn't see the image, I would still be able to get the content in a different way. My screen reader would read it to me. Um, color contrast is the difference between your um the color in the foreground and the
color in the background. There needs to be enough of a contrast that's critical for um a user with low vision or color blindness. 10% of our male population has color blindness or some sort of color weakness. So, they really need distinct differences between the
foreground and the background. So, that's something that we're working with our staff on. Um structure and layout refers to um is the structure of your document or your presentation is it predictable? Um is it clear? Does it always make sense? Does it follow in a
logical way? So that's um structure and layout. Closed versus open captioning. There are two different ways to put words at the bottom of the screen when a video goes on. Closed captioning um means that as a user I can turn them on or off. And open captioning means that
they are burned on the screen. I have no choice but to watch them. Um, and then we talk a lot about those captions being accurate. A lot of the services will do an auto caption and you I mean you've all seen it where the auto caption is incorrect um sometimes in comical ways.
So we need to make sure that that captioning is accurate. And then we talk a lot about WCAG2.1A. Um it stands for WUKG. It's the web content accessibility guidelines version 2.1 level AA. That is the gold standard.
That's our technical level that we are um going to be meeting with the new regulations. Some examples of assist of technology are here. Um a lot of us do use tablets or touchscreen devices and they're great for accessibility. You know, we can zoom
in. We can look at things in whatever way makes sense to us. Uh voice recognition software is what she was talking about in the video where she can say, you know, hey Alexa, hey Google Home, do this for me. Um, screen magnification software would be something built into your device that
automatically makes things larger. Um, eye gaze software is a really interesting one. That one is actually on our student Chromebooks. So, students can navigate and move things on their screen with just their eyes. Great for people who have dexterity issues. >> Um, text to speech. We know that that's
a great one for kids who struggle with with that part of um importing or inputting content. And then screen reading software. The fact that what's on my screen can be read to me. I use that all the time. Even though it's not something that I have to use, it's something that I like to use. So these
are all examples of accessibility that our students use in our classroom and that our community uses. >> I have clicker. Um, and I might use video captions. It might be something that is a permanent disability. Maybe maybe I'm deaf or it might be something that I'm just sitting
in a busy coffee shop or my kids are still awake and I'm trying to watch a show without them knowing. Like it good universal design and the things that we're talking about are really going to benefit everyone, not just those who have disabilities. >> Megan.
>> Yeah. So ADA title 2 rule establishes WUKAG 2.1 level doubleA as the official technical requirement. Um it applies to almost all of our daily digital touch points.
Um it removes barriers. This update um helps students, staff, and community access essential public services with the same independence and privacy as everyone else. Next slide, please. So, understanding
our deadline, our deadline is based on the 2020 census information. And if you're serving a community over 50,000, your deadline is April 24th of this year. If you're under 50,000, you have until 2027. This is our deadline.
So, WUKAG 2.1 level doubleA, like Danielle said, is the gold standard. This is the benchmark that we are going to make progress to meeting. Um we did link in here the guidelines. Um if you would like some light reading in the
future, they are um there for you. >> I think just a quick question on those levels. Is it just a matter of just provides more like indepth tools or >> Yep. So the guidelines um so level A, level A and level AAA have been out
there. The guidelines are specific now that you need to meet double A. Um the standards just get um >> more intense. >> More intense. Yep. Um as you move up in the standards.
>> Yeah, it is pretty hard to meet AAA. Um but we're gonna strive to meet double A. So the wukg is actually based on four principles which we kind of designate as poor. Um perceivable, operable,
understandable, and robust. So perceivable is literally can I find everything in the document? If I'm looking at it with my eyes, if I'm tabbing through the document with a keyboard, if I'm using a screen reader, can I find everything? Um operable has to do with those styles we talked about.
Like once I find it, can I use it? Can I actually get my cursor into the space and type what I need to type? Um, understandable is just having that clear structure and layout. Does it make sense? Is it clear if it's a template? Um, is it consistent? And then robust is
people use a lot of different kinds of assisted technology. Can it be read by the largest um the largest widest variety of technologies as possible? And I think of robust 2 could also be like a low tech user. Can they navigate the technology and get in as well just as
easily as someone who has more skills in that area? >> Okay, question. >> Yeah, please, please. >> So, do our kids um do our teachers help to train in this technology or are the kids they're aware of the technology and
taught other places? I would say both. >> Okay. >> Yeah, it depends on the technology. >> The students teach the teachers often. I think the students might have found the eye gaze feature for the Chromebooks before the teachers did and that's okay. Okay. Um when we share those kinds of resources in the
classroom, it's everyone can use them obviously, you know, they're good for everyone. >> Okay. >> So, >> uh TAPS has purchased tools which we'll talk about in this presentation that have helped us with all of these things. So, content that must be accessible. Go
ahead, Megan. >> Yep. So, our videos that we um put out, anything on YouTube um or any outward digital videos will need to have voice over um in areas that close captions aren't enough. Um for example,
explaining a slide deck. Um if we as presenters are not um speaking on the content as a whole, um we will need to do a voice over so that that content is fully described. And then also we need to go back in and edit captions so that they are accurate and they um explain
who is speaking. Web pages um and apps that we have all of those need to meet that 2.1 levela standard. Online documents yep Images, graphics, charts,
audio and visual content. Social media posts. This is for new social media posts um after our effective date. Also covered our third party software and content. So all of our curriculum, our ebooks, um any vendors we've chosen to work with, they
need to tell us that their content is accessible because that's on us. Um all of our online exams, our quizzes, our forms, hyperlinks, we're working on stop saying click here because a screen reader can't necessarily deal with that information in the correct way. If I was
skipping through as a cited person, I can just visually scan to see which link I want. But if I was using a screen reader, it would say click here, click here, click here, click here. We need to be describing those links. So, we're working on doing that as a district. Um, and then all the content that we put on our learning management system, so
Google Classroom, that all needs to be accessible. So, we do have some except exceptions. So, we can archive content and list that on our website as a clearly marked archive area, pre-existing electronic documents that
are not in use and we're not referencing them. Yep. So, um if we do a social media post and someone comments with a GIF or something that's not accessible, that is exempt. password protected. So my um TCAPS
drive, it's not outward facing. That doesn't need to be accessible. And then anything going back prior to our effective date for social media does not need to be accessible. If we do have a request that um somebody needs a
material that is falls under one of these five exemptions, we do have to bring that to compliance. What does it look like? um for us to have an OCR complaint regarding this content. So, someone can file a complaint with
the OCR. OCR will launch an investigation. Maybe they'll audit our digital content. If they find a barrier, they're going to um work with us for a resolution agreement. Maybe we'll provide training or maybe a policy. What
are we going to do to resolve the issue? Um and then eventually we would leave for it to be resolved. >> So Grale is one of the products that we purchased as a district to help teachers and staff navigate the new regulations.
Um Grale is made up of three products really. Grale docs, Grale Slides, and Grale Sheets. And it is like a checker. It helps us make sure that what we've put in meets all of the standards. Um, it's amazing and uh really easy to use
and I like that it gives us some training pieces in there as well. It doesn't just fix the document for us. It shows us where the error is and tells us how to fix it. So, it's kind of like we're learning as we're making these changes. So, we've got a plan so far. We met with
our first meeting of the task force was today. Um we've gathered curriculum leaders um leaders from all the departments really together to work on this because it doesn't live in communications and it doesn't live in technology. It's kind of with all of us and we all need to have a part. So today
was our first meeting to get together and talk about the regulations and how we're going to tackle it. Um each department's got a great plan for what they need to do to move forward with the work. Working on training. Um, I've got some asynchronous and some inerson things
scheduled that um we'll train in all of our staff groups. Megan, who have we trained so far? So, we've met with our HR team. You've met with your tech team, printing, um, we've met with secondary AAS, met with executive assistants, we're meeting with elementary AAS next
week. We're on principal meetings with >> cabinet and cabinet and ET. Yes. Thank you. And you. We also are meeting monthly with um North Ed um just with their communications team uh just so that we are just doing a table talk so
we can just talk accessibility and what's working with the plan and moving forward. >> That Grale program are the teachers using that or is that more for you to catch errors? >> They will be using itually like okay for sure. I think that's a really
good point because I think >> um one might believe that these two are able to check everything and they simply can't. >> They're the experts and they can help but everybody has to take responsibility >> to understand what it is, do your best you can to make progress and ultimately
they'll help guide us. But you know obviously with the website that's a little bit higher scrutiny but with teachers you know it'll be training but they just simply can't do it all themselves. like these two and Larry Burton, they do a phenomenal job, but at some point it's it gets to be too much. So,
>> Got it. >> Building capacity is huge. Yeah. >> Um we also want to definitely um thank our colleagues at NMC because they've been amazing with this as well. Um they're a little bit further in the accessibility work than we are and they've been great with sharing their content and sharing their training and
kind of helping us get rolling as well. So, it's been really nice to have that community in in this work. Does the ISD also have to meet these requirements? >> So we are we met with the task force today and everyone was assigned to go
back and start doing an inventory of their digital content that's outward facing. And so when we meet again um we're hoping to have each department have had that audit completed so that we can start tackling and making our digital content that's outward facing
accessible. Okay. Um, another part of the task force today was to start sending out what we are referring to as a VPATS. So, this is going to be what we were going to send out to our thirdparty vendors um to see where they are at in meeting the
compliance for the 2.1 levela standard because if we are using them, we are responsible for them to meet that standard. And then another thing that's in our accessibility plan is an AI bot. We're using Notebook LM um which is a Google
product and we imported a ton of accessibility information into it including the documents that Megan and I have used to um learn more about this and then staff can ask questions of it. If they have a question that we haven't answered or something that they're wondering about they want to move deeper
into the work they can ask the the AI bot and it will give them an answer based on our training documents. I also shared the accessibility bot with all three of you. If you want to dabble, feel free. >> That's it. >> Okay. >> Do you have any questions for us?
>> One thing that we've talked about at the cabinet level is just realizing how deep this is. It does seem like a lot. And so I really appreciate why you guys start with the why because at some point it feels like, oh my gosh, this is so daunting. Why do we have to do this? So connecting it is very appreciated. Um, but I think at some level there's
probably going to be a conversation about hiring staff to help us with this. And when you think about a three-hour board meeting that has to be transcribed after the fact to add alt text, to insert who's talking, what their title is, so they essentially have to rewatch
that whole thing and transcribe it. That's like a whole FTE. And so just fair warning, there might be a time where we need to add some staff to help us get through this. Yeah. And thankfully as bad as that because we've been
dealing with in the public on the you have public domain too or private business cuz we're under the same rules but get sued instead. That's how we get our guidelines. Um and uh thankfully
we're catching up quickly with AIT is helping solve a lot of the problems with in the transcribing now. We just tested this week and it's come on so far in the last six months of like details of where everyone is and who said it and even
like you can tell yeah you can even capture facial expressions on some of them. So which is probably not a great thing. So so you'll be reading back your meetings you know what >> yeah you'll be reading back your meetings and maybe we all be want to go back to masking at that point. and and
it's great that we have these things and they're getting way better, but you still have to have a person check it to make sure it's accurate before you can put it out to the public. So, it's it's essentially re-watching a three-hour board meeting and comparing what is to what is recommended, which will take more than three hours. So, just just
making sure you're aware that this is not a light lift. >> No. >> Yeah. >> Yeah. Wow. >> Well, thanks for being here, you guys. Thanks for Yeah. The video, too. >> Yeah. The why is yeah makes a lot of sense.
>> All right. Any questions? Yeah. Thank you. Any questions? >> I think so. >> All right. Any other item or public second public comment? There is uh none. Um any other items. All right. If not, then we can adjourn
the meeting. Thanks.