Accessibility

Digital accessibility ensures that all users – including those with disabilities, those whose first language is not English, and those who interact with our information using a variety of methods – can access and engage with all of our digital content.

This goal is in alignment with Monomoy’s emphasis on equity and belonging in our Mission, Vision, Core Values, and Strategic Plan.

Digital accessibility means making websites and digital content accessible to people with disabilities, in accordance with the Americans with Disabilities Act (ADA). In the context of the website or digital communications tools, ADA compliance primarily refers to people who are deaf, hard of hearing, blind, or have low vision.

Web Content Accessibility Guidelines (WCAG) are international standards for making digital content more accessible. A new Department of Justice ruling requires state and local government compliance with WCAG 2.1, Level AA. 

Monomoy’s deadline is April 2027 and work is already well underway to meet these important standards.

 

The MRSD website has a number of features to help users access the information.

• There is a translation tool at the upper left side of this site. Using this tool will help translate information into a variety of languages for our users.
• Images have alternative text
• Content is formatted to be used by screen readers
• PDFs are tagged for accessibility (in process)
• Videos are captioned (users can utilize YouTube’s captioning functionality)
• Click the accessibility icon on the lower right of each page to see the features and tools integrated into our site

What needs to be compliant? In short, any and all digital content!

Public-Facing Websites
All pages, documents, and interactive elements on websites, including calendars, announcements, enrollment forms, links, and portals

Mobile Applications
Apps used by students, parents, and staff for communication, learning, or administration via mobile phones or tablets

Digital Instructional Materials
Online learning platforms, course content, homework portals, PDFs, presentations, multimedia posted for student use

Administrative & Public Service Content
Online payment systems, registration forms, and employment applications; any digital service provided to the public

Social Media
All new social media content

Exceptions
Archived content, pre-existing social media posts
 

• Our website and communications platform have built-in tools to help measure and monitor accessibility
• We are looking to new ways of sharing information in ways that will be most accessible
• Outside vendors will need to provide us with details on the accessibility of their products
• We will create new processes and workflows as needed to improve accessiblity
   

• PDFs that can’t properly be read with a screen reader
• Google Sites or other outside websites (Wix, etc.)
• Lack of alt text in images
• Flyers and graphics
• Color contrast
• Non-descriptive links or URL links
• Slide decks, PowerPoints 
• Lack of closed captioning
• Lack of headings
• Unformatted tables/charts
• Images that contain words that can’t be read with a screen reader without accompanying text
   

• Good, accessible design supports all users
• Use plain language, avoid acronyms
• Keep text simple - sans serif/simple fonts, avoid all caps
• Users need to be able to navigate using keyboard only
• Text has to be readable with screen reader - use appropriate headings and tags
• Don't convey information solely through images or scanned documents 
• Color contrast needs to be strong
• Add captions to all videos
• Add ALT text to all images

• Consistent navigation and layout
• Plain language and easy-to-understand content
• Contrast and colour choices
• Readable fonts and typography
• Digestible content in sufficient time

Areas of Focus

• Color Contrast
• Alt Text in Images
• PDFs and Flyers
• Headings
• Tables
• Descriptive Links
• Closed Captioning
• Avoid All Caps
• Organizational Charts
• Google Sites or other externals sites are not ADA Compliant

See below for specific instructions on each area of focus

1. Color Contrast
Color contrast refers to the difference in lightness between text and its background, ensuring that content is easily readable by people with visual impairments. Sufficient contrast helps those with low vision or color blindness perceive text and important elements, enhancing accessibility and usability for all users.

There must be at least a 4:5:1 contrast ratio for normal size text and a 3:1 contrast ratio for large scale text, comparing foreground and background colors of all text elements and text inside graphics. Logos are exempt from this requirement. 

Takeaway: Don’t use colored text on a background that doesn’t provide contrast. Black and white is the safest choice.

2. Alt Text in Images
Alt text (short for "alternative text") is a brief description of an image to provide context for people who cannot view it. It allows screen readers to convey the meaning or purpose of the image to visually impaired users.

Effective alt text should:

• Be concise but descriptive.
• Explain the content and function of the image.
• Avoid redundant phrases like "image of" or "picture of."

Takeaway: All online platforms that use photos have an easy way to add Alt text - be sure to use it anytime you share a photo. 

3. PDFs and Flyers

• A flyer is always a PDF, but a PDF is not always a flyer
• It is possible to make a PDF compliant but most of the time they are not
• PDFs in and of themselves may or may not be compliant, depending on whether or not the content was formatted correctly
• Most reports in PDF form are not compliant because they are not formatted properly
• Flyers are almost never compliant
• Scanned documents are never compliant
• We advise against posting PDFs on the website unless it is absolutely necessary

Takeaway: In order to share the information in an accessible way, include the details contained in the PDF/flyer as web content and/or in the body of an email in addition to sharing the PDF or flyer.

4. Headings
Using headings is important for accessibility because they provide structure and allow screen readers to navigate through the content more easily, enabling users with disabilities to understand the hierarchy of information. Properly formatted headings also improve accessibility by making it simpler for users to find specific sections or skim content efficiently.

Takeaway: When creating a document, be sure to use the built-in formatting tools to tag each section appropriately.

5. Tables
Tables in ADA-compliant documents and websites should only be used to display organized data, not arranging for layout, so that screen readers can accurately interpret the content. Avoid merged or split cells. Use Header Row and Header Column tags.

Takeaway: When creating a table, be sure to use the built-in formatting tools to tag each section appropriately.

6. Descriptive Links
ADA-compliant descriptive links provide clear, meaningful text that explains the purpose of the link, helping users with screen readers understand where the link will take them.

Instead of a vague phrase like "click here," use descriptive wording, such as, "camp registration form," to convey the link’s destination or action, improving accessibility and user experience.

Takeaway: Avoid “Click here” or “Read more” Also avoid long URLs such as: https://www.monomoy.edu/parent-caregiver-resources/parent-university. Instead, use:
“Read more about our translation services” or “MRSD Parent University Series” or a short, friendly url.

7. Closed Captioning

• All videos must have closed captions.
• This is generally easy to turn on for YouTube and most social media platforms. It is automatic most of the time but you can also add closed captioning manually.
• This is not just necessary for deaf but visually impaired or blind people as well, as captions also include descriptions of images.
• It is also helpful for users in situations where they may not be able to watch the video with sound or are in a setting with background noise.
• Words that are displayed on the screen but not spoken aloud (i.e., someone holding a sign) are also supposed to be contained in closed captioning.

Takeaway: Always turn on captions in any videos you share, and in any videos you create. 

8. Avoid All Caps and nontraditional fonts

• Font and typography choices can impact users’ ability to read and understand text. 
• Readability is reduced with all caps (all capital letters) because all words have a uniform rectangular shape, meaning readers can't identify words by their shape.
• Ornate fonts can be challenging for low-vision users, low-literacy users, screen readers, and some translation tools.
• Sans serif fonts are preferred for readability.

Takeaway: Use standard fonts such as Arial, Calibri, or Times New Roman.

9. Organizational or Data Charts
 Visual charts should only be used as a secondary means of presentation: The primary means should be accessible to all users. This can be accomplished with a simple nested list on a web page, and can also include headings, accordion menus, or other techniques to improve appearance and functionality.

Takeaway: Use charts sparingly and when used, provide the content in a text-based format as well. Do not use color only to identify information in a chart. 

10. Google Sites are not ADA Compliant

• OCR has confirmed that Google Sites are not ADA compliant
  • One main reason is the lack of ability to use the tab key to navigate the website
  • There is also great variability in font choices, color contrast, and other accessible design features.

Takeaway: All school-based content should be housed on the MRSD website. If you have an outside site, talk to Joy Jordan about transferring it over.

General tips when sharing written information:

• Be thoughtful with the word choices you make, avoiding jargon or acronyms that non-educators may not understand
• Use simple language and short sentences
• Use bullet points when sharing a great deal of information
• Best practice is to write for a 6th-grade reading level for greatest understanding

These all enhance readability for all users, including those using accessibility tools, translation tools, and who may have lower literacy levels. 

We've worked hard on the ensuring that the Monomoy Regional School District website is accessible. We monitor the website regularly to maintain this, but if you do find any problems, please get in touch.

Individuals requesting alternative access to website content may send correspondence to mmaguire@monomoy.edu or to the following address: Melissa Maguire, Director of Student Services, Monomoy Regional School District, 425 Crowell Road, Chatham, MA 02633. To assist the district in responding to your request, please indicate the nature of the accessibility concern, the web address of the requested material, your desired outcome or preferred format in which you want to receive the material, and your name and contact information.

Any person who feels that the school district has discriminated against them because of their disability and thus violated Section 504 of the Rehabilitation Act and/or Title II of the Americans with Disabilities Act may file a written complaint in accordance with the District’s Harassment And Discrimination Prevention policy Harassment/Discrimination Complaint Procedure.

The written complaint must be filed with the Monomoy Regional School District's Section 504/ADA Coordinator at the following address:

Melissa Maguire, Director of Student Services
Monomoy Regional School District
425 Crowell Road, Chatham, MA 02633
phone: (508) 945-5132
fax: (508) 945-5133