Renzulli Learning Main Site and Student Site Accessibility Conformance ReportRevised Section 508 EditionVPAT® Version 2.3 Name of Product/Version: Renzulli Learning Main Site and Student SiteProduct Description: Renzulli Learning enables you to easily personalize learning for students in all subjects.The Profiler identifies students’ Interest Areas, Learning and Expression Styles, then matches each student with thousands of high interest educational resources.Date: Dec 02, 2020Contact information: info@renzullilearning.comNotes: Testing was performed on Microsoft Windows 10 desktop PCs with the Chrome 85 (64 Bit) browser.Evaluation Methods Used: Testing both sites content according to AChecker and WAVE chrome extension.Applicable Standards/GuidelinesThis report covers the degree of conformance for the following accessibility standard/guidelines: Standard/Guideline Included in Report Web Content Accessibility Guidelines 2.0, at http://www.w3.org/TR/2008/REC-WCAG20-20081211/ Level A (Yes) Level AA (Yes) Level AAA (No) Revised Section 508 standards as published by the U.S. Access Board in the Federal Register on January 18, 2017 Corrections to the ICT Final Rule as published by the US Access Board in the Federal Register on January 22, 2018 (Yes) TermsThe terms used in the Conformance Level information are defined as follows: Supports:The functionality of the product has at least one method that meets the criterion without known defects or meets with equivalent facilitation. Partially Supports:Some functionality of the product does not meet the criterion. Does Not Support:The majority of product functionality does not meet the criterion. Not Applicable:The criterion is not relevant to the product. Not Evaluated:The product has not been evaluated against the criterion. This can be used only in WCAG 2.0 Level AAA.   WCAG 2.0 ReportNote: When reporting on conformance with the WCAG 2.0 Success Criteria, they are scoped for full pages, complete processes, and accessibility-supported ways of using technology as documented in the WCAG 2.0 Conformance Requirements.     Table 1: Success Criteria, Level A Notes: Criteria Conformance Level Remarks and Explanations 1.1.1 Non-text Content(Level A) Also applies to: Revised Section 508501 (Web) Partially Supports Both sites provide appropriate text equivalents to most non-text content, with infrequent exceptions. A small number of controls are missing or have inappropriate accessible names 1.2.1 Audio-only and Video-only (Prerecorded)(Level A)Also applies to:Revised Section 508501 (Web) Supports Neither audio-only nor video-only content is present in both sites. 1.2.2 Captions (Prerecorded)(Level A)Also applies to:Revised Section 508501 (Web) Partially Supports  All help videos in the student site have subtitles. 1.2.3 Audio Description or Media Alternative (Prerecorded)(Level A)Also applies to:Revised Section 508 501 (Web) Supports No content requiring audio description, or a media alternative is present in both sites. 1.3.1 Info and Relationships(Level A)Also applies to:Revised Section 508501 (Web)  Partially Supports  In most respects, both sites correctly convey information and relationships. 1.3.2 Meaningful Sequence(Level A)Also applies to:Revised Section 508 501 (Web)  Partially Supports  The sequence and reading order of content in both sites is appropriate in nearly all cases. 1.3.3 Sensory Characteristics (Level A)Also applies to:Revised Section 508501 (Web)  Supports  Instructions that rely on sensory characteristics are not present in both sites. 1.4.1 Use of Color(Level A)Also applies to:Revised Section 508 501 (Web) Partially Supports  Both sites provide equivalents for the uses of color in most cases.  1.4.2 Audio Control(Level A)Also applies to:Revised Section 508 501 (Web) Supports  No audio content that plays automatically is present in both sites. 2.1.1 Keyboard(Level A)Also applies to:Revised Section 508501 (Web) Partially Supports   In nearly every respect, both sites user interfaces are fully accessible from the keyboard. In a modest number of components, inactive elements are included in the tab order, such as non-functional pagination links. In one ARIA-based page tab widget, the expected keyboard paradigm of using arrow keys to move from one tab to the next is supported, but in addition, each tab gets its own tab stop, which is inappropriate. Also, informational tooltips can only be activated by tabbing to the button; screen reader users cannot activate them after navigating to them with arrow keys. And for the infrequent use of links that occur within tooltips, the links cannot be activated from the keyboard. 2.1.2 No Keyboard Trap(Level A)Also applies to:Revised Section 508 501 (Web) Supports No keyboard traps are observed in both sites. 2.2.1 Timing Adjustable(Level A)Also applies to:Revised Section 508501 (Web) Partially Supports Both sites automatically time out a user’s session after 20 minutes of inactivity but does not offer an accessible mechanism to extend the session. The WCAG 2.0 success criteria requires a 20-hour session to pass without such a mechanism. 2.2.2 Pause, Stop, Hide (Level A)Also applies to:Revised Section 508 501 (Web) Partially Supports There is no moving, blinking, scrolling or auto-updating content in both sites other than the Group chat page in student site, it is showing chat content by auto updating content. 2.3.1 Three Flashes or Below Threshold(Level A)Also applies to:Revised Section 508 501 (Web) Supports No flashing content is present in both sites. 2.4.1 Bypass Blocks(Level A)Also applies to:Revised Section 508501 (Web) – Does not apply to non-web software Supports  Both sites provide a mechanism for skipping repetitive content. The skip link works as expected in Firefox and Chrome, but may not work properly in Internet Explorer. 2.4.2 Page Titled(Level A)Also applies to:Revised Section 508501 (Web) Supports  Both sites have meaningful page titles that describe their topic or purpose. 2.4.3 Focus Order(Level A)Also applies to:Revised Section 508 501 (Web) Partially Supports In nearly all cases, the focus order when using both sites is correct, including the management of focus, such as to set focus to the start of a custom dialog when one appears or to an error message at the top of a form. In a small number of cases, the focus order or management of focus is not appropriate. 2.4.4 Link Purpose (In Context)(Level A)Also applies to:Revised Section 508501 (Web) Partially Supports Nearly all links in both sites identify their purpose, within context. Most links that trigger the display of custom dialogs indicate this special action, but a small number do not. Some links have redundant text in their accessible name or description. And some graphical links may not be reliably announced by their intended accessible names in certain situations. 3.1.1 Language of Page(Level A)Also applies to:Revised Section 508 501 (Web) Supports Both sites’ default human language on each web page can be programmatically determined. 3.2.1 On Focus(Level A)Also applies to:Revised Section 508 501 (Web) Supports  No component in both sites activates or changes content when a user places focus on that component. 3.2.2 On Input(Level A)Also applies to:Revised Section 508 501 (Web) Supports No component in both sites activates or changes context when the setting of a user interface component is changed, except where a user has been advised of that behavior. 3.3.1 Error Identification(Level A)Also applies to:Revised Section 508 501 (Web) Supports  Both sites identify error as text at the bottom of the form or just below the form field before submitting the form. 3.3.2 Labels or Instructions(Level A)Also applies to:Revised Section 508501 (Web) Partially Supports Both sites provide labels and instructions in nearly all applicable cases. Its forms display asterisks to indicate fields that are required, but while this is a common convention, its meaning is not stated explicitly. 4.1.1 Parsing(Level A)Also applies to:Revised Section 508 501 (Web) Partially Supports Most markup in both sites is valid and well-formed. A small number of pages have elements whose ‘id’ references are not unique or are not valid, and in one tree control, list container elements have been repurposed with ARIA roles, but without nullifying the list item elements. 4.1.2 Name, Role, Value(Level A)Also applies to:Revised Section 508 501 (Web) Partially Supports  For the vast majority of elements, Both sites provide appropriate names, and values.      Table 2: Success Criteria, Level AA Notes: Criteria Conformance Level Remarks and Explanations 1.2.4 Captions (Live)(Level AA)Also applies to:Revised Section 508501 (Web) Supports No content requiring live captions is present in both sites. 1.2.5 Audio Description (Prerecorded)(Level AA)Also applies to:Revised Section 508 501 (Web) Supports No content requiring audio description is present in both sites. 1.4.3 Contrast (Minimum)(Level AA)Also applies to:Revised Section 508 501 (Web) Supports Both sites’ visual representation of text has a sufficient contrast ratio. 1.4.4 Resize text(Level AA)Also applies to:Revised Section 508 501 (Web) Supports Both sites utilize responsive design and generally adjusts the page layout in response to browser zoom. 1.4.5 Images of Text(Level AA)Also applies to:Revised Section 508 501 (Web) Supports Both sites use text instead of images of text except where essential. 2.4.5 Multiple Ways(Level AA)Also applies to:Revised Section 508 501 (Web) – Does not apply to non-web software Supports Both sites have more than one way to locate a web page, except where the web page is a step in a process. 2.4.6 Headings and Labels(Level AA)Also applies to:Revised Section 508 501 (Web) Supports Headings and labels accurately describe content in both sites. 2.4.7 Focus Visible(Level AA)Also applies to:Revised Section 508 501 (Web) Supports Both sites provide a visible indication of keyboard focus for actionable elements on the pages. 3.1.2 Language of Parts(Level AA)Also applies to:Revised Section 508 501 (Web) Supports Both sites do not use inline languages in its pages. 3.2.3 Consistent Navigation(Level AA)Also applies to:Revised Section 508 501 (Web) – Does not apply to non-web software Supports Navigation is consistent throughout both sites. 3.2.4 Consistent Identification(Level AA)Also applies to:Revised Section 508 501 (Web) – Does not apply to non-web software Supports Both sites identify components with the same functionality consistently across the website. 3.3.3 Error Suggestion(Level AA)Also applies to:Revised Section 508 501 (Web) Supports Error messages in both sites provide suggestions for fixing the errors where appropriate. 3.3.4 Error Prevention (Legal, Financial, Data)(Level AA)Also applies to:Revised Section 508 501 (Web) Supports Both sites do not contain financial or legal transactions.     Revised Section 508 Report Notes: Chapter 3: Functional Performance Criteria (FPC) Notes: Criteria Conformance Level Remarks and Explanations 302.1Without Vision Partially Supports All core functionality and most secondary functionality is usable by people without vision with the following exceptions: As noted in 1 Non-text Content, a small number of controls are missing or have inappropriate accessible names. As noted in 1 Info and Relationships, in key data tables, column headers have been removed from the table structure due to the invalid reassignment of the table header elements. As noted in 2 Meaningful Sequence, the order of some content is not navigated in the visually presented order. As noted in 1 Keyboard, some inactive components remain in the tab order and information tooltips cannot be activated when tabbing to them. As noted in 3 Focus Order, in a small number of instances, focus order is not appropriate. As noted in 4 Link Purpose (In Context), some links do not specify their purpose. As noted in 2 Labels or Instructions, asterisks used to convey a required field are not clearly stated as to their purpose to the user. As noted in 1 Parsing, a small number of instances where duplicate ID’s have been used. As noted in 1.2 Name, Role, Value, there is a modest amount of missing or incorrect field labels, missing roles, and column headers have been removed from the table structure due to the invalid reassignment of the table header elements to be sorting buttons. 302.2 With Limited Vision Partially Supports All core functionality and most secondary functionality is usable by people with limited vision with the following exceptions: As noted in 1 Use of Color, pagination links rely on color to indicate selection and some sections within Best Practices convey severity with color alone. As noted in 3 Focus Order, in a small number of cases, the focus order or management of focus is not appropriate. As noted in 4.4 Resize text, some components do not adjust properly, such as the dialog to choose which columns to display in a data grid and to offer to export to Excel. 302.3Without Perception of Color Partially Supports All core functionality and most secondary functionality is usable by people without the perception of color 302.4Without Hearing Supports Does not include any content or control which relies on the user’s ability to hear. 302.5With Limited Hearing Supports Does not include any content or control which relies on the user’s ability to hear. 302.6Without Speech Supports Does not include any content or control which relies on the user’s ability to speak. 302.7With Limited Manipulation Partially Supports All core functionality and most secondary functionality is usable by people with limited ability to manipulate controls with the following exceptions: As noted in 1 Keyboard, inactive elements are included in the tab order. The infrequent use of links that occur within tooltips, the links cannot be activated from the keyboard. As noted in 4.3 Focus Order, in a small number of cases, the focus order or management of focus is not appropriate. 302.8With Limited Reach and Strength Supports Does not include any content or control which relies on the user’s ability to reach or rely on strength. 302.9With Limited Language, Cognitive, and Learning Abilities Supports Does not include any content or control which impacts a user’s limited language, cognitive or learning abilities.

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