Leaders champion compliance, allocate resources, and communicate expectations across colleges and units.
KPI reviews every quarter
What this page helps you do
- Understand what Title II and WCAG 2.2 AA mean for Arizona's digital portfolio.
- Set clear expectations for units using the governance charter, hubs, and KPI dashboards.
- Make informed decisions about funding, staffing, and risk based on accessible metrics.
Top tasks
| Task | Steps | Primary Tools |
|---|---|---|
| Review Title II readiness | Study KPI dashboard → assess risk register → approve remediation funding. | Accessibility KPI dashboard, Title II brief |
| Set expectations for units | Communicate policy updates → require training → monitor completion. | Governance charter, training reports |
| Resolve escalations | Receive barrier/exception reports → coordinate legal review → authorize alternative access plans. | Exception log, DRC escalation channel |
Impactful principles & scorecards
Set expectations that accessibility is a sustainable practice, not an ad-hoc expense. Require units to align with the WCAG 2.2 AA highlights and the tooling below.
- Track focus appearance (2.4.11), target size (2.5.8), and accessible authentication (3.3.8) completion in quarterly scorecards.
- Mandate documented use of Accessibility Insights, WAVE, and DubBot for each unit’s key sites.
- Budget for DubBot licenses, Microsoft Accessibility Checker training, and Adobe Acrobat Pro for PDF remediation.
- Ensure units can access WebAIM/Deque training to keep knowledge current.
Highlight that accessibility is an enabler: “We invested in automation and shared guidelines so teams can deliver faster.” Share success metrics with presidents/deans to reinforce momentum.
Guidance
Use the Title II brief to brief cabinets and deans on April 2026 deadlines, WCAG 2.2 AA targets, and exception criteria.
Budget for remediation, captioning, AT licensing (JAWS, Fusion, ZoomText), and additional QA capacity. Track ROI via risk reduction and student success metrics.
Maintain a public change log and highlight success stories in leadership communications. Encourage units to publish accessibility statements referencing available AT support.
Tools & contacts
Assistive technologies in scope
Leadership decisions must ensure sustained support for key AT solutions:
- Enterprise licensing and training for JAWS, Fusion, and ZoomText.
- Campus support for NVDA, VoiceOver, and TalkBack testing and user education.
- Funding for assistive tech labs, device loans, and vendor escalations.
Allocate budgets and staff so every unit can test with and support the AT listed in the Assistive Technology Coverage guide.
Training & community
- Biannual Title II readiness briefings.
- Quarterly governance steering committee.
- Executive accessibility roundtable with peer institutions.
Feedback
Contact the Accessibility Program Office (accessibility@arizona.edu) for dashboards, escalations, or policy updates. Last reviewed: 2026-01-05.
Next steps for leadership
- This term: Review the Title II brief and confirm which systems and apps each unit owns.
- This year: Ask units to adopt the hubs (Documents & Media, Web & Apps, Teaching & Learning, Procurement) as their primary guidance and report on quick-win completion.
- Ongoing: Use the metrics & KPIs and resource registry to track progress, celebrate wins, and prioritize high-risk gaps.
When in doubt, reinforce that accessibility is shared work with support available—teams will not be punished for surfacing barriers early.
Related guides you may need
Understand what your teams are working with: