TRANSCRIPT - PowerPoint and Google Slides Accessibility 

Alright! Okay, if you guys hear my brown note talking, forgive me. I've got it hooked up just in case we can get to it today. I'm not sure we will get to it, but we are going to try. Hello, Marissa, yeah. Yeah. Another camera. I love seeing happy faces today. Those of you that were at T, a, T, a, e, r, L. Last week welcome back. Alright, I'm gonna move some things around here, and we are going to get started. We are at tech tea time back. After a break. Yay missed everyone. Today's topic is going to be document accessibility. Google Suite. Specifically, if we have time, I'm gonna go over opening some documents on your brown note touch. I'll make comments throughout whether you know things are accessible or not through jaws. Brown touch things like that. But we really wanna get to that Google suite and the production of documents I'm gonna give you some examples of documents that were created by instructional coaches or instructional designers. And my TV eyes in the room will probably shake their head a lot, and and just wanna so we'll see how it goes alright. So our goal is to build a community of practice. It's been a while since we've heard this whole little spiel. So this is to allow us to support each other when we're teaching technology in the spirit of that goal. Tea time is an interactive session. I love to see those cameras on and people ready to chat. We encourage you to participate and converse with each other and with me. Be advised that this session will be recorded or is recorded and posted on our website. For later in the Tsbi Professional Development Library by registering for the session, you grant us the permission to publish the contents of this recording which may include your image and Audio. Alright! Let's get talking. We're looking at document accessibility today. When you go to my site and download this presentation, you will have access to all the documents we talk about today. The good, the bad, and the ugly. Okay, you'll have resources for the checklist. In making accessible document from alt shift. This is a wonderful document. We're gonna go through it today. With our Google Docs and our Google slides. You'll have a Pre Doc at a postdoc. Those are what looks bad and what has been adapted for. Accessibility. So what did you? What do we do when we see assignments like these? I know we've all seen them. They look so pretty, but are they accessible? No, not a one of them is accessible. The first one up there with the cute little Koala bear my favorite Koala bears is a document that was made in Google Docs. An image was taken of it, and then it was inserted in Google slides in an 8 by 8, by whatever. Size, 8 by 11. There we go. So it is able to be written on and text boxed by sighted students. But it is not able to be accessed by our blind students. It is crazy, cluttered and has weird fonts for our student, who, it has low vision. So this is where collaboration with our teachers. Alright jenna, everything is gonna be in in the documents to download. So I'm sorry I didn't get them to you before the time, but we will have them sure. Hold on! Let me turn down the brown note. So it won't talk so loud. There we go! So I will get these documents to you. They're just not ready yet. Alright! So this is where our collaboration with our teachers comes in. And what is the actual purpose of this assignments? Can we adapt it in some way? Can we adjust it in another way? Can an alternate associate be provided? This second document up here. They're supposed to drag these little boxes into the right color deck and make a deck of the right colors not accessible at all. Can we do a list? Can we have give the students cards and have him physically? Physically adapt that are, sort them again. What other assignment can be given this one? I couldn't get head in our hair of what they wanted to do in this assignment. I believe it was one of those Carmen San Diego adventure type assignments, cool assignment not accessible for our kids. Alright! So again the alt shift document will be made available. It's good to follow a checklist when you're creating your documents, and I would hand them out. Will really to instructional designers, teachers that are making their own assignments so that they know what to follow. Run a checker if you have one for Google, Grackle is a really good checker, and I'm gonna show you that coming up for Microsoft word, if you don't have grackle for Google, then you can download the document. Into word and run the check. There. Accessibility checkers are native to Microsoft, and that suite. So you're able to check them. There, if you can't check them in Google Docs. So our first step is having the appropriate font. Fonts are used throughout. And here's examples of the different type of sans serif fonts, and making sure that your body text is appropriately size and no smaller than 12 points. Okay, when I talk about body text, if we look at this first document here let's look at this one. Our document has normal text, which is considered body text. Okay, we have all of our headers over here. So normal text is considered body text. You can see all of this text is less than 12 points. We're gonna run into a problem with our students with low vision and making this big enough without it blowing. Angela, I'll chat with you in a bit. Our title is not really a title. It is just a bold line, and, as you see, on our outline summary, we've got nothing in the way of navigation. If we have no navigation setup, then our students with jaws or using a braille note, can't quickly navigate from heading to heading and scan. They have to read through the whole document. So if they left off on questions, instead of jumping to questions at the end of the document, if it was a header, then they they have to read the whole thing, so let's look at after. I've now taken this documents. I've added headers and made our body text at appropriate size. Use heading styles to conface structure. Major headings in your document need to be structured, and they should be in order. So you don't want to put a heading to above a heading. One. You wanna keep your information flowing, and I'll show you what that means. Here, as I said here, no headings. Here we've gone through and created heading. One essential questions. And then we've put what the student needed to reflect on and what they needed to do during that class. Then we have speed. This is the net. First part of the assignment. Then we have examples, and we're followed by the calculation and work that needs to be done. So, as you see, we can easily, as a sited user, and as a low vision user or as a brand really speed up our navigation within our document. So headings. Very very important. Alright, making short title, headings fewer than 20 words, or limited to one line. You don't want a heading that takes up 5 lines because you want your kiddos to be able to flip through those headings very quickly, and if they have to sit and listen to 2030, 40 words to figure out what head what section they're in that's too much, if you're putting that much text in a line. Consider it part of your body and not part of your heading. Does that make sense for everybody? I know I'm kind of looking off over here. I have 3 screens. So all my participants are over here so forgive me if I look like I'm off looking at the balloon and flowers. Alright, so use your heading levels in logical order. That heading one is used for the document title unless there's a title set heading to is the style to be used for your major headings. 3 through 6 are subheadings, and so sub-headings, heading styles are used in order. Don't skip. Okay. If you were, if you're on 2, don't skip to 4, use sub. 3, and heading still 7 through 9, are not, be, are not advised to be. You in a document 6 is even getting a little bit too many. Cause, if you look at your navigation of your document, this is only to headings being used. If you don't know what this is over here this is your navigation. It gives you idle page, you can pull it up and look at what your outline is, and you can see. Oh, well, I really need that as a heading. 3, and then you're able to go back and adjust your headings. Hey? Sha! I didn't see you coming. Alright! Any questions so far about headings and formatting. I know I'm going really fast. There's a lot to cover today. But please stop me and ask questions. Alright, more formatting. Control your white space a lot of times when teachers are making worksheets, they'll do a lot of interest to create space for the kiddos to put answers in. That is gonna be read as read and moved over when it comes to a screen. Reader. And so the kids gonna have to navigate past that it needs to be created and used through your styles with the before and after paragraph spaces. So up at the top of your document. It's this key right here before and after. So if you want to add white space, you need to add space before or after the paragraph using these settings here and these settings here, not with an enter key. Alright when using list, formatting the styles have already been created in your lists. So use those automatic lists. Okay, keeping in mind, there's 2 styles. If you want numbers, those are specifically in order. So you want things done in order. You use a numbered list things that are not necessarily in an order. You used a bulleted or unordered list cause when we're teaching our kids to look at outlines and lists and things like that. Numbered means things come in order and bulleted is an unordered list. So that the order is not important. Add a cover page for longer documents that has a table of contents. You'll see in a few minutes when we get down to slides. If you have that table of contents, it's much easier for the kiddos to then jump. Okay, so that table of contents is important. Cover page. It's just good for documents that are more than 8 pages. You don't have to do cover pages for short ones, but it's nice to have a cover page for the longer documents. Columns can be rough when it comes to screen readers and note takers. So columns need to be created using the created tool spaces and tabs are not used to create the appearance of columns. So you know how you put say, an item here, and I want to put this say, here. So I want it to look like 2 columns. That's a No. Because the kiddos are going to hear. This equation first, and then they'll hear tab, tab, tab, tab, and then they'll hear. Hear this. Most of our kids won't get to the end of the tab before they'll hear. They'll stop and go to the next slide. Okay, but we don't want them hearing tab tab temptation, because that's just a fun. So we definitely don't want those Stro tabs in there. Alright any questions, so far. Audrey everything. I'm sorry I didn't get it out in time. Everything is going to be shared out all of the pages that I'm showing you the good and the are going to be shared out after I just was not able to get them all sent out to you all guys before Alright tables. Don't use tables for layout purposes, and I am guilty of this. If you went to T. Aer last week and saw our program with the at a glance, or and most of you have gone to conferences and seen those tables that have. Schedules on them in our programs to get ready. Those are considered tables for layout purposes. Okay, guilty, because it looked good. I've done it, but when we're giving things to our kiddos, it needs to be truly data that goes in those tables and not just it looks good here. Don't draw your table like and let's see, I have a example of a table. This table here, this is my previous one. You want to draw. Don't want to draw this table. You want it created through the table. Templates. Okay, you want to make sure, because then it comes with all of the accessibility. That's built in. If you build it this way. Alright! No, heading styles and tables. Okay, we're not using the the same heading styles as you're using up here. Wrong. One. These, heading, one heading to those are not used within the text of a table. Decorative formatting of the table headings, larger, bold. That's all. Through your formatting buttons on your toolbar. So there's nothing specifically assigned to those. Okay, so split complex tables. If the table has 10 columns and 20 something rows, can we split that into smaller tables because it's going to get very, very complicated to read across down and find the right place. So consider simple to. Table structures. This is a big one. If you merge or split a sell, it's not gonna be as accessible. So again guilty on our program last week of merging. Cells to make it look good. I needed to put along along title and couldn't fit it into one cell again. That is not for going to our kids. Control your white space in tables, not using inter to create white space. And what I mean by that is the same as you would do before you see how this is nice and clean. There's nothing really before and after. If I need to create space in it, that I would come up here and I would add space. But we don't want to do this, and how because that is not going to read properly on our screen readers. And using a blank cell to format a table, is avoided. Okay. Any questions so far. I know I'm going fast. I hate going this fast, but I think we should have bigger trainings on this than just our little tea time. This is just to get us started. Alright, when! I absolutely can. In fact, I have. Let me see, wasn't gonna do this until later. But let's jump to that, since that's a great question. I do not have jaws. Jaws will read tables very well. I do have the braille note touch hooked up. And let's see. I'm gonna mute my sound here for a moment and get the brown note touch hooked. I know I've done something wrong here, because you are not hearing me. Okay. Now I'm gonna go up here mute myself. Hey, Donna, it's Marissa. It looks like you're speaking, but we can't hear you. Audio. Now I'm muted. Remote. Control. No longer asking, Thank you very much. Alright! So you should now be able to hear, and this is going to come through strangely, I'm sorry you should hear what the brown note touches. Got it bye! Wait. We can hear it. Donna! Perfect. Okay. So for the brown note touch, if you are editing a document or wanting them to read a Google Doc document, it is going to look like this. The kiddos cannot get into this document to read it, and edit it in this form. This is just a preview. They actually have to go into the edit. And you should have heard of that means we're in the edit. So this is what the students we'll see. Unfortunately, if I press the wrong button. If I press the wrong button, I go out of the edit box. So the kids are gonna use their inside thumb key, not the outside thumb keys that they usually would use to go line the line to, then scroll forward. They will not actually hear until they select a word. What is there? Unfortunately, that's a limitation we have right now with Google, Doc. So if I scroll down you can probably hear me hitting buttons right now. This is where they are, so what they see on their screen is, I'm in a blank spot. I can go back here to the one. No like oh, 2! Calling one, and it was, it says, Column one, but what they can read in their display is it? Says one meter or one mile. I think it's one meter, and then they would move forward, and you know, as it told me, I was no longer editing their collaborators, and it said that Donna Clements is also editing this document, because I happen to have it open so they're able to hear who's working with them. They can come in here and edit. We are not in May, not 1, 4, 5, 6, thought to. So 2 s. And we can do, I like that. So that is what they're hearing. When it comes into a graph in Google Docs. This is not the best way to edit these offs. We come out of the dot and. We would go back. My last open by the Us. Chris, by remote control, currently have more actions for remote control. Yes, I can start, share, copy, make the call download, save his word, Rename! That usually. It is not giving me my openness. All applications. Okay, more. Access to? Speeding, more accents for? More options for remote control. Currently, after I. Okay. So you'll see. I went to Google Drive and told it to open with something else. And I choose just once, because we never want to be tied to a document in case a change is made, and we can't use that anymore. For example, the Powerpoint app is no longer able to be used on the browser. Touch. So we, if we had assigned it to always open with the Powerpoint app, we would have a problem, and we have to go back in and change those settings. So we want to say, keyword, this is a don't touch native documents. Our native app that works very well with Google talks. So we tell it just once, okay, good morning. Your Pdf file into a new document. Okay, the original Pdf in an uniform. That is okay. So, as you see it, says Pdf. You can also do this with Pdf. Documents. And it will give you an unfformatted representation, which means it's just going to be straight. Now, okay. There may be some editing that needs to be done after. Call, okay? So here's the control lab again. You can. You can see that it's only showing the first 2 lines. But as I move forward it reveals those lines but they'll go down the table for speed. Table in the table below there are 3 columns, and this is a one I have adapted for the student. So it's says below there's a table. It's 3 columns distance, time and speed, and 6 rows. The header row, 9 meter, fill in the time and speed to 5 metres. The appropriate distance. Okay, okay, there's no real table here. So I would instruct the students. So at one meter. What time is it filled in? And this is already got 2 s on it. So then, what is your speed next? So that each one has a distance of time and speed not perfect. Not ideal, but they can get the answers turned in. Okay, we're talking down and dirty getting things turned. It and understanding the record keeping. Now this is not teaching charts. It's not teaching table that would be outside of your brownout touch or outside of your jaws. Okay, jaws is gonna say something a little bit differently when it comes to reading tables. We understand, that the browser touch is a tablet. It does not have all of the capabilities that jaws. Any questions on this, so far. Alright. I'm glad I got to show you guys that I really wanted to and didn't know if we'd have time. Okay, so let me exit out of here. Are we back to me? Okay, perfect. Thank you. Yes, we can hear you now. Don't know. Alright, I'm gonna turned on my audio over here. Okay. Let's go back. And Beth did that kind of give you an example. Alright, perfect! Yeah, yes, absolutely. That was wonderful. Thank you. Alright! I am not used to hearing my voice through the braille note, as we're working. We'll just have to deal if you start getting feedback. Let me know! Alright, something else very important, for especially jaws. You saw how the brown note touch just really deconstructs a table. Jaws does not. It's gonna read in that table. So if you have rows that are breaking across the page that's gonna cause issues with the student being able to tell what column those rows belong to. So if you have to break across, make sure you set, repeat the heading row and keep that heading row with any page breaks that happen, add your alternative text to tables and all captions. Are in place for respective tables, so if there's any things attached to that table, there's captions assigned alright, hyperlinks. I am gonna show you a document. See which one it is, this one. This is not a good document. The hyperlinks will be red bit by bit, by jaws. So every bit of that will be read, and yes, the student can go to their links list and get all this, but it will read it word by word, letter, by letter, and it takes too long. So if you're doing hyperlinks, I know most of us are in practice of doing this now. You can see how long this document is. By embedding those links. Now, when the student accesses their links list with their links command, they are able to get the list that says, slide, go slide, go school facts, alternative resource slide. Thanks. Slide resources slide. They get all of those with names attached instead of very long hyperlinks. Does everyone know how to do this? If you don't, please raise your hand and do a little emoji something, and I'll go through how to do a hyperlink. I'm not seeing any responses. So we're gonna zip ahead. Can you hear me? Yes, Gloria! Oh, well, I know how to do the hyperlinks, but I'm not understanding what is. The slides go. What is that? That is another app. Okay, I just made note of it. Yes, it's a nice. It makes pretty slow. Oh, okay. They're not always accessible. And it's a paid. They have a free section, but the really cute ones are paid. So they're really cute, and I can't vouch for the accessibility of them. I just really liked their document, because I had a whole lot of hyperlinks in it. Alright and sure. There, it's just Yup! Yeah. Hey, Donna, if you if you could actually just do it for the folks that are either afraid to ask, or whatever. Absolutely. If you could just quickly go over it. That might. That might be really helpful. Perfect. Thank you, Bill. It's been a while. How are you doing? I am very good. Alright. So if we're gonna do a hyperlink, say, I wanted to take this hyperlink here. And I'm just gonna copy it, since it is my example document. And I want to assign that hyperlink to the slide. Go template wording in my sentence that says, here's what you'll find in this slide. Go template. I go either to a right-click and insert link. I could also use control. K. For those of you that use a keyboard, or I could come to this top link right here. Looks like a little chain. It's going to bring up. Search or paste your link, since I copied my link, I can control. V and paste my link, and then apply. And now, if this was gone! Oops on that! How did I do that? So I'm gonna ask question. Forgive me if this not a real good one. But so if a student is using the or some other readers and it reads what you'll find in this slide. Go template. Do they know? To click on like go template, to go to. It's great question, Gloria. It does announce that that's a link. Oh, okay, that's what I need to do. I thank you. Right, so it they can either go to their links list and see all the links on the page, or as they're reading it will identify that that is a link. That's a good good question. Alright! Well, we say descriptive, you'll notice that in this slide go, page, for example, all of my links have different titles. It isn't just click here. It has a description of what would it'd be taking them to? So the fonts and colors used in the template we know we're going to a font and colors page when we link on that. Let me click on that link if it works properly. And today it's not. So we know, here is slide, go school. So it would take us to Sl. Go school. We want our descriptions to be descriptive of what the Kiddos would find. Sorry my grammarly keeps popping up and trying to correct me. Any questions about hyperlinks. Thank you, Marissa. That control K is a great way, and it does work in word. And Google. That's the nice thing about when you're using slides and docs and things when you want to do something, it can tell you the shortcut which I really really like. If you just hover over it will tell you control K. We'll give you your link so if you're working on a document, say, with your student, you can tell them if you want to create a link yourself, highlight your text control. K. And that will bring up your link, your hyperlink maker for lack of a better term. Alright. Ensure that your text links text, and your links are not identical. Then the only time they need to be identical is if you're going to the same location. So if you are linking to the same location multiple times through a document, you'll want that link to be identical. If you are looking to different destinations, those link texts need to be different. So this is just a link to our slide. Go, that's been corrected. Alright any questions, so far we've only got about 19 min left. I don't know if we're gonna get through everything. We might have a halipart too. Alright. So all text, big one, are all texts need to be included in all. And I'm sorry. That is a spelling error. There all non text elements, pictures, image, clip, heart shapes, smart art charts. They have to have an alternate text description. If you're picture, is highly decorative and just for decoration, there is no information the student needs for that. It is. Just let me pull up something. Here. It is just a decoration. Then you would definitely just mark that as decoration. This slide show has a whole lot of issues that. We'll go over if we get to slides today. So if you're running, or your Google, not Google, excuse me. Your windows, accessibility which we will talk about in 2 weeks. You will get a report that shows you what images do not have alt text. Now this document has way more problems than just alt text. But you can tell that in Slide one there are 4 images without alt text in Slide 4. There are 5. So if you're putting in alt text in Google. It is going to be a left, right click or control. Alt y. If you like your keystrokes, and it will bring up an Alt text box. Do we have anybody that uses jaws in the in the room? I could not get jaws today to test this. The Brownout touch just reads the title, depending on what you open it in. It won't read the description. So we're having some growing pains on that one. There is one program. It read the description in, but it read it after a long pause. So if I was a student I would have already gone past it. So the most important stuff is gonna go in that title. And some of our folks may see that 15 out of 16 passed woohoo! We did a good document. Yeah, you'll see that. Yeah, we passed some of them, but there were so many elements within that this document would not pass. Specifically all of the alt texts. And then we have print size that's too small color. Contrast. That's wrong in line style and empty lines. Remember when I told you about heading, enter and having that enter to give you extra white space, this is what you get on a report when you'd use enter to give you that white space. We'll take you to that spot and say, Nope, you've got an extra inter here. Please remove it, and then it will go out every year. Okay. I've kind of jumped ahead. So complex charges and graphs that require additional explanation beyond what can be provided in the Alt text should be considered to be explained in text. Like the previous document, where I explained the chart contains 3 columns, 5 rows, column headers are. I was giving some orientation to that table. Provide captions to image when appropriate. All captions need to be placed below their respective image, so you could see in this, in this something that this is, I really don't know. There's no room for captions, so when we made it more accessible, we put one per page, and then our caption would go below. Okay, these are not finished. That's why they're still sitting. So, to add your caption, you would add a text bar. And have your caption below it that way. The student can say, Okay, there's an issue. This would probably be a bit longer. What is doing? What is important. I would have talked to my teacher and said, What does the student need out of this image and then decide whether it needs to go into the image title? Or would it go down into the Caption? I am in Google slides, but there is an extension. That is called Grackle Slides, and when we launched that it does an accessibility check on your Google slides. So it is. Google slides. It is just grackle for slides. Accessibility, check. And so you see, it can stay here while you're typing, and the when you recheck it, the things you've corrected will disappear. If you're doing a Google Doc like this one, you again would go grackle for Docs, launch it, and it's going to check your document. Math is a whole, another ball game, these math sheets that I have here there's not a whole lot of math going on. I do have some equations inerted. Using the math editor, so I was able to insert equations, but they did not transfer into the brown note touch. Okay. Now I know that they're telling me that if you created a Microsoft word with the equipment jaws will read it, and the brown note touch is supposed to soon if it doesn't already. I have not been able to test it today. There was a big update for brown note touch recently, like, within the last week, and some of my usual ways of doing things are broken. And so I talked to them this week. So if you've got some things that are not working on your brownout touch, just hold on! It'll get fixed it. The pain of an update. Switching back from jaws to brown. I'm not sure what you mean. There, Gloria, is the student, using both. No, that's the problem. I can't. If we're working on math, then railroad doesn't read the math equation. I can't edit. A Powerpoint. That teacher has given me this in math that has the mad promiseonic. So sometimes we did, but I think what you just said about putting it in word, and then I mean, but we're purposely working on route note. So we're not doing any jobs. Okay? Okay, I have some resources for you for Braille. Note, touch and math. If you wait until after the session, I will share those with you. Okay. Great. Thank you. They are on my website. So anybody else that needs some that has to go or doesn't want to stay after on my website, there is a math in the brown note touch and it'll walk you right through. How to get math to and from the bare note touch. So this should work. Unfortunately, it's not working from Google. So we download it as word and make sure that the equation stays. And we're still working on that math is still not a 100%. Alright, and in the last few minutes I see a lot of issue with this one. The graphic image in with text. If you put it in any other form. So if you have a picture, see? I don't think I have an image here. Let's say you insert. I don't think this will work with an emoji. It won't. Okay, I just inserted a comment. Sorry if you had a picture here, and instead of having it in line, you want it to wrap around text that causes all kinds of crazy things to happen with the screen. Reader, we want to keep. The text. Oh, no! I just closed my presentation. Hold on! We want to keep those in line with our text. So the wrapping style is in line, and that puts a little lock next to it. So excuse my typos. There again, those are non-text elements, not test ones. Okay, so. Try not using text boxes as much as possible that are extraneous. So in our Google document, I wouldn't want to go in here and insert a text box of some kind. I would want everything to be written in the main documents. If you're doing Google slides, and you're using crazy slides that you're creating on your own all like this one. The reading order gets funny. So it starts at the end. And the kiddo has to read backwards it gets all messed up. So try. I suggest to my teachers that if they would use the first 5. Templates on their Google slides. Those tend to be the best and easiest for our kiddos to use perfect. We have about 6 min. Back to time. Here. Drop caps. Those are the caps where that you have the really big letter at the beginning of the paragraph, and it's all decorative. Try to avoid using that, because when the screen reader sees that as a picture and it doesn't, doesn't really read it. And avoid using images as text. So any logo types. Or I had wanted another presentation where they had image one, and it was just a picture. There. But the kiddos were supposed to know that was image one. Well, they don't, because it's a picture. And observe header and footer rules content within the header and footer needs to conform to a certain criteria running. Headers, Logos, page numbers, and copyright messages. Those are fine. Avoid using document titles, authors, contact information date. The document was updated or document version. Those things that you know I've been guilty of myself using in documents. That is information we do not include in headers and footers unless they're included in the cover page or at the beginning of the first page of the document. So if you use those they need to be in those 2 places as well. Right? What time are we last 4 min? We're gonna real quick. Here's a color checker. If we're looking for our kiddos that are low vision and need to have good contrast. This is all the verbiage on what is good contrast. I have a nice little spell color checker that you will have access to once you get in, you can put your text color and your background color and then run the checker and it will give you whether it's a good or bad. When it comes to contracts. And then running the accessibility checker is an absolute key and we don't have time to get into tagged Pdfs. We went over some of Google's slides. If you download these documents you'll get the links to the checklists that I use to create them. And it. You can print it out and check as you go through your documents. So it's it's a great little document. Looks like we're gonna have to have a number 2 of Google. And you'll also have a couple of slides in there on the brown note, since we did not have time to do but one. There's how to open documents. The way that the kids may try to do it, and then the better way to do it, because there are alternate ways to do it. Some rate ways read better than others how to open slides, and the best way to open Slides. Alright! So this is the link to my website, where you find all the T times I'm putting it over here in chat for you Oops. Sorry. Angie everybody alright. Something else that has come out today that I wanted to share with everyone in the last minute or so. Oh, okay. That's what they were talking about. This link is going to get fixed. We had some issue with Google, blocking it as a deceptive site. It is our new site. It is Ecc. Helper! So if you go to the site when it comes up, I'll get the new link and post it on my website. It is an alignment of peaks with Ecc. So if you pull up the teak that you're working on, it is going to list what you see, areas that is going to be covering nice little helper alignment document just literally came out today, which is why we're having growing pains with the document link. Okay, so upcoming. T times, no session next week we're having accessible STEM with Chris Carrell on April thirteenth. If you were able to come to T. Aer. He had a session there it was hacked. I couldn't get in. Hold on. Sorry. That is my brother. No touch talking to me. See? List. Shut down. Okay. Then we have voice over the next level. If you weren't. My first voice over training. This is gonna be the next one on April twenty-seventh. We're gonna be talking about accessibility with Microsoft suite. So Chr's so creating those accessible documents with docs and slides the companion to tonight on May Fourth at for 80 assessments for Tbis. So how to do an assessment and integrate it into your L. Bye! On May eleventh. So Miss Gloria, mark your calendar. May eleventh. We're gonna be talking about document accessibility. And mathematics, so getting those mapped documents to your students in jaws or on the brownout. And then our last session is going to be May eighteenth. I believe that is our last session and it's going to be technology for students with Mi. Vi. So another, beefed up, briefed up review of what we did in the fall. I've added some more to it. I bet you're all waiting for the code. It is shocking amaze. Oh, 33023! I need to change my codes. They're getting a little too predictable. Hey? I I wanna jump in and just let everybody know if you're looking to register for any of the stuff that that donna just talked about. There was an email that was sent out this past week with all of the links in there. So check your email, check your spam, folder, check anywhere that you are registered to get email, because that's where it all is. Thank you. Bill. So you'll have Yup one email with links to each session. And if you want to attend, just register, using your sync. Yup! I believe it was in Rtbbi wildcat tech talk. Newsletter is where they listed it all. There you go! Thank you. Alright! If anybody wants to stay and ask questions, that they didn't get to during the session, you are welcome to stay.