Program Guide

Welcome to the Vera C. Rubin Education pages! This guide will familiarize you with our program philosophy and orient you to the learning components we offer.

Our Education Products

Our investigations and support materials are available at no cost, and require only access to the internet and a modern browser. Each investigation is designed to be classroom-ready. There are no external materials to acquire or handouts to print. Our goal is to help you get your students engaged in learning with minimal time and effort.

All investigations use authentic data, but no extensive training is needed to start using them. You don’t need to download data or install specialized software. All of the tools to explore and analyze data are contained in the investigation.

Investigations cover topics commonly taught in an introductory astronomy class or unit. We aim in each investigation to imitate the processes that professional scientists use to evaluate data, and where possible we provide opportunities for students to select and manipulate their own dataset.

Audience

Our investigations are designed to work best with students at the advanced middle school through high school levels, as well as college students in general education “Astronomy 101” courses. The students in these settings span a range of ages, but have a similar level of sophistication with regard to prior knowledge of astronomy or mathematical skills. Therefore, we do not identify a grade level. You are the best judge of your students’ abilities, so we leave it to your professional judgement on how to use, adapt, and sequence the investigations.

Online Investigations

Our investigations are interactive web applications that contain intuitive tools and data visualizations. They function best if used on a desktop, laptop, or Chromebook. All functionality cannot be achieved using a phone or tablet.

Investigations are designed as individual lessons. They are not in a particular order, so you may use them wherever you see they fit into your learning sequence. Because each investigation does not attempt to teach everything there is to know about a topic, prerequisites are listed in the teacher guide.

All investigations have been designed by teachers and education researchers who are familiar with your needs and with the common learning challenges of students. Each is structured with a sequence of tasks and questions that intentionally build a progression of the concepts necessary for students to make sense of the big ideas of the investigation. A design feature prevents students from skipping ahead out of order. They must complete the work on each page before proceeding to the next.

We encourage collaborative work and the infusion of active learning tasks. Each investigation provides opportunities for peer interaction, discussion, and formative assessment. Although the investigations can be done asynchronously, much of the added value that accompanies discussion and sense-making will be diminished.

Our approach to numerical literacy emphasizes evaluating mathematical and data relationships rather than focusing on doing arithmetic. For this reason, we include equations in the investigations but use embedded calculators to do the number-crunching. This gives students more time to concentrate on conceptual learning.

In addition to each online investigation, we offer a suite of additional materials: a teacher guide, standards support, a phenomenon, and assessments. You can choose which elements make sense for your students and your time allotment.

Teacher Guides

Each teacher guide contains background content, prerequisites and learning outcomes. In addition, there are helpful notes about the data, and scientific and mathematical processes used. Three sections may be especially useful for you if you are new to teaching astronomy:

Background contains an overview of the topic, links to an online textbook, and supplemental videos and slides.
Common Student Questions highlights typical student questions with (teacher) answers.
Common Student Ideas addresses preconceptions, misconceptions, incomplete learning, and learning confusions, along with ways to redirect students toward building a conceptual model that achieves the learning outcomes.

Each teacher guide provides an estimate of the time students will need to complete the online investigation. This timing does not account for additions such as formative assessment breaks, class discussions or using engagement activities such as a video or phenomenon.

NGSS Design and Support

Standards

The table below offers suggestions for places Rubin Observatory investigations can be incorporated into possible storylines (learning sequences driven by a question) to address the three-dimensional performance expectations of the Next Generation Science Standards.

High School Disciplinary Core Ideas (DCIs)

DCI	Investigation	Questions to answer or problems to solve (Possible storylines)
ESS1.A: The Universe and Its Stars The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years. (HS-ESS1-1)	"A Window to the Stars" compares the properties of the Sun to other stars.	Is the Sun an average star? What is the most common type of star in the Universe? How do we know the Sun’s lifespan and age? How can temperatures of stars be estimated by their colors? How can the relative state of a star’s evolution (adult, dying, dead) be determined?
ESS1.A: The Universe and Its Stars The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth. (HS-ESS1-2),(HS-ESS1-3)	In Coloring the Universe, students learn that the colors seen in stars and nebulae result from what peak wavelengths of light are radiated. For instance, red in a nebula results from hydrogen being ionized. Students also identify the farthest galaxies by their reddened color due to redshift.	How do filters work? How are color digital images made? How can filters be used to: Identify star-forming regions? Estimate temperatures of stars? Identify far away galaxies?
	In Expanding Universe, students develop the Hubble-LeMaitre Law by using the measured distances to supernovae and using redshifts to estimate the speeds of galaxies.	What evidence do we have that the Universe is expanding? How has the expansion rate of the Universe changed over time? Is Earth (or the Sun or Milky Way Galaxy) at the center of the Universe?
	Exploring the Observable Universe uses galaxy data from different redshifts to illustrate the concepts of Universe expansion and lookback time.	How can galaxy redshifts be used to view the Universe at different times in its history? How has the large-scale structure of the Universe changed over time? How can the size of the observable Universe (in light years) far exceed the age of the Universe (in years)?
	In Exploding Stars students learn to identify the two most common types of supernovae, and use one type to find the distance to its host galaxy.	What kinds of stars can explode to form a supernova? What kind of supernovae can be used to measure distances? How can you identify different types of supernovae? What information is needed to calculate a distance to a supernova, and how do you do it?
	In Unlocking the Distances to Galaxies students study the properties of yellow supergiant variable stars (Cepheids) to discover a relationship that can be used to calculate distances to their host galaxies.	What property of Cepheid variable stars makes them useful for calculating distances? What information is needed to calculate a distance to a Cepheid, and how do you do it?
ESS1.A: The Universe and Its Stars The Big Bang theory is supported by observations of distant galaxies receding from our own. (HS-ESS1-2)	In Expanding Universe, students develop the Hubble-LeMaitre Law by using the measured distances to supernovae and using redshifts to estimate the speeds of galaxies. These observations are used to support the Big Bang theory.	How does the expansion of the Universe support the Big Bang theory? Is Earth (or the Sun or Milky Way Galaxy) at the center of the Universe?
	Exploring the Observable Universe uses galaxy data from different redshifts to illustrate the concepts of Universe expansion and lookback time. Students estimate a size for the observable Universe based on its age as determined by the Big Bang theory.	How can galaxy redshifts be used to view the Universe at different times in its history? What can we measure and what can’t we measure about the Universe?
ESS1.A: The Universe and Its Stars Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. (HS-ESS1-2),(HS-ESS1-3)	A Window to the Stars compares star properties, which are determined by their initial mass and type of fusion reaction. H-R Diagrams are used to show how star properties change as they go through a sequence of developmental stages.	How can you identify what type of core fusion is happening inside a star by plotting its position on an H-R Diagram? What determines the fusion rate of a main sequence star? How is the rate of fusion of a main sequence star related to its lifespan?
	In Exploding Stars students learn to identify the two most common types of supernovae, and use one type to find the distance to its host galaxy.	What fusion changes happen in the interior of a star to cause a supernova? What happens to cause massive main sequence stars to explode to form supernovae? Will the Sun blow up one day? Why can only Type Ia supernovae be used to measure distance?
ESS1.B: Earth and the Solar System Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. (HS-ESS1-4)	In Surveying the Solar System students learn about the orbital properties of small Solar system objects. They apply their knowledge of gravity, Kepler’s laws and Newton’s laws of motion to understand how interactions between objects can cause changes in their orbits.	What orbital properties can be used to characterize each of the four major groups of small Solar System objects? What could cause the orbits of some small objects to become very elliptical or inclined? Why do objects with very elliptical orbits undergo significant changes in speed?
	In Hazardous Asteroids students learn about what orbital and physical properties of near Earth objects can classify them as a potential threat to hit Earth. They apply their knowledge of gravity and Newton’s Laws of Motion to understand how interactions between objects can cause changes in their orbits.	Why is it important to continuously monitor known asteroids?
ESS3.B: Natural Hazards Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. (ESS3 -1)	In Hazardous Asteroids students evaluate the amount of damage and risk to human life based on the amount of energy delivered by an asteroid impact.	Can we predict if an asteroid is likely to impact Earth? What changes could an asteroid impact bring about in climate and habitability? What can be done to mitigate the threat of an asteroid impact?
PS1.C: Nuclear Processes Nuclear processes, including fusion, involve release of energy. (HS-PS1-8)	A Window to the Stars compares star properties, which are determined by their initial mass and type of fusion reaction.	How can you identify what type of core fusion is happening inside a star by plotting its position on an H-R Diagram? What determines the fusion rate of a main sequence star? How is the rate of fusion of a main sequence star related to its lifetime?
	In Exploding Stars students learn to identify the two most common types of supernovae, and use one type to find the distance to its host galaxy.	What fusion changes happen in the interior of a star to cause a supernova? What kinds of stars can explode to form a supernova? Will the Sun blow up one day?
PS2.B: Types of Interactions Forces at a distance are explained by gravitational fields permeating space that can transfer energy through space. (HS-PS2-4),(HS-PS2-5)	Exploring the Observable Universe uses galaxy data at different redshifts to illustrate how the large-scale structure of the Universe has changed with time. Students apply their understanding of gravity to account for the changes in structure.	How has the large-scale structure of the Universe changed over time? How can we use our understanding of gravitational interactions and Newton’s Laws of Motion to account for the changes in the large-scale structure?
	In Surveying the Solar System students learn about the orbital properties of small Solar System objects. They apply their knowledge of gravity and Newton’s laws of motion to understand how interactions between objects cause changes in their orbits.	What could cause the orbits of small Solar System objects to become very elliptical or inclined? How does the eccentricity of an orbit affect the relative changes in speed of objects as they orbit the Sun?
	In Hazardous Asteroids students learn about what orbital and physical properties of near Earth objects can classify them as a potential threat to hit Earth. They apply their knowledge of gravity and Newton’s Laws of Motion to understand how interactions between objects cause changes in their orbits.	What factors contribute to an asteroid being classified as potentially hazardous? Why is it not necessary for a potentially hazardous asteroid’s orbit to intersect with Earth’s orbit?
PS3.A: Definitions of Energy At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. (HS-PS3-2) (HS-PS3-3)	In Hazardous Asteroids students calculate the amount of kinetic energy of an incoming asteroid to make an estimate of how much potential damage an impact would cause. In this scenario, the kinetic energy is converted to other forms of energy on impact.	Upon Earth impact, what other forms of energy result from conversion of the kinetic energy of the asteroid?
PS4.A: Wave Properties Information can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses. (HS-PS4-2),(HS-PS4-5)	Coloring the Universe describes the process of how digital cameras capture light through filters on an image sensor, which can then be used to construct a color image.	How are color digital images made?
PS4.B: Electromagnetic Radiation Electromagnetic radiation can be modeled as a wave of changing electric and magnetic fields. The wave model is useful for explaining many features of electromagnetic radiation. (HS-PS4-3)	In Coloring the Universe, students use light from three parts of the electromagnetic spectrum to construct a chromatically-correct astronomical image.	What is chromatic ordering and why is it used? By what process are colors assigned in chromatic ordering?
PS4.C: Information Technologies and Instrumentation Multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., imaging) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them. (HS-PS4-5)	Coloring the Universe describes the process of how digital cameras capture light through filters on an image sensor, which can then be used to construct a color image.	How do filters work? How are color digital images made?

Middle School Disciplinary Core Ideas (DCIs)

DCI	Investigation	Questions to answer or problems to solve
ESS1.A: The Universe and Its Stars Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2)	In Mapping the Milky Way students explore models of spiral and elliptical galaxies, and use observations from the models to evaluate star data in the Milky Way. They determine an approximate location for Earth and determine that the Milky Way is a spiral galaxy.	How do we know that the Milky Way is a spiral galaxy? How do we know the location of the Sun and Earth in the galaxy?
	In Expanding Universe, students develop the Hubble-LeMaitre Law by measuring the distances to and speeds of galaxies.	Is Earth (or the Sun or Milky Way galaxy) at the center of the Universe? How can we measure the distances to other galaxies?
	Exploring the Observable Universe uses galaxy data at different redshifts to illustrate how the large-scale structure of the Universe has changed with time.	How many galaxies are in the Universe? What is the distance to the farthest galaxies that we can observe?
ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2),(MS-ESS1-3)	In Surveying the Solar System students learn about the orbital properties of small Solar System objects. They apply their knowledge of gravity and Newton’s Laws of Motion to understand how interactions between objects can cause changes in their orbits.	Besides the Sun, planets, and moons, what other kinds of objects are found in the Solar System? Where are these small Solar System objects located? What are the differences in the sizes and shapes of orbits, and the speeds of small Solar System objects?
ESS1.B: Earth and the Solar System The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2)	In Surveying the Solar System students learn about the orbital properties of small Solar System objects. They apply their knowledge of gravity and Newton’s Laws of Motion to understand how observed motions of Solar System objects lend support to the solar nebula theory.	What evidence do we have that the Sun and Solar System was formed by the collapse of a spinning cloud of gas and dust?
ESS3.B: Natural Hazards Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. (ESS3-2)	In Hazardous Asteroids students analyze and interpret data for a near Earth asteroid to determine its impact risk.	Can we predict if an asteroid is likely to impact Earth? What can be done to mitigate the threat of an asteroid impact?
PS1.A: Structure and Properties of Matter Each pure substance has characteristic physical and chemical properties that can be used to identify it. (MS-PS1-2),(MS-PS1-3)	In Coloring the Universe, students learn that colors seen in stars and nebulae result from what peak wavelengths of light are radiated. For instance, hydrogen atoms preferentially emit red light. Since stars emit a spectrum of electromagnetic radiation that depends on their temperature, hot and cool stars can be identified in images.	Why do scientists study an object using multiple wavelengths of the electromagnetic spectrum? How can filters be used to: Identify star-forming regions? Estimate temperatures of stars? See through gas and dust? Identify far away galaxies?
PS2.A: Forces and Motion The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2)	In Surveying the Solar System students learn about the orbital properties of small Solar System objects. They apply their knowledge of gravity and Newton’s laws of motion to understand how interactions between objects cause changes in their orbits.	What could cause the orbits of small Solar System objects to become very elliptical or inclined?
	In Hazardous Asteroids students learn about what orbital and physical properties of near Earth objects can classify them as a potential threat to hit Earth. They apply their knowledge of gravity and Newton’s Laws of Motion to understand how interactions between objects cause changes in their orbits.	What factors contribute to an asteroid being classified as potentially hazardous? Why is it not necessary for a potentially hazardous asteroid’s orbit to intersect with Earth’s orbit?
PS2.B: Types of Interactions Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass—e.g., Earth and the sun. (MS-PS2-4)	Exploring the Observable Universe uses galaxy data at different redshifts to illustrate how the large-scale structure of the Universe has changed with time. Students apply their understanding of gravity to account for the changes in structure.	How has the large-scale structure of the Universe changed over time? How can we use our understanding of gravitational interactions and Newton’s Laws of Motion to account for the changes in the large-scale structure?
PS3.A: Definitions of Energy Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1)	In Hazardous Asteroids students calculate the amount of kinetic energy of an incoming asteroid to make an estimate of how much potential damage an impact would cause. In this scenario, the kinetic energy is converted to other forms of energy on impact.	For an incoming asteroid that will strike the Earth, what factors determine how much potential damage it will cause?
PS3.B: Conservation of Energy and Energy Transfer When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (MS-PS3-5)	In Hazardous Asteroids students calculate the amount of kinetic energy of an incoming asteroid to make an estimate of how much potential damage an impact would cause. In this scenario, the kinetic energy is converted to other forms of energy on impact.	Upon impact with Earth, the kinetic energy of an incoming asteroid converted to other forms of energy. What other types of energy are associated with the impact?
PS4.B: Electromagnetic Radiation When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light. (MS-PS4-2)	Coloring the Universe reviews how filters work and how they are used to analyze objects and events in space.	How do filters work? How can infrared filters be used to see through gas and dust?

Storylines

Rubin Observatory investigations are developed as lessons, not units. They are designed for you to drop into a storyline you are developing. Possible storylines for each investigation are located in the phenomenon teacher guide.

Phenomenon

Components

We have developed a phenomenon as an option to introduce each investigation. There are five components to each phenomenon:

a driving question
an image, a video, readings, animation or a simple experiment that is used as the engagement piece
an introduction and questions that can be used to direct student thinking and focus observations and discussion
suggested storylines* where this lesson and phenomenon may be appropriate
several follow-up prompts for use after the investigation concludes

*For those not familiar with the NGSS, a storyline refers to a lesson sequence developed to achieve a set of learning outcomes, that is driven by a question or problem to solve.

Guiding Design Principles

We used these guiding principles to select each phenomenon and design the questions that accompany it:

The phenomenon should directly relate to the big ideas of the investigation.
The phenomenon should intellectually engage students. If it can already be explained by students before the investigation, it’s not an appropriate phenomenon.
The phenomenon should naturally lead into the generation of student questions and group discussion, in order to serve as the impetus for student-driven inquiry.
Each phenomenon has a driving question that is designed to be revisited several times during the course of the investigation.
The phenomenon should be able to function as both as the “launch” and the “landing.” It should lend itself to being revisited after the conclusion of the investigation as a summative assessment option.
The phenomenon may evoke the use of prerequisite knowledge, crosscutting concepts, and science practices.
The phenomenon may invite students to contribute perspectives from their cultural and life experiences in subsequent discussions.

Assessments

There are three types of assessments for each investigation:

A pre/posttest
A summative assessment
Formative assessments

Pretest/Posttest

The purpose of this short multiple choice test is to assess learning gains by administering the same test before and after the investigation. The file is downloadable and comes with an answer key.

Summative

The summative assessment is provided as a downloadable file that is separate from the investigation. The file includes the student assessment and a rubric and scoring guide.

Formative

There are lots of great ways to do formative assessment, and we want you to have the flexibility to use the methods you and your students are familiar with. In each investigation we identify some checkpoints—places where you may wish to pause to review your students’ thinking––and offer redirects or additional learning supports before proceeding to new learning in the next section.

The suggested checkpoints are places in the investigation where students should have acquired key skills and understandings needed in subsequent sections of the investigation. The checkpoints reference tables that pair key student understandings with questions or suggestions for assessment. Two versions of the table are provided, depending on if you wish to integrate formative assessment with the lesson phenomenon.

Perhaps you're looking for an alternative way to assess student understanding without having to read every question on a completed student answer sheet. The Key Questions table will provide a short list of questions that can be examined.

If you are new to formative assessment, here are some popular techniques:

Driving Question Boards
The BSCS 5E model
CER (Claims, Evidence, Reasoning) Model
KLEWS charts
Journaling–this could be in the form of a science notebook, a digital science notebook, or an exit ticket
Posters/ whiteboards
Discussion techniques

The Center for Astronomy Education lists numerous classroom resources such as instructional strategies and question banks that can be used for formative assessment.

Page Keely has compiled creative and engaging formative assessment strategies in a series of books, such as Uncovering Student Ideas in Astronomy.

Diversity, Equity and Inclusion

Rubin Observatory Education and Public Outreach is committed to creating environments and products that welcome and encourage participation in science for all students. To improve opportunities for more equitable participation, we have used guiding principles for investigation design to consider the needs of a diverse population of learners. These principles were developed based on techniques suggested by the resources listed at the end of this document. Two groups of strategies are identified below. Many of the strategies that are specific to one of these groups may also support students from other backgrounds.

Strategies for supporting cultural, ethnic, gender, socioeconomic, and geographic diversity

Each investigation avoids the use of language or examples that are relatable only to a certain culture, socioeconomic class, or region. If needed, additional information is provided to make an example clear to all.
Links to biographies, stories, photos, and news releases from diverse Rubin Observatory staff will be included when they are available.
Questions in each investigation invite students to apply their personal experiences, perspectives, and cultural ways of knowing in their responses.
Students are given opportunities to make their own value judgements and connections.
When appropriate and relevant to the science topics, effort is made to include significant scientific and engineering contributions of women, individuals living with disabilities, and of people from diverse cultures and ethnicities.
We identify cultural biases in investigations or teacher guides when appropriate.
Where possible, we incorporate both science content and the human story of understanding the Universe.

Strategies for supporting students with disabilities, gifted and talented students, and students with limited English proficiency

Each investigation has incorporated ideas from Universal Design for Learning (UDL; CAST, 1998) and Integrating Differentiated Instruction + Understanding by Design (Tomlin and McTighe, 2006). Here are some general design strategies for all investigations:

The online nature of the investigations allows for self-pacing.
The interactive nature of the investigations provides immediate feedback and builds engagement.
Recognizing that students’ preparation in mathematics affects their achievement in science, we provide computational tools in our investigations. Embedded tools do routine calculations and plotting, freeing the student to devote more time to exploring and interpreting mathematical and scientific concepts.
Recognizing that students’ preparation in literacy affects their achievement in science, we present multiple modes of representations: images, text, animations, plots, charts, mathematics, and simulations help students develop conceptual models.
Science vocabulary is introduced and supported by links to definitions or more information about a particular term or concept. Research has shown that the use of appropriate science vocabulary helps students build context in language, interpret nuances, and conceptualize complex processes or ideas.
Multiple modes of expression and actions are required: writing, speaking, modifying plots, and using interactive tools and simulations.
Text and diagrams adhere to the “Less is More” rule: Don't provide information that is not needed.
Ongoing feedback is provided through formative assessments and embedded messages in the investigations.
Scaffolded question design empowers students to build coherent and robust mental models.
Ideas for further study in the teacher guide provide a higher level of challenge for gifted or advanced students.
Each investigation features opportunities for discourse and peer interaction.
Integration of the big ideas of science, science and engineering practices, and cross-curricular connections engage students and provide context for new learning.
A progress bar displays student progress.
Prompts or tasks are built into each investigation to give students the opportunity to reflect on and assess their learning.
Summative assessment tasks provide opportunities for students to apply creative or unique approaches to complete a summative task.
All materials will be available in English and Spanish.

We recognize that it’s important to create an inclusive learning culture where all individuals engage in (and succeed at) the complex analysis and critical thinking skills involved in science literacy. In order to achieve this, we support students in these ways:

Investigation narratives and prompts help students make connections between the practices of science and parallel practices in daily life.
Interactive tools encourage student exploration and engagement.
Unique datasets for each student or group give students some ownership over their learning.
Open-ended prompts and opportunities for discourse provide ways for students to contribute their ideas and perspectives.
When possible, students can choose the way they explore data and express their learning.
We invite students to do science, instead of learning about how scientists do science. Our goal is to give students a chance to see themselves as scientists and have the confidence that they can succeed in science.

Finally, we have conducted extensive user testing, striving to gain input from as many diverse groups as possible. We welcome continuing feedback from users as we work to address the inequities that currently exist.

Resources

Accessibility

The website and online interactives are designed to meet or exceed the Web Content Accessibility Guidelines (WCAG) developed through the World Wide Web Consortium (W3C) process. These guidelines have been created to help make the web accessible to all people, with particular consideration for people with disabilities. Below are some additional strategies that we incorporate in order to meet our accessibility goals:

employing semantic HTML
utilizing technologies that perform consistently across most modern browsers and devices
observing best practices of Universal Design
innovating data visualization strategies for screen readers