1 TRAVESE CITY AREA PUBLIC SCHOOLS A/page 1 of 12 SECTION 504/ADA PROHIBITION AGAINST DISCRIMINATION BASED ON DISABILITY The Superintendent establishes these administrative guidelines for the identification, evaluation, and educational programming and placement of students with disabilities who qualify under Section 504/ADA. These guidelines, along with AG B, establish and implement a system of procedural safeguards with respect to actions regarding the identification, evaluation, or educational placements of students who, because of disability, need or are believed to need special instruction or related services. Section 504 of the Rehabilitation Act of 1973 and its implementing regulations ("Section 504") prohibit discrimination against qualified persons with a disability in any program or activity receiving Federal financial assistance. No discrimination against any qualified person with a disability will be permitted in any of the programs, activities, and/or practices in the District. Building principals shall serve as Building Section 504/ADA Compliance Officers ("Building Compliance Officers"). A person with a disability is anyone who: A. has a physical or mental impairment that substantially limits one or more major life activities; (This prong is used when it is suspected that the student has a disability that may require special treatment (FAPE) in a 504 Plan.) B. has a record of (i.e., has a history of, or has been misclassified as having) a physical or mental impairment that substantially limits one or more major life activities; or C. is regarded as having a physical or mental impairment that substantially limits one or more major life activities (i.e., has a physical or mental impairment that does not substantially limit major life activities but is treated by the District as constituting such a limitation, or has a physical or mental impairment that substantially limits major life activities only as a result of the attitude of others toward such impairment, or has none of the physical or mental impairments recognized by Section 504 but is treated as having such an impairment NOTE: Students meeting definition A, B, or C, also known as prongs 1, 2 & 3, are entitled to protection from disability discrimination, including harassment. Students suspected of needing special treatment (FAPE) are addressed under definition A (prong 1). Only students meeting definition A requirements have an entitlement to FAPE. Major life activities include, but are not limited to, functions such as caring for one's self, performing manual tasks, walking, seeing, hearing, eating, sleeping, standing,
2 TRAVESE CITY AREA PUBLIC SCHOOLS A/page 2 of 12 lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, and working. Major life activities also include the operation of a major bodily function, including, but not limited to, functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine and reproductive functions. The above list of major life activities is not exhaustive. Physical or mental impairment means: A. any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: 1. neurological; 2. musculoskeletal; 3. special sense organs; 4. respiratory, including speech organs; 5. cardiovascular; 6. reproductive; 7. digestive; 8. genito-urinary; 9. hemic and lymphatic; 10. skin; and 11. endocrine; or B. any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities.
3 TRAVESE CITY AREA PUBLIC SCHOOLS A/page 3 of 12 Physical or mental impairments that are episodic in nature or in remission may constitute a disability for the purposes of Section 504/ADA if the impairment would substantially limit a major life activity when active. Examples include, but are not limited to, asthma, allergies, cancer, epilepsy, post-traumatic stress disorder, multiple sclerosis, hypertension, diabetes, major depressive disorder, bipolar disorder, or schizophrenia. The determination of whether an impairment substantially limits a major life activity must be made without regard to the ameliorative effects of mitigating measures such as medication, medical supplies, equipment or appliances, low-vision devices (not including ordinary eyeglasses or contact lenses), prosthetics (including limbs and devices), hearing aids and cochlear implants or other implantable hearing devices, mobility devices, oxygen therapy equipment and supplies, assistive technology, reasonable accommodations or auxiliary aids or services, or learned behavioral or adaptive neurological modifications. Individual with a disability does not include the following (i.e., Section 504 specifically excludes): A. An individual who is currently engaging in the illegal use of drugs, when the District acts on the basis of such use NOTE: This exclusion does not apply to an individual who: 1. has successfully completed a supervised drug rehabilitation program and is no longer engaging in the illegal use of drugs, or has otherwise been rehabilitated successfully and is no longer engaging in such use; 2. is participating in a supervised rehabilitation program and is no longer engaging in such use; or 3. is erroneously regarded as engaging in the illegal use of drugs, but is not engaging in such use. B. an individual on the basis of homosexuality or bisexuality C. an individual on the basis of: 1. transvestism, transsexualism, or gender identity disorders not resulting from physical impairment; 2. pedophilia, exhibitionism, voyeurism, or other sexual behavior disorders; 3. compulsive gambling, kleptomania, or pyromania; or 4. psychoactive substance use disorders resulting from current illegal use of drugs.
4 TRAVESE CITY AREA PUBLIC SCHOOLS A/page 4 of 12 Notwithstanding the preceding, for purposes of programs and activities, providing educational services, the District may take disciplinary action pertaining to the use or possession of illegal drugs or alcohol against any student who is an individual with a disability and who currently is engaging in the illegal use of drugs or in the use of alcohol to the same extent that such disciplinary action is taken against students who are not individuals with disabilities. The District will not discriminate against otherwise qualified students with disabilities in the provision of its educational programs and activities. Otherwise qualified means students who otherwise meet eligibility criteria for participation in the District s educational programs and/or activities. The District further will provide a free appropriate public education to qualified students with disabilities who meet definition A (prong 1) of the definition of individual with a disability. Said education shall entail the provision of regular or special education and related aids and services that are designed to meet the individual educational needs of students with disabilities as adequately as the needs of students without disabilities are met. This includes providing education to students with disabilities in the same setting as their peers without disabilities to the maximum extent appropriate to the needs of each student with a disability. In addition to its provision of educational services, the Board will not discriminate against otherwise qualified students with disabilities in its provision of non-academic and extra-curricular services and activities such as counseling services, physical recreational athletics, transportation, health services, recreational activities, special interest groups or clubs sponsored by the District, referrals to agencies that provide assistance to persons with disabilities, and employment of students. The District will provide non-academic and extracurricular services and activities in such a manner as is necessary to afford students with disabilities an equal opportunity to participate in such services and activities. Qualified students with disabilities will be afforded accommodations/modifications to the District's non-academic and extra-curricular services and activities, unless such accommodations/modifications would impose an undue financial burden, or would alter the fundamental nature or purpose of the service or activity. A determination that a particular accommodation/modification would result in such a burden or alteration must be made by the Superintendent or his/her designee after considering all resources available for use in the funding and operation of the service or activity, and must be accompanied by written statement of the reasons for reaching that conclusion. In the event the Superintendent or his/her designee determines that such burden or alteration would result, the District will take any other action that would not result in such burden or alteration but would still allow, to the maximum extent possible, individuals with disabilities to receive the benefits of the District's nonacademic and extra-curricular services and activities. Parents/Guardians must be given notice when the District proposes or refuses to take action (i.e., makes decisions) with respect to the identification, evaluation or educational placement of a student who, because of disability, needs or is believed to need special instruction or related services. This notice should be accompanied with a
5 TRAVESE CITY AREA PUBLIC SCHOOLS A/page 5 of 12 copy of procedural safeguards. If a parent disagrees with a determination made by the District's professional staff concerning the identification, evaluation, or placement of a student with a disability/suspected disability, the parent may request a hearing before an impartial hearing officer that is not employed by the District or the intermediate school district in which the District is located. (see AG B). Alternatively, the parent may file an internal complaint alleging any action prohibited under the 504 regulations. A parent does not need to first exhaust the internal complaint process in order to file a request for a due process hearing. Under District procedures, a due process hearing may be requested within two years from the date the parent knew or should have known of the alleged violation, and the parent does not waive that right if s/he first opts to try to resolve his/her dispute through the internal complaint process. Procedures Applicable to Section 504 Referrals/Evaluations/Plans Annually the District will undertake to identify and locate every qualified person with a disability residing in the District who is not receiving a public education, and notify the person and their parents or guardians of the District's duties and responsibilities under Section 504. Referral Referrals may be made by anyone (e.g., parents, teachers, or other knowledgeable professionals). Referrals shall be made on the Section 504 Referral Form ( A F5) and submitted to the Building Compliance Officer. Referrals may be made at any time. Parents may request a referral form by contacting the Building Compliance Officer or the District Compliance Officer. A staff member should refer a student for an evaluation under Section 504 if s/he suspects that the student has a mental or physical impairment that substantially limits one or more major life activities. Assessment/Evaluation Upon receipt of a Section 504 Referral Form, the Building Compliance Officer will notify the appropriate 504 Case Manager who will collect all relevant information on the student (e.g., medical reports, grade cards/report cards, school history, disciplinary action, etc.) to assist in documenting whether the student has a physical and/or mental impairment that substantially limits one or more major life activities. The 504 Case Manager should contact school staff who perform assessments and have them review existing pertinent information and determine whether additional assessments are needed. If an evaluation is needed, a written evaluation plan shall be developed and presented to the parents for their consent, no later than 30 calendar days from receipt of referral ( A F10). A copy of the Notice of Section 504/ADA Procedural Information and Rights ( A F3) should accompany the proposed evaluation plan.
6 TRAVESE CITY AREA PUBLIC SCHOOLS A/page 6 of 12 The evaluation must be sufficient to accurately and completely assess the nature and extent of the impairment so that an eligibility determination can be made and in the event of eligibility, the need for FAPE can be addressed. Evaluations that are more limited than a full special education evaluation may be adequate in some circumstances. The evaluation or review of assessment information should include consideration of any behaviors that interfere with the otherwise qualified student's regular participation in the educational program and/or activities. Evaluations shall be completed within a reasonable period of time, generally thirty (30) school days from receipt of the parent s written consent to evaluate. This time line may be extended (in school days) by mutual written agreement of the parent and the District. If the District does not suspect that a student has a mental or physical impairment that substantially limits one or more major life activities and therefore determines not to evaluate, it will notify the parents/guardian of that decision through the issuance of a prior written notice ( A F10) and provide them with a copy of the Notice of Section 504/ADA Procedural Information and Rights ( A F10 and A F3). Before any action is taken with respect to Section 504 FAPE and/or placement decisions for a student with a suspected disability, an evaluation shall be conducted or assessment information reviewed to determine if the student has a disability under Section 504. Parents will be afforded the opportunity to meaningfully participate and provide input in the evaluation process. The assessment information may include, but will not be limited to, medical reports that document a physical/mental impairment, aptitude and achievement test scores, teacher observations and recommendations, and other data, including information on social or cultural background and adaptive behavior. The information obtained from all such sources shall be documented and carefully considered. Additionally, if an evaluation is conducted, the Building Compliance Officer, in conjunction with the designated 504 Case Manager is responsible for verifying that: A. tests and other evaluation materials have been validated for the specific purpose for which they are used and are administered by trained personnel in conformance with the instructions provided by their producer; B. tests and other evaluation materials include those tailored to assess specific areas of educational need and not merely those that are designed to provide a single general intelligence quotient; and C. tests are selected and administered so that, when a test is administered to a student with impaired sensory, manual, or speaking skills, the test results accurately reflect the student's aptitude or achievement level or whatever other factor the test purports to measure, rather than reflecting the student's impaired sensory, manual, or speaking skills (except where those skills are the factors that the test purports to measure).
7 TRAVESE CITY AREA PUBLIC SCHOOLS A/page 7 of 12 Re-evaluations Re-evaluations are not required at specific intervals; however, assessments will be updated so that eligibility and/or development of the 504 plan is based on information that accurately defines the student's disability and reflects the student's current strengths and needs. At least every three (3) years appropriate school staff should determine whether updated evaluations are needed for determination of continuing eligibility and/or development of the 504 Plan. A re-evaluation will also be completed prior to a significant change in placement including discontinuance of a 504 plan and a disciplinary change in placement. When a re-evaluation is needed, parents will be given prior written notice of the reevaluation and a copy of the Notice of Section 504/ADA Procedural Information and Rights ( A F3). Consistent with initial evaluations, parents will be afforded the opportunity to meaningfully participate and provide input in the re-evaluation process. Eligibility Determination Within a reasonable period of time (generally no more than thirty (30) school days from receipt of parent consent to evaluate), the Building Compliance Officer will convene a 504 Team Meeting. The student's parents will be sent a letter inviting them to attend and participate in the 504 Team Meeting ( A F9a). The parents should be notified early enough to ensure that they have an opportunity to attend. Parents will also be sent a copy of the Notice of Section 504/ADA Procedural Information and Rights. The 504 Team shall be composed of persons knowledgeable about the child, the meaning of the evaluation data, and the placement options, and should at a minimum include the Building Compliance Officer, the designated 504 Case Manager, at least one of the student s teachers and the parents. If the parent/guardian is not present at the 504 meeting, a meaningful opportunity must be provided for the parent/guardian to provide input into the decisions made before they are finalized. The 504 Team may also include general education teacher(s), student, guidance counselor, school psychologist, the District's Health Coordinator, school nurse, Director of Pupil Services/Special Education, and other persons with knowledge of the student or the suspected disability, and any other individual the parents may wish to bring to the meeting. The purpose of the 504 Team Meeting is to discuss the information gathered, determine whether the student has a disability under Section 504 (i.e., review the impairment and determine whether it substantially limits one or more major life activities), and, if so, determine whether the student requires regular or special education and related aids and services (also known as placement, aids and services) in order to meet the individual educational needs of the student as adequately as the needs of students without disabilities are met. The 504 plan should also address whether accommodations or modifications are needed to access District programs and activities on an equal basis to students without disabilities. The Building Compliance Officer will serve as the Chairperson of the 504 Team Meeting. The Chairperson has the following responsibilities:
8 TRAVESE CITY AREA PUBLIC SCHOOLS A/page 8 of 12 A. at each 504 Team Meeting, to verbally explain and offer a written copy of the Notice of Section 504/ADA Procedural Information and Rights ( A F3) B. gather information C. organize the presentation of the data D. coordinate the deliberation of Section 504 eligibility (see A F1): 1. Does the student have a physical or mental impairment? 2. Does that impairment "substantially limit one or more major life activities"? 3. Does the team have the data to justify a disability determination? 4. Is the student a qualified individual with disabilities within the meaning of Section 504? The determination of eligibility is whether the student has a mental or physical impairment that substantially limits a major life activity. Only after that determination has been made will the 504 Team then consider whether the student needs regular or special education and related aids and services. These may include, but are not limited to: A. adjusting testing procedures; B. individualize classroom assignments, homework; C. provide staff interventions; D. utilize assistive technology; E. provide a buddy to take notes; F. provide an interpreter (for students or adults); G. modify materials; H. modify the student's day; I. facilitate or modify parents/student/teacher/staff communication;
9 TRAVESE CITY AREA PUBLIC SCHOOLS A/page 9 of 12 J. modify school procedures (e.g., provide additional time for passing between classes, adjust transportation, or approve early dismissal). K. develop and implement appropriate school health care plans, e.g., proactive and reactive, asthma, seizure, or allergy plans. The 504 Plan will be individualized to meet the educational needs of the student as adequately as the needs of nondisabled students are met. In interpreting data and making placement decisions, the District will draw upon information from a variety of sources, including aptitude and achievement tests; teacher observations and recommendations; medical reports that document a physical/mental condition; social or cultural background; and adaptive behavior. The information obtained from all such sources shall be documented and carefully considered. Possible Outcomes of the 504 Team Meeting A. Student is eligible as an individual with a disability under definition A (prong 1) ( A F1). The 504 Team documents this determination on the Section 504 Summary Evaluation Report ( A F1). The 504 Team then considers whether the student needs regular or special education and related aids and services. If the determination is yes, then the 504 Team will develop a 504 Plan. If the determination is no then no 504 Plan will be developed, but the student will still have protection under Section 504/ADA from disability discrimination, including harassment. Parents will be given a copy of the Notice of Section 504/ADA Procedural Information and Rights ( A F3). B. Student is ineligible as an individual with a disability under definition A (prong 1). The 504 Team documents this determination on the Section 504 Summary Evaluation Report ( A F1). Parents will be given a copy of the Notice of Section 504/ADA Procedural Information and Rights ( A F3). 1. The 504 Team determines if the student needs interventions pursuant to a TASK or RtI Plan. If TASK or RtI Plan is determined to be appropriate, the Team will develop strategies to provide necessary interventions. The interventions should be documented on TASK or RtI paperwork. A copy of the TASK or RtI Plan should be filed in the student's cumulative record folder. A copy of the TASK or RtI Plan is NOT required to be sent to the District Compliance Officer. 2. Student will be served appropriately in the regular education program without written interventions.
10 TRAVESE CITY AREA PUBLIC SCHOOLS A/page 10 of 12 The 504 Eligibility Determination Form ( A F5) shall reflect the determination on the issue of whether the student has been identified as having a qualifying disability under Section 504. This document should be reviewed periodically. Section 504 Plan If a student is identified as having a disability pursuant to Section 504, and the 504 Team determines the student requires regular or special education and related aids and services in order to receive FAPE and to access the District's programs and activities on an equal basis to students without disabilities, the 504 Team will develop and complete the Section 504 Plan ( A F13). Aside from the description of the student's disability and the general education or special education or related services and aids needed, the Plan will specify how the student will be provided FAPE so that the student's needs are met as adequately as the needs of students without disabilities. The purpose of the Section 504 Plan is to provide the student with equal access to school activities, to remove barriers to educational opportunity, and provide, to the degree possible, a level playing field. Participants in the 504 Team meeting should be reflected on the 504 Plan form and the Plan should be signed by the Building Compliance Officer as the District s offer of FAPE for the student. A copy of the Plan will be sent to the District's Compliance Officer as soon as possible. A copy of the Plan also will be placed in the student's cumulative folder and given to school personnel who work with the student. If the parents are present, the Building Compliance Officer will request written consent from the parents to implement the Section 504 Plan. For initial plans, parent consent is required prior to implementation by the District. If the parents do not attend the meeting to develop a Section 504 Plan, the District will make reasonable efforts to obtain parental input prior to finalizing the plan and (a) submitting the initial 504 Plan to parents for consent or (b) implementing a subsequent Plan. After parents consent to the initial Section 504 Plan, the District may implement subsequent plans without written parental consent, but the parents must be provided with a copy of the Notice of Section 504/ADA Procedural Information and Rights ( A F3) that explains their right to challenge the District's actions. Regardless of whether it is an initial or subsequent plan, a copy of the Plan must be sent to the student's parents. With respect to Section 504 Plans, the designated 504 Case Manager is responsible for: A. informing staff that the Section 504 Plan is a legal document; B. writing and distributing the Section 504 Plan; C. encouraging staff to request a 504 review if they are concerned about or unable to follow the Section 504 plan; D. ensuring that reviews of Section 504 plans are held annually by October 15th, and that the results of the annual review are sent to the District Compliance Officer.
11 TRAVESE CITY AREA PUBLIC SCHOOLS A/page 11 of 12 Upon completion of the Section 504 Plan, the Building Compliance Officer should follow the Additional Procedures Applicable to Students with Section 504 Plans (see below). Additional Procedures Applicable to Students with Section 504 Plans A. Prior to the beginning of each school year: 1. The Building Compliance Officer or his/her designee is responsible for identifying the students in his/her building who have had Section 504 Plans in the past and designating a 504 Case Manager. 2. The designated 504 Case Manager or his/her designee is responsible for obtaining a copy of the previous school year's Section 504 Plans and distributing them to all appropriate staff members. B. Within the first two (2) months of the school year: 1. The Building Compliance Officer must notify the student's parents that the 504 Team needs to meet to review the Section 504 Plan and to determine whether it is still necessary/appropriate for the new school year. 2. The Building Compliance Officer must schedule a 504 Team Meeting to formulate a Section 504 Plan for the student for the new school year. The Section 504 Plan Review form ( A F17) must be completed at the meeting. The 504 Team, including the parents, is charged with deciding whether to continue the existing Plan, develop a new Plan or recommend that no plan is necessary at the current time. If the 504 Team recommends that no plan is necessary at the current time, a reevaluation needs to occur before this significant change in placement. Reevaluation might also be necessary in the event that it is time for a periodic reevaluation, additional impairments under Section 504 are now suspected, or if it is suspected that modifications might be needed in the 504 Plan which could result in a significant change in placement (significantly more restrictive/less restrictive than the current plan.) 3. If there is an "active" Section 504 Plan, a copy of the Plan needs to be forwarded to the District Compliance Officer by October 15th of each school year and a copy of the Plan placed in the student's cumulative record folder. 4. Updated copies of the student's Section 504 Plan will be distributed to all of the student's teachers after review by the 504 Case Manager. C. During the school year:
12 TRAVESE CITY AREA PUBLIC SCHOOLS A/page 12 of 12 The Section 504 Plan can be reviewed by the 504 Team at any time if concerns develop as to the appropriateness of the existing placement, aids and services. This review can be initiated by staff or parents. D. Procedural Safeguards: Any time the written results of a 504 Team Meeting are provided to a student's parents, they should also be offered a copy of the Notice of Section 504/ADA Procedural Information and Rights ( A F3). Parents' Options If They Disagree with the District's Identification, Evaluation and/or Placement of Their Child The parents may challenge the actions of the 504 Team regarding identification, evaluation or placement of their child by filing a request for an impartial due process hearing. Alternatively, the parents may file an internal complaint. If the parents elect the former, the Board must provide a due process hearing before an impartial hearing officer ("IHO") that is not employed by the District or the ISD in which the District is located. See AG B - Section 504/ADA Complaint and Due Process Procedures. A parent does not need to first exhaust the internal complaint process in order to file a request for a due process hearing. In fact, a due process hearing may be requested at any time within the 2 year limitation period and parents do not waive that right if they first opt to try to resolve their dispute through the internal complaint process. If a parent is not satisfied with the IHO's decision, s/he may appeal it to a Federal Court of competent jurisdiction. The parents may also file a complaint with the Office for Civil Rights. The Office for Civil Rights, however, is not part of the District's internal complaint process or the system of procedural safeguards, and, absent extraordinary circumstances, will not review the results of individual placement and other educational decisions so long as the District complied with the "process" requirements of Section 504 (concerning identification, least restrictive environment, evaluation, and procedural safeguards). Existing Facilities With regard to accessibility of existing facilities, the District shall operate each program or activity so that, when viewed in its entirety, the program or activity is readily accessible to individuals with disabilities. The District will meet its obligation to provide program accessibility through such means as redesign of equipment, reassignment of classes or other services to accessible buildings, assignment of aides to beneficiaries, alteration of existing facilities and/or construction of new facilities, or any other method that results in making its programs and activities accessible to persons with disabilities. The District is not required to make structural changes in existing facilities where other methods are effective in achieving program accessibility. In choosing among available methods for meeting its obligations, the District will serve persons with disabilities in the most integrated setting appropriate. Revised 5/12 Replaced 10/12
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No. 227 BETHLEHEM- CENTER SCHOOL DISTRICT SECTION: PUPILS TITLE: DRUGS AND ALCOHOL ADOPTED: May 22, 1995 REVISED: February, 2, 2015 227. DRUGS AND ALCOHOL 1. Purpose This policy and its rules, regulations,
APPLYING FOR ACCOMMODATIONS AT RIVER PARISHES COMMUNITY COLLEGE The Office of Counseling Services at River Parishes Community College (RPCC) coordinates accommodations and services for students with disabilities.
Parent s Guide to SPECIAL EDUCATION in MISSOURI Missouri Department of Elementary and Secondary Education Division of Special Education D. Kent King, Commissioner of Education Revised September 2008 ADDENDUM
Legal Issues in Special Education Susan Larson Etscheidt, Ph.D. University of Northern Iowa This session will feature several legal issues of interest to educational leaders, including student discipline
Page 1 of 6 Section 504 and IDEA Comparison Chart By NCLD Editorial Team 51 Comments School can be a stressful environment for the child and a time of vulnerability. Appropriate accommodations and modifications
Seven Generations Charter School 154 East Minor Street Emmaus, PA 18049 Board of Trustees Policy Disciplinary Exclusions of Special Education Students Policy There are special rules in Pennsylvania for
PROGRAMS FOR STUDENTS WITH DISABILITIES UNDER IDEA AND NEW YORK S EDUCATION LAW ARTICLE 89 The Board of Education shall make available a free appropriate public education to all students with disabilities
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Q&A: Related Services The (MDE), Division of Compliance and Assistance, has developed this document to assist school districts and parents who have raised questions about related services. The intention
INDIVIDUALS WITH DISABILITIES EDUCATION ACT NOTICE OF PROCEDURAL SAFEGUARDS Tennessee Department of Education Division of Special Education Department of Education February 11, 2008; Publication Authorization
Related Services: How Do Special Needs Education Relate to Your Child? Family Driven Non-Profit 501(c)3 What makes FND unique is that the majority of our Board of Directors, all of our Management Staff
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Nutrition Services Division (NSD) ATTACHMENT 2 This is a sample form and may be duplicated. (1) Name of Participant (2) Age or DOB (3) Sponsor (4) Site (5) Name of Parent, Guardian or Auth. Rep. (6) Telephone
Catholic Conference of Ohio Q&A DOCUMENT TO ASSIST PARENTS OF SPECIAL NEEDS CHILDREN AND SERVE AS A RESOURCE FOR CATHOLIC SCHOOLS ENROLLING CHILDREN WITH DISABILITIES 1. What is the Individual Disability
Family Leave Insurance Regulations Index Chapter 15 Scope SUBCHAPTER 1. GENERAL PROVISIONS 12:15-1.1 Purpose and scope of rules and regulations...1 12:15-1.1A Definitions...1 Bond or bonding...1 Care...1
C A L I F O R N I A E A R L Y S T A R T Special Education For Preschoolers A G U I D E F O R P A R E N T S Early Intervention services system encouraging partnerships between families and professionals,
Traveling the Special Education Highway A Parent s Guide to a Successful Journey Arizona Department of Education Exceptional Student Services Revised 2015 TRAVELING THE SPECIAL EDUCATION HIGHWAY The Individuals
YOUR RIGHTS UNDER THE IDEA Part B Procedural Safeguards Notice 1 GENERAL INFORMATION PRIOR WRITTEN NOTICE 34 CFR 300.503 Notice Your school district must give you written notice (provide you certain information
The American Disabilities Act & People with Cancer What is the Americans With Disabilities Act? The Americans With Disabilities Act of 1990 (ADA) gives civil rights protections to people with disabilities.
STATE OF DELAWARE Office of Management and Budget, Human Resource Management Guidelines on Equal Employment Opportunity (EEO) and Affirmative Action (AA) Introduction These guidelines are written to help
Notice of Special Education Services The public school districts of Bucks County, Pennsylvania, and the Bucks County Intermediate Unit ( the Bucks County school entities ), provide special education and
District Implementation Guide for of the Rehabilitation Act of 1973 Florida Department of Education Division of Public Schools Bureau of Exceptional Education and Student Services 2011 This document was
Special Education Services Serving Children Supporting Families Encouraging Success 1 If you have this brochure in your hand, then you are most likely asking: 1. Does PA Distance Learning Charter School
Reasonable Accommodations 1.1 Introduction US Department of Health and Human Services (HHS) and its Operating Divisions (OPDIVs) will implement reasonable accommodation procedures in compliance with policies
RIGHTS & REALITY II Americans with Disabilities Act: Title I - Employment Discrimination Monica Murphy, Attorney Wisconsin Coalition for Advocacy 42 USC 12101 Five ADA titles 29 CFR 1630.2 (b) & (e) 29
UNIVERSITY OF ILLINOIS COLLEGE OF MEDICINE DISABILITY ACCOMMODATIONS COMMITTEE Procedures for Student Disability Accommodation Requests The University of Illinois is committed to the most fundamental principles
Chapter 1. Administration MODIFIED AMENDED DISABILITY REGULATIONS As Adopted by the Commission on December 18, 2012, Subchapter 9. Disability Discrimination CALIFORNIA CODE OF REGULATIONS Title 2. Administration
IDEA, IEP'S, and Section 504 Plans: Differences between K12 and College Many students and families find it difficult to understand how different disability laws affect the provision of services at college.
KANSAS STATE DEPARTMENT OF EDUCATION PARENT RIGHTS IN SPECIAL EDUCATION (Procedural Safeguards) Both you and the school share in your child s education. If you or the school has issues or concerns about
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UNITED STATES DEPARTMENT OF AGRICULTURE AGRICULTURAL MARKETING SERVICE DIRECTIVE 4300.5 EQUAL EMPLOYMENT OPPORTUNITY PROGRAM I. PURPOSE This Directive establishes policy, procedures and responsibilities
Advocating for Services: How a Parent Can Access a Special Education Program, Special Education Teacher Support Services and/or Related Services Applied Behavioral Counseling Applied ABC Presented by Joan
Regulation Special Education and Related Services for Eligible Students The purpose of the district s special education program regulations is to address program areas where state and federal regulations
Parental Rights MARYLAND PROCEDURAL SAFEGUARDS NOTICE Infants and Toddlers Early Intervention Preschool Special Education Special Education REVISED JULY 2016 MARYLAND STATE DEPARTMENT OF EDUCATION DIVISION