Action Item 4. The District will create a written procedure for processing requests for the District to make reasonable modifications to its policies, practices, or procedures to avoid discrimination on the basis of disability. The procedure will include reasonable requirements for qualified individuals with disabilities1 to provide documentation of their disability and propose reasonable modifications, including provisions specifying:
Action Item 4. By August 21, 2017, FWAFA will provide the Student with the choice of either making up the assignments where she received zeros (0) during the XXXX XXXX and XXXX XXXX semesters or re-computing her class semester grades without counting the zeroes to determine her final semester class grade. Once the respective class grades have been recomputed in accordance with this item, her overall grade point average will be recomputed to reflect the changes in the class grades. FWAFA will also inform the Student that she may submit documentation showing her completion of courses/credits at another institution or through a homeschooling program. After a review of the home school program curriculum, course(s) of study, work of the student, demonstrated mastery of TEKS, and/or other appropriate assessment, FWAFA will revise her FWAFA records and transcript to include those courses/credits, including for the purpose any calculation of courses/credits needed to fulfill FWAFA’s graduation requirements, if FWAFA’s review shows that the courses/credits meet the appropriate requirements. FWAFA will provide the Student with a minimum of ten (10) calendar days to respond with her chosen option and provide any documentation regarding completion of courses/credits.
Action Item 4. If the Student reenrolls in the TPSB prior to the conclusion of OCR’s monitoring of this Agreement, within forty-five (45) calendar days of the Student’s reenrollment the TPSB will develop and implement a documentation system (e.g., have teachers initial a log with date of implementation) to ensure that the related aids and services delineated in the Student’s Section 504 plan are communicated to the Student’s teachers and are implemented as prescribed.
Action Item 4. By May 1, 2014, the LISD will allow the identified student in this complaint, the opportunity to XXX XXX XXX XXX XXX XXX XXX in order to allow the student time to take XXX pictures and return the XXX to the LHS. The request borrow the XXX will be made to the XXX XXX and signed out and the XXX XXX XXX will be returned to the XXX XXX and signed in upon returned.
Action Item 4. Although the District’s harassment policies and grievances procedures may already contain many of the provisions listed below, by July 31, 2012, the District will review and revise, as necessary, its harassment policy and related grievance procedures to ensure that these adequately address complaints of harassment based on race, color and national origin. These procedures will provide for the prompt and equitable resolution of complaints of harassment based on race, color and national origin. The procedures may already include many of the provisions below, but the District will ensure that these include at a minimum:
Action Item 4. By August 15, 2017, the District will evaluate and revise the District’s “Students Complaints of Sexual Discrimination/Harassment – Title IX Procedures,” any Title IX procedures included in the District’s handbook(s), and any other Title IX procedures so that the District’s grievance procedure provides for the prompt and equitable resolution of complaints alleging sex discrimination and that it includes, at a minimum, the following:
Action Item 4. By August 20, 2018, the RISD will conduct training regarding its obligation under Section 504 and Title II to provide a free appropriate public education (FAPE) to all qualified students with disabilities attending its schools and Section 504’s and Title II’s prohibitions of disability discrimination and retaliation. The training(s) must be provided to all relevant RISD personnel, including, but not limited to, principals, special education coordinators, Section 504/Title II coordinators, teachers, teacher’s aides, counselors, and relevant administrators at XXXXX. The training(s) will be conducted by an individual or individuals knowledgeable about laws and issues pertaining to disability discrimination and retaliation, including the issues below, and must address, at a minimum, the following:
Action Item 4. By December 1, 2015, and periodically thereafter, the District will provide training to relevant personnel regarding their responsibility to respond to complaints of race and/or disability discrimination and harassment. At a minimum, the training will be provided to School Principals, Anti-Bulling Coordinators, Anti-Bullying Specialists, School Safety Team members, teachers, guidance counselors, school social workers, special education directors, and special education case managers. The training will, at a minimum, cover the following: (1) the requirements of Title VI, Section 504, and the ADA, including that discrimination and/or harassment based on race, color, national origin, or disability is prohibited and will not be tolerated; (2) the range of behaviors that constitute discrimination and/or harassment based on race, color, national origin, and disability; (3) the disciplinary sanctions applicable to anyone who engages in discrimination and/or harassment based on race, color, national origin, and/or disability; (4) the responsibility of staff to report incidents of possible discrimination and/or harassment and the procedures for doing so; and, (5) where, how and to whom instances of discrimination and/or harassment are to be reported.
Action Item 4. By December 1, 2017, SHSU will complete a self-evaluation under Section 504 and Title II of the entrance door opening force into the Xxxxxx X. Xxxx Criminal Justice building and the Xxxxxx Student Center.
Action Item 4. By January 15, 2022, the District will develop or revise its policy and/or written guidelines regarding non-disciplinary behavior-related dismissals or stay-home directives following restraint and/or seclusion incidents for students with a disability, consistent with the following:
