Guidance and Training. In the spirit of partnership working all parties recognise that the sharing of knowledge and working practices is beneficial in tackling heritage crime. All parties will provide necessary information and guidance and training as their resources allow. This will be made available to each of the parties to this MoU. English Heritage will provide information, guidance and training on heritage assets including: • Listed buildings; • Scheduled monuments; • Registered parks, gardens and battlefields; • Protected marine wrecks; • World Heritage Sites; and • Conservation areas. The Police will provide information, guidance and training including: • Conducting investigations; • Collecting and preparing evidence; and • An awareness of the Police and Criminal Evidence Act 1984. The CPS will share their information and guidance on: • The evidential and public interest stages of the Full Code Test as set out in the Code for Crown Prosecutors; • Case building; and • Assisting witnesses in court, in particular expert witnesses.
Guidance and Training. The co-Directors of the Election Division agree to provide guidance to counties regarding the RAVBM tool. This guidance will be offered for the May 2023, November 2023, May 2024, November 2024, and May 2025 elections. In addition, under the terms of the Division’s 2023 contract with Democracy Live, Democracy Live will be obligated to provide training for state and county users.
Guidance and Training. Training is an important part of the implementation of the Company’s Anti-Bribery Policy and procedures. Online training will be provided to all employees with computer access and more detailed face to face training will be provided to certain groups of employees. In recognition of the large number of queries which this policy may raise, there is an accompanying Anti-Bribery Guidance document which gives specific examples to assist with compliance.
Guidance and Training. A. On or before September 30, 2022, the District will develop and submit to OCR for review and approval a guidance memorandum for all District employees and contractors who respond to sex-based harassment, including, but not limited to, teachers, administrators, counselors, and any School Resource Officers, regarding the District’s obligation to respond to notice of sex-based harassment. The guidance memorandum will address the topics listed below:
1. the District’s policies prohibiting sex discrimination by students, employees, and contractors, including sex-based harassment based on sex stereotyping;
2. a summary of the District’s grievance procedures for resolving sex-based harassment complaints, a reference to where individuals can locate the full procedures, and the name and contact information of the District-level employee responsible for ensuring that schools implement the procedures and coordinating responses to complaints of sex-based harassment;
3. what District employees and contractors must do if they witness or otherwise learn of sex-based harassment of a student by another student, employee, or contractor, including sex-based harassment based on sex stereotyping; these steps should clarify to whom the employee or contractor should report the sex-based harassment, who is responsible for investigating the harassment, and who should offer the affected student(s) supportive interim measures while the investigation is pending, such as counseling, accommodations to class assignments or exams, safety plans, or no-contact orders.
4. how the District will promptly notify students, parents, or guardians who report sex-based harassment or file complaints of such harassment that they can address their reports or complaints through the District’s grievance procedures designated to address sex-based harassment and how to obtain a copy of the procedures;
5. records must be maintained documenting the receipt, processing, and resolution of sex-based harassment complaints, including documentation of all witness interviews and all documentary or electronic evidence reviewed, including any prior reports or other records of harassment by the respondent;
Guidance and Training. A. The District agrees to provide training and issue written guidance to District administrators including the Director of Special Education, Special Education Program Specialist, and Director of Child Welfare and Attendance, Assistant Principals designated to oversee extension of suspension hearings, and XXXXXX High School administrators and staff, including the Principal, Assistant Principal, Vice Principal, School and Community Counselors, special education teachers, school psychologist, who have responsibilities related to the District’s responsibility to ensure the provision of a free appropriate public education (FAPE) to students with disabilities under Section 504. The training and written guidance will include the following:
a. The District's Section 504 and Title II obligations to provide students with a free and appropriate public education; the identification process; evaluation and placement process; and procedural safeguards for parents, including:
i. The District's process for identifying and locating students who need or are believed to need special education or related services under Section 504 or Title II;
ii. The District’s responsibility for conducting an evaluation of a student under Section 504 if it suspects or has reason to suspect that the student needs or may need special education or related services due to a disability;
iii. The academic and behavioral indicators for determining when such an evaluation is needed, although academic success should not be a determining factor;
iv. Examples, pertaining to both physical and emotional/psychological disabilities, of circumstances where evaluation may be needed; and
v. The role of the Section 504 coordinator.
b. The definition of an individual with a disability and the definition of substantial impairment and major life activities consistent with Section 504 and Title II.
c. The full range of services that can be provided under Section 504, including special education and related aids and services.
B. Following OCR's review and approval of the District's guidance memorandum and training, the District will update, as appropriate, any student, parent, or staff handbook (including any Section 504 handbooks), and any forms consistent with the revisions made.
Guidance and Training. A. The District agrees to provide training and issue written guidance to District administrators including the Director of Special Education, and School administrators and staff, including the Principal, Section 504 Coordinator, special education and general education teachers, school psychologist, who have responsibilities related to the District’s responsibility to ensure the provision of a free appropriate public education (FAPE) to students with disabilities under Section 504. The training and written guidance will include the following:
a. The District's Section 504 and Title II obligations to provide students with a FAPE; the identification process; evaluation and placement process; and procedural safeguards for parents, including:
i. The District's process for identifying and locating students who need or are believed to need special education or related services under Section 504 or Title II;
ii. The District’s responsibility for conducting an evaluation of a student under Section 504 if it suspects or has reason to suspect that the student needs or may need special education or related services due to a disability;
iii. The academic and behavioral indicators for determining when such an evaluation is needed, although academic success should not be a determining factor;
iv. Examples of disabilities, including circumstances where evaluation may be needed; and
v. The role of the Section 504 coordinator.
b. The definition of an individual with a disability and the definition of substantial impairment and major life activities consistent with Section 504 and Title II.
c. The full range of services that can be provided under Section 504, including special education and related aids and services.
B. Following OCR's review and approval of the District's guidance memorandum and training, the District will update, as appropriate, any student, parent, or staff handbook (including any Section 504 handbooks), and any forms consistent with the revisions made.
Guidance and Training. The District will issue written guidance and provide training to all relevant District and School staff at XXXXXXX Middle School, including site administrators, special education teachers, school psychologists, and general education teachers, concerning the District’s responsibility to ensure the provision of a free appropriate public education (FAPE) to students with disabilities under IDEA and Section 504. The guidance and training will include staff’s responsibilities for ensuring that all students who may have a disability and need services under IDEA or Section 504 are not suspended for behaviors that are a manifestation of disability and that the School and District immediately convene a manifestation meeting and/or conduct further evaluations and assessment before imposing suspensions of more than ten total days in one school year on a student who receives services pursuant to an IEP or 504 plan. The training will also review protections under Section 504 for students exhibiting behaviors that result in in referral for disciplinary consequences.
Guidance and Training. The District will issue written guidance and provide training to all appropriate District and School staff at XXXX XXXXX XXXXXX School and XXXXXX XXXX XXXX School, potentially including site administrators, special education teachers, school psychologists, and general education teachers, concerning the District’s responsibility to ensure the provision of a free appropriate public education (FAPE) to students with disabilities Section 504. The guidance and training will include staff’s responsibilities for ensuring that all students who may have a disability and need services under Section 504 are located, identified, and evaluated for special education and disability- related services in a timely manner, including situations where a student has a medical condition requiring extended absences from school or is on home hospital instruction. The training will also address when the District must provide parents with notice of procedural safeguards Section 504 process and the requirement that the District conduct a timely Section 504 evaluation in accordance with the regulations and make any necessary accommodations in the evaluation process, including in situations where the student is unable to attend school due to his or her disability. The training will include that the District cannot require that a parent provide evidence of a student’s disability as a prerequisite for completing its own evaluation and/or making a determination as to whether the student is disabled and needs special education and related services, in accordance with the regulations.
