Section 504 Training Sample Clauses

Section 504 Training. A. Within 30 calendar days of signing this Agreement, the Academy will submit for OCR’s review and approval a copy of its proposed training materials to implement Action Step I.B of this Agreement, and the name(s), title(s), and qualifications of the proposed trainer(s).

Section 504 Training. A. The School will distribute a written guidance memorandum for all School staff regarding the School’s obligations under Section 504. The guidance memorandum will include an explanation of qualifying disabilities, the types of accommodations that can be offered to students, and the School’s obligations to engage in an interactive process regarding a student’s requests for a disability accommodation. B. All School staff will participate in an in-person training conducted by OCR or by an expert in Section 504 selected by the School. The training will address disability accommodations for students, including students with mental illness, along with the School’s obligations under Section 504 and the School’s responsibility to engage in an interactive process regarding Student requests for a disability accommodation.

Section 504 Training. The College will provide Section 504 training to all staff and administrators who are involved in determining, reviewing, or resolving requests for academic adjustments for students with disabilities. The training will cover, at the minimum, the College’s obligations under Section 504: to provide academic adjustments to students with a disability, including modifications to academic requirements that are necessary to ensure that such requirements do not discriminate, or have the effect of discriminating, against qualified students with a disability; and to engage in an interactive process with students with a disability concerning their disability and related needs.

Section 504 Training. The District will provide training to School administrators, staff, and other individuals involved with the identification and referral of students for Section 504 evaluations. The training will include the following: 1. The District’s Section 504 obligations with respect to identification, evaluation and placement process, and procedural safeguards for parents, including: i. What staff members should do when they suspect that the student needs or may need special education or related services due to a disability; the academic and behavioral indicators for determining when such an evaluation is needed; and examples, pertaining to both physical and emotional/psychological disabilities, of circumstances where evaluation may be needed; ii. The requirement of providing parents/guardians with information about the procedural safeguards when the District has made any determination regarding whether to evaluate a student, whether a student is eligible under Section 504, and what services will be provided to a disabled student under Section 504; and iii. The role of the District’s Section 504 coordinator. 2. The definition of an individual with a disability and the definition of major life activities consistent with Section 504 and the Americans with Disabilities Act Amendments Act of 2008. 3. The full range of services that can be provided under Section 504, including special education and related aids and services. 4. The District’s obligation to consider the appropriateness of disciplining a student with a disability when the student’s alleged misconduct or behavior is potentially a result of that student’s disability.

Section 504 Training. The School will provide Section 504 training to all administrators and employees who are involved in determining, reviewing, or resolving requests for academic adjustments and/or aulliary aids for students with disabilities. The training will cover, at minimum, the School’s obligations under Section 504: to provide academic adjustments to students with a disability, including modifications to academic requirements that are necessary to ensure that such requirements do not discriminate, or have the effect of discriminating, against qualified students with a disability; and to engage in an interactive process with students with a disability concerning their disability and related needs. By May 2, 2023, the School will submit a draft of the proposed training materials and the name/title of the proposed trainer(s) for OCR review and approval; in the event that the School intends to provide its staff and administrators with training, the School will submit for OCR review and approval information regarding the training, including the name/title of the trainer(s), any training materials made available to the School, and a summary of the material to be covered. The School will provide the training within 60 days of OCR’s approval. Within 14 days of providing the training, the School will provide OCR with the following documentation: the dates of the training, the names and titles of the trainer(s) (and, if applicable, the name of the online course), a copy of any materials used or distributed during the training, sign-in sheets (or other documentation, such as training certificates) evidencing the School employees who attended the training, a list of the required School employees who did not attend, and a plan for providing follow-up for those employees who did not attend, as needed.

Section 504 Training. The School will provide Section 504 training to the School administrators, faculty, and staff responsible for administering special education and related services. The training will cover at least the following topics: The School’s legal obligations to provide a free appropriate public education to students with a disability under Section 504 and Title II; the School’s expectation and requirement for all School employees, including substitute teachers, to implement approved accommodations for which they are responsible; what to do when employees have questions or concerns about an approved accommodation or how to implement an approved accommodation; strategies for informing substitute and other secondary instructors of approved accommodations and implementation requirements; best practices and strategies for implementing classroom accommodations; the School’s obligations to respond to notice of disability discrimination in a reasonable, timely, and effective manner; the School’s obligations to evaluate students who needs or is believed to need special education or related aids and services because of a disability; and the School’s obligations to have a system of procedural safeguards with respect to any action taken regarding identification, evaluation or placement of a student with a disability.