Written Guidance Sample Clauses

Written Guidance. The District will develop written guidance for all staff summarizing the District’s responsibility to provide a timely and adequate response to complaints of harassment of students based on race, color, or national origin, and the applicable District policies and procedures, and will conduct annual training on the guidance. By February 28, 2018, the District will provide, for OCR review and approval, a draft of the written guidance. Within 15 days of approval of the guidance, the District will provide OCR with documentation that it has distributed the guidance to School staff.

Written Guidance. The District will issue written guidance to its special education staff addressing: (1) the District’s legal obligation to provide a full range of modifications, supplementary aids, and services in the regular education program and special education services to qualified students with disabilities enrolled in its schools; (2) that students with an Individual Educational Plan ("IEP") must have their IEPs reviewed on, at least, an annual basis; (3) that students with IEPs who are removed from their current placement due to a disciplinary change in placement for more than ten (10) school days in a school year must continue to receive educational services, and receive, if appropriate, a functional behavior assessment and behavior intervention services and modifications that are designed to address the behavior that led to their removal; and (4) that a manifestation determination meeting must take place within ten (10) school days after the decision to change the placement of a student with an IEP by removing him/her from his/her educational placement for a total of ten (10) or more school days because of a violation of a code of student conduct.

Written Guidance. The Federal-aid project development procedures are documented in a number of different manuals, guides, and other resources published by the Iowa DOT. Some of the primary resources are listed below, with hyperlinks, for each: • Federal-aid Project Development Guide (the Guide) – This document provides an executive summary of the entire Federal-aid process. It also provides references and links to other guidance documents and manuals, as described below. • Instructional Memorandums to Local Public Agencies (I.M.s) – These documents provide more specific, step-by-step guidance and instructions to LPAs for particular parts of the Federal-aid process. • LPA Right of Way Manual – This document is a comprehensive guide to LPAs for compliance with the Uniform Act and other State laws pertaining to Right-of- Way acquisition. • Construction Manual – This document provides comprehensive guidance on construction administration procedures. While it is written primarily for Iowa DOT construction inspection staff, LPA inspection staffs are required to follow the inspection and documentation procedures, as they apply to local Federal-aid projects. • Materials I.M.s – These documents provide details for various material testing and certification requirements as required by the Iowa DOT Standard Specifications. • Iowa DOT Standard Specifications - All LPA Federal-aid projects let through the Iowa DOT must use these specifications. They include all of the required Federal-aid contract provisions and other contract requirements. • In addition to these documents, some “in-house” guidance is provided to Iowa DOT staff involved in administering LPA Federal-aid projects as part of the Local Projects Guidance Manual, which is maintained on the Iowa DOT’s intranet (DOTNET). All of the above documents are either reviewed or approved by Iowa Division staff prior to publication. The Office of Local Systems and the Iowa Division jointly maintain an FHWA Review / Approval Matrix for the Guide and I.M.s. This matrix is updated annually and is included in the Iowa Division’s Standard Operating Procedure (SOP) for the LPA Program.

Written Guidance. A. The College will meet with the Theater Arts Department, and staff who are directly involved in processing, investigating and/or resolving complaints or other reports of harassment on the basis of race, color, or national origin, including deans, compliance officers, counselors and personnel likely to receive reports of harassment, to discuss: 1. The College’s commitment to a harassment-free environment; 2. A general overview of Title VI, including how the law’s nondiscrimination provisions apply to students; 3. An explanation of the College’s policies and procedures to address discrimination based on race, color, or national origin, including what constitutes racial harassment, the role of any designated compliance officer, the College policy prohibiting retaliation and intimidation; 4. An explanation of what staff should do if they believe students have been subjected to harassment, including their duty to immediately report all allegations of possible harassment; 5. The names and contact information for the designated employee(s) to whom students or others may report allegations of harassment; 6. Information regarding where staff can find the College’s harassment policies and procedures; and 7. Information about OCR and its authority to enforce Title VI.

Written Guidance. By January 15, 2018, the District will submit a draft of the guidance memorandum on the District’s harassment policies and procedures to OCR for review and approval. The District will finalize the guidance memorandum within 30 days of receiving OCR’s comments.

Written Guidance. The University will issue a written guidance memorandum to all University administrators, faculty, and staff who are responsible for investigating complaints of disability discrimination. The written guidance will provide an overview of the University’s disability complaint and investigation procedures and the University’s obligations under Section 504 regarding complaints of disability discrimination.

Written Guidance. The District will issue written guidance (Guidance) to all administrators and special education staff addressing: (1) the District’s legal obligation to provide qualified students with disabilities enrolled in its schools of choice, including the School and XXXXXX XXXXXXX (High School), the continuum of modifications, supplementary aids and services in the regular education program, and special education services, if necessary for their free and appropriate public education (FAPE), (2) schools must ensure that all individuals with responsibility for implementing IEPs and Section 504 plans have access to the entire IEP/Section 504 plan, copies of the relevant provisions or other clear written guidance, and are instructed on how to implement them; and (3) the District’s commitment to prohibiting and remedying retaliation against individuals who engage in protected activity on behalf of students with disabilities. The principal at each school site will review the Guidance with relevant site staff. By November 15, 2015, the District will provide a draft of the Guidance to OCR for review and approval. The District will issue the Guidance within 10 days of OCR’s approval. The District will confirm to OCR by January 30, 2016 that the Guidance was issued, and specifically reviewed with relevant site staff at each school, including a sign-up sheet or other evidence of attendance by name.

Written Guidance. The District will issue a written guidance memorandum to School employees regarding its anti-harassment statement on the basis of race, color, or national origin, and the steps staff should take when they notice or are told of harassment. Specifically, the District will communicate in writing to all District administrators, teachers and personnel its commitment and responsibility to create an educational environment free from discrimination, including racial harassment. The communication will encourage them to report all incidents of race, color, national origin harassment to the school principal, and will reference and summarize relevant policy and procedures, including but not limited to BP/AR 5145.3 and 1312.

Written Guidance. A. The District will issue a written guidance memorandum to School staff which will, at minimum, include the following components: 1. A statement setting forth the District’s commitment to a harassment-free environment; 2. A general overview of Title VI, including how the law’s nondiscrimination provisions apply to students; 3. An explanation of the District’s Title VI policies and procedures, including what constitutes racial harassment, the role of any designated compliance officer, and corrective or disciplinary actions related to findings of violations of the District’s harassment policies and procedures, including the District policy prohibiting retaliation and intimidation; 4. An explanation of what staff should do if they believe students have been subjected to harassment, including their duty to immediately report all allegations of possible harassment; 5. The names and contact information for the designated employee(s) to whom students or others may report allegations of harassment; 6. Information regarding where staff can find the District’s harassment policies and procedures; and 7. Information about OCR and its authority to enforce Title VI.