department of psychological and social services homeless education program section 504

PREDOCTORAL PSYCHOLOGY

INTERNSHIP MANUAL

2909 N. Buckner Blvd. Suite 501, Dallas, TX 75228 Phone: 972.925.8050 Fax: 972.794.3525

Department of Psychological and Social Services

Homeless Education Program Section 504

2013-2014

DALLAS ISD PSYCHOLOGICAL AND SOCIAL SERVICES

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TABLE OF CONTENTS

ABOUT THE DALLAS INDEPENDENT SCHOOL DISTRICT ............................................. 03

Facts and Figures ........................................................................................................................ 03 Experience Working with Students from Diverse Backgrounds in an Urban Setting ............... 03 Department of Psychological and Social Services ..................................................................... 03 Administrative Structure ............................................................................................................ 04 Internship Synopsis .................................................................................................................... 05

INTERNSHIP TRAINING PROGRAM ...................................................................................... 07

Philosophy and Mission ............................................................................................................. 07 Training Objectives and Competencies ...................................................................................... 08

SEQUENCE OF THE PROGRAM .............................................................................................. 16

APPENDICES ................................................................................................................................. 17

A. Contracts and Benefits .......................................................................................................... 17 B. Intern Selection Criteria ........................................................................................................ 18 C. Personnel ................................................................................................................................ 20 D. APPIC Match Information and Policies Links ..................................................................... 24 E. Dallas Area ........................................................................................................................... 25 F. Directions to Psychological and Social Services Office ....................................................... 26 G. Dallas Independent School District Board Policies .............................................................. 30

The Dallas Independent School District does not discriminate on the basis of sex, disability, race, religion, color, age, gender, sexual orientation, and/or national origin in educational programs or activities which it operates, and it is required by Title IX, Section 504, and Title VI, not to discriminate in such a manner. This policy not to discriminate extends to employment in and admission to such programs and activities. For information about rights or grievance procedures, contact the Title IX administrator, Section 504 Administrator, Mary McCants, or the Employee Relations Department at 3700 Ross Avenue, Dallas, Texas 75204.

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ABOUT THE DALLAS INDEPENDENT SCHOOL DISTRICT

Facts and Figures The Dallas Independent School District is the fourteenth largest school district in the United States. It has a one billion-dollar annual budget and is one of the largest employers in the Dallas/Ft. Worth metropolitan area. The Dallas Independent School District is “one of the nation’s fastest improving school districts,” according to the Council of the Great City Schools. With 223 schools and more than 157,000 students, Dallas ISD is home to the top two public high schools in the country (Yvonne A. Ewell Townview Center’s School of Science and Engineering and School for the Talented and Gifted) as reported by The Washington Post and Newsweek. The Dallas Independent School District serves a diverse student body. The students come from homes where nearly 70 different languages are spoken. The student population is 69.5% Hispanic, 23.8% African-American, 4.6% Caucasian, 1.2% Asian, and 0.4% American Indian. The Psychological and Social Services staff also displays a diverse racial make-up: 40% Caucasian, 22% African American, 31% Hispanic, and 6% other. Experience Working with Students from Diverse Backgrounds in an Urban Setting The Dallas Independent School District presents interns with a unique opportunity to work with an unusually large number of different ethnic groups and populations within the setting of a large, urban school district. Our students come from many nations (almost 70 languages are spoken in the district) and are shaped by experiences that may not be seen in other settings. Many of our students come from countries scarred by war or civil unrest and may be the victims of extreme poverty and other hardships. The school district also serves thousands of homeless students. Working with these students through the schools or the Youth and Family Centers exposes the interns to new opportunities for growth and service delivery. Department of Psychological and Social Services Psychological and Social Services (PSS) is located at the Student Support Services Center at 2909 North Buckner Boulevard, Suite 501, Dallas, Texas, 75228. The departmental leadership is composed of the Director, a Ph.D., Licensed Psychologist; a Doctoral Supervisor, a Ph.D. Licensed Psychologist; a Social Work Supervisor, a Licensed Clinical Social Worker; a supervisor of Licensed Specialists of School Psychology (LSSP), an LSSP; a Homeless Education Supervisor, an M.S.; a Juvenile Justice Transition Specialist, an MSW; an APA Predoctoral Internship Leadperson, a Ph.D., Licensed Psychologist, and an Administrative Assistant. Direct services staff include 22 Licensed Specialists in School Psychology (LSSPs) and 13 visiting teachers/social workers. Seven (6) of the direct-services staff hold Licensed Psychologist credentials as well as the LSSP credential. Each staff member is assigned a set of schools, where they deliver counseling and consultation services to both regular education and special education students. They consult with Student Support Teams to assist in the development of pre-referral interventions. The Dallas Independent School District has offered a pre-doctoral professional psychology internship for over 25 years. In 1991, the program became the first within a school district to receive accreditation from the American Psychological Association (APA). The APA can be contacted at:

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American Psychological Association

750 First Street, NE Washington, DC 20002-4242

(202) 336-5979 The program was successfully re-accredited in 2008 for seven years. The School Psychology Division, Texas Psychological Association, recognized PSS for Outstanding Psychological Services in 1984 and 1991. Administrative Structure The pre-doctoral psychology internship program is led by a Director of Internship Training. The Director of Internship Training is selected by the Director of the Department of Psychological and Social Services, whom also is designated the Chief Psychologist, from the Pre-doctoral Internship Faculty. The Director of Internship Training reports directly to the Director of PSS. The Director of Internship Training is the leader of an identified Pre-doctoral Internship Faculty. The faculty is comprised of Ph.D. level psychologists who either supervise one of the interns or who plan and implement a part of the Pre-doctoral Internship Program i.e. Professional Issues Forum, Group Supervision, Research, or Supervision Training. Pre-doctoral interns are supervised by a psychologist, who has an earned doctorate, as well as being licensed both as a Licensed Psychologist (LP) and as a Licensed Specialist in School Psychology (LSSP). (The state of Texas requires an LSSP in order to work as a psychologist in the schools. If an intern is supervised by an individual who is licensed both as an LP and an LSSP then the intern meets internship requirements for both licenses. This better prepares the interns who will be staying in Texas to meet the program’s goal of preparation to become entry level psychologists.) Members of the faculty are not only licensed professionals, but they are also psychologists dedicated to training, life-long learning, and professional development. Most faculty members are also members of professional organizations, are engaged in research in their unique areas of interest, and/or present their work at professional conferences and to other organizations. The Director of Internship Training is responsible for planning faculty meeting and for examining the evaluation of the internship completed by each cohort of interns and making recommendations to the Pre-doctoral Internship Faculty for improvements of the Pre-doctoral Internship Program for the next internship year. Formative evaluations are gathered after the orientation week and at various other points during the internship. Summative evaluations of the internship are conducted both formally by an outside evaluator and informally through an exit interview with the Chief Psychologist. The Director of Internship Training with the help of the Pre-doctoral Faculty is responsible for guiding, encouraging, and supporting the interns throughout their internship year. The Director of Internship Training is also responsible for resolving individual and cohort problems. Should problem resolution affect the department or internship policy the Director of Internship Training will consult with the Director of the Department and inform the faculty of the decision at the next called meeting. When a problem may require faculty input prior to resolution, the Director of Internship Training will call a faculty meeting prior to resolving the problem.

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Internship Synopsis The Dallas Independent School District currently funds four pre-doctoral interns in the Department of Psychological and Social Services. The interns work as school psychologists under the supervision of individuals who are both Licensed Psychologists and Licensed Specialists in School Psychology. The interns use the title “Pre-doctoral Psychology Intern.” The interns work forty to fifty hours per week, five eight-hour days. Two and a half days a week, twenty hours, are spent in both elementary and secondary schools. One day per week is spent providing individual and family therapy to referred students in a Youth and Family Center, the Dallas ISD’s nationally recognized program for provision of school-based, physical- and mental-health services. Interns have one-half day per week to dedicate to their secondary rotation. The secondary rotations are one semester of evaluation for special education with Dallas ISD’s Individual Evaluation department and one semester of a placement that meets their individual training goals. Another one-half day per week is set aside for group supervision, training, and research. A half-day, or four hours, per week is reserved for interns to work on completing their dissertations. Documentation of effort, data entry, and two hours of individual supervision per week are folded into the previously outlined work week. In addition, once a month, for an hour and a half, the interns meet for supervision training. In the schools, interns provide individual and group counseling; consult with parents and school personnel regarding emotional, behavioral, and academic concerns; participate on Student Support Teams (SST) and Foundations Teams; conduct functional behavioral assessments (FBAs), develop behavior intervention plans (BIPs); and participate as members of the Crisis Response Team. Each intern conducts informal assessments (classroom observation, parent/teacher/student interview), formal suicide/violence risk assessments, in addition to 5 to 10 formal special education assessments (actual number depends on competency/experiences prior to internship). The Youth and Family Centers allow interns the opportunity to broaden counseling experience to include family therapy; consultation with clinic psychiatrists, and assessment for the purpose of DSM-IV-TR (Fourth Edition - Text Revision) diagnosis. This configuration allows the interns broad, continuous exposure to the variety of roles fulfilled by professional school psychologists. Furthermore, the interns’ weekly schedules afford them considerable opportunity to interact with each other as well as other professional and supervisory staff.

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The following is a summary of type of students served and time spent: Type of Students Served:

Regular Education Students 56% Special Education Students 11% Youth and Family Center Students 33% Time Spent:

Counseling 43% Assessment (formal and informal) 11%

Consultation 18% Supervision 10%

Learning Activities (Professional Development, Professional Issues, Supervision Training) 6% Research (including dissertation) 12%

The rich range of experiences provided by our internship program prepares the intern for employment in a variety of settings. Many of our former interns are employed as school psychologists across the country. Others are affiliated with universities, either in teaching, counseling, or consulting positions. Several of the interns have chosen to remain with the Dallas Independent School District, including one who became Center Manager for a Youth and Family Center. The Dallas ISD’s Department of Psychological and Social Services is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC). This site participates in the annual APPIC internship matching procedure.

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INTERNSHIP TRAINING PROGRAM Philosophy and Mission The mission of the Dallas Independent School District is to prepare all students to graduate with the knowledge and skills to become productive and responsible citizens. The specific mission of Psychological and Social Services (PSS) is to assist the Dallas Independent School District in promoting student achievement and student well-being by delivering psychological and social services to regular education and special education students. The PSS internship program subscribes to the following values and principles:

PSS has a responsibility to students, parents, school personnel, and the community to provide the opportunity for professional psychology interns to develop skills that are consistent with recommended best practices.

PSS has a responsibility to provide interns with experiences encountered in large, urban settings such that they can integrate theory, research and practice.

PSS stays current with the professional literature and recommended practices. The pre-doctoral internship is a catalyst that enhances the pursuit of our goal of continuous renewal and program improvement.

In light of these values and principles, the mission and training goal of the PSS internship program is to train prospective professional psychologists to function independently in providing a range of services to regular and special education students, school personnel, school-based health/mental health clinic clients, and the students’ families and to enrich the research related to service delivery in an urban setting. The PSS internship program strives to provide a safe, enriching environment to allow interns to hone previously developed skills and risk learning new skills. We believe that there are a set of basic skills that must be a part of the repertoire of every psychologist, but there are other skill sets that can be developed should there be an interest in that specific area. Thus, we provide opportunities to develop both fundamental and unique skills. We believe that healthy respectful relationships allow for maximum learning and support collaboration thus, we strive to promote these relationships between the intern and the supervisor, the intern and other interns and the intern and the PSS staff. We deliberately encourage cooperation among the interns and discourage competition or one-upmanship. The objective of the internship experience is to further broaden and deepen the university course work and practicum experience of the interns. The model of training utilized is experiential and developmental in nature. At the beginning of the internship year, interns are asked to complete a self-assessment. These initial ratings are used as a baseline to measure the interns’ development in the following areas: (1) comprehensive assessment, (2) intervention (counseling, consultation), (3) evaluation/research, and (4) professional practice. The beginning internship self-ratings serve to help PSS build an individually tailored professional training experience for each intern. Interns are subsequently rated three times a year by their primary, secondary, and other supervisors to document the achievement of professional competencies and to establish goals for subsequent months of the internship. This leads toward similarly aligned clinical experiences and supervision

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with psychologists or other professionals. Ultimately, the internship culminates in a training experience that meets basic levels of competency prescribed for professional psychologists. Initially, the intern reports for an 80 hour orientation program. The purpose of this program is threefold: to acquaint the intern with the community and the school district; to introduce the student to our ethnically diverse student population; and to prepare the intern to participate with the members of PSS in 40 hours of in-service education, by providing instruction in DISD procedures for crisis intervention, data collection and service delivery. Once school is in session the intern shadows a supervisor or experienced staff member and then, when appropriate, is assigned specific schools and clients. Supervisors are always available to consult with the intern. The supervisor models collaboration with school personnel and the intern with the goal that the intern will ultimately collaborate with both the supervisor and other professionals. The same model is followed in all components of the program, with the supervisor modeling or instructing, initially, and the intern gradually assuming increased responsibility in all parts of the program. Formal scientific research is a secondary component of our training model. Five hours per week are set aside to this end. Interns use one hour to conduct research on a topic of interest to the department or school district and four hours to work on their dissertations. In addition to scheduled dissertation time, the interns are further encouraged to work on their dissertations by allowing them up to 80 hours per year compensatory time for work done in the evenings and on weekends. Interns participate - along with other staff - in the collection of data associated with field-based research conducted by the department. Didactic training occurs through department and district staff development offerings, as well as through the weekly professional issues forum. The latter offers not only the opportunity for interns to attend presentations from other professionals both in and outside the district, but also to present to their peers on topics of personal and/or particular interest. In summary, the internship program strives to provide quality training in a sequential and comprehensive manner. Professional development activities and applied experiences are scheduled to encourage individual development through a graduated series of learning tasks. Training Objectives and Competencies There are three interrelated training objectives to broaden and deepen professional psychology practice competencies:

Objective 1: To develop the professional skills and professional practice competencies expected for adequate functioning at the entry level of professional psychology following the internship.

Objective 2: To broaden the experiential base of the intern by providing opportunities to serve a diverse population in both schools and in a school-based mental health clinic setting.

Objective 3: To support the development of a life-long attitude of integrating science and practice through supervision and learning experiences.

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Objective 1: To develop the professional skills and professional practice competencies expected for adequate functioning at the entry level of professional psychology following the internship. To demonstrate the above, the intern shall achieve ratings of “functions independently” in the following professional skills and professional practice competencies by the end of the internship: Competency A: Comprehensive Assessment The intern shall be able to address problems through informal assessment by reviewing available language, health, sociological, achievement, and discipline records; collecting observation data and behavioral ratings; interviewing parents, school personnel, and students; assessing the school, home, community, and cultural context; and in the process systematically formulate and test hypotheses. The intern shall be able to conduct formal assessments to supplement informal assessment and to conduct comprehensive individual assessments as required by federal or state special education laws and regulations. Formal assessments include standardized, norm-referenced cognitive, developmental, adaptive, and achievement measures; perceptual-motor and other processing measures; and social, emotional, and behavioral measures. Interns will be able to make classifications for special education eligibility in the schools as well as DSM-IV-TR (Fourth Edition - Text Revision) diagnoses at the school-based health/mental health clinics, known in the Dallas ISD as Youth and Family Centers. Competency B: Intervention (Consultation & Counseling) The intern shall be able to resolve problems through the use of consultation and intervention skills. The intern consults with school personnel, parents - at home or at school - and physical health/mental health personnel at school and at the Youth and Family Center. The intern also consults with groups, such as the Student Support Team, the Admission Review and Dismissal (ARD)/Individualized Education Plan (IEP) Committee, or the Youth and Family Center staffing committee. The intern shall be able to write individual behavior intervention plans, discipline management plans, individual educational plans (IEPs), and Youth and Family Center treatment plans. The intern shall be able to conceptualize mental health problems and assist clients in the solution of these problems through individual, group, and family counseling. The intern shall be able to conceptualize and solve problems at a systems-level. This objective may be met by the intern providing in-service presentations to parents, school personnel, or other staff on topics such as discipline management, parenting, school climate, and prevention of violence, child abuse, etc. An intern participating in a Foundations Team or Student Support Team global issues meeting helps develop interventions for the entire school. The intern has the opportunity to effect department policies and procedures through the department research project and through the evaluation of the pre-doctoral internship program. Competency C: Evaluation of Services Provided/Research The intern shall be able to evaluate services provided with such means as follow-up consultation; comparison of pre- and post-test results; comparison of baseline and intervention phases of a behavior management program; pre- and post-intervention grades, attendance, and discipline referrals; annual review of Individual Educational Plans; in-service presentation evaluation; and program evaluation. The evaluation of services provided promotes accountability regarding the quality of services delivered and also provides feedback to the intern about both the accuracy of the initial evaluation/hypothesis and the degree of success of the intervention or presentation.

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Competency D: Professional Practice (Professionalism, Reflective Practice, Scientific Knowledge and Methods, Relationships/Communication Skills, Individual and Cultural Diversity, Ethical Legal Standards, and Supervision). The intern will broaden and deepen professional practice skills. The progress rating – conducted three times a year – serves as a guide to providing the intern with the experiences necessary to enhance professional skills. For example, if an intern has not gained sufficient experience in a particular area, e.g., crisis intervention or assessment, additional experience in these areas can be provided. Should problems in the area of professional conduct arise, they would be formally addressed during the evaluation and a plan developed for growth in the deficient area(s). As part of this competency, interns participate in a Supervision Training group that is held once a month. A dually licensed psychologist (LP, LSSP) leads the interns in one semester of didactic training in supervision theory and practice followed by a semester of supervision practice paired with supervision of supervision. Objective 2: To broaden the experiential base of the intern by providing opportunities to serve a diverse population in both schools and a school-based mental health clinic setting. In order to broaden and deepen professional competencies, the intern receives assignments needed to acquire experience with diverse populations in various service delivery models: Competency A: Experience with students from diverse backgrounds in an urban setting. The ethnic makeup of the Dallas Independent School District is such that the intern is assured of being exposed to students and families from diverse backgrounds both in their assigned schools and in the Youth and Family Centers. Experience with such a diverse student body produces interns who are particularly aware, sensitive, knowledgeable, and practiced regarding the issues impacting the psychological/psycho-educational development, health status, and social/emotional development of children from a variety of backgrounds, nationalities, and cultures. Since immigrants from many nations comprise a part of our student population, the interns are particularly exposed to families and students for which the acculturation process and associated stresses are relevant. Competency B: Experience with regular and special education students, their teachers and families. The program maintains that a well-rounded school psychologist must be prepared to serve the entire school population. Toward that end, the interns’ assignments are structured so that they have a balanced exposure to both regular and special education populations. The District’s intervention process initiates assistance to students and teachers in the regular education classroom by developing intervention plans and assuring that the plans are implemented with fidelity. If the response to intervention and other informal assessments indicate both a disability and an educational need, the student is formally assessed and if they qualify, the student’s needs are met through the dyslexia program, §504 accommodations, or special education, as appropriate.

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Competency C: Experience with a variety of populations from the Prekindergarten through 12th grade. Experience with at least 50 students in the regular education population. Interns have the opportunity to serve regular education students in their assigned schools. These opportunities arise through teacher and parent requests and through Student Support Team (SST) referrals. The SSTs are multidisciplinary, campus-based teams which primarily address individual student concerns. The Student Support Team seeks to increase the effectiveness of its school by resolving or attenuating individual problems in the areas of learning difficulties, emotional concerns, behavioral problems, and social services needs. Additionally, the team addresses school-wide issues in meetings devoted to global concerns, such as school-wide bullying or playground safety. The intern serves as a consulting member of the SST at the schools to which s/he is assigned. There are three levels to the Student Support Team Process. At Stage I, referrals are made directly to a service provider within the school, such as the counselor, school nurse, or PSS professional assigned to the school. Services such as short-term counseling, consultation, and assistance with behavior management are provided at this level. Response to intervention is documented. If the problem does not respond to intervention or is multifaceted, requiring a multidisciplinary response, the case moves to Stage II, where it is presented to the SST and a comprehensive intervention plan is developed. The intern is likely to be one of the service providers and/or the case manager at this stage. Documentation of the response to intervention is kept and if there is little or no improvement, a Stage III SST meeting is requested. Stage III constitutes a formal referral for assessment to determine whether the child is eligible for special services and/or accommodations such as dyslexia services, §504 accommodations, or special education services. Other opportunities to serve students in the regular education population arise from responding to crises within the district and from the intern’s secondary rotation. Interns are also involved in Manifestation Determination §504 meetings when a change of placement for disciplinary reasons is sought for a student receiving §504 accommodations. The number of regular education students served is documented in the Training and Evaluation Plan. Experience with at least 10 students in the special education population. Services to children in the special education population are primarily provided in the intern’s assigned schools. The intern conducts initial evaluations to determine eligibility for special education services as well as the required three-year re-evaluation of the school’s special education students. The intern conducts evaluations to rule out emotional disturbance and other psycho-educational problems. He or she also addresses academic or behavioral concerns, e.g., poor grades, affective problems, or behavioral problems, through the ARD process, obtaining ARD approval for brief counseling and/or the development of interventions of brief duration. The number of special education students served is documented in the Training and Evaluation Plan. Experience with at least 30 students and their family members through the Youth and Family Centers. Students and families who need services beyond the scope of those provided within the school setting may be referred to the Youth and Family Center. Interns have the opportunity to conduct intake interviews and collaborate with the psychiatrist and other Center staff in arriving at a diagnosis and formulating a treatment plan. Cases are assigned to the intern by the center manager and the intern provides either individual or family therapy under the supervision of a licensed psychologist. This setting also exposes interns to a

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managed-care clinical context. The number of students served at the Youth and Family Center is documented in the Training and Evaluation Plan. Experience of at least 450 hours providing direct services. According to APPIC, Council of Directors of School Psychology Programs (CDSSP), and the National Register guidelines, the intern spends at least 25% of his/her time in direct (face-to-face) client contact. Clients are students, parents, and school and clinic personnel. The interns have an opportunity to attain this experience in a variety of settings and modalities. Two and a half days per week are spent in four school settings, at least one of which is an elementary school and one a secondary school. Modalities in which client contact hours are accrued include assessment, counseling, and consultation. The intern provides a day of service at the Youth and Family Center with opportunities to engage in intake, diagnosis and treatment planning with a psychiatrist, as well as individual, group, and family therapy. The remainder of the week is spent as follows: one half-day of group supervision, professional issues, and research; one half-day of dissertation; and one half-day in the office for departmental staff development and documentation of client contact and departmental work assignments. Competency D: Experience within three service delivery settings. Experience within traditional elementary and secondary schools for a minimum of two and a half days per week. Each intern serves traditional schools for two and a half days each week. Each intern is typically assigned to three schools – at least one of which is an elementary and one a secondary. The intern participates in the Student Support Team process, provides pre-referral interventions, and develops a method of documenting the response to the intervention and evaluating intervention effectiveness. Additionally, the intern conducts assessments for §504 and special education eligibility and participates in special education Individualized Education Plan (IEP) meetings and Admission Review and Dismissal (ARD) meetings to review assessment results and assist in the determination of eligibility. If the team determines that the student is §504- or special education-eligible, the interns assist in developing the accommodation plan or IEP. Experience in a secondary rotation for one half-day per week. In addition to the traditional school assignment, the intern is encouraged to select a secondary rotation for one half of the internship year. The secondary rotation is in an area of intern interest such as: adjudicated youth, family systems, refugee students, etc. The intern is then assigned to a setting such as the Juvenile Justice Alternative School, a family systems therapist, or the refugee intake center. In this setting the intern has increased opportunity to develop clinical skills in an area of interest. Experience with a Youth and Family Center for one day per week. Interns are assigned to a Youth and Family Center (YFC) for one day a week. At the YFC, the interns gain experience in conducting counseling or therapy consistent with the intern’s level of training. They have the opportunity to conduct intakes, discuss DSM-IV-TR (Fourth Edition - Text Revision) diagnoses with the psychiatrist, and provide a counseling/therapy to students and their families. Interns provide individual, group, or family counseling/therapy as needed and consult with parents and school personnel. All interns receive supervision from a licensed psychologist and are identified as pre-doctoral interns.

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Objective 3: To support the development of a life-long attitude of integrating science and practice through supervision and learning experiences. The intern will broaden and deepen professional competencies through regularly scheduled, supervised, and documented training activities. The activities include supervision and integration of science and practice. Competency A: Supervision (individual and group). 1. The intern receives a minimum of 180 hours of supervision, at least 90 hours of which are regularly scheduled individual supervision. Per APA criteria, intern supervision is regularly scheduled and sufficient relative to the intern’s professional responsibility. Per Council of Directors of School Psychology Programs (CDSSP) guidelines, the internship includes at least two hours per week of regularly scheduled, formal, face-to-face supervision with the specific intent of dealing with the psychological services rendered directly by the intern. Additionally, the intern receives two hours of regularly scheduled group supervision. Individual supervision. The primary supervisor is a doctoral-level Licensed Psychologist as well as a Licensed Specialist in School Psychology (LSSP). Texas is unique in that the Texas State Board of Examiners of Psychologists (TSBEP) recognizes the LSSP as the credential for provision of school psychological services. In Texas, supervisors of LSSPs must have at least three years of experience. Supervising LSSPs may supervise LSSP Interns, LSSP Trainees, and other LSSPs with less than three years of experience. However, PSS chooses to maintain a higher standard by requiring that its primary supervisors of pre-doctoral interns not only be experienced LSSPs, but also Licensed Psychologists. The primary supervisor remains with the intern throughout the year and is responsible for ensuring that the intern receives two hours of individual face-to-face supervision each week. The secondary supervisor supervises the intern’s special education assessments and the intern’s work at the secondary rotation setting; however, the primary supervisor is ultimately responsible for all of the intern’s work. Group supervision. Another two hours per week of group supervision is provided to the interns by two Ph.D.-level psychologists. The purpose of group supervision is to expand the interns’ experiential base by case presentations made by other interns and staff. With the guidance of the supervisors, the interns help conceptualize the mental health or psycho-educational problem presented and then assist in the development of an appropriate course of action. During group supervision, interns are given the opportunity to develop and practice supervisory skills. Other supervision. Interns may receive additional supervision from a variety of other sources. The most common type of additional supervision is that received at the Youth and Family Center from mental health professionals. Supervision from other members of the department’s leadership team, and supervision from other PSS staff members is also provided where appropriate. Per CDSSP guidelines, intern supervision may be shared with other appropriately credentialed personnel, but the licensed doctoral-level psychologist, who is the primary supervisor, assumes full responsibility for the supervision provided. Supervision hours are summarized three times per year in the Training and Evaluation Plan. Reports such as Full and Individual Evaluation (FIE), eligibility statements, and Youth and Family Center treatment plans and progress notes are co-signed by the primary supervisor.

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2. The intern receives a progress rating three times per year. The Training and Evaluation Plan articulates the specific quality and quantity of work expected by completion of the internship. At least two evaluations are required per year, but the internship program conducts three evaluations. Adjustments in the intern’s program are made as needed after each evaluation to reach both the program objectives and the interns’ goals for internship. Competency B: Integration of Science and Practice. The intern accrues a minimum of 90 total hours of scheduled, supervised, and documented learning activities with other interns and staff. According to APPIC and CDSSP guidelines, interns engage in scheduled learning activities at least an average of two hours per week (90 hours per year). 1. Learning activities with other interns and staff. Scheduled learning activities that pertain specifically to the interns are the weekly Professional Issues Forum, which is scheduled for one hour per week, for a total of 45 hours. Didactic training and review of the current literature on the practical and theoretical bases for the practice of school psychology are covered in the Professional Issues Forum. The Forum regularly covers ethnic and cultural diversity issues, professional and ethical issues, as well as standards for providers of psychological services. The Forum offers not only the opportunity for interns to attend presentations from other professionals both in and outside the district, but also to present to their peers. Other scheduled learning activities include visits to community agencies in the first few days of the school year, attendance at various local professional meetings when the topic is relevant to school psychology, and weekly departmental meetings, including in-service education regarding best practices in school psychology and district policies and procedures. Before the school year starts, the interns attend training in suicide risk assessment, violence risk assessment, crisis management, and response to intervention. Also, the intern attends training in assessment and the special education process specific to the Dallas ISD and the state of Texas. District and department staff development in-services cover a wide range of topics; they address practical and theoretical bases for the practice of school psychology. The department provides approximately 60 hours of staff development relevant to the needs of the regular staff and the interns, 35 of which are required. As integral members of the department, interns engage in the same staff development as the rest of the department. Interns are also required to document unscheduled learning activities. Interns have five days of professional leave which they may use to attend workshops and presentations at the Youth and Family Centers, other departments in the district, Regional Service Center, Dallas-Fort Worth Regional Association of School Psychologists, and other national, state, and local offerings. 2. At least two literature-based presentations on educational and/or mental health interventions in the schools. Interns are expected to make at least two presentations per year in the Professional Issues Forum. One presentation is based on a recent relevant journal article of their choosing. Interns must also conduct a more extensive one-hour presentation based upon more extensive readings. Interns typically use these opportunities to research problem areas they have encountered in the schools in order to obtain a better theoretical understanding of the nature of the problem, as well as research-based intervention strategies. This is key to the integration of science and practice as they apply this research to actual situations, evaluate success, modify interventions, and continue to research strategies to assist clients.

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3. Participation in at least one departmental research project per year. The training staff surveys the department and its parent division to seek appropriate research and evaluation opportunities for the interns. One hour per week is scheduled for participation of all interns on the research committee. An additional four hours of the work-week are set aside for dissertation. Additionally, up to 80 hours of compensatory time are granted to interns who have documented time spent working on their dissertations outside of the regular work-week. Thus, research time averages 6 to 7 hours per week over the internship. This time shall not exceed 25% of the internship per CDSPP guidelines. Interns may also include in research time the evaluation of outcomes of services delivered and/or the evaluation of the effectiveness of the interns’ own training as well as that of prior interns’ training. Additionally, interns participate in the self-study process for re-accreditation. Listed are the results of the research group for the last seven years. The 2012-2013 interns contributed to a study that examined the mental health issues of youth placed in the Disciplinary Alternative Education Program (DAEP). They collected, scored, and inputted data with the goal of converting the study into a paper to submit for publication. The 2011-2012 interns conducted an evaluation of school crisis response and outlined the model of services that is currently in place. Lessons learned were discussed and implications for practice were identified. The 2010-2011 interns conducted an evaluation of Foundations, a system wide positive behavior support initiative in the Dallas ISD, which will be presented at the 2011 National Association of School Psychologists Conference. The 2009-2010 interns conducted a validation study on the Risk of Violence Questionnaire (RVQ). They also created a presentation entitled “Assessing Violence Risk in the Dallas ISD: The Risk of Violence Questionnaire,” which was presented at the annual conference of The National Partnership to End Interpersonal Violence in Dallas, Texas. The 2008-2009 interns conducted an evaluation of the standard of care in Texas public schools for dealing with suicidal students. In conjunction with this research, they developed a suicide risk assessment training video. The 2007-2008 interns developed the Risk of Violence Questionnaire (RVQ) based on their examination of current best practices in violence risk assessment. They also developed a training video for school personnel that demonstrated appropriate assessment techniques with violent youth. The 2006-2007 interns collaborated on the papers Assessing Suicide Risk in Schools: Practices of a Large Urban District and Psycho-educational Adjustment of Displaced Students after hurricanes Katrina and Rita.

SEQUENCE OF THE PROGRAM Interns engage in an organized sequence of activities under supervision. Interns arrive on site in early August approximately one to two weeks before the rest of the staff. They proceed first through orientation by Human Resources, which introduces them to the organization and to the policies and procedures of the district as related to employment. The interns then receive orientation to Psychological and Social Services policy and

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procedures, special education policies and procedures, and the expectations of interns and their supervisors. Training plans are reviewed individually with each intern and adjustments are made as needed. The interns also receive training in suicide risk assessment, violence risk assessment, crisis management, and response to intervention prior to the start of fall classes. When the staff returns from summer vacation, they and the interns engage in three to four days of staff development. Staff development covers the direction of the department, current issues, various skill building topics, and acquaintance with services available in the community. A specialized agenda is established for new staff and interns. Finally, one-to-two days are set aside for the intern to visit his/her assigned schools and Youth and Family Center accompanied by a supervisor and to set an initial schedule/structure for working in the schools. Experienced team members or supervisory staff accompany interns to their schools. Interns are introduced to key personnel at each building and their role is explained to the principal. Interns may also observe supervisors conduct meetings, participate in Student Support Team (SST) meetings, and interact with teachers and other school personnel. After an orientation period, the intern engages in these activities under the close supervision of an experienced staff member until the intern is judged competent to conduct these activities on his/her own. Within the first two weeks, interns receive additional training in the SST process, as described in Objective 2C. Inherent in the SST process is the problem-solving approach, i.e., a hypothesis is developed based on data and then an intervention is planned, implemented, and evaluated. Depending upon entry-level competencies, interns begin addressing referrals for direct and indirect services and also referrals for special education assessment (SST Stage III). A developmental method of training is also used at the Youth and Family Centers. Initially the interns assume the role of intake workers, progressing to consultation with the psychiatrist and/or clinic manager about the diagnosis and the treatment plan, and culminating in counseling and therapeutic intervention assignments.

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APPENDIX A

CONTRACTS AND BENEFITS The Dallas Independent School District will provide the intern with the following:

1. A written contractual agreement specifying the professional psychology intern as a full-time employee for a term of one year and terms of compensation and proration of salary in 12 equal monthly payments.

2. A salary range starting at $29,533, depending on prior salaried experience in education or mental

health services to children. 3. Employee benefits consistent with those of other school psychologists including:

a. sick leave of 8 days b. school holidays and non-contract days based on a 226-day contract consistent with DISD

Board approved calendar. c. optional group medical, dental, and vision plans (partially paid by the district), optional group

life insurance, optional disability income and salary continuation, and employee assistance program

d. mileage reimbursement for job-related travel e. worker's compensation f. deductions for teacher retirement g. other benefits, such as pre-tax withdrawal of health insurance premiums, annuities, etc.

4. An appropriate work environment including adequate equipment, materials, and office facilities

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APPENDIX B

INTERN SELECTION CRITERIA The criteria utilized in selecting interns are as follows: I. Application requirements on file by December 1:

A. completed Application for Psychology Internships (AAPI) Online B. current, comprehensive CV

C. statement indicating goals for the internship (can be submitted as part of cover letter)

D. Three supporting letters of recommendations and endorsement which demonstrate

1. prior training, interests, and goals appropriate to the internship program 2. ability to apply assessment/diagnosis and intervention/treatment knowledge in school

psychology under supervision 3. ethical conduct 4. interpersonal skills appropriate to the professional practice of school psychology

E. Official transcripts of all graduate work indicating courses or course content in the following: 1. Biological, social, cognitive, affective, and individual bases of behavior; child and adolescent

development (normal and abnormal); human learning; psychopathology; statistics and research design, and history and systems

2. Theories and methods of intellectual, educational, personality, and other relevant assessment strategies

3. Intervention, such as counseling (individual, crisis, group and family), consultation and behavior management, and evaluation of interventions

4. Advanced research and program evaluation courses 5. Language and/or computer courses 6. Practicum courses 7. Supervision; professional issues and standards; roles and functions of school psychologists;

legal, ethical and cultural issues, and history and foundations of school psychology 8. Education of exceptional learners; multicultural education; organization, administration and

financing of public schools; curriculum and instructional and remedial techniques

II. At least 900 practicum hours desirable as follows:

A. Four-hundred-fifty hours in direct school psychology services to diverse student populations which address a range of problems using a variety of assessment/diagnostic approaches and methods of intervention/ treatment

B. Three hundred hours of formal supervision (both individual and group) desirable

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C. One hundred and fifty additional hours D. Hours shall be distributed over at least one year of graduate study

III. Acceptable personal interview (telephone interviews are no longer an option) IV. Recruiting considerations:

a. Professional skills needed by Psychological and Social Services b. Ethnic ratios c. Bilingual skills d. Enhancement of institutions, local and national, from which PSS staff originate e. Prior school experience and interest in a career in the schools

While applications from all areas of professional psychology will be considered, preference will be given to those from School Psychology training programs. Applicants from other programs, such as Clinical or Counseling, will receive serious consideration only if they have had extensive experience in schools, and/or coursework which prepared them to provide school-based psycho-educational services as described in this handbook.

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APPENDIX C TRAINING PERSONNEL The Director of Psychological and Services (PSS) and Chief Psychologist is Dr. Connie S. Wilson, a 1977 graduate of the Child and Educational Psychology Department of Texas Woman’s University. She completed internships in the practice of Dr. Joseph Seifert, M.D., and The Fairhill School, Dallas, Texas. Dr. Wilson is a Licensed Psychologist and a Licensed Specialist in School Psychology. She is head of the department and the administrative and clinical supervisor of the pre-doctoral program faculty. She is also primary supervisor for one pre-doctoral intern and two post-doctoral interns. Her primary orientation is cognitive behavioral with a very strong emphasis in systems and organizational culture and program design. Her particular interests include large systems program design, the integration of public and private sector service delivery systems, strategic planning and incorporation of the schools into the community-based systems and the integration of the community into the schools. She has served as the Director of the Dallas ISD’s Office of Interagency Collaboration that oversaw the Youth and Family Centers, the After-School Programs, and the Homeless Education Program. The Youth and Family Centers are ten school-based clinics providing physical and mental health services and are a collaboration of the Parkland Health and Hospital System, Dallas County Metrocare Services, and the Dallas ISD. The After-School Programs were located at 180 sites and combined the efforts of 52 community agencies and District staff. The Homeless Education Program works with 25 shelters and the schools serving homeless students and their families. Homeless Education Program operations are once again under the direction of Dr. Wilson, having recently been transferred to the Psychological and Social Services Department. Dr. Wilson also served as the Director of the Salesmanship Club Youth and Family Education Center, a day treatment program for emotionally disturbed adolescents and their families, and coordinated the original design and implementation of that program. She is a frequent instructor at area universities in their graduate programs in Psychology and Special Education. She has consulted with many area school districts and youth-serving agencies. Dr. Wilson is very active in local and statewide community organizations, currently serving on the state board for the Mental Health Association of Texas and on several statewide legislative committees. The Director of Internship Training, Dr. April Miller, is a field staff Licensed Specialist in School Psychology and also a Licensed Psychologist. Dr. Miller is a primary supervisor for one intern, and is also a group supervisor. She is a 2005 graduate of the school psychology program of Oklahoma State University. Dr. Miller finished her pre-doctoral internship and post-doctoral training at Dallas Independent School District, Psychological and Social Services Department. Her interests include grief and loss, crisis intervention, cognitive-behavioral therapy, and behavioral consultation and intervention development. Dr. Miller co-leads the department’s Algorithm Project, a project focused on developing a decision-making model to guide practitioners through hypothesis formation, data gathering, and evidence-based intervention development. She is a member of NASP and the Dallas Fort Worth Regional Association of School Psychologists (DFWRASP). Dr. Lillie Nelson-Haynes is a Licensed Psychologist and a Licensed Specialist in School Psychology. She serves as primary supervisor for pre-doctoral, post-doctoral, and LSSP interns. Dr. Haynes facilitates the weekly Professional Issues Form for the pre-doctoral and LSSP interns. Dr. Haynes is a 1995 doctoral

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graduate of the school psychology program at Texas Woman’s University in Denton, Texas, and has over 25 years of experience as a school psychologist with the Dallas Independent School District. She has had clinical experience with the Mental Health/Mental Retardation Authority, the Southwestern Medical Center, Dallas County Juvenile Probation, the family courts, and the Dallas ISD’s Youth and Family Centers. Dr. Haynes’ primary interests are anti-bullying, relational aggression, crisis management, anger management, and program design, implementation, and evaluation. Dr. Haynes also serves as an adjunct instructor at local universities. She is a Licensed Professional Counselor, Clinical Member of the Association of Marriage and Family Therapists, a member of APA, and a nationally certified school psychologist. Dr Haynes served as Secretary of the Texas Psychological Association (TPA) (2006, 2007) and as the National Association of School Psychologists’ IG Coordinator for Crisis Management in the Schools (2007). Dr. Susan Muñoz is a field staff Licensed Specialist in School Psychology and a Licensed Psychologist. She provides clinical supervision for one intern and administrative supervision for the doctoral level staff within the department who do not serve as members of the pre-doctoral program faculty. She also co-facilitates the weekly Professional Issues forum for the interns with Dr. Lillie Haynes. Dr. Muñoz graduated in 1989 from the clinical psychology program at the University of Texas Southwestern Medical Center at Dallas. She completed her internship at Terrell State Hospital, and obtained additional training at Southwest Family Institute. She has served as newsletter reporter, trustee, and chair of the Legislative Committee of the Dallas Psychological Association, and is a former member of the Texas Psychological Association and the American Psychological Association. Dr. Muñoz was in private practice for ten years. She became a clinical supervisor for the Dallas ISD Youth and Family Centers in spring, 2002, and remained in that position until fall, 2007. During that time, she provided clinical supervision for one intern per year. In the fall of 2007, she joined the staff of Psychological and Social Services. Dr. Dina Hijazi is a field staff Licensed Specialist in School Psychology and a Licensed Psychologist. In 1985 she completed her Master’s in Counseling Psychology from Notre Dame University, and in 1998 she completed her Ph.D. in School Psychology from The University of Texas, at Austin. Along with her role as a psychologist for the Dallas Independent School District, Dr. Hijazi is also a supervisor for the pre-doctoral interns. This year she will lead a course for the department’s supervisors that will address the issues involved in being a competent supervisor. Dr. Hijazi’s interests include anxiety disorders, sadness in children, family conflict, cognitive behavioral therapy, and teacher consultation. Dr. Hijazi is a member of the American Psychological Association, and the Dallas Fort Worth regional association of School Psychologists. Dr. Tia Crossley is a Provisionally Licensed Psychologist (PLP) and a Licensed Specialist in School Psychology (LSSP) for the Dallas Independent School District (DISD). Dr. Crossley is also a therapist at a Dallas ISD Youth and Family Center. Dr. Crossley completed her Ph.D. in School Psychology from Texas A&M University in College Station, TX. Along with her role as a LSSP and therapist for the Dallas Independent School District, Dr. Crossley also co-facilitates the weekly intern research group with Dr. Jessica Cintron. Dr. Crossley joined the department in 2008-2009 as a pre-doctoral intern. Her primary interests are emotional, behavioral, and family problems in ethnic minorities and disciplinary alternative education populations. Dr. Jessica Cintrón is a Licensed Specialist in School Psychology (LSSP) for the Dallas Independent School District (DISD), and she provides therapy at the Dallas ISD Youth and Family Center. Along with her role as a LSSP and therapist, she also co-facilitates the weekly Professional Issues forum for the pre-

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doctoral interns with Dr. Lillie Haynes. This year, she will co-facilitate the intern research group with Dr. Tia Crossley. Dr. Cintrón completed her master's degree in 2004 and doctoral degree in 2011 in School Psychology from Temple University in Philadelphia, PA. Dr. Cintrón joined the department in 2007 – 2008 as a pre-doctoral intern. Her primary interests are psychological issues among ethnic minorities and socioeconomically disadvantaged populations, ADHD in Latino children, parenting challenges, and utilization of culturally appropriate interventions and measurements. Dr. Cintrón is a member of the National Association of School Psychology (NASP). She is a bilingual (English and Spanish) field staff with a strong desire to promote mental health in the underserved communities.

OTHER DALLAS ISD PERSONNEL CONTRIBUTING TO THE PROGRAM Ms. Phyllis Green. A long-time school district employee, Phyllis Green has worked in the Special Education, Psychological/Social Services, and Youth and Family centers Departments of the Dallas Independent School District. She received her master’s degree in school and experimental psychology from the University of North Texas in Denton, Texas, and two years of post-graduate training in family systems theories and application from Southwest Family Institute, Dallas, Texas. She is licensed as a psychological associate, specialist in school psychology, professional counselor supervisor, and marriage and family therapist.

OTHER DEPARTMENTAL STAFF CONTRIBUTING TO THE PROGRAM Ms. Connie Rodriguez, MA, LPA, LMFT, LSSP, is a field staff Licensed Specialist in School Psychology and supervisor of masters-level staff. She received her Masters degree from North Texas State University in 1984. Her masters program was in school psychology with a focus on clinical child psychology. Ms. Rodriguez is a Licensed Marriage and Family Therapist and has experience working with families and children in treatment facilities and out patient clinics. She has managed a school-based mental health clinic for Youth and Family Centers, a Dallas ISD program. Ms. Rodriguez has over 20 years experience working in schools. Her areas of interest are in working with minority populations and use of solution-focused therapy in schools. Dr. Janina Washington is a field staff Licensed Specialist in School Psychology. In 2005 she completed her Master's in School Psychology from California School of Professional Psychology, in Los Angeles. Also in 2005 from the same school, Dr. Washington received her Doctorate in Clinical Psychology with an emphasis in Multicultural Community Psychology. She is a psychologist for Dallas Independent School District as well as a supervisor for practicum students. Dr. Washington's interests include AD/HD, family therapy, cognitive behavioral therapy, child psychology, and child development. Ms. Minerva Moreno, MS, LCSW, is a licensed clinical social worker who has been approved by the Texas State Board of Social Worker Examiners to provide clinical supervision to PSS Social Workers who are seeking to become licensed clinical social workers. She is also a field supervisor for the social work internship program with The University of Texas at Arlington. Ms. Moreno has a bachelor’s degree in Child Psychology from Universidad Autonoma de Nuevo Leon (Mexico) and a Master’s Degree in Social Work from the University of Texas at Arlington. She has had clinical experience working with Dallas County Mental Health and Mental Retardation, The Family Place, and Promise House.

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In total, the department has twenty-two Licensed Specialists in School Psychology. Fourteen of these LSSPs are trained at the doctoral level and seven of the fourteen are also Licensed Psychologists. Of the seven Licensed Psychologists, two are in leadership positions. Interns have daily access to a highly skilled and knowledgeable staff from whom to seek consultation and supervision in specific areas of expertise. The ratio of supervisors to supervisees is at least 1:10 for LSSPs and 1:6 for interns, which is consistent with the staffing ratio recommended by standard 3.2.3 and standard 3.2.4 of the National Association of School Psychologists Standards for the Provision of School Psychological Services.

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APPENDIX D APPIC MATCH POLICIES AND APPIC MATCH

Information on the APPIC Match Policies and APPIC Match may be obtained from: 1. The APPIC web site: http://www.appic.org 2. The National Matching Services web site: http://www.natmatch.com/psychint

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APPENDIX E ABOUT THE DALLAS AREA

The Dallas-Ft. Worth Metroplex has experienced tremendous growth over the last decade. The area is rich in cultural opportunities including the Dallas Symphony, Dallas Arboretum, Dallas Opera, Dallas Summer Musicals, Dallas Theater Center, Dallas Performing Arts Center, Dallas Art Museum, the Kimball Art Museum, Fair Park,(which houses the Women’s Museum and the African American Museum), and many ethnic/cultural festivals. Activities for children include The Dallas Zoo, Ft. Worth Zoo, Perot Science Museum, Dallas Children's Theater, the Dallas World Aquarium and Zoological Gardens, Six Flags over Texas, and Hurricane Harbor. White Rock Lake and the Katy Trail provide biking/running/walking trails. Dallas is the host for the State Fair of Texas every fall. The Dallas Cowboys, Texas Rangers, Dallas Stars, and the Dallas Mavericks professional sports teams call the Metroplex home. Excellent research libraries in the city include the The University of Texas at Dallas Health Sciences Center (UTDHSC), Southern Methodist University Library, University of Texas at Dallas Library, and the Dallas Public Library. Other Metroplex university libraries include those of: University of Texas at Arlington, Texas Woman's University, Texas A&M-Commerce, the University of North Texas and Texas Christian University. Dallas has many psychological continuing education opportunities. Local organizations include the Dallas Psychological Association, Dallas Association for Marriage and Family Therapy, and Dallas/Fort Worth Regional Association of School Psychologists. Dallas hosts state meetings such as Texas Association of School Psychologists, Texas Psychological Association, Southwestern Psychological Association, and Texas Association for Marriage and Family Therapy.

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APPENDIX F

Directions to Psychology and Social Services Office

2909 N. Buckner Blvd. – Suite 501 Dallas, TX 75228

(972) 925-8050

From the North on I-35: From the North on the Tollway: South on I-35 (same as RL Thornton Freeway) to I-30 East. Take I-30 east to Buckner Blvd (Loop 12). Turn North (left) onto Buckner Blvd. Cross Peavy Road (the third light) and turn left into the parking lot of 2909 N Buckner. Proceed to the 5th floor.

South on the Dallas North Tollway to I-35, then exit I-30 East Take I-30 east to Buckner Blvd (Loop 12) Turn North (left) onto Buckner Blvd. Cross Peavy Road (the third light) and turn left int the parking lot of 2909 N Buckner. Proceed to the 5th floor.

From the North on Central Expressway: From the South on I-35:South on Central to I-30. Take I-30 east to Buckner Blvd (Loop 12). Turn North (left) onto Buckner Blvd. Cross Peavy Road (the third light) and turn left into the parking lot of 2909 N Buckner. Proceed to the 5th floor.

North on I-35 to I-30 East. Take I-30 east to Buckner Blvd (Loop 12) Turn North (left) onto Buckner Blvd. Cross Peavy Road (the third light) and turn left into the parking lot of 2909 N Buckner. Proceed to the 5th floor.

From the South on 175 or I-45: From the East on I-30North to I-30. East on I-30 to Buckner Blvd (Loop 12) Turn North (left) onto Buckner Blvd. Cross Peavy Road (the third light) and turn left into the parking lot of 2909 N Buckner. Proceed to the 5th floor.

West on I-30 to Buckner Blvd. (Loop 12). Turn North (right) on Buckner.. Cross Peavy Road (the third light) and turn left into the parking lot of 2909 N Buckner. Proceed to the 5th floor.

From the West on I-30 From DFW AirportEast on I-30. to Buckner Blvd (Loop 12) .Turn North (right) on Buckner.. Cross Peavy Road (the third light) and turn left into the parking lot of 2909 N Buckner. Proceed to the 5th floor.

Take the south exit out of the airport to 183. Take 183 east to I-35 (RL Thornton) to I-30 East. Take I-30 east to Buckner Blvd (Loop 12). Turn North (left) onto Buckner Blvd. Cross Peavy Road (the third light) and turn left into the parking lot of 2909 N Buckner. Proceed to the 5th floor.

From Dallas Love Field Airport

Exit airport. Go West on Mockingbird Lane to I-35 (RL Thornton Freeway). Take I-35 to I-30 East. Take I-30 east to Buckner Blvd (Loop 12). Turn North (left) onto Buckner Blvd. Cross Peavy Road (the third light) and turn left into the parking lot of 2909 N Buckner. Proceed to the 5th floor.

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APPENDIX G DALLAS INDEPENDENT SCHOOL DISTRICT BOARD POLICIES PERSONNEL- MANAGEMENT RELATIONS EMPLOYMENT COMPLAINTS/GRIEVANCES DGBA (LOCAL) – ISSUED 5/26/2010 PURPOSE

The purpose of this policy is to provide employees an orderly process for the prompt and equitable resolution of grievances. Employees are encouraged to discuss their concerns and grievances with their supervisor, principal, or other appropriate administrator. When informal discussions fail to resolve the concern or dispute, the employee may file a grievance with the Office of Employee Relations. [See DGBA(EXHIBIT)]

DIRECT COMMUNICATION WITH BOARD MEMBERS Employees shall not be prohibited from communicating with Board members regarding District operations except when communications between an employee and a Board member would be inappropriate because of a pending hearing or appeal relating to the employee. DEFINITIONS The following definitions shall apply: AMENDED COMPLAINT: A modified grievance form filed by the employee. BOARD SUBCOMMITTEE: A panel of three members of the Board of Trustees. DAYS: Days are defined as District business days, in accordance with the Districtwide staff calendar, unless otherwise noted. In calculating time lines under this policy, the day a document is filed is “day zero.” The following business day is “day one.” DEMOTION: Demotion is defined as movement from a job in a higher pay grade to a job in a lower pay grade level.

RETALIATION: Any negative action imposed upon an employee for violation of rules, policies, or regulations of the District. EMPLOYEE RESPONSE: An employee may submit any written response or rebuttal within ten District business days after receiving any written documentation from his or her immediate supervisor.

EXCEPTIONS: This policy shall not apply to:

Complaints alleging discrimination, including violations of Title IX (gender), Title VII (sex, race, color, religion, national origin), ADEA (age) or Section 504 (disability). [See DIA(LEGAL) and DIA(LOCAL)]

Complaints alleging certain forms of harassment, including harassment by a supervisor and violations of Title VII. [See DIA(LEGAL) and DIA(LOCAL)]

Complaints concerning retaliation relating to discrimination and harassment. [See DIA(LEGAL) and DIA(LOCAL)]

Complaints concerning instructional materials. [See EFA(LOCAL)]

Complaints concerning a commissioned peace officer who is an employee of the District. [See CKE(LEGAL)]

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Complaints arising from the proposed nonrenewal of a term contract issued under Chapter 21 of the Education Code. [See DFBB(LEGAL) and DFBB(LOCAL)]

Complaints arising from the proposed termination or suspension without pay of an employee on a probationary, term, or continuing contract issued under Chapter 21 of the Education Code during the contract term. [See DFAA(LEGAL), DFBA(LEGAL), or DFCA(LEGAL) respectively]

GRIEVANCE

A complaint by an employee or group of employees involving wages, hours, or conditions of work (including but not limited to demotion, suspension without pay, or termination). The terms “dispute,” “complaint,” and “grievance” shall have the same meaning throughout this policy.

GREIVANT

The term includes the employee, employees, or organization filing a grievance. The words “grievant” and “employee” shall have the same meaning throughout this policy.

IMMEDIATE SUPERVISOR

The administrator or other District employee responsible for the employee’s supervision and evaluation.

REPRESENTATIVE

Any person, including an individual from an association/organization, selected by the employee to be present and represent the employee at all levels, so long as that representative does not claim the right to strike. [See DGBA(LEGAL)]

The employee may designate a representative through written notice to the District at any level of this process. If the employee or the District designates a representative with fewer than three days’ notice before a scheduled conference or hearing, either party may request that the conference or hearing be rescheduled.

The District may be represented by counsel at any level of the process.

TERMINATION Termination is a complete severance of the employment relationship between employer and employee. GENERAL PROVISIONS The following general provisions shall apply: COMPLAINTS AGAINST SUPERVISORS Complaints alleging a violation of law by a supervisor may be made to the Superintendent of Schools or the Office of Employee Relations. Complaints alleging the violation of law by the Superintendent of Schools may be made directly to the Board or the Department of Board Services.

CONSOLIDATING GRIEVANCES

An employee shall not bring separate or serial complaints arising from any event or series of events that have been or could have been addressed in a previous complaint.

When two or more grievances are filed by the same person and are sufficiently similar in nature and remedy sought to permit their resolution through one proceeding, the District may consolidate or deny the amended complaint(s) and provide notice to the employee of such action.

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COSTS INCURRED

Each party shall pay its own costs incurred in the course of the grievance.

FAILURE TO APPEAR

If the grievant fails to appear, at any level (Level I, II, III), without prior notification to the District 24 hours before the scheduled hearing, the grievance will be denied and the decision will be rendered in favor of the District, unless the parties agree to do otherwise.

If the immediate supervisor or other District representative fails to appear, the employee has the right to file an appeal to the next level.

Extenuating circumstances shall be given consideration in all cases.

NO REPRISALS

No reprisals or retaliation of any kind shall be taken at any level against any employee for filing a grievance or participating as a witness or representative in the processing of a grievance. Grievances shall not be referred to in an employee’s personnel file unless so requested by the employee or ordered by the hearing officer if necessary for execution of the decision.

POLICY NOTIFICATION

The District shall ensure that employees are informed of this policy annually.

RESIGNATION

An employee who resigns or retires in lieu of termination during the grievance hearing process may not be eligible for reemployment with the District. [See also DC(LOCAL)]

RESOLUTION

If at any level of the grievance process the employee is granted the relief he or she has requested, the grievance shall be deemed resolved. A resolved grievance shall be provided in writing and may not be appealed to the next level of the process.

TIME FRAMES

The primary purpose of the grievance process is the resolution of concerns in an expeditious manner. The time frames set forth at each level of the process are maximums and, whenever possible, the decision-makers should render a decision or resolution within a shorter period of time.

All time frames shall be counted in District business days.

The grievant may seek the relief for the lack of compliance with the time frames as set forth for each step of the process. Although the employee may not file a separate grievance for failure of the administration to comply with established time frames under this policy, upon notification by the grievant or his or her representative, if it is found that the immediate supervisor has failed to meet a designated time line, the Superintendent of Schools or designee shall issue written administrative directives to the responsible party.

UNTIMELY FILING

All time limits for filing grievances shall be strictly followed unless modified by mutual written consent.

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If a Grievance Form or appeal notice is not filed timely, as set forth in this policy, with the immediate supervisor and/or the Office of Employee Relations, the grievance may be dismissed, on written notice to the employee, at any level during the grievance process. The employee may appeal the dismissal by seeking a review in writing within ten days from the date of the written dismissal notice, starting at the level at which the grievance was dismissed. Such appeal shall be limited to the issue of timeliness.

WHISTLEBLOWER COMPLAINTS

Employees who allege adverse employment action in retaliation for reporting a violation of law to an appropriate authority shall initiate a dispute resolution process under this policy within the time specified by law and policy. [See DG(LEGAL)]

WITHDRAWAL

An employee may withdraw a dispute at any time. Once withdrawn, a dispute may not be reopened.

A dispute will be considered closed if an employee fails to respond within three days to an immediate supervisor’s or the Office of Employee Relations’ attempt to schedule a hearing.

GREIVANCE PROCESS:

The following shall apply:

AUDIO RECORDING

As provided by law, an employee shall be permitted to make an audio recording of a conference or hearing under this policy at which the substance of the employee’s grievance is discussed. The employee shall notify all attendees that an audio recording is taking place. The District may also record any level hearing and shall notify all attendees that an audio recording is taking place.

BURDEN OF PROOF

In a grievance, the burden of proof is on the grievant.

GRIEVANCE FORM

Grievances under this policy shall be submitted in writing on a form provided by the District, which may be obtained on the District’s I-net or in the Office of Employee Relations. [See also DGBA(EXHIBIT)]

Copies of any documents that support the grievance should be attached to the Grievance Form. After the Level II hearing, no new documents may be submitted by the employee unless the employee can demonstrate that the additional evidence (documents or testimony) was not available to the employee at the time of the Level II hearing.

INFORMAL CONFERENCE OR MEDIATION

Employees shall have an oral discussion (informal conference) regarding their grievance with their immediate supervisor or shall have the opportunity for mediation as a resolution process prior to the formal Level I hearing.

If the grievance is resolved in the oral discussion or if a mutual agreement is reached through the mediation process, the grievance process shall be considered closed.

If the matter is not resolved, the grievant may initiate the process of a formal Level I hearing by completing the Grievance Form.

Once an informal conference is held, the immediate supervisor will document the outcome of the informal conference by providing the employee and the Office of Employee Relations a copy.

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Once a mediation is held, the mediator will document that the mediation has been settled or not been settled by providing all parties and the Office of Employee Relations a copy.

Whether or not an oral discussion or mediation is held, the Level I filing deadline applies.

LEVEL I

A Grievance Form must be filed no later than 20 days from the date the employee first knew or should have known of the decision or action giving rise to the grievance or complaint. [See DGBA(REGULATION/EXHIBIT)]

The grievance must be presented in writing and should contain all pertinent information to be considered in the resolution of the grievance. A Grievance Form that is incomplete in any material aspect must be refiled within ten days of the date the Grievance Form was returned to the employee, with all the requested information in order for a hearing to be scheduled.

The Level I hearing shall be held within ten days of the date the grievant requests a Level I hearing. At the Level I hearing, the immediate supervisor or the Superintendent of Schools’ designee shall conduct a meeting with the grievant to hear the grievance appeal and shall render a decision in writing within ten working days after the hearing. The hearing date may be extended no more than ten days upon mutual agreement of the parties.

LEVEL II

An employee may appeal a Level I grievance decision by filing a Level II grievance, in writing, within ten days after receipt of the decision with the Office of Employee Relations. The Level II hearing shall be held within ten days of the date the grievant requests a Level II hearing. The Level II grievance hearing officer must render a decision in writing within ten days after the hearing. The hearing date may be extended no more than ten days upon mutual agreement of the parties.

LEVEL III

An employee may appeal a Level II grievance decision by filing a written notice of appeal within ten days of the date after receipt of the decision with the Office of Employee Relations.

A Board subcommittee shall provide a Level III hearing within 30 days or at the next available meeting scheduled for such purposes. The Board subcommittee shall render a decision in writing within ten days after the hearing.

LEVEL III BOARD HEARINGS

A Board subcommittee shall hear the Level III grievance, which shall be closed to the public unless the grievant requests otherwise.

No additional testimony shall be taken unless the grievant can demonstrate that the additional evidence (documents or testimony) was not available to the employee at the time of the hearing. The Board subcommittee may listen to the tape of the Level II hearing prior to the hearing. No member of the Board shall conduct any ex parte communication regarding the case.

Board members shall not take part in any deliberations or decision making without having first heard all of the evidence presented at the hearing.

BOARD DECISIONS

The Board subcommittee’s decision will serve as the final decision of the Board. The Board subcommittee may render an oral decision following the conclusion of the Level III hearing, but shall provide the written decision, signed by the chair of the Board subcommittee, within ten days. Announcing a decision orally in the employee’s presence

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constitutes communication of the decision. The Office of Board Services shall notify the employee of the decision by regular and certified mail, return receipt requested.

CLOSED MEETING PROCEDURES

If the grievance involves the appointment, employment, demotion, evaluation, reassignment, duties, or discipline of the employee bringing the grievance, it shall be heard by the Board subcommittee in closed meeting unless the employee bringing the grievance requests that it be heard in public.

EMPLOYMENT OBJECTIVES EQUAL EMPLOYMENT OPPORTUNITY DAA(LEGAL)-B, ISSUED: 3/22/2012

NONDISCRIMINATION- IN GENERAL

The District shall not fail or refuse to hire or discharge any individual, or otherwise discriminate against any individual with respect to compensation, terms, conditions, or privileges of employment on the basis of any of the following protected characteristics:

1. Race, color, or national origin;

2. Sex;

3. Religion;

4. Age (applies to individuals who are 40 years of age or older);

5. Disability; or

6. Genetic information [see DAB].

42 U.S.C. 1981; 42 U.S.C. 2000e et seq. (Title VII); 20 U.S.C. 1681 et seq. (Title IX); 42 U.S.C. 12111 et seq. (Americans with Disabilities Act); 29 U.S.C. 621 et seq. (Age Discrimination in Employment Act); 29 U.S.C. 793, 794 (Rehabilitation Act); 42 U.S.C. 2000ff et seq. (Genetic Information Nondiscrimination Act); U.S. Const. Amend. I; Human Resources Code 121.003(f); Labor Code Ch. 21 (Texas Commission on Human Rights Act); Labor Code Ch. 21, Subchapter H (genetic information)

Title VII proscribes employment practices that are overtly discriminatory (disparate treatment), as well as those that are fair in form but discriminatory in practice (disparate impact). Wards Cove Packing Co. v. Atonio, 490 U.S. 642 (1989)

DISPARATE TREATMENT

Disparate treatment (intentional discrimination) occurs when members of a protected group have been denied the same employment, promotion, membership, or other employment opportunities as have been available to other employees or applicants. 29 CFR 1607.11

DISPARATE IMPACT

Disparate impact occurs when an employer uses a particular employment practice that causes a disparate (disproportionate) impact on a protected group and the employer fails to demonstrate that the challenged practice is job-related and consistent with business necessity. 42 U.S.C. 2000e-2(k)(1)(A); Labor Code 21.115, .122

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JOB QUALIFICATION

The District may take employment actions based on religion, sex, national origin, or age in those certain instances where religion, sex, national origin, or age is a bona fide occupational qualification. 42 U.S.C. 2000e-2(e); 29 U.S.C. 623(f); Labor Code 21.119

EMPLOYMENT POSTINGS

The District shall not print or publish any notice or advertisement relating to District employment that indicates any preference, limitation, specification, or discrimination based on race, color, religion, sex, disability, or national origin, unless the characteristic is a bona fide occupational qualification. 42 U.S.C. 2000e-3(b); Labor Code 21.059

HARRASSMENT OF EMPLOYEES

The District has an affirmative duty to maintain a working environment free of harassment on the basis of a protected characteristic. 42 U.S.C. 2000e et seq.; 29 CFR 1606.8(a), 1604.11 [See DIA]

RETALIATION

The District may not discriminate against any employee or applicant for employment because the employee or applicant has opposed any unlawful, discriminatory employment practices or participated in the investigation of any complaint related to an unlawful, discriminatory employment practice. 29 U.S.C. 623(d) (ADEA); 42 U.S.C. 2000e-3(a) (Title VII); 34 CFR 100.7(e) (Title VI); 34 CFR 110.34 (Age Act); 42 U.S.C. 12203 (ADA); Jackson v. Birmingham Bd. of Educ., 544 U.S. 167 (2005) (Title IX); Labor Code 21.055 [See DIA]

NOTICES

The District shall post in conspicuous places upon its premises a notice setting forth the information the Equal Employment Opportunity Commission deems appropriate to effectuate the purposes of the anti-discrimination laws. 29 U.S.C. 627; 42 U.S.C. 2000e-10

SECTION 504 NOTICE

A district that employs 15 or more persons shall take appropriate steps to notify applicants and employees, including those with impaired vision or hearing, that it does not discriminate on the basis of disability.

The notice shall state:

1. That the District does not discriminate in employment in its programs and activities; and

2. The identity of the District’s 504 coordinator.

Methods of notification may include:

1. Posting of notices;

2. Publication in newspapers and magazines;

3. Placing notices in District publications; and

4. Distributing memoranda or other written communications.

If the District publishes or uses recruitment materials containing general information that it makes available to applicants or employees, it shall include in those materials a statement of its nondiscrimination policy.

34 CFR 104.8

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AGE DISCRIMINATION

The District may take an employment action on the basis of age pursuant to a bona fide seniority system or a bona fide employee benefit plan. However, a bona fide employee benefit plan shall not excuse the failure to hire any individual and no such benefit plan shall require or permit the involuntary retirement of any individual because of age. 29 U.S.C. 623(f); Labor Code 21.102

SEX DISCRIMINATION

GENDER STEREOTYPES

The District may not evaluate employees by assuming or insisting that they match the stereotype associated with their group. Price Waterhouse v. Hopkins, 490 U.S. 228 (1989)

PREGNANCY

The prohibition against discrimination on the basis of sex includes discrimination on the basis of pregnancy, childbirth, or related medical conditions. The District shall treat women affected by pregnancy, childbirth, or related medical conditions the same for all employment-related purposes, including receipt of benefits under fringe benefit programs. 42 U.S.C. 2000e(k); 29 CFR 1604.10; Labor Code 21.106

EQUAL PAY

The District may not pay an employee at a rate less than the rate the District pays employees of the opposite sex for equal work on jobs the performance of which require equal skill, effort, or responsibility and which are performed under similar working conditions. This rule does not apply if the payment is pursuant to a seniority system, a merit system, a system that measures earnings by quantity or quality of production, or a differential based on any other factor other than sex. 29 U.S.C. 206(d) (Equal Pay Act); 34 CFR 106.54 (Title IX)

RELIGIOUS DISCRIMINATION

The prohibition against discrimination on the basis of religion includes all aspects of religious observances and practice, as well as religious belief, unless the District demonstrates that it is unable to reasonably accommodate an employee’s or prospective employee’s religious observance or practice without undue hardship to the District’s business. “Undue hardship” means more than a de minimus (minimal) cost. 42 U.S.C. 2000e(j); 29 CFR 1605.2; Labor Code 21.108

The District may not substantially burden an employee’s free exercise of religion, unless the burden is in furtherance of a compelling governmental interest and is the least restrictive means of furthering that interest. Civ. Prac. & Rem. Code 110.003

A person employed or maintained to obtain or aid in obtaining positions for public school employees may not directly or indirectly ask about, orally or in writing, the religion or religious affiliation of anyone applying for employment in a public school of this state. A violation of this provision is a Class B misdemeanor. A person who violates this provision is subject to civil penalties. Education Code 22.901

DISABILITY DISCRIMINATION

The District may not discriminate against a qualified individual on the basis of disability in job application procedures, hiring, advancement, or discharge of employees, compensation, job training, and other terms, conditions, and privileges of employment. 42 U.S.C. 12112(a); 29 CFR 1630.4(b); Labor Code 21.051

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In addition, each district that receives assistance under the Individuals with Disabilities Education Act (IDEA) must make positive efforts to employ, and advance in employment, qualified individuals with disabilities in programs assisted by the IDEA. 34 CFR 300.177(b)

DISCRIMINATION BASED ON LACK OF DISABILITY

The Americans with Disabilities Act (ADA) and the Texas Commission on Human Rights Act do not provide a basis for a claim that an individual was subject to discrimination because of the individual’s lack of disability. 42 U.S.C. 12201(g); 29 CFR 1630.4(b); Labor Code 21.005(c)

DEFINITION OF DISABILITY

“Disability” means:

1. An actual disability: a physical or mental impairment [see definition, below] that substantially limits one or more of an individual’s major life activities;

2. A record of having such an impairment; or

3. Being regarded as having such an impairment.

An impairment that substantially limits one major life activity need not limit other major life activities in order to be considered a disability. An impairment that is episodic or in remission is a disability if it would substantially limit a major life activity when active.

‘REGARDED AS’ HAVING AN IMPAIRMENT

An individual meets the requirement of being “regarded as” having an impairment if the individual establishes that he or she has been subjected to an action prohibited by the ADA because of an actual or perceived physical or mental impairment whether or not the impairment limits or is perceived to limit a major life activity.

TRANSITORY AND MINOR

The “regarded as” prong of the definition does not apply to impairments that are transitory or minor. A transitory impairment is one with an actual or expected duration of six months or less. The “transitory” exception does not apply to the “actual disability” or “record of disability” prongs of the definition.

MITIGATING MEASURES

The determination of whether an impairment substantially limits a major life activity shall be made without regard to the ameliorative effects of mitigating measures, such as medication, medical supplies, low-vision devices, prosthetics, hearing aids, mobility devices, oxygen therapy, assistive technology, or learned behavioral or adaptive neurological modifications.

The ameliorative effects of ordinary eyeglasses or contact lenses shall be considered in determining whether an impairment substantially limits a major life activity. Ordinary eyeglasses and contact lenses are lenses that are intended to fully correct visual acuity or to eliminate refractive error.

42 U.S.C. 12102(1), (3), (4); 29 CFR 1630.2(g), .3(j)(1); Labor Code 21.002, .0021

OTHER DEFINITIONS

‘PHYSICAL OR MENTAL IMPAIRMENT’

“Physical or mental impairment” means:

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1. Any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more body systems, such as neurological, musculoskeletal, special sense organs, respiratory (including speech organs), cardiovascular, reproductive, digestive, genitourinary, immune, circulatory, hemic, lymphatic, skin, and endocrine; or

2. Any mental or psychological disorder, such as an intellectual disability (formerly termed “mental retardation”), organic brain syndrome, emotional or mental illness, and specific learning disabilities.

29 CFR 1630.3(h)

‘MAJOR LIFE ACTIVITIES’

“Major life activities” include caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, sitting, reaching, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, interacting with others, and working.

“Major life activities” also include the operation of major bodily functions, including functions of the immune system, special sense organs and skin, normal cell growth, and digestive, genitourinary, bowel, bladder, neurological, brain, respiratory, circulatory, cardiovascular, endocrine, hemic, lymphatic, musculoskeletal, and reproductive functions. The operation of a major bodily function includes the operation of an individual organ within the body system.

42 U.S.C. 12102(2); 29 CFR 1630.3(i); Labor Code 21.002

‘QUALIFIED INDIVIDUAL’

“Qualified individual” means an individual who:

1. Satisfies the requisite skill, experience, education, and other job-related requirements of the employment position such individual holds or desires; and

2. With or without reasonable accommodation, can perform the essential functions of such position. Consideration shall be given to a district’s judgment as to what functions of a job are essential. A written job description prepared before advertising or interviewing applicants for the job is evidence of the job’s essential functions.

42 U.S.C. 12111(8); 29 CFR 1630.3(m)

‘REASONABLE ACCOMMODATIONS’

The District is required, absent undue hardship, to make a reasonable accommodation to an otherwise qualified individual who meets the definition of disability under the “actual disability” or “record of disability” prongs. The District is not required to provide a reasonable accommodation to an individual who meets the definition of disability solely under the “regarded as” prong. 42 U.S.C. 12112(b)(5); 29 CFR 1630.4(o)(4), .9; 29 U.S.C. 794; 34 CFR 104.11; Labor Code 21.128 [See DBB regarding medical examinations and inquiries under the Americans with Disabilities Act]

“Reasonable accommodation” includes:

1. Making existing facilities used by employees readily accessible to and usable by individuals with disabilities; and

2. Job restructuring, part-time or modified work schedules, reassignment to a vacant position, acquisition or modification of equipment or devices, appropriate adjustment or modification of examinations, training materials or policies, the provision of qualified readers or interpreters, and other similar accommodations for individuals with disabilities.

42 U.S.C. 12111(9); 29 CFR 1630.2(o); 34 CFR 104.12(b)

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“Undue hardship” means an action requiring significant difficulty or expense when considered in light of the nature and cost of the accommodation needed, overall financial resources of the affected facility and the District, and other factors set out in law. 42 U.S.C. 12111(10); 29 CFR 1630.2(p); 34 CFR 104.12(c)

DISCRIMINATION BASED ON RELATIONSHIP

The District shall not exclude or deny equal jobs or benefits to, or otherwise discriminate against, a qualified individual because of the known disability of an individual with whom the qualified individual is known to have a family, business, social, or other relationship or association. 42 U.S.C. 12112(b)(4); 29 CFR 1630.8; 34 CFR 104.11

ILLEGAL DRUGS AND ALCOHOL

The term “qualified individual with a disability” does not include any employee or applicant who is currently engaging in the illegal use of drugs, when the District acts on the basis of such use.

DRUG TESTING

The District is not prohibited from conducting drug testing of employees and applicants for the illegal use of drugs or making employment decisions based on the results of such tests.

42 U.S.C. 12114(c), (d); Labor Code 21.002(6)(A) [See DHE]

ALCOHOL USE

The term “qualified individual with a disability” does not include an individual who is an alcoholic and whose current use of alcohol prevents the employee from performing the duties of his or her job or whose employment, by reason of such current alcohol abuse, would constitute a direct threat to property or the safety of others. 42 U.S.C. 12114(a); 29 U.S.C. 705(20)(C); 29 CFR 1630.3(a); 28 CFR 35.104; Labor Code 21.002(6)(A)

QUALIFICATION STANDARDS

It is unlawful for the District to use qualification standards, employment tests, or other selection criteria that screen out or tend to screen out an individual with a disability or a class of individuals with disabilities, on the basis of disability, unless the standard, test, or other selection criteria, as used by the District, is shown to be job related for the position in question and is consistent with business necessity. 29 CFR 1630.10(a)

DIRECT THREAT TO HEALTH OR SAFETY

As a qualification standard, the District may require that an individual not pose a direct threat to the health or safety of other individuals in the workplace. “Direct threat” means a significant risk to the health or safety of the individual or others that cannot be eliminated by reasonable accommodation. 42 U.S.C. 12111(3); 29 CFR 1630.2(r); Labor Code 21.002(6)(B)

VISION STANDARDS AND TESTS

The District shall not use qualification standards, employment tests, or other selection criteria based on an individual’s uncorrected vision unless the standard, test, or other selection criteria, as used by the District, is shown to be job-related for the position in question and consistent with business necessity. 42 U.S.C. 12113(c); 29 CFR 1630.10(b);Labor Code 21.115(b)

COMMUNICABLE DISEASE

The District may refuse to assign or continue to assign an individual to a job involving food handling if the individual has an infectious or communicable disease that is transmitted to others through handling of food. 42 U.S.C. 12113(d); 29 U.S.C. 705(20)(D); 29 CFR 1630.16(e); Labor Code 21.002(6)(B)

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SERVICE ANIMALS

A district that is subject to the jurisdiction of Title I of the ADA (employment discrimination) or to section 504 of the Rehabilitation Act (employment discrimination) shall comply with the reasonable accommodation requirements of those laws with respect to service animals. [See REASONABLE ACCOMMODATIONS, above]

A district that is not subject to either Title I or section 504 shall comply with Title II of the ADA (discrimination by public entity). An employer that is subject to Title II shall comply with 28 CFR part 35, including the requirements relating to service animals at 28 CFR 35.136 [see FBA]. 28 CFR 35.140

MILITARY SERVICE

The District shall not deny initial employment, reemployment, retention in employment, promotion, or any benefit of employment on the basis of membership in a uniformed service, performance in a uniformed service, application for uniformed service, or obligation to a uniformed service. The District shall not take adverse employment action or discriminate against any person who takes action to enforce protections afforded by the Uniformed Services Employment and Re-employment Rights Act (USERRA). 38 U.S.C. 4311 [See also DECB]

GRIEVANCE POLICIES

SECTION 504

A district that receives federal financial assistance and that employs 15 or more persons shall adopt grievance procedures that incorporate appropriate due process standards and that provide for the prompt and equitable resolution of complaints alleging any action prohibited by Section 504 of the Rehabilitation Act. 34 CFR 104.7(b), .11

AMERICANS WITH DISABILITIES ACT

A district that employs 50 or more persons shall adopt and publish grievance procedures providing for prompt and equitable resolution of complaints alleging any action that would be prohibited by the ADA. 28 CFR 35.107, .140

TITLE IX

A district that receives federal financial assistance shall adopt and publish grievance procedures providing for prompt and equitable resolution of employee complaints alleging any action prohibited by Title IX. 34 CFR 106.8(b); North Haven Board of Education v. Bell, 456 U.S. 512 (1982)

COMPLIANCE COORDINATOR

The District shall designate at least one employee to coordinate its efforts to comply with Title IX, Section 504, the Age Act, and the ADA. The District shall notify all employees of the name, office address, and telephone number of the employee(s) so designated. 34 CFR 104.7(b), .11; 28 CFR 35.107, .140; 34 CFR 106.8(b)

department of psychological and social services homeless education program section 504

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