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The following probationary and provisional performance appraisal is to be used for all new hires, promotions and transfers. Contact your Human Resources Consultant who will assist you in determining the appropriateness of utilizing this form in accordance with collective bargaining agreements and the Personnel Manual for Non-Represented Employees.

Probationary and Provisional Review Form. One way to ensure that programs meet individual needs is through the development of an individualized education program IEP for each student with a disability. IEPs are required for students participating in the special education programs of recipients of funding under the IDEA.

The quality of education services provided to students with disabilities must equal the quality of services provided to nondisabled students.

Teachers of students with disabilities must be trained in the instruction of individuals with disabilities. Facilities must be comparable, and appropriate materials and equipment must be available. Students with disabilities may not be excluded from participating in nonacademic services and extracurricular activities on the basis of disability. Persons with disabilities must be provided an opportunity to participate in nonacademic services that is equal to that provided to persons without disabilities.

These services may include physical education and recreational athletics, transportation, health services, recreational activities, special interest groups or clubs sponsored by the school, and referrals to agencies that provide assistance to persons with disabilities and employment of students. Students with disabilities and students without disabilities must be placed in the same setting, to the maximum extent appropriate to the education needs of the students with disabilities.

Students with disabilities must participate with nondisabled students in both academic and nonacademic services, including meals, recess, and physical education, to the maximum extent appropriate to their individual needs. As necessary, specific related aids and services must be provided for students with disabilities to ensure an appropriate education setting. Supplementary aids may include interpreters for students who are deaf, readers for students who are blind, and door-to-door transportation for students with mobility impairments.

If a recipient operates a facility for persons with disabilities, the facility and associated activities must be comparable to other facilities, services, and activities of the recipient.

Failure to provide persons with disabilities with an appropriate education frequently occurs as a result of misclassification and inappropriate placement. It is illegal to base individual placement decisions on presumptions and stereotypes regarding persons with disabilities or on classes of such persons. Section requires the use of evaluation and placement procedures that ensure that children are not misclassified, unnecessarily labeled as having a disability, or incorrectly placed, based on inappropriate selection, administration, or interpretation of evaluation materials.

A school district must conduct or arrange for an individual evaluation at no cost to the parents before any action is taken with respect to the initial placement of a child who has a disability, or before any significant change in that placement. Recipients of ED funds must establish standards and procedures for initial and continuing evaluations and placement decisions regarding persons who, because of a disability, need or are believed to need special education or related services.

These procedures must ensure that tests and other evaluation materials:. Recipients must draw upon a variety of sources in the evaluation and placement process so that the possibility of error is minimized.

All significant factors related to the learning process must be considered. These sources and factors include, for example, aptitude and achievement tests, teacher recommendations, physical condition, social and cultural background, and adaptive behavior.

Information from all sources must be documented and considered by a group of knowledgeable persons, and procedures must ensure that the student is placed with nondisabled students to the greatest extent appropriate.

Periodic reevaluation is required. Public elementary and secondary schools must employ procedural safeguards regarding the identification, evaluation, or educational placement of persons who, because of disability, need or are believed to need special instruction or related services.

Parents must be told about these procedures. The due process procedures must allow the parents or guardians of students in elementary and secondary schools to challenge evaluation and placement procedures and decisions. A review procedure also must be available to parents or guardians who disagree with the hearing decision. Recipients operating federally funded programs must provide education and related services free of charge to students with disabilities and their parents or guardians.

Provision of a free education is the provision of education and related services without cost to the person with a disability or his or her parents or guardians, except for fees equally imposed on nondisabled persons or their parents or guardians.

If a recipient is unable to provide a free appropriate public education itself, the recipient may place a person with a disability in, or refer such person to, a program other than the one it operates. However, the recipient remains responsible for ensuring that the education offered is an appropriate education, as defined in the law, and for coverage of financial obligations associated with the placement. A number of different approaches can be used to perform these evaluations including a job hazard analysis JHA or by using the 5-core safety function approach outlined in the UC Policy on Health, Safety and the Environment.

A JHA describes a task in a detailed step-by-step format, identifies potential hazards with each step, and outlines health and safety controls to minimize injuries or illnesses associated with these steps.

Once completed, the document can be used as a training tool and can be incorporated as part of the written operating procedures for designated jobs or tasks within the facility. Similar to a JHA, the 5-core safety function approach provides a flexible and systematic way to evaluate a task or process, identify hazards, designate appropriate controls, and review the overall procedure for effectiveness. As outlined in the policy, the degree of rigor in terms of applying the 5-core safety function approach can be adjusted based on the complexity of the task and risk associated with it.

In some cases, the 5-core safety function process may be as simple as thinking through and reviewing the steps outlined below as an uncomplicated and relatively low risk task is completed. In cases where greater risk or complexity exists, each step in the process should be documented and reviewed on a regular basis before the project or activity is commenced. Reporting unsafe conditions is another important component of hazard identification and control.

Employees have the right to report hazardous workplace conditions without the fear of reprisal from their employer. Most campuses have multiple ways for submitting a hazard alert form including a paper document, an email, or some type of electronic web-based submission process. Your supervisor will review the appropriate hazard alert process for your campus and, specifically, for your department.

Safety inspections, process-related hazard evaluations job hazard analysis, the 5-core safety functions , and reporting unsafe conditions are all critical components of systematic hazard identification and control, and they are all valuable processes in creating and maintaining a safe work environment.

Supervisors are your first point of contact concerning health and safety information related to the areas where you work and activities you perform. Health and safety information may be distributed via emails, newsletters, or posters, during meetings, or by other suitable methods.

Another important component of training is termed on-the-job training or OJT. OJT is instruction and guidance provided by a supervisor or knowledgeable individual while a job or task is being completed at the workplace. OJT is an important step in the process of an employee or student becoming fully trained and supports the fundamental safety training received by reading information, watching videos, attending instructor-led training, or reviewing on-line material.

The IIPP requires training needs be identified for individuals and applicable operations, that training commensurate with the complexity and hazard of the task be provided, and that training received be documented. Training is required for all new employees, to all individuals before starting a new job, task, or operation, and whenever a process, procedure, material, or equipment is introduced into the work environment that represents a new hazard.

Supervisors must receive training in order to recognize and understand the hazards their employees and students may be exposed to, and they must be well versed in the regulations and safe work practices to control these hazards. NFS transition: supported and unsupported configurations, and required manual steps. SAN transition: supported and unsupported configurations, and required manual steps. Transitioning a SnapMirror relationship.