District grow-your-own programs bring students home to teach

Finding and hiring qualified teachers is one of the most important tasks facing school HR administrators. Proactive districts look for any advantage they can get to increase their teacher candidate pools.
More than 200 Texas districts participate in grow-your-own teacher programs by offering career education students with an interest in teaching firsthand classroom experience.
Diane Salazar, state director for career and technical education at the Texas Education Agency (TEA), noted that grow-your-own teacher programs are essentially a field-based internship for a high school student, one that provides them with child development knowledge and teaches them the principles of effective teaching practices.
The benefits of the program are many. Participants get a real taste of what it’s like to be a teacher through their work in district classrooms, helping them determine whether teaching is truly the career path they want to pursue. Districts get additional helping hands in the classroom and potentially increase their pipeline of educators in the future.

Showcasing education as a career

The career education course for students has evolved over many years. Initially, its sole focus was on developing elementary teachers. In the early 2000s, TEA’s Career and Technical Education (CTE) Department moved to standardize the education course, name, and content offered by Texas districts. Dubbed Ready, Set, Teach!, the new course was expanded in scope to offer K‒12 preparation.
The move to Ready, Set, Teach! was accompanied by a surge in district interest.  In 2009, the State Board of Education adopted the course and changed the name to Instructional Practices in Education and Training. Some districts that had already built their programs around the Ready, Set, Teach! name opted to keep it.
In addition to spending classroom time learning the principles of teaching, participating students plan and direct instruction and group activities, prepare instructional materials, assist with recordkeeping, and do anything else a classroom teacher would do. They observe classroom teachers at work and lead classroom lessons. Placement rotations offer students a glimpse at a variety of teacher roles at different grade and ability levels and in different subject areas.

On board in Arlington ISD

Arlington ISD CTE Coordinator Ginger Polster said the draw for the district in offering career education courses “…is the commitment by the district to develop and provide those unique learning experiences for students. What better way to attract future educators than to offer them this experience.”
Arlington’s Ready, Set, Teach! program has been around for a decade and is available at all six district’s high schools. Students typically take three years of career education; some take classes all four years if their schedule allows it.
All 8th-grade students are required to take a year-long, Career and Technology in Higher Education Investigations course where they go over all the career clusters available at the high school level so they can make their four-year plan. Polster said that course has increased awareness of Ready, Set, Teach! and increased enrollment by more than 20 percent this year.
Students spend four to six weeks in class working with their career education teacher learning what they need to know to begin working in the classroom. After that, they are in classrooms around the district working on lesson plans, developing portfolios, teaching lessons, and doing anything else the teacher asks them to do.
Polster said that kids in the program have to be really committed. “They provide support in the classroom, learn teaching strategies, and follow district goals. As a result, they aren’t starting from square one if we hire them back. It’s about having our own pipeline,” Polster said. She noted that a large number of students—about half—return to the district with the intent of getting a teaching job there.
Arlington offer preferred applicant status to their students who complete all program requirements. That status moves them to the top of the candidate pool for interviews. Also, HR gives them a step-by-step presentation of what they have to do in college and once they graduate to get a job in Arlington, so they definitely have a leg up on other job seekers.
Polster said that dropping the letters of intent has not decreased student interest in the program because students are most interested in getting hands-on experience to determine whether teaching is the right career path for them.
Polster outlined three key elements of a successful Ready, Set, Teach program:
  • Be good partners with the principals and teachers that allow students to come in and learn about the profession firsthand. “Without them allowing [students] to come in, the kids wouldn’t have the same experience and the program wouldn’t exist,” Polster said.
  • The students need to be in a true student teaching situation, engaged and working in the classroom just like it is theirs.
  • Teachers must hold students accountable just as they would other student teachers. “How you dress, how you interact on social media, all of that has an impact on how you’re perceived,” Polster said.

Strong student participation in Cleburne, Schertz-Cibolo-Universal City ISDs

Holly Kelley, family and consumer sciences teacher in Cleburne ISD, has a steady group of about 20 students each year participating in career education classes that are interested in a teaching career. Kelley’s students are also very involved in the classroom, tutoring students before tests, learning how to use student data, going on field trips, and helping in the library or computer labs. “They learn classroom management, communication with parents, how to teach and evaluate a lesson…what it takes to be a teacher,” Kelley said.
She feels confident that her students are well-prepared to pursue an education degree when they get to college. “I have checked the Education 101 syllabus with several colleges in our area and I was already teaching 90 percent of what they teach,” Kelley said. In addition, she says her students are well-prepared to work as substitutes to earn money and gain experience while in college.
A handful of Kelley’s former students have returned to Cleburne ISD to teach. Others have kept in touch to let her know that they are teaching in other districts.
Wendy Frisbey, family and consumer science teacher in Schertz-Cibolo-Universal City ISD, says that the district is very supportive of having career education students in the classroom, so much so that a student will speak at a  board meeting in January and the group is often asked to help with district and community events.
She has one student who expressed an interest in working with special needs students who is getting to do just that. Other teachers have strongly encouraged her to keep several bilingual students in the program to help staff the district’s three bilingual elementary schools.
“I think the program works because [students] are truly interested in becoming a teacher and they have greater opportunity because they already know what it’s like in the classroom,” Frisbey said. Four of her former students are teaching in the district and more have contacted her to let her know that they are teaching elsewhere.
Neither district offers students any kind of incentive to students who return to teach.

Tapping into student talent

It’s clear that students who have positive experiences working in classrooms are more likely to return to become teachers. Salazar outlined some of the other benefits for students and districts:
  • Students with hands-on experience are more likely to complete their educator preparation program and become teachers.
  • Districts with grow-your-own teacher programs are helping to address teacher shortages.
  • Students that participate are eligible to participate in local, regional, state, and national leadership activities through the Texas Association of Future Educators (TAFE) and the Family, Career, and Community Leaders of America. All three districts interviewed for this story have active TAFE chapters.
  • The Teacher Prep Texas Initiative can provide the training and experiences necessary for students to qualify for certification as an educational aide when they graduate. As certified aides, students have advantages in employment opportunities beyond high school.
  • Students can receive training and experiences that lead to public service endorsements and scholarships

Superintendent pay increases steady for 2015–16

According to the latest TASB/TASA Superintendent Salary Survey, the average pay increase in 2015‒16 for continuing superintendents was 2.9 percent. Down from the 3.2 percent average increase in 2014‒15, pay raises have leveled off after rising from 2011 levels, when state lawmakers cut school public school funding by $5.4 billion. Pay increases hit a 10-year low (1.6 percent) that year. Again this year, some 71 percent of Texas districts provided a base salary increase to their continuing superintendent.

Examining superintendent pay increases in relationship to the Texas Education Agency (TEA)-defined district community types in Texas, superintendents in major suburban districts saw the highest average increase (4.6 percent). In addition, superintendents in rural districts, which comprise about 40 percent of survey respondents, received a 2.5 percent average pay raise (down from 3 percent last year). Major urban districts gave their superintendents the lowest average pay increase (1.9 percent).

Increases by district size, community type

The average superintendent salary in Texas for 2015‒16 is $139,494 There has been a steady increase in base salaries over the past several years, rising 3.3 percent in 2014‒15 and 2.9 percent for 2015‒16.

Half of reported superintendent salaries in Texas are less than $120,000. In districts with less than 500 students, the average superintendent salary is $92,479, up from $91,272 last year (a 1.3 percent increase). These districts account for 25 percent of survey participants. In the largest Texas districts—those with more than 50,000 students—average base pay is $302,563, up from $288,931 (a 4.7 percent increase).     
Analyzing superintendent salaries by community type, average base pay in rural districts is $96,231, up from $95,162 last year. TEA classifies about 450 of the more than 1,000 public school districts in Texas as rural. Superintendent salaries average $286,092 in major urban districts.

Bonuses increase

Performance and retention bonuses for Texas superintendents rose to an average of $14,038 for 2015‒16. Last year’s average bonus amount dipped from the prior year. The percent of respondents receiving bonuses remained approximately the same: 6 percent of respondents in 2015‒16 compared to 5.8 percent in 2014‒15. According to the survey, job performance is the most common reason for the incentive or bonus.


Some 12 percent of Texas districts hired a new superintendent this year, similar to previous years. Superintendents in Texas have held the position in their current district for an average of four years and typically have seven total years of experience as a superintendent in any district.


Benefits and allowances provided to superintendents include the following:
  • Forty-three percent pay an annual cell phone or Internet allowance with an overall average cost of $1,419.
  • Seventy-one percent pay for the superintendent’s membership to a civic or private organization or club at an average annual cost of $1,118.
  • Eight percent of districts subsidize the superintendent’s housing costs.
  • Five percent provide life insurance benefits and less than 2 percent provide long-term disability policies that are different than what other employees in the district are granted.
Seven hundred and thirty-nine Texas school districts participated in this year’s survey, representing 72 percent of districts statewide. Forty-five percent of participants are small districts—those with fewer than 1,000 students enrolled. Salaries in districts reporting an interim or part-time superintendent were not included in the analysis. Survey data is effective as of July 2015.

TASB HR Services members can now access 2015‒16 Superintendent Salary Survey data in DataCentral. The 2015‒16 Superintendent Compensation in Texas Public Schools report will be available to HR Services members in myTASB on Nov. 23. Nonmembers will be able to purchase it in the TASB Store.

Human capital symposium participants share lessons learned

The time, effort, and communication challenges involved in implementing a human capital management (HCM) system are huge and should not be underestimated. Also, the results are worth the effort. That is the message that symposium attendees heard from six districts that have implemented new human capital systems to support effective teachers.  
HCM is essentially a talent management system that involves ongoing professional development, performance evaluation focused on student learning, and performance-based compensation.

District models

Representatives from Anderson-Shiro CISD, Austin ISD, Lytle ISD, Dallas ISD, Pharr-San Juan-Alamo ISD (PSJA), and Houston ISD shared details of their plans and lessons learned at a recent symposium sponsored by the Texas Center for Educator Effectiveness (TxCEE), TASB, and TASPA in late October. Three of the districts (Anderson-Shiro, Lytle, and PSJA) have been working with TxCEE under a federal grant and all are using a similar model. Their systems include collaborative learning leaders and facilitators at every campus, the McRel teacher evaluation model with student learning objectives (SLOs) and value-added growth measures, and the opportunity to earn performance bonuses.
Dallas ISD is in the third year of transitioning to its new system called the Teacher Excellence Initiative (TEI). Houston ISD is in the ninth year of implementing its ASPIRE awards program to reward campuses and educators. Austin ISD plans to replace its former model (REACH) with a system called Professional Pathways for Teachers (PPfT). Austin’s goal is to blend appraisal, professional development, and leadership pathways into a sustainable compensation system for teachers.

Building effective teachers  

In a human capital system, ongoing professional development and performance evaluation go hand in hand. All of the participating districts have implemented a rigorous teacher evaluation model that incorporates student growth measures, similar to the new state model that will be launched statewide later this year. All evaluation models utilize a research-based rubric to record observations of classroom teaching. Where systems differ the most is in the student growth measures selected and the weight given to each.

Performance-based compensation

All of the districts have implemented performance-based compensation but in different ways. Houston and others are paying annual bonuses based on performance while Dallas has completely replaced the traditional, longevity-based salary schedule with a salary plan tied to performance.
The Dallas model has nine salary levels that teachers can progress through based on their performance. Highly effective teachers can improve their salary much faster than under the old salary schedule. Teachers who seek to advance beyond the average market salary level (dubbed Proficient I) must undergo a Distinguished Teacher Review Process (DTR) which is conducted by a district-level team of appraisers including content specialists. Officials stated that the DTR process is an important control strategy to avoid overinflated appraisals and control costs. Dallas is in the first year of a three-year transition to the new compensation plan. Teachers are assured that their salaries will never fall below their base salary in 2014–15 but their future advancement will no longer be based on longevity.  
Anderson-Shiro, Lytle, and PSJA are all using a performance-based compensation system that provides bonuses of up to $2,000 based on evaluation results. Each district’s stakeholders decided how to weigh classroom evaluation and academic growth (classroom and schoolwide) on the overall Teacher Effectiveness Index that determines bonus awards.
Austin is developing new model would advance teacher base salaries by points earned for experience, appraisal results, and professional development. Leadership pathways will allow teachers to pursue areas of interest and earn credentials to become campus and district leaders.

Early results

Officials from all districts, large and small, stressed the importance of planning, piloting, and communicating the move to a new human capital management system because of the challenges inherent in asking educators to make an enormous cultural shift. While making a change of this magnitude requires a lot of work, participants believe it is worth the effort.
Anderson-Shiro Superintendent Sara Goolsby told participants that the support systems for new teachers have helped them to compete with neighboring districts for new teachers. The new focus on student learning objectives and job-embedded coaching and support has resulted in dramatic improvement in student achievement: scores have improved by 50 percent in reading and 20 percent in math as a result of the collaborative learning teams’ focus on student data.
Lytle ISD Superintendent Michelle Smith mentioned that the extra support for developing teachers under the collaborative team model has boosted the district’s reputation and helped administrators with recruiting and retention in the highly competitive San Antonio-area job market.
Austin ISD has been using student learning objectives to measure growth for eight years. As a result, they have built a large database of validated assessments that all teachers can use for pre- and post-assessments of focused learning objectives.
PSJA has locally funded the same model for all 30 of its campuses that were not grant-funded and plans to sustain and improve performance-based compensation districtwide.
Dallas officials have been able to correlate teacher effectiveness data with pay and longevity and the results are impressive after only one year. Officials were surprised to learn that under the old salary schedule, teachers who had the least impact on student learning had been paid the highest average salaries. After only one year of performance-based compensation, that correlation has reversed and the most effective teachers are now paid the highest average salaries.

New initiatives could help districts fill vacancies

Since 1995, Texas law has allowed school districts to issue local teaching permits to degreed individuals who do not hold a teaching certificate subject to approval by the commissioner of education (Texas Education Code §21.055). This provision applied to any subject or class except career and technology education.
H.B. 2205, passed by the Texas Legislature in its most recent session, amended TEC §21.055 to allow school boards to issue local teaching permits to nondegreed individuals without approval by the commissioner for “noncore academic career and technical education (CTE) courses.”

What is required?

Under the new law, the superintendent must certify to the board an individual’s qualifications, including demonstrated subject matter expertise through:
  • Professional work experience
  • Formal training and education
  • Relevant industry license, certification, or registration
  • A combination of the above
The Texas Legislature also passed H.B. 2014, which states that current and former members of the military can use their military service in lieu of a CTE credential to teach a specific trade, if they obtained their experience in that trade through that service.  
The superintendent must also certify to the board that the individual has completed a criminal background check before the permit can be issued.
The teacher may begin teaching as soon as the board issues the permit. Districts must promptly provide the commissioner with a written statement from the board of trustees identifying the person, the courses taught, and qualifications. Look for an integrated form from TEA in the future to help with collection of information on any type of local teaching permits.
Once hired, the teacher is required to obtain at least 20 hours of classroom management training and comply with any other continuing education the district requires.

What courses qualify as a noncore academic CTE course?

Noncore academic CTE courses are those that do not satisfy the requirements for the Foundation High School Program in mathematics, science, language arts, or social studies. In other words, any CTE course that meets the graduation requirements for the Foundation High School Program in core subject areas does not qualify. A list of those courses is available on TEA’s website. More details can be found in the Texas Administrative Code.
Two districts have already taken advantage of this new law. Both Bloomburg ISD and Hughes Springs ISD have issued a district permit to an educational aide with no college degree but with culinary certification to teach culinary classes.

Certification fee waivers for military members

A second opportunity for attracting individuals to fill empty positions is the result of S.B. 807, also passed in the last session. On Sept. 1, the Texas Education Agency began waiving certain educator certification fees for eligible military service members, veterans, and spouses.
TEA is now waiving fees for standard, probationary, and one-year certificates; educational aide certificates; and a review of credentials.
In addition, some certification examination fees will be waived depending on the testing vendor.

Districts can cast a bigger recruiting net using video interviews

Many employers are looking for more efficient and effective ways to recruit new talent. The typical process for most employers, including school districts, is to post an open position, comb through paper applications to create a qualified candidate pool, and then work some serious magic to find a date and time to hold all the interviews. Depending on the size of your district, finding a time when all interviewers and interviewees can convene for first and subsequent interviews can be difficult to pull off.

All of this takes serious organizational skills, time, and money. While you may not pay for interviewees to come to your district, you are paying participating interviewers to take part in them; and while they are in interviews, they are unable to do their regular jobs. 

Some Texas school districts have found a new way to efficiently handle their interview process: video or virtual interviews. Different programs can be used to conduct video interviews, including one of the most often used, Skype. Many people use Skype personally to keep up with friends and family members, so their familiarity with it makes it a logical choice for video interviews. The process also provides districts with the option of recording interviews to be viewed at another time.

There are two types of interviews that districts typically use. The first is a two-way video interview where the interviewer and interviewee interact in much the same way as they would in an in-person interview. Both the interviewee and interviewer will need access to a computer or a smartphone, a Web camera, and the Internet in order to ask and respond to questions.

Some districts prefer to start with the second type—one-way interviews—which that can be used in addition to or instead of phone screening. A one-way interview usually consists of three or four predetermined questions that are sent to selected candidates. Each candidates is given the same amount of time to respond (usually two to four minutes) and responses are recorded. Administrators can then review the responses when they have time, score the answers, determine a finalist, and schedule a final, in-person interview with him or her.

Using one-way video interviews allows candidates to record their responses at the best time for them and allows administrators to review the interview at their convenience, making the process a bit more efficient for both parties.

To maintain compliance with minimum retention schedules, districts need to ensure that recordings are kept for the same amount of time as paper documents (i.e., two years).

Kim Caley, executive director of Human Resources at Northwest ISD, has used a third-party video vendor to conduct one-way interviews. Using the one-way interview process in Northwest ISD “[has] enhanced the quality of the applicants we invite in for a face-to-face interview,” Caley said. Their recruiters are also better able to identify candidates who have social and communication skills that are a good fit for the district.

Using video interviews allows districts to cast a larger geographical net to find the right candidates. That results in a larger applicant pool to fill district vacancies and interviewees don’t have to invest time and money to travel to the district.

It’s also convenient for administrators, because they can review multiple interviews at their convenience and hold fewer face-to-face interviews. This streamlines the hiring process and gives administrators more time to complete their core tasks.

HR Extras

Districts must provide suicide prevention training for educators

A new  law (H.B. 2186) passed by the 84th Texas Legislature requires yearly suicide prevention training for all new school district and open enrollment charter school educators. Experienced educators must also receive training on a schedule determined by Texas Education Agency (TEA) rules.
The training districts select must come from one of two sources:
Districts must decide which training program they prefer and establish a recordkeeping process to track the names of educators completing the program for audit purposes.

Loan forgiveness programs can help districts attract, retain teachers

Districts are all looking for an advantage when it comes to hiring and retaining teachers. Particularly during the hiring crunch, they sometimes forget the tools they already have at their disposal.
Informing teachers about the loan forgiveness options available to them is one of those tools. More than 6,450 schools in Texas qualify for teacher loan forgiveness for because they are low-income schools. TEA has posted the loan forgiveness options available to Texas teachers on its Website.
The Student Loan Forgiveness for Teachers Web page details the options available, including the Federal Teacher Loan Forgiveness Program, TEACH for Texas Loan Repayment Assistance, Public Service Loan Forgiveness, and the Federal Perkins Loan Teacher Cancellation. Other grant and loan resources are also listed.
E-mail TEA for additional information on loan forgiveness programs.

2016’s toughest jobs to fill include jobs common in school districts

Recruiters would be the first to say it’s not getting any easier to find the best people to fill vacancies. That will remain true in 2016, and a handful of jobs will be especially challenging to fill. They are as follows:
  • Data Scientist
  • Electrical Engineer
  • General and Operations Manager
  • Home Health Aide
  • Information Security Analyst
  • Marketing Manager
  • Medical Services Manager
  • Physical Therapist
  • Registered Nurse
  • Software Engineer
Of these jobs, districts likely employ registered nurses and physical therapists. Some might employ software engineers and information security analysts. The competition for these in-demand candidates is only getting tougher, so making sure pay rates stay competitive is a must, as is emphasizing benefits and working conditions.

Inside HR Services

Our Extra-Duty Stipend Survey has launched

HR Services’ Extra-Duty Stipend Survey launched on Oct 27. Be sure to take part so that your district can create custom stipend comparison reports in DataCentral using your own data. This annual survey covers more than 70 common extra-duty assignments in athletics, performing arts, and academics. Nov. 20 is the deadline to submit your data.

2015‒16 Superintendent Survey data is available in DataCentral

New 2015‒16 Superintendent Salary Survey data is available in DataCentral. Members can create an unlimited number of customized salary comparison reports using the data. DataCentral total compensation reports include common allowances and benefits provided to superintendents. The 2015‒16 Superintendent Compensation in Texas Public Schools report will be available in myTASB on Nov. 23.
Contact us at 800.580.7782 or by e-mail at salary.survey@tasb.org if you have questions about our surveys.

Recorded Webinar addresses ACA recordkeeping requirements

As the year end approaches, districts are preparing for the deadline for employee and IRS reporting required by the Affordable Care Act (ACA). Anyone looking for information on how to do this will find HR Services’ recorded Webinar helpful.
This Webinar walks through IRS reporting requirements and provides an overview of the forms for employer reporting and for reporting by self-insured entities. Other topics covered include reporting deadlines, Series 1 and Series 2 codes, enrollment reporting, and the authoritative transmittal.
Districts can purchase access to this and other recorded webinars on the HR Services training page. You can watch the Webinar as many times as desired for 30 days after purchase.

Handguns prohibited signs updated

Beginning Jan 1, 2016, districts that prohibit concealed and openly carried handguns will need to update the notices that must be posted at the entrance to district premises. The update follows passages of HB 910 of the 84th Regular Session of the Texas Legislature that requires entities to post two notices “…in a conspicuous manner clearly visible to the public at each entrance to the property.”
The text prescribed by the Texas Penal Code 30.06 (license holder with a concealed handgun) was updated and a new posting under 30.07 (openly carried handgun) was created. As a result, districts with the current TASB poster must replace the existing poster and add a second poster.
Both posters require the text to be in contrasting colors with block letters at least one inch in height in both English and Spanish. TASB HR Services posters designed to meet these specifications are available for purchase in the TASB Store.
These posters can only be displayed at the entrance to school buildings and should not be displayed on the perimeter of district property. Effective Sept. 1, 2015, SB 273 prohibits posting of signs under 30.06 on the perimeter of the property. Under the new legislation, districts may be subject to a civil penalty of $1,000 to $1,500 for the first violation and $10,000 to $10,500 for the second or subsequent violation.
Additional information can be found in the Texas School Law eSource paper Firearms on School District Property.

Upcoming training opportunities

HR Services offers many training opportunities in Austin, regionally at ESCs, and through webinars. A calendar of our 2015‒16 offerings are listed on the HR Services online training page. You will find additional information and can register for upcoming training events.
On Nov 19, HR Services compensation consultants will present Dollars and Sense—Good Pay Practices at TASB offices in Austin. This workshop is designed for anyone who recommends salaries, administers pay, or explains pay practices to employees or the board of trustees. Key components of pay administration will be covered including pay strategies, structures, adjustments, and placement for new or promoted employees.

Q&A: Soliciting medical information from job candidates

Q: What medical questions can be asked on job applications and during an interview?
A: Employers cannot ask any questions on applications or during the interview that are likely to elicit information about a disability. The Americans with Disabilities Act (ADA) and subsequent amendments also prohibits employers from conducting medical exams before an offer of employment is made even if they are related to the job.
During the hiring process, the focus of any inquiry should be on the candidate’s ability to perform the essential functions of the job, not on factors that would reveal whether the person has a disability. Hiring managers can use a current job description to determine whether a candidate can perform the duties of the job. The individual can be asked to describe how he would perform each duty or responsibility.

It is also permissible to provide information on attendance requirements (e.g., regular work hours, leave policies, and any special attendance needs of the job such as working overtime) and ask if the candidate will be able to meet these requirements with or without reasonable accommodation as long as they apply to all employees in a particular job. Questions about work attendance with previous employers may also be asked during reference checks if inquiries don’t refer to illness or disability.

Medical exams and inquiries into a person’s workers’ compensation claims history can be conducted after an offer of employment is made as long as this is done for all entering employees in a particular job category. For example, people who are required to hold a commercial driver’s license (CDL) and have received an offer of employment can be asked about the results of medical exams and drug tests.
The Equal Employment Opportunity Commission ADA Technical Assistance Manual identifies several questions that are not permissible, including the following:

  • Is there any health-related reason you may not be able to perform the job for which you are applying?
  • Do you have any disabilities or impairments which may affect your performance in the position for which you are applying?
  • Have you had a major illness in the last 5 years?
  • Have you ever been treated for drug addiction or alcoholism?
  • Have you ever filed for workers' compensation insurance?
  • How many days were you absent from work because of illness last year?
Information on the ADA is available on the EEOC Web Site and the Job Accommodation Network (JAN). HR Services recently presented the webinar Accommodating Disabilities in the Workplace. Access to a recording is available for purchase on the HR Services online training page. Additional information is also included in the Employment Section of the HR Library.