ࡱ> }rstuvw~q K bjbjt+t+ SAA] T0 0 0 0 L 0 5* <f!F!!!'(T+),$<E W)O&'W)W)- !!.---W)2 ! !0 0 W)--5, #B ! 70 0 +J < Operation One-Stop The Wisconsin Job Center Evaluation Process Updated 5/20/03 A Community Collaboration Effort to Provide Mainstream Opportunities to People with Disabilities in Wisconsins Job Center System Operation One-Stop INSTRUCTIONS Operation One-Stop includes the completion of assessment questions that addresses both physical and program access elements, a summary of findings. Training and technical assistance will be available through the next phase of job center improvements. UNIVERSAL ACCESS Access Under the WIA The WIA requires that both workforce investment and workforce investment-related services be provided to the public through local One-Stop service delivery systems. At a minimum, the three WIA programs (Youth, Adult, and Dislocated Workers), are required to be available through each of the local One-Stop systems. One-Stop systems must also provide universal access to the core employment-related services offered by all of these programs. Information about job vacancies, career options, student financial aid, relevant employment trends, and instruction on how to conduct a job search, write a resume, or interview with an employer is available to any job seeker in the U.S., or anyone who wants to advance his or her career. Universal access applies to all individuals seeking employment assistance, including persons with disabilities. The WIA makes it clear that recipients of WIA funds (including One-Stop Operators and Local Workforce Investment Boards [Local Boards]) are obligated to provide physical and program access as required under both the Rehabilitation Act of 1973 and the Americans With Disabilities Act (ADA) of 1990. Title II of the ADA took effect in 1992. It prohibits all state and local governmental agencies from discriminating against persons with disabilities and from excluding participation in, or denying benefits of programs, services, or activities to persons with disabilities. Wisconsin Local Boards and One-Stop Career Centers must meet the physical and program access standards in state code and federal statute in Wisconsin, this means the newly adopted International Building Code (IBC) Title 24 of the Wisconsin Building Code and the ADA Title II Accessibility Guidelines (ADAAG). The ADAAG provides scope and technical requirements for accessibility to buildings and facilities under the ADA. It gives details and measurements for making facilities physically accessible. Program Access Program access generally refers to the ways in which information, programs, and services are presented and delivered, allowing individuals to interact with and fully benefit from them. Printed information, computer systems and programs, telephone devices for persons with hearing impairments, and the oral delivery of instructions or information are all program access items. Ensuring program accessibility is an important aspect of enhancing opportunity for persons with disabilities. Both Title II of the ADA and Section 504 prohibit OneStops from denying people with disabilities equal opportunity to participate in programs and activities because their facilities are inaccessible to, or unusable by, them [28 CFR 35.149 and 34 CFR 104.21]. Both regulations contain two standards to be used in determining whether a covered entity's programs and activities are accessible to individuals with disabilities. One standard deals with "existing" facilities; the other deals with new construction and alterations. For existing facilities, Title II and Section 504 require covered entities to operate each program so that, when viewed in its entirety, the program is readily accessible to and usable by people with disabilities [28 CFR 35.150(a) and 34 CFR 104.22(a)]. This is known as the standard. A covered entity must make its programs and activities accessible unless it can demonstrate that required modifications would result in a fundamental alteration of the program or in undue financial and administrative burdens. The concept of program accessibility must be understood because it will serve as a guideline in assessing existing facilities and in formulating structural and nonstructural solutions to any physical access problems found in them. Both Title II and Section 504 require that a new or altered facility (or the part that is new or altered) be readily accessible to and usable by individuals with disabilities [28 CFR 35.151 and 34 CFR 104.23]. The new construction and alterations requirements focus on providing physical access to buildings and facilities rather than on providing access to programs and services. There is no fundamental alteration or undue burden limitation on the new construction and alterations requirements. It is important to note that many people associate the concept of program accessibility primarily with individuals with mobility impairments. This is a mistaken association that may limit ones consciousness of the full range of persons with disabilities. There are less than one million individuals who use wheelchairs in the United States. Four times as many individuals have serious vision impairments; twentyfour times as many individuals have hearing impairments. One Stop officials must ensure that their programs and activities are accessible to qualified individuals with many different types of disability. To meet this obligation, One Stop officials should ensure that, when they conduct the program accessibility portion of the selfassessment, they consider such issues as providing accessible building signage, providing alarms with visible signals, and providing accessible public telephones. instructions The purpose of the evaluation process is to assist local communities and job centers in determining whether or not they meet a minimum threshold of customer service. The basis of our evaluation are standards that have been developed from provisions of Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act of 1990, and Section 188 of the Workforce Investment Act. The evaluation process allows community partners to evaluate progress towards true universal access and to work collaboratively to ensure services are accessible. The process begins with a team assessment and will provide follow-up training and technical assistance that may be necessary in order for providers to achieve collaborative outcomes. The evaluation instrument is not a comprehensive analysis, but is a general guideline to follow in determining and reporting the level of program access available to customers with disabilities. This instrument not only aids in documenting weaknesses, but will demonstrate best practices to communities and job center staff in becoming aware of what it takes to achieve quality customer service. The Physical and Program Access Assessment Questions The evaluation instrument is a section that contains the assessment questions for both physical and program access. This section should be duplicated wherever necessary so that it can be used throughout the facility as the evaluation is conducted. The left-hand column contains access elements that include questions that apply to the minimum legal guidelines previously mentioned. The right-hand column contains possible guidance in team efforts to identify answers to the questions. It should be noted again that conducting this evaluation is only a first step. When the evaluation questions are completed for all Wisconsin job centers, then any necessary follow-up can be easily completed in training and technical assistance. It may be necessary to bring multiple copies of the assessment questions, along with the tools that were provided at the operation one-stop training in Janesville March 17-20. Remember, the coordinated efforts of Independent Living Center staff, Division of Workforce Solutions and the Division of Vocational Rehabilitation staff will be working as a team to provide an objective view of facts. Clearly ensure that one person is consistently recording information. Please turn in all of the instrument documents when your team has completed and signed the final forms. Our desired outcome is to understand how customer service is delivered in the respective job center(s). Have a magical adventure! Table of Contents Program Access A. Integrated Partners/Programs p. 5 B. Staff Development p. 7 C. Reasonable Accommodation/Modification p. 10 D. Communication p. 13 Communication Access worksheets for Resource p. 13 Room Staff/Supervisors Communication Access worksheets for Partners p. 19 E. Public Notice p. 25 F. Designation of responsible employee p. 27 G. Complaints p. 29 H. Emergency Evacuation p. 31 Physical Access I. Route of Travel: Parking, Ramps, Entrances p. 33 Exterior Route of Travel worksheet p. 34 Ramps worksheet p. 35 J. Parking and drop-off areas p. 37 Parking worksheet p. 38 K. Entrance p. 41 Entrances worksheet p. 42 L. Stairs, Lifts, and elevators p. 44 Stairs/Lifts worksheet p. 45 Elevators worksheet p. 45 M. Lobbies and corridors p. 48 N. Rooms and spaces p. 49 Lobbies and corridors worksheet p. 49 Rooms and spaces worksheet p. 51 Break Room worksheet p. 54 O. Usability of Toilet Rooms p. 56 Toilet Rooms worksheet p. 57 P. Job Center Memorandums of Understanding p. 61 Q. Summary of Physical Access Elements p. 62 PROGRAM ACCESS ACCESS ELEMENT A. Integrated Partners/programs The integration of individuals with disabilities into the mainstream of society is fundamental to the purposes of the Americans with Disabilities Act, Rehabilitation Act, WIA 188 and the provision of services. Describe any issues or circumstances that have prevented your center from making all services available to people with disabilities. For example, are services offered on the second floor, which is not accessible? Consider options, i.e. alternate formats What, if any, actions have been taken to correct/provide a full range of integrated services? Have you ever denied a sign language interpreter for a workshop? What were the impediments to hiring a sign language interpreter? Are there any circumstances that a person with a disability is denied access to the services? If so, please identify those circumstances. Discuss potential recommendations to policy and practices and document here WIA 188 CR ADA 504 Disability specific Please describe what steps have been taken that include people with disabilities in the service delivery system. (examples of lighting, documentation, space between tables) If you have any written policy or procedure on the integration of individuals with disabilities, please provide. When you develop workshops, how do you include disability-related provisions into your workshop? Describe programs where an individual with a disability may have to participate separately (ex. Suppose there is a large group workshop regarding resume building. An individual who needs to have intensive one on one instruction would not benefit from this training, therefore s/he would have to participate separately)  Use this section for additional notes for this access area. ACCESS ELEMENT B. Staff Development Staff should possess basic knowledge of the One-Stop Centers necessity to provide accessible services to people with disabilities. This knowledge base should include provisions of: Americans with Disabilities Act (ADA) Title II, the Rehabilitation Act (Section 504) and the Nondiscrimination and Equal Opportunity Regulations for the Workforce Investment Act. Do you have an information and referral system? Please describe the training staff receives. What is the policy for training staff? How is staff aware of a process to offer reasonable accommodations/modifications in order to provide accessibility to partners/programs and services? What type of staff training and development do you provide in the following areas: Disability awareness, civil rights, confidentiality, ethics, conflict management, work place diversity, workplace accommodations, assistive technology? Describe the process for providing reasonable accommodations/modifications. Is there a written policy? How is staff made aware of this policy? How is disability related training offered/ensured for new hires, ongoing for staff over time, etc and are competent in it? If you have copies of curriculum or training brochures, please provide. When was staff last trained on disability issues? Training such as: WIA 188, Section 504, ADA, Civil Rights Act of 1991 What is the plan for ensuring training is offered and that people are competent in it? Such as TTY policy - is it turned on? Once staff is trained, how do you ensure the training is used and has been effective?   Use this section for additional notes for this access area. ACCESS ELEMENTC. Reasonable Accommodation/Modification One-stops need to make reasonable modifications in policies, practices, or procedures when the modifications are necessary to avoid discrimination on the basis of disability, unless making the modifications would fundamentally alter the nature of the service, program, or activity. What is the process for responding to requests for reasonable accommodation/modification? Provide policy (if there is one) for reasonable accommodations/modifications. How is this policy put into practice? How are staff and partners made aware of these processes? Does language exist in your MOU on agency responsibility to pay for accommodations? If not how do you decide who is responsible for payment? How is management communicating the processes to them? How often is the policy reviewed and/or updated? Give examples of situations where the reasonable accommodations/modifications would not be granted. Examples include disk tape, sign language interpreters, etc. What is the process for determining an undue burden? How is staff aware of the processes required for documentation of denial of reasonable accommodations/modification? Describe the appeal process in the case of a denied reasonable accommodation/modification. Obtain written policies, procedures as they apply to reasonable accommodations/ modifications. How is staff notified about this policy? How is this policy put into practice? Does the program have a process for determining whether a policy or practice modification would fundamentally alter the nature of the program? Who makes the determination? How do you decide who pays for the accommodation? 10. If a fee is charged for providing reasonable accommodation/modification, describe the circumstances.   Use this section for additional notes for this access area. ACCESS ELEMENT ****The following Communication Access sheets, Questions D1-D64, are to be completed by only resource room staff and/or supervisors. You may choose to send these sheets to the resource staff prior to the interview. Communication Accesstc \l2 "Resource 7-1: Communication Access Assessment Assess and document the current ability of your program to provide communication for persons with disabilities that is as effective as the communication provided to persons who do not have disabilities. In the chart below, list each type of information that is communicated visually. Consider all aspects of the program, including, but not limited to, interview or counseling activities, outreach, advertising, public meetings or hearings, training or group meetings, ceremonies, and communication with the general public, applicants, and other program participants. Examples may include brochures, forms, handbooks, training manuals, slide shows, videotapes, and visual displays. For each type of information, place a check below the auxiliary aids or services currently available to people with visual disabilities. Place an X below any additional aids or services that may be necessary to provide effective communication of the information. (More than one auxiliary aid or service may be needed for each.)  Types of information: large print  Braille  audio-tape  Readers  verbal descrip-tions  Compu-ter Disk  compu-ter adaptations  Access-ible website  Other  Brochure (example)         D1.Computer based career information (e.. choices, Visions, etc)          D2.Occupational Reference Books          D3.Occupational Briefs          D4.Occupational Biographies          D5.Career Related Biographies          D6.Occupational Video tapes, Internet, career or Job Information          D7.Marketing to outreach to Job seekers          D8. Computer based Job BanksD9. Computer Based talent bank systemD10.Computer based resume writing softwareD11.CD-Rom DirectoriesD12.Job Search videos D13.Job Search reference booksD14.Employer Video TapesD15.Internet Assessment InstrumentsD16.Internet Self AssessmentD17.Aptitude Assessment instruments (GATB)D18.Ability/Skills Assessment (CIDs etc.)D19.Personality Assessment instruments (Meyers Briggs)D20.Needs AssessmentD21.Proficiency TestsD22.Transferable SkillsD23.Information on Financial LiteracyD24.Information on legal AidD25.Information on transportationD26.Information on Child CareD27.Life services InformationD28.Information on ApprenticeshipD29.Information on Specialized services to groups (Vets, refugee etc.)D30.Technical School class listingsD31.Labor Market InformationD32.Telephone to call employers Communication Access  In the chart below provide types of information that are communicated aurally/orally/electronically. Consider all communication involved in all aspects of the program, including, but not limited to, interview, training, and resource room activities. We have included the basic services for a Resource room. However, consider all aspects of the program, including, but not limited to, training activities, outreach, advertising, public meetings or hearings, small group meetings, ceremonies, and communication with the general public, applicants, and other program participants. A variety of interpreters may be needed, from American Sign Language interpreters to oral interpreters for people who read lips or special interpreters for deaf-blind persons. For each type of information, place a check below the auxiliary aids or services currently available to people with hearing or speech disabilities. Place an X below any additional aids or services that may be necessary to provide effective communication of the information. (More than one auxiliary aid or service may be needed for each.)  Types of Information: inter-preters  Assist-ive listen-ing Devices  TTY/TDD  tele-phone ampli-fication  note takers  Paper & pen  CART (real time)  cap-tioning on films /videos  video confe-rencing  Jobs forum (example)         D33.Computer based career information (e.. choices, Visions, etc)          D34.Occupational Reference Books          D35.Occupational Briefs          D36.Occupational Biographies          D37.Career Related Biographies          D38.Occupational Video tapes, Internet, career or Job Information          D39.Marketing to outreach to Job seekers          Types of Information: inter-preters  Assist-ive listen-ing Devices  TTY/TDD  tele-phone ampli-fication  note takers  Paper & pen  CART (real time)  cap-tioning on films /videos  video confe-rencing  D40.Computer based Job BanksD41.Computer Based talent bank systemD42.Computer based resume writing softwareD43.CD-Rom DirectoriesD44.Job Search videosD45.Job Search reference BooksD46.Employer Video TapesD47.Internet Assessment InstrumentsD48.Internet Self AssessmentD49.Aptitude Assessment instruments (GATB)D50.Ability/Skills Assessment (CIDs etc.)D51.Personality Assessment instruments (Meyers Briggs)D52.Needs AssessmentD53.Proficiency TestsD54.Transferable SkillsD55.Information on Financial LiteracyD56.Information on legal AidD57.Information on transportationD58.Information on Child CareD59.Life services InformationD60.Information on ApprenticeshipD61.Information on Specialized services to groups (Vets, refugee etc.)D62.Technical School class listingsD63.Labor Market InformationD64.Telephone to call employers Section Summary  Use this section for additional notes for this access area. Communication Access Assess and document the current ability of your program to provide communication for persons with disabilities that is as effective as the communication provided to persons who do not have disabilities. You need to obtain how (what process does a partner use to provide the information) each program effectively communicates with people with disabilities in the areas below. This includes how information is provided in alternative format(s) (i.e., braille, interpreter services, disk, large print, etc.) In the chart below, please describe how each type of information is communicated to an individual who maybe: visually impaired, hearing impaired, and/or cognitively impaired. This includes how the information is provided visually/orally/electronically. Consider all aspects of the program, including, but not limited to, interview or counseling activities, outreach, advertising, public meetings or hearings, training or group meetings, ceremonies, and communication with the general public, applicants, and other program participants. Examples may include brochures, forms, handbooks, training manuals, slide shows, videotapes, and visual displays.  When reviewing and providing data to the chart below, please keep in mind that not all information and/or services may be applicable. Identify and provide guidance only to those programs to which a particular program is responsible. Name of program: Individual providing data: Program Element Intake/Eligibility:Assessments:Information on Job search and placement:Resume development: Information on Individual plan development:Information on the programs appeal process: Career Information: Training services: Skill development: Unemployment Insurance filing: Information on transportation: Information on Child Care: Life services Information:  Communication Access Assess and document the current ability of your program to provide communication for persons with disabilities that is as effective as the communication provided to persons who do not have disabilities. Please identify whether the partners are aware of any written policies or procedures for the aforementioned question. This is a yes/no question.  When reviewing and providing data to the chart below, please keep in mind that not all information and/or services may be applicable. Identify and provide guidance only to those programs to which a particular program is responsible. Name of program: Individual providing data: Please Check OneYesNoIntake/Eligibility: FORMCHECKBOX  FORMCHECKBOX Assessments: FORMCHECKBOX  FORMCHECKBOX Information on Job search and placement: FORMCHECKBOX  FORMCHECKBOX Resume development:  FORMCHECKBOX  FORMCHECKBOX Information on Individual plan development: FORMCHECKBOX  FORMCHECKBOX Information on the programs appeal process:  FORMCHECKBOX  FORMCHECKBOX Career Information:  FORMCHECKBOX   FORMCHECKBOX Training services:  FORMCHECKBOX  FORMCHECKBOX Skill development:  FORMCHECKBOX  FORMCHECKBOX Unemployment Insurance filing:  FORMCHECKBOX  FORMCHECKBOX Information on transportation:  FORMCHECKBOX  FORMCHECKBOX Information on Child Care: FORMCHECKBOX  FORMCHECKBOX Life services Information:  FORMCHECKBOX  FORMCHECKBOX  Section Summary Use this section for additional notes for this access area. ACCESS ELEMENT E. public Notice One-stops disseminate sufficient information to applicants, participants, beneficiaries, and other interested persons to inform them of the rights and protections afforded by the ADA, Section 504 of the Rehabilitation Act and WIA 188. How do you inform the public (print media vs broadcasts vs billboards, etc.) that reasonable accommodations/modifications are available? What brochures are provided to the public? What policies and/or procedures exist? How are these policies put into practice? How is staff made aware of these policies? Show us the standard language you have regarding reasonable accommodations/ modifications that are available that you include on ALL public information. How do staff know how to utilize accommodation language in a notice? How do you ensure that staff knows how to respond when questioned by a consumer? Is there a formal policy? Is this policy in writing? How is this policy put into practice? How is staff made aware of this policy? Describe how equal participation by individuals with disabilities is ensured in public meetings and training sessions. For example: Seats arranged for wheelchair accessibility Requests for fragrance-free environment Meeting notices How are individuals informed of services in job center?  Use this section for additional notes for this access area.  ACCESS ELEMENT F. Designation of responsible employee One-stops need to designate an employee responsible for coordination of efforts to carry out responsibilities. The requirement for designation of a particular employee and dissemination of information about how to locate that employee helps to ensure that individuals dealing with large agencies are able to easily find a responsible person who is familiar with civil rights requirements. The individual can communicate requirements to other individuals in the one-stop who may be unaware of their responsibilities. Civil rights officer Equal Employment officer Who is designated as the individual responsible for disability-related issues? Where is information located that identifies the location of the responsible employee? Document locations where information is provided What type of training has the individual received? How frequently is training provided on disability-related issues? Is there a formal policy on training? How is staff made aware of this policy? How is this policy put into practice? What methods and means are used so that staff knows how to contact the designated employee?  Use this section for additional notes for this access area. ACCESS ELEMENT G. Complaints One-stops establish grievance procedures for resolving complaints of violations of Section 504 of the Rehabilitation Act, ADA and WIA 188. If a written policy or practice is available, please provide How is staff made aware of this policy What is the process for handling disability-related issues/concerns? Give examples: Lack of attention to accessible features Denial of services Inaccessible programs How is the process communicated to staff? How do you provide public notice of the grievance policy/procedure?  Use this section for additional notes for this access area. ACCESS ELEMENT H. Emergency Evacuation Emergency evacuation procedures for the program, service, or activity must ensure that people with disabilities are made aware of emergencies and are aware of exit procedures. Is there a formal policy? Is the policy in writing? How is staff made aware of this policy? How is this policy put into practice? How is the general public alerted to all emergency procedures? How does the program ensure that people who are hard of hearing or deaf are made aware of an activated alarm? Install an emergency warning system or flashing lights. In an emergency situation what is the process for a person with a disability to communicate their location? Signs are clearly posted that identify the evacuation routes Elevators include appropriate signage How does the emergency evacuation procedure address the needs of individuals with disabilities? How are the procedures communicated to emergency agencies? Describe procedures the partners/program will use in facilities where means of egress are not accessible to provide safety and evacuation for people who cannot use stairs? If so, please provide. Do/Which staff members receive training in emergency evacuation procedures? Please describe.   Use this section for additional notes for this access area. PHYSICAL ACCESS ACCESS ELEMENTFACILITATOR'S GUIDANCEACCESS TO PARTNERS/PARTNERS/PROGRAMS AND SERVICES Ideally, the layout of the building should allow people with disabilities to obtain materials and services without assistance I. Route of Travel: Parking, Ramps, Entrances What potential problem(s) exist with connecting parking, bus stops, public sidewalks, curb ramps, entrances to each other? Describe whether there is accessible parking from the parking lot to the job center entrance. Describe whether there is an accessible route from the parking lot to job center from the drop-off areas. Describe whether there is an accessible path from the bus stop to the job center.  Are there adequate ramps (1:12)? What is the proximity from various elements to each entrance? May an individual travel safely between points? Are there adequate loading zones? EXTERIOR ROUTE OF TRAVEL tc \l3 "EXTERIOR ROUTE OF TRAVEL  General Area/Building: Reviewer: Date: Questions Y N NA Dimensions/ Comments ADAAG IBC I1.Is there at least one accessible route of travel from public transportation stops, accessible parking spaces, accessible passenger loading zones, public streets, and sidewalks to the accessible entrance?     4.1.2(1); 4.3.2(1) Comm 62.1101 (5) (a) I2.Is there at least one accessible route that connects accessible buildings, facilities, elements, and spaces that are on the same site?     4.1.2(2); 4.3.2(2) Comm 62.1100-62.1110 I3.Is the accessible route(s) stable, firm and slip-resistant?     4.3.6; 4.5.1 1003.2.6 I4.Is the accessible route at least 36 inches wide?     4.3.3 Comm 62.1101 (2)  I5.Are all obstacles along routes of travel cane-detectable (located within 27 inches of the ground or higher than 80 inches, or protruding no more than 4 inches into the route of travel)?     4.4.1, Fig. 8 1003.2.5 I6.If gratings are located in walking surfaces, are the openings of the grating no greater than 1/2 inch wide in one direction? Are the long dimensions of rectangular openings placed perpendicular to the dominant direction of travel?     4.5.4 1003.2.6  I7.Is the cross-slope of the accessible route(s) no greater than 1:50?     4.3.7 Comm 62.1101 (2)  I8.Is the running slope of the accessible route no greater than 1:20, or is there an accessible ramp if the slope is greater than 1:20 (use ramp survey)?     4.3.7 Comm 62.1101 (2) I9.Are there curb cuts, ramps, platform lifts, or elevators where there is a change in level greater than 1/2 inch?     4.3.8; 4.5.2 1003.2.7 I10.Is there a curb cut wherever an accessible route crosses a curb?    4.7.1 1003.2.7 I11.Is the slope of the curb ramp no greater than 1:12? If there is not enough space to use a 1:12 slope or less, is the slope of the curb ramp no greater than 1:10 for a maximum rise of 6 inches, or 1:8 for a maximum rise of 3 inches?     4.7.2; 4.1.6(3)(a) 1003.2.7 Comm 62.1100-62.1110 I12.Are maximum slopes of adjoining gutters, immediately adjacent road surface, or accessible route no greater than 1:20? Is the transition from the curb ramp to adjoining surfaces flush and free of abrupt changes?     4.7.2 1003.2.7 I13.If a curb ramp is located where pedestrians must walk across the ramp, or where it is not protected by handrails or guardrails, does it have flared sides with a maximum slope 1:10?     4.7.5 1003.2.7 I14.Is the width of the curb ramp, not including the flared sides, no less than 36 inches?     4.7.3 1003.2.7 I15.Is the surface of the curb ramp stable, firm and slip-resistant?     4.5.1; 4.7.4 1003.2.6 1003.2.7 I16.Are the slopes of ramps no greater than 1:12?     4.8.2 1003.2.7 I17.Is the rise of each ramp run (vertical distance between landings) no greater than 30 inches?     4.8.2 1003.2.7 I18.Is the cross slope no greater than 1:50?     4.8.6 1003.2.7 I19.Do all ramps longer than 6 feet or with more than 6 inches rise, have railings on both sides?     4.8.5 1003.2.7 I20.Are railings continuous, sturdy, and between 34 and 38 inches high?     4.8.5 1003.2.7 I21.Is the width between railings and curbs at least 36 inches?     4.8.3 1003.2.7 I22.Are raps stable, firm, and slip-resistant?     4.8.6; 4.5.1 1003.2.7 1003.2.6 I23.Is there a 5-foot-long level landing at every 30-foot horizontal length of ramp, at the top and bottom of every ramp and where the ramp changes direction?     4.8.4 1003.2.7  I24.Do ramps and landings with drop-offs have walls, railings, projecting surfaces, or curbs at least two inches high to prevent people from slipping off the ramp?     4.8.7 1003.2.7  SecSetion Summary Use this section to summarize your findings on this access area. Please be aware that this is not to be used for purposes of staff education, but is merely a method of summing up the facts gained from the interview and team visit. ACCESS ELEMENTFACILITATOR'S GUIDANCE J. Parking and drop-off Areas Describe whether the job center provides the correct number of accessible and van designated parking spaces. Describe whether the parking areas provide adequate drop-off areas. Please describe how accessible spaces are closest to the accessible entrance? How does the program ensure that it will maintain public accessible parking while taking steps to make sure eligible employees receive accessible parking? Describe how the program ensures that accessible parking is being properly used by eligible individuals?  Where are striped access aisles located? How is parking configuration designed and is it useable by employees and public? Is signage properly associated with parking places? Implement policy; check periodically for violations and report them to proper authorities If you have a policy/procedure, please provide.  tc \l2 "Resource 6-2: Facility Checklist PARKINGtc \l3 "PARKING General Area/Building: Reviewer: Date: Questions Y N NA Dimensions/ Comments ADAAG J1.Are there an adequate number of accessible parking spaces available?     4.1.2(5)(a); 4.6.1 For guidance in determining the appropriate number of accessible space to provide, the table below gives the ADAAG requirements for new construction and alterations (for lots with more than 100 space, refer to ADAAG 4.1.2(5)(a)): Total spaces: 1 to 25 26 to 50 51 to 75 76 to 100 Accessible: 1 space 2 spaces 3 spaces 4 spaces Number of designated spaces for employees:  J2.Are accessible parking spaces at least 8 feet wide, with a 5-foot access aisle (two spaces can share an access aisle)?     4.6.3; 4.1.2(5)(a) J3.Is one in every 8 spaces, but at least one, van-accessible with a 96-inch wide access aisle, and 98 inches of vertical clearance?     4.1.2(5)(b); 4.6.5 J4.Are the access aisle part of the accessible route to an accessible entrance?     4.6.3; 4.3 J5.Are the accessible spaces the ones closest to an accessible entrance?     4.6.2 J6.Is the slope of the accessible parking area and access aisle no more than 1:50?     4.6.3 J7.Are accessible spaces marked with a vertical sign showing the international symbol of accessibility? In addition, are there signs reading "Van Accessible" at van spaces?     4.6.4; 4.30.7 3408.8 E1107  PASSENGER LOADING ZONEStc \l3 "PASSENGER LOADING ZONES J8.Is there an access aisle 60 inches wide by 20 feet long adjacent and parallel to the vehicle pull-up space?     4.1.2(5); 4.6.6. Comm 62.1100-62.1110 J9.Is the slope of the access aisle and the pull-up space no more than 1:50?     4.6.6 J10.If there is a curb between the access aisle and the vehicle pull-up space, is there a curb ramp?     4.6.6; 4.7 J11.If a walkway crosses or adjoins the driveway and there is no curb, does the walkway edge have a detectable warning surface?     4.29.5 1003.3.4 Comm 62.1101 (2) J12.Is there at least 114 inches of vertical clearance provided to the accessible passenger loading zones and along at least one vehicle access route to it?     4.6.5 J13.Is there a sign displaying the international symbol of accessibility at the accessible loading zone?     4.1.2(7)(b) Comm 62.1100-62.1110  SecSetion Summary Use this section to summarize your findings on this access area. Please be aware that this is not to be used for purposes of staff education, but is merely a method of summing up the facts gained from the interview and team visit. ACCESS ELEMENTFACILITATOR'S GUIDANCE K. Entrance Please describe how/whether the main entrance is accessible? Describe all inaccessible entrances have signs giving the location of the nearest accessible entrance? Describe whether signage is posted in areas identifying where accessible features are located? Describe how/whether the accessible entrance be used independently? If more than one door is required to enter the job center, is it accessible? Please describe the considerations involved.  Ensure that entrance is functional (i.e., may be entered and exit) As much as possible, eliminate need for aid to answer a doorbell, operate a lift, or put down a temporary ramp, etc. Is a ramp or modifications necessary? Are surfaces firm, stable and non-slip? ENTRANCEStc \l3 "ENTRANCES General Area/Building: Reviewer: Date: Questions Y N NA Dimensions/ Comments ADAAG K1.Does at least one door at each accessible entrance have at least 32 inches clear opening (for a double door, at least one 32-inch leaf)?     4.1.3(7)(a); 4.13.4; 4.13.5 1003.3.1.1 K2.Are appropriate maneuvering clearances (18 min latchside clearance) provided at accessible doors?     4.13.6, Fig. 25 1003.3.1 K3.Is the threshold level (less than inch high) or beveled with a slope no greater than 1:2 up to 1/2 inch high (3/4" maximum for exterior sliding doors)?     4.13.8 1003.3.1 K4.Are door handles at accessible entrances no higher than 48 inches and operable with one hand and without tight grasping, pinching or twisting of the wrist?     4.13.9 1003.3.1 K5.If there is a revolving door or turnstile at an entrance, is there an accessible door or gate next to it?     4.13.2 1003.3.1.3.1 K6.Is the operating hardware exposed and usable from both sides when the doors are fully open?     4.13.9 1003.3.1 K7.Can accessible doors be opened without too much force (maximum of 5 lbf for interior doors)?     4.13.11 1003.3.1 K8.If the accessible doors have closers, do they take at least 3 seconds to close to a point 3 inches from the latch?     4.13.10 1003.3.1 K9.Are at least 50% of all public entrances accessible? Is at least one accessible entrance a ground floor entrance?     4.1.3(8)(a)(1) 1003.3.4 Comm 62.1105 K10.Do all inaccessible entrances have signs indicating the location of the nearest accessible entrance?     4.1.3(8)(d); 4.30 K11.Are accessible entrances available the same as other available service entrances? (times available, locked, not unlocked)  K12.If all entrances are not accessible, are the accessible entrances identified by the international symbol of accessibility?     4.1.2(7)(c); 4.30  SecSetion Summary Use this section to summarize your findings on this access area. Please be aware that this is not to be used for purposes of staff education, but is merely a method of summing up the facts gained from the interview and team visit. ACCESS ELEMENTFACILITATOR'S GUIDANCE L. Stairs, Lifts, and Elevators Describe whether ramps, wheelchair lifts or elevators are accessible to the public? If there are stairs between the entrance and/or elevator and essential public areas, is there an accessible route connecting levels? Please describe the circumstances involved. What may be issues to providing access to/from stairs, lifts or elevators? Describe how the program ensures that accessible features are maintained (lifts, elevators)? Describe how the program provides services when an accessible feature is not operating (lifts, elevators)?  Are signs posted clearly directing people along an accessible route Is it necessary to add non-slip surface to treads Add or replace handrails if possible within existing floor plan Potential items to consider with elevators: visual and verbal or audible signals reachable call buttons Effective communication system  STAIRStc \l3 "STAIRS General Area/Building: Reviewer: Date: Questions Y N NA Dimensions/ Comments ADAAG/IBC L1.Do stairs have closed risers?     4.9.2 1003.3.3.3 L2.Are stair treads no less than 11 inches?     4.9.2 1003.3.3.3 L3.Do stairs have continuous handrails on both sides, with extensions beyond the top and bottom stairs? (34 above stair nosing)     4.9.4 1003.3.3.11.5 L4.Do nosings project no more than 1-1/2 inches?     4.9.3 1003.3.3 LIFTStc \l3 "LIFTS L5.If platform lifts are used, can a person using a wheelchair enter, operate, and exit the lift without assistance?     4.11.3 Comm 62.1101 (2) L6.Is the platform lift at least 30 by 48 inches?     4.11.2; 4.2.4 Comm 62.1101 (2) L7.Is there at least 30 by 48 inches of clear space for a person using a wheelchair to approach to reach the controls and use the lift?     4.11.2; 4.2.4 Comm 62.1101 (2) L8.If there is a door on the lift, is the door accessible?     4.13 Comm 62.1101 (2) L9.Are controls between 15 and 48 inches high (up to 54 inches if a side approach is possible)?     4.11.2; 4.2.5; 4.2.6 Comm 62.1101 (2) L10.Are the controls operable with one hand, and without tight grasping, pinching, or twisting of the wrist?      4.11.2; 4.27.4 Comm 62.1101 (2) ELEVATORStc \l3 "ELEVATORS L11.Does the elevator have automatic operation and self-leveling features?     4.10.2 Comm 62.1101 (2) L12.Are there both visible and verbal or audible door opening/closing and floor indicators (one tone = up, two tones = down)?     4.10.4 Comm 62.1101 (2) L13.Are the call buttons in the hallway at least 3/4 inches wide and centered at 42 inches?     4.10.3 Comm 62.1101 (2) L14.Do hall call buttons have visual signals to indicate when each call is registered and answered?     4.10.3 Comm 62.1101 (2) L15.Is there a sign on the jamb at each floor identifying the floor in raised and Braille letters?     4.10.5, 4.30.4 Comm 62.1101 (2) L16.Is the door opening at least 36 inches wide?     4.10.9 Comm 62.1101 (2) L17.For a centered opening, is the minimum inside dimension of elevator cars 51 inches by 80 inches?     4.10.9 Comm 62.1101 (2) L18.For an off-center opening, is the minimum inside dimension of elevator cars 51 inches by 68 inches?     4.10.9 Comm 62.1101 (2) L19.Are car control buttons no higher than 48 inches for forward reach and 54 inches for side reach?     4.10.12(3) Comm 62.1101 (2) L20.Do the controls inside the cab have raised and Braille lettering?     4.10.12(2), 4.30.4 Comm 62.1101 (2) L21.Are the emergency controls grouped at the bottom of the control panel and centered no less than 35 inches above the floor?     4.10.12(3) Comm 62.1101 (2) L22.If an emergency intercom is provided, is it usable without voice communication?     4.10.14 Comm 62.1101 (2) L23.Is the emergency intercom identified in Braille and raised letters and a raised symbol?     4.10.14, 4.30.4 Comm 62.1101 (2) L24.If the communication system is in a closed compartment, is the hardware on the compartment operable without tight grasping, pinching, or twisting of the wrist?     4.10.14 Comm 62.1101 (2) SecSetion Summary Use this section to summarize your findings on this access area. Please be aware that this is not to be used for purposes of staff education, but is merely a method of summing up the facts gained from the interview and team visit. ACCESS ELEMENTFACILITATOR'S GUIDANCE M. Lobbies and Corridors Describe how the accessible entrance provides direct access to the main floor, lobby or elevator? Identify any barriers for access along the path of travel connecting all services. What public elements are on an accessible route of travel? (Toilet rooms, public phones, drinking fountains, job center partners, resource rooms, training rooms, conference rooms) Describe whether the elements (in question #3) are readily accessible to people with disabilities. Please describe whether there are issues to providing access? N. Rooms and Spaces Identify each room and space that delivers WIA services. Label each document to identify the room or space being analyzed. How may an individual enter and exit each room/space?  Protruding objects Temporary boxes in aisles Are all job center partners connected via an accessible path  LOBBIES AND CORRIDORS Connecting core, intensive, and training services at Job Center tc \l3 "LOBBIES AND CORRIDORS General Area/Building: Reviewer: Date: Questions Y N NA Dimensions/ Comments ADAAG M1.Does the designated accessible entrance connect with all program elements and spaces in the building?     4.1.3(1); 4.3.2(3) M2.Is the accessible route to all public spaces at least 36 inches wide? If the accessible route turns around an obstruction less than 48 inches wide, is the route at least 42 inches wide on the approach to and exit from the turn at least 48 inches wide at the base of the turn?     4.3.3 Fig 7 Comm 62.1101 (2)  M3.Are floors on an accessible route stable, firm, and slip-resistant?     4.5.1 1003.2.6  M4.Is the slope no more than 1:20, or is there a ramp when the slope is greater than 1:20?     4.3.7 Comm 62.1101 (2)  M5.If objects mounted to the wall have leading edges between 27 and 80 inches from the floor, do they project no more than 4 inches into the route of travel?     4.4.1 1003.2.5 M6.Are walkway level changes less than 1/4 inch, or, if they are between 1/4 inch and 1/2 inch, are they beveled with a slope no greater than 1:2?     4.3.8, 4.5.2 1003.2.7 M7.Are ramps provided for changes in level greater than 1/2 inch?     4.5.2 Comm 62.1101 (2) M8.Does at least one door into each public space have at least a 32-inch clear opening?     4.1.3(7)(b), 4.13.5 1003.3.1.1 M9.Are appropriate maneuvering clearances provided at accessible doors?     4.13.6, Fig. 25 1003.3.1.1 M10.Can doors be opened without too much force (5 lbf maximum for interior doors)?     4.13.11 1003.3.1.1 M11.Are door handles 48 inches high or less and operable without tight grasping, pinching, or twisting of the wrist?     4.13.9 1003.3.1.1 M12.Are all thresholds level (less than 1/4 inch), or beveled with a slope no greater than 1:2, up to 1/2 inch high?     4.13.8 1003.3.1.1 M13.Do signs which provide direction to, or information about, functional spaces of the building, comply with the appropriate requirements for directional signage?     4.1.3(16)(b); 4.30 Comm 62.1101 (2) M14.Do signs designating rooms and spaces, such as rest rooms, signs at exit doors, and room numbers, comply with the appropriate requirements for tactile signage? Do all signs meet legibility requirements regarding contrast and character proportion?     4.1.3(16)(a), 4.30 Comm 62.1101 (2) M15.Do alarms have both visible and audible signals?     4.1.3(14), 4.28 907.9.1.3 ROOMS AND SPACES for core, intensive, and training servicestc \l3 "ROOMS AND SPACES General Area/Building: Reviewer: Date: Questions Y N NA Dimensions Comments ADAAG N1.Are all aisles and pathways to materials and services at least 36 inches wide?     4.3.3 Comm 62.1101 (2) N2.If aisles between fixed furniture are less than 5 feet wide, are there passing spaces 5 feet by 5 feet or intersecting aisles at reasonable intervals not exceeding 200 feet maximum?     4.3.4 Comm 62.1101 (2) N3.Are floors stable, firm, and slip-resistant?     4.5.1 1003.2.6 N4.Is carpeting low-pile, tightly woven, and securely attached?     4.5.3 1003.2.6 N5.In routes through public areas, are all obstacles cane-detectable (located within 27 inches of the floor or higher than 80 inches, or protruding no more than 4 inches from the wall)?     4.4.1, Fig. 8 Comm 62.1101 (2)  N6.Does at least one door into each public space have at least a 32-inch clear opening?     4.13.5, 4.1.3(7)(b) 1003.3.1 Comm 62.1100-62.1110 N7.Are appropriate maneuvering clearances provided at accessible doors?     4.13.6, Fig. 25 1003.3.1 N8.Can doors be opened without too much force (5 lbf maximum for interior doors)?     4.13.11 1003.3.1 N9.Are door handles 48 inches high or less and operable without tight grasping, pinching or twisting of the wrist?     4.13.9 1003.3.1 N10.Are all thresholds level (less than 1/4 inch), or beveled, with a slope no greater than 1:2 up to 1/2 inch high?     4.13.8 1003.3.1 N11.If there are sliding doors, is the operating hardware exposed and usable from both sides when the doors are fully open?     4.13.9 1003.3.1 N12.Do signs designating permanent rooms and spaces (rest room signs, signs at exit doors, and room numbers) comply with the appropriate requirements for tactile braille signage? Do all signs meet legibility requirements regarding contrast and character proportion?     4.1.3(16)(a), 4.30 Comm 62.1104 Comm 62.1101 (2)  N13.Do signs which provide direction to, or information about, functional spaces of the building comply with the appropriate requirements for directional signage (contrast)?     4.1.3(16)(b), 4.30 Comm 62.1104 Comm 62.1101 (2)  N14.Are all controls that are available for use by the public (including electrical, mechanical, cabinet, game, and self-service controls) located between 15 and 48 inches for forward reach and between 9 and 54 inches for side reach?     4.2.5, 4.2.6 Comm 62.1101 (2) N15.Are they operable without tight grasping, pinching, or twisting of the wrist?     4.27.4 Comm 62.1101 (2) N16.Do alarms have both visible and audible signals?     4.1.3(14), 4.28 907.9 N17.If fixed or built-in seating or tables are provided in accessible public or common use areas, do at least 5%, but not less than one, of the fixed or built-in seating areas or tables provide 30 inches by 48 inches of clear floor space?     4.1.3(18), 4.32.2 Comm 62.1101 (2) N18.Are the aisles between fixed seating at least 36 inches wide?     4.3.3 Comm 62.1101 (2) N19.Are the tops of at least 5% of fixed tables or counters between 28 and 34 inches high?     4.32.4 Comm 62.1101 (2) N20.Are knee spaces at accessible fixed tables at least 27 inches high, 30 inches wide, and 19 inches deep?     4.32.3 Comm 62.1101 (2)  N21.Are at least 50% of drinking fountains, but at least one, on each floor accessible?     4.1.3(10), 4.15 Comm 62.1100-62.1110 Comm 62.1101 (2) N22.Do the accessible wall- and post-mounted cantilevered units have clear knee space 27 inches high, 30 inches wide and 17 to 19 inches deep? Do these units have a minimum clear floor space 30 inches by 48 inches to allow a person who uses a wheelchair to approach the unit facing forward?     4.15.5(1) Comm 62.1101 (2)  N23.Do the accessible free-standing or built-in drinking fountains not having clear space under them have clear floor space of at least 30 by 48 inches in front to allow a parallel approach to the unit?     4.15.5(2) Comm 62.1101 (2)  N24.Do accessible drinking fountains have spouts no higher than 36"     4.15.2 Comm 62.1101 (2)  N25.Are controls on accessible drinking fountains mounted on the front or on the side near the front edge, and operable without tight grasping, pinching, or twisting of the wrist?     4.15.4, 4.27.4 Comm 62.1101 (2) N26.If pay or public-use phones are provided, is there clear floor space of at least 30 by 48 inches in front of at least one in each bank, that allows a parallel or perpendicular approach by a person using a wheelchair?     4.13(17)(a), 4.31.2 Comm 62.1101 (2) N27.Are the operable parts of the accessible phone(s) 15 to 48 inches high (9 to 54 inches if a side approach is possible)?     4.31.3, 4.2.5, 4.2.6 Comm 62.1101 (2)  N28.Do the accessible phones have push-button controls?     4.31.6 Comm 62.1101 (2)  N29.Are the accessible phones hearing-aid compatible?     4.31.5(1) Comm 62.1101 (2)  N30.Are the accessible phones adapted with volume control? In addition, do 25%, but not less than one, of all other public phones have volume control?     4.1.3(17)(b), 4.31.5(2) E1106 N31.Are the accessible phones and all the phones with volume control identified with appropriate signage?     4.1.3(17)(b), 4.30 E1106 N32.If there are four or more public phones in the building, is one of the phones equipped with a text telephone (TT or TDD)?     4.1.3(17)(c) E1106 N33.Is the location of the text telephone identified by accessible signage bearing the international TDD symbol?     4.30.7(3) E1106 N34.When a bank of telephones has 3 or more public pay phones, is at least one public pay phone equipped with a shelf and outlet?     4.1.3(17), 4.31.9(2) Comm 62.1101 (2) N35.Do all banks of telephones that do not contain a text telephone have appropriate directional signage placed adjacent to them indicating the location of the text telephone? If the facility has no banks of telephones, is there appropriate directional signage provided at the entrance?     4.30.7(3) E1106 Break Roomtc \l3 "CAFETERIAS General Area/Building: Reviewer: Date: Questions Y N NA Dimensions Comments ADAAG N36.Does at least one door into each public space have at least a 32-inch clear opening?     4.1.3(7)(b), 4.13.5 1003.3.1 N37.Are appropriate maneuvering clearances provided at accessible doors?     4.13.6, Fig. 25 1003.3.1 N38Can doors be opened without too much force (5 lbf maximum for interior doors)?     4.13.11 1003.3.1 N39.Are door handles 48 inches high or less and operable without tight grasping, pinching, or twisting of the wrist?     4.13.9 1003.3.1 N40.Are all thresholds level (less than 1/4 inch), or beveled, with a slope no greater than 1:2 up to 1/2 inch high?     4.13.8 1003.3.1 N41.If there are sliding doors, is the operating hardware exposed and usable from both sides when the doors are fully open?     4.13.9 1003.3.1 N42.Are at least 5%, but a minimum of one, of the fixed tables accessible?     4.1.3(18), 5.1 Comm 62.1100-62.1110 N43.Is the knee space at accessible tables at least 27 inches high, 30 inches wide, and 19 inches deep?     4.32.3 Comm 62.1101 (2) N44.Is the top of each accessible table or counter between 28 and 34 inches above the floor?     4.32.4 Comm 62.1101 (2)  N45.Where possible, are the accessible tables or counters distributed throughout the space?     5.1 N46.Are all aisles between accessible fixed tables at least 36 inches wide?     5.3 N47.Do self-service shelves and vending machines have at least a 30- by 48-inch clear floor space?     5.6, 5.8, 4.2 Comm 62.1101 (2) N48.Are vending machines on an accessible route?     5.8, 4.2.4 Comm 62.1101 (2)   SecSetion Summary Use this section to summarize your findings on this access area. Please be aware that this is not to be used for purposes of staff education, but is merely a method of summing up the facts gained from the interview and team visit. O. Usability of Toilet Rooms When restrooms are open to the public, they should be accessible to people with disabilities. Please describe whether proper signage that identifies the accessible restroom? What potential problems will people have accessing your toilet rooms? Please describe whether restrooms are accessible. For example, is at least one toilet room available to the public (one for each sex or unisex) fully accessible? Please describe whether there are signs at inaccessible rest rooms that give directions to accessible ones? Please describe whether an accessible toilet room located on access route? What other special features are located in the rest room and describe whether they are accessible?  Reconfigure toilet room Install directional signs Add accessible signage placed to the side of the door, 60 inches to centerline not on the door itself Install offset (swing-clear) hinges) Widen the doorway Lower handles Replace knobs/latches with lever or loop Add lever extensions Install lighter doors Child care, diaper changing, etc.. Rearrange chairs, trashcans, etc. Remove inner door if there is a vestibule with two doors Move or remove obstructing partitions TOILET ROOMStc \l3 "TOILET ROOMS General Area/Building: Reviewer: Date: Questions Y N NA Dimensions/ Comments ADAAG O1.If rest rooms are available to the public, is at least one rest room on each floor that has public rest rooms (either one for each sex, or unisex) on an accessible route and fully accessible?     4.1.2(6), 4.1.3(11), 4.1.6(3)(e), 4.22, Fig. 30 Comm 62.1109 Comm 62-1100-62.1110 3408.7 O2.Are there signs at inaccessible rest rooms that give directions to accessible ones?     4.1.6(3)(e)(iii), 4.30 3408 Comm 62-1100-62.1110 O3.When not all toilet facilities are accessible, are accessible toilet rooms identified by the international symbol of accessibility?     4.1.2(7)(d) Comm 62-1100-62.1110 O4.Do doors have at least a 32-inch clear opening?     4.22.2 Comm 62.1101 (2) O5.Are appropriate maneuvering clearances provided at doors?     4.13.6, Fig. 25 1003.3.1 Comm 62.1101 (2) O6.Can doors be opened without too much force (5 lbf maximum for interior doors)?     4.13.11 1003.3.1 Comm 62.1101 (2) O7.Are door handles 48 inches high or less and operable without tight grasping, pinching, or twisting of the wrist?     4.13.9 1003.3.1 Comm 62.1101 (2) O8.Are all thresholds level (less than 1/4 inch), or beveled, with a slope no greater than 1:2 up to 1/2 inch high?     4.13.8 1003.3.1 Comm 62.1101 (2) O9.Is there tactile signage identifying the rest rooms, placed on the wall at the latch side of the door, centered 60 inches above the floor?     4.1.3(16)(a), 4.30 Comm 62.1100-1110 O10.Is there a 5-foot diameter clear space or a T-shaped space in the rest room to make turns?     4.22.3 Comm 62.1101 (2) O11.Are all fixtures on an accessible route?     4.22.7, 4.27 Comm 62.1101 (2) O12.Is there at least one wheelchair-accessible stall that is at least 5 feet wide, clear of the door swing, and at least 56 inches long if the toilet is wall-mounted or 59 inches long if the toilet is floor-mounted? If it is technically infeasible to provide such a standard stall, is there a stall that is either 36 by 66 inches or 48 by 66 inches if the toilet is wall-mounted or either 36 by 69 inches if the toilet is floor-mounted?     4.17.3, 4.22, Fig. 30 Comm 62.1101 (2) O13.Can the door to the accessible toilet stall be operated without twisting or fine movement, on both the inside and outside?     4.17.5, 4.13.9 Comm 62.1101 (2) O14.Do the accessible toilet stalls have a minimum door opening of at least 32 inches?     4.17.5, 4.13.5 Comm 62.1101 (2) O15.Are there accessible grab bars in accessible toilet stalls?     4.17.6, 4.26, Fig. 30 E1105 Comm 62.1101 (2) O16.Are there accessible grab bars at accessible water closets not located in stalls?     4.16.4, 4.26, Fig. 29 Comm 62.1101 (2) O17.Are the accessible toilet seats 17 to 19 inches high?     4.16.3 Comm 62.1101 (2) O18.Are the flush controls on accessible toilets no higher than 44 inches and mounted on the wide side of toilet areas?     4.16.5 Comm 62.1101 (2) O19.Is the toilet paper dispenser at least 19 inches above the floor?     4.16.6 Comm 62.1101 (2) O20.Does one lavatory have a 30-inch-wide by 48-inch-deep clear space in front, with a maximum of 19 inches of that depth under the lavatory?     4.19.3 Comm 62.1101 (2) O21.Is the lavatory rim no higher than 34 inches from the floor?     4.19.2 Comm 62.1101 (2) O22.Is there at least 29 inches from the floor to the bottom of the lavatory apron?     4.19.2 Comm 62.1101 (2) O23.Is there clearance toward the wall provided for knee clearance?     4.19.2, Fig. 31 Comm 62.1101 (2) O24.Is there clearance outward from the wall provided for toe clearance?     4.19.2, Fig. 31 Comm 62.1101 (2) O25.Can the faucet be operated with one hand and without tight grasping, pinching, or twisting of the wrist?     4.19.5 Comm 62.1101 (2) O26.Are hot water pipes and drain pipes insulated, or configured to avoid contact with the legs of a person using a wheelchair?     4.19.4 Comm 62.1101 (2) O27.Are soap and other dispensers and hand dryers no higher than 48 inches for forward reach or 54 inches for side reach?     4.27.3 Comm 62.1101 (2) O28.Can they be operated with one hand and without twisting or fine movement?     4.27.4 Comm 62.1101 (2) O29.Is there a clear floor space of 30 by 48 inches in front of the dispensers?     4.27.2 Comm 62.1101 (2)O30 Do urinals have clear floor space on an overlapping accessible route 30 x 48?4.18.3 O31.Is the mirror mounted with the bottom edge of the reflecting surface no higher than 40 inches?     4.19.6 Comm 62.1101 (2) O32 Are urinals stall-type or wall-hung with an elongated rim at a max of 17 above the floor?  4.18.2 O33.If alarms are provided in the rest room, do they have both visual and audible signals?      4.1.3(14), 4.28 907.9.1.3 O34 Are there more than 6 stalls, if so, is there one additional stall a minimum 36 wide?  4.22.4  SecSetion Summary Use this section to summarize your findings on this access area. Please be aware that this is not to be used for purposes of staff education, but is merely a method of summing up the facts gained from the interview and team visit. ACCESS ELEMENTS P. Job Center Memorandums of Understanding How do you ensure that your contractors are meeting minimum accessibility requirements so that people with disabilities have access to your services? 2. How does the MOU ensure that people with disabilities have access to your services? Obtain list of contractors Obtain policy and/or procedure Q. Summary of Physical Access Elements Please summarize significant issues under each of the following elements: Document issues that may require improvement. What issues pose barriers to providing services with contractors? Explore possibilities for identified elements. path of travel parking entrance elevator phone break room restroom bus stop  Operation One-Stop: Our project assessment team agrees that the information provided in the evaluation was collected in an objective and fair process. 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