Americans with Disabilities Act (ADA) Compliance Data


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The United States Department of Justice’s regulations implementing Title II of the ADA dictate that local governments and public agencies such as MCPS must evaluate their services, programs, policies and practices and identify barriers, which may limit accessibility for individuals with disabilities and develop transition plans describing how they will address identified barriers.

Per Department of Justice Guidelines, people with disabilities should be able to arrive on the site, approach the building or facility and its amenities, and enter as freely as everyone else.

Accessibility evaluations were conducted by EMG Project Architects and Engineers during 2017-2018.

198 facilities were assessed as part of the self-evaluation process required of state and local agencies to comply with the requirements of Title II of the Americans with Disabilities Act (ADA) and applicable state regulations contained in the accessibility and related chapters of the Maryland Building Code. A handful of schools that were not part of the assessment are listed as N/A. An assessment was not completed either due to recently completed or proposed capital projects.

The findings allow MCPS to assess the requirements for barrier removal under Title I Employment and Title II State and Local Government to create an accessible environment.

We will use the data to outline how barriers will be addressed and how accommodations can be made. Barrier removal must be accomplished in phases, as funding becomes available and to achieve a safe and stable learning environment.

The team assessed interior and exterior common areas that are defined as areas of public accommodation including the elements specified below:

  • Passenger loading zones
  • Parking: van and standard car accessible stalls, signage, and markings
  • Exterior accessible routes, including travel on vehicular ways, sidewalks and paths
  • Interior accessible routes
  • Ground and floor surfaces
  • Ramps: size, distance, slope, rails and finishes
  • Exterior and interior stairs which are part of the means of egress
  • Elevators and platform lifts (wheelchair lifts)
  • Entrances and exits to common areas
  • Handrails and grab bars
  • Space allowance and reach ranges
  • Restrooms
  • Alarms (visual and audible) and warnings
  • Signage- Braille, and visual characters
  • Public telephones
  • Switches and outlets

Individual school reporting is listed under five priorities, which are described briefly below. The number of distinct items under each priority is listed.

Not all barriers must be removed, as long as community of users with disabilities is accommodated, and the unique programs, facilities and services of the school are made available for individuals with disabilities. Selected recurring amenities should be made barrier free so that at least one of each type of amenity is accessible.

Priority 1: Accessible parking and accessible approach and entrances
Priority 2: Elements used for programs, services and activities
Priority 3: Restroom facilities and signage
Priority 4: Access to auxiliary features and amenities along paths of travel such as water fountains
Priority 5: Employee-only areas


  • Vital to understanding the needs of our facilities and strategically targeting resources to address those needs
  • ADA will inform our planned lifecycle asset replacement program and our ongoing efforts to sustain the useful life of our schools
  • ADA assesses major infrastructure elements in a variety of categories
  • A supplement to the Key Facility Indicator data


  • ADA data itself does not dictate or sequence specific construction projects
  • An update to the Key Facility Indicators


  • Overall minor work required to meet standards

  • Work ranging from minor to major barrier removal.

  • Requires major capital investment; design work needed.

  • Not Applicable due to recently completed or proposed capital project.

Page Updated: 10/28/2019