reassignment test meaning

Olympic officials address gender eligibility as boxers prepare to fight

PARIS – The case of two Olympic boxers has drawn attention to a thorny issue: Who and what determines which female athletes can compete.

Algerian boxer Imane Khelif and Lin Yu-ting of Taiwan both were disqualified from the 2023 women’s boxing world championships when they reportedly failed gender eligibility tests.

But this week, the International Olympic Committee confirmed the two boxers have been cleared to compete here at the Paris Games , as they both did at the Tokyo Games in 2021. The issues of so-called gender verification or sex testing have fueled discussion at the Olympics as the fighters prepare to enter the ring at North Paris Arena.

Khelif, a silver medalist at the 2022 world championships, is scheduled to fight Thursday against Angela Carini of Italy in the welterweight division at 146 pounds. Lin, a two-time world champion, is scheduled to fight Sitora Turdibekova of Uzbekistan in the featherweight division at 126 pounds.

“Yeah, it’s really tricky," Australian boxer Tiana Echegaray told reporters Tuesday when asked about the situation. "I don’t know exactly what their circumstances are."

IOC spokesman Mark Adams indicated Tuesday no personal information about the boxers' medical histories would be disclosed. "They've been competing in boxing for a very long time," Adams told reporters. “They've achieved all the eligibility requirements in terms of sex and age. We're following the rules in place in Tokyo."

Who's in charge of boxing?

At the Summer Olympics, when it comes to gender eligibility, the IOC defers to the international federations that govern each of the 32 sports.

The IOC does provide a framework to the international federations . But it's “nonbinding."

In other words, it’s not up to the IOC. And the situation has grown especially complicated with boxing.

Last year the IOC banished the International Boxing Association (IBA), long plagued with scandal and controversy that jeopardized the future of Olympic boxing. In fact, the IOC denied IBA the right to run Olympic boxing during the Tokyo Games in 2021 and instead turned over control to an ad-hoc unit.

Opinion: Olympic female boxers are being attacked. Let's just slow down and look at the facts

With that ad-hoc unit in charge, Kehlif and Lin both competed at the Tokyo Olympics. Neither won a medal.

But the IBA has maintained control of the world championships and gender eligibility rules. And after Lin won gold and Kehlif won bronze at the event in March 2023, officials announced the boxers had failed medical eligibility tests and stripped them of the medals.

IBA president Umar Kremlev said DNA tests “proved they had XY chromosomes and were thus excluded."

What's the eligibility criteria?

A passport could be key, based on comments from Adams, the IOC spokesman.

“I would just say that everyone competing in the women’s category is complying with the competition eligibility rules," he said. “They are women in their passports and it is stated that is the case.”

Thursday Adams added that the issues with the previous tests for the boxers "was not a transgender issue, there's been some misreporting on that in press. ... These women have been competing as women for many years.

"What I would say just quickly on testosterone is, the testosterone (test) is not a perfect test. Many women can have testosterone, even what would be called 'male levels' and still be women and still compete as women. So this is not a panacea − this idea that suddenly you test, do one test for testosterone. Each sport needs to deal with this issue but I think we agreed, I hope we're agreed, we're not going to go back to the bad old days of 'sex testing'. That would be a bad idea."

In the past, other eligibility standards have hinged on science.

Caster Semenya, a two-time Olympic gold medalist in track and field in 2012 and 2016, was forced to give up competing in the 800 meters because her testosterone levels were too high based on tests administered by World Athletics, the sport’s international federation previously known as the IAAF.

Semenya was assigned female at birth. She said she was told at age 18 that she has XY chromosomes and naturally had high levels of testosterone.

Khelif and Lin have not publicly addressed details of their medical histories regarding the tests.

The issue of eligibility surfaced as a source of controversy in the United States in 2022 when swimmer Lia Thomas became the first openly transgender athlete to win an NCAA championship.

At the time, the NCAA required transgender female athletes to have undergone one year of testosterone suppression treatment to be eligible to compete on a women's team in any sport. The NCAA has been under pressure to update its guidelines after the NAIA banned all transgender athletes from competing in women's sports.

The Court of Arbitration for Sport upheld a decision in June by World Aquatics, the international federation for swimming, that prevented Thomas from competing in elite competitions through World Aquatics or USA Swimming.

Who are these two boxers?

Lin, 28, has been fighting as an amateur for more than a decade, according to BoxRec, a widely regarded boxing site.

She made her official amateur debut about three months shy of her 18th birthday, winning at the 2013 AIBA World Women’s Championships. She won gold medals at the world championships in 2019 and 2022.

At 5-foot-9, she often has enjoyed a height advantage while amassing a record of 40-14 with one knockout. The record does not reflect the four fights she won at the 2023 world championships before her disqualification, which resulted in the outcome of the fights being changed to “no contest.’’

She lost her last fight – a split-decision defeat against Brazil’s Jucielen Cerqueira Romeu in April at the 2024 USA Boxing International Invitational in Pueblo, Colorado.

Khelif, 25, made her amateur debut at the 2018 Balkan Women's Tournament. She won a silver medal at the 2022 world championships.

At 5-foot-10, she also has enjoyed a height advantage while amassing a record of 36-9 with four knockouts, according to BoxRec. That does not include the three fights she won at the 2023 world championships before her disqualification resulted in the fights being changed to “no contest.’’

In one of those fights, Khelif stopped her opponent by TKO.

Contributing: Kim Hjelmgaard

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Table of contents

Ada requirements: testing accommodations.

Last updated: February 28, 2020

Guidance & Resources

Read this to get specific guidance about this topic.

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Standardized examinations and other high-stakes tests are gateways to educational and employment opportunities. Whether seeking admission to a high school, college, or graduate program, or attempting to obtain a professional license or certification for a trade, it is difficult to achieve such goals without sitting for some kind of standardized exam or high-stakes test. While many testing entities have made efforts to ensure equal opportunity for individuals with disabilities, the Department continues to receive questions and complaints relating to excessive and burdensome documentation demands, failures to provide needed testing accommodations, and failures to respond to requests for testing accommodations in a timely manner.

The Americans with Disabilities Act (ADA) ensures that individuals with disabilities have the opportunity to fairly compete for and pursue such opportunities by requiring testing entities to offer exams in a manner accessible to persons with disabilities. When needed testing accommodations are provided, test-takers can demonstrate their true aptitude.

The Department of Justice (Department) published revised final regulations implementing the ADA for title II (State and local government services) and title III (public accommodations and commercial facilities) on September 15, 2010. These rules clarify and refine issues that have arisen over the past 20 years and contain new and updated requirements.

This publication provides technical assistance on testing accommodations for individuals with disabilities who take standardized exams and other high-stakes tests. It addresses the obligations of testing entities, which include private, state, or local government entities that offer exams related to applications, licensing, certification, or credentialing for secondary (high school), postsecondary (college and graduate school), professional (law, medicine, etc.), or trade (cosmetology, electrician, etc.) purposes. Who is entitled to testing accommodations, what types of testing accommodations must be provided, and what documentation may be required of the person requesting testing accommodations are also discussed.

What Kinds Of Tests Are Covered?

Exams administered by any private, state, or local government entity related to applications, licensing, certification, or credentialing for secondary or postsecondary education, professional, or trade purposes are covered by the ADA and testing accommodations, pursuant to the ADA, must be provided. 1

Examples of covered exams include:

• High school equivalency exams (such as the GED);
• High school entrance exams (such as the SSAT or ISEE);
• College entrance exams (such as the SAT or ACT);
• Exams for admission to professional schools (such as the LSAT or MCAT);
• Admissions exams for graduate schools (such as the GRE or GMAT); and
• Licensing exams for trade purposes (such as cosmetology) or professional purposes (such as bar exams or medical licensing exams, including clinical assessments).

What Are Testing Accommodations?

Testing accommodations are changes to the regular testing environment and auxiliary aids and services 2 that allow individuals with disabilities to demonstrate their true aptitude or achievement level on standardized exams or other high-stakes tests.

Examples of the wide range of testing accommodations that may be required include:

• Braille or large-print exam booklets;
• Screen reading technology;
• Scribes to transfer answers to Scantron bubble sheets or record dictated notes and essays;
• Extended time;
• Wheelchair-accessible testing stations;
• Distraction-free rooms;
• Physical prompts (such as for individuals with hearing impairments); and
• Permission to bring and take medications during the exam (for example, for individuals with diabetes who must monitor their blood sugar and administer insulin).

Who Is Eligible To Receive Testing Accommodations?

Individuals with disabilities are eligible to receive necessary testing accommodations. Under the ADA, an individual with a disability is a person who has a physical or mental impairment that substantially limits a major life activity (such as seeing, hearing, learning, reading, concentrating, or thinking) or a major bodily function (such as the neurological, endocrine, or digestive system). The determination of whether an individual has a disability generally should not demand extensive analysis and must be made without regard to any positive effects of measures such as medication, medical supplies or equipment, low-vision devices (other than ordinary eyeglasses or contact lenses), prosthetics, hearing aids and cochlear implants, or mobility devices. However, negative effects, such as side effects of medication or burdens associated with following a particular treatment regimen, may be considered when determining whether an individual’s impairment substantially limits a major life activity.

A substantial limitation of a major life activity may be based on the extent to which the impairment affects the condition, manner, or duration in which the individual performs the major life activity. To be “substantially limited” in a major life activity does not require that the person be unable to perform the activity. In determining whether an individual is substantially limited in a major life activity, it may be useful to consider, when compared to most people in the general population, the conditions under which the individual performs the activity or the manner in which the activity is performed. It may also be useful to consider the length of time an individual can perform a major life activity or the length of time it takes an individual to perform a major life activity, as compared to most people in the general population. For example:

• The condition or manner under which an individual who has had a hand amputated performs manual tasks may be more cumbersome, or require more effort or time, than the way most people in the general population would perform the same tasks.
• The condition or manner under which someone with coronary artery disease performs the major life activity of walking would be substantially limited if the individual experiences shortness of breath and fatigue when walking distances that most people could walk without experiencing such effects.
• A person whose back or leg impairment precludes him or her from sitting for more than two hours without significant pain would be substantially limited in sitting, because most people can sit for more than two hours without significant pain.

A person with a history of academic success may still be a person with a disability who is entitled to testing accommodations under the ADA. A history of academic success does not mean that a person does not have a disability that requires testing accommodations. For example, someone with a learning disability may achieve a high level of academic success, but may nevertheless be substantially limited in one or more of the major life activities of reading, writing, speaking, or learning, because of the additional time or effort he or she must spend to read, write, speak, or learn compared to most people in the general population.

What Testing Accommodations Must Be Provided?

Testing entities must ensure that the test scores of individuals with disabilities accurately reflect the individual’s aptitude or achievement level or whatever skill the exam or test is intended to measure. A testing entity must administer its exam so that it accurately reflects an individual’s aptitude, achievement level, or the skill that the exam purports to measure, rather than the individual’s impairment (except where the impaired skill is one the exam purports to measure). 3

• Example: An individual may be entitled to the use of a basic calculator during exams as a testing accommodation. If the objective of the test is to measure one’s ability to solve algebra equations, for example, and the ability to perform basic math computations (e.g., addition, subtraction, multiplication, and division), is secondary to the objective of the test, then a basic calculator may be an appropriate testing accommodation. If, however, the objective of the test is to measure the individual’s understanding of, and ability to perform, math computations, then it likely would not be appropriate to permit a calculator as a testing accommodation.

What Kind Of Documentation Is Sufficient To Support A Request For Testing Accommodations?

All testing entities must adhere to the following principles regarding what may and may not be required when a person with a disability requests a testing accommodation.

• Documentation. Any documentation if required by a testing entity in support of a request for testing accommodations must be reasonable and limited to the need for the requested testing accommodations. Requests for supporting documentation should be narrowly tailored to the information needed to determine the nature of the candidate’s disability and his or her need for the requested testing accommodation. Appropriate documentation will vary depending on the nature of the disability and the specific testing accommodation requested.

Examples of types of documentation include:

• Recommendations of qualified professionals;
• Proof of past testing accommodations;
• Observations by educators;
• Results of psycho-educational or other professional evaluations;
• An applicant’s history of diagnosis; and
• An applicant’s statement of his or her history regarding testing accommodations.

Depending on the particular testing accommodation request and the nature of the disability, however, a testing entity may only need one or two of the above documents to determine the nature of the candidate’s disability and his or her need for the requested testing accommodation. If so, a testing entity should generally limit its request for documentation to those one or two items and should generally evaluate the testing accommodation request based on those limited documents without requiring further documentation.

• Past Testing Accommodations. Proof of past testing accommodations in similar test settings is generally sufficient to support a request for the same testing accommodations for a current standardized exam or other high-stakes test .

Past Testing Accommodations on Similar Standardized Exams or High-Stakes Tests. If a candidate requests the same testing accommodations he or she previously received on a similar standardized exam or high-stakes test, provides proof of having received the previous testing accommodations, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant the same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate. So, for example, a person with a disability who receives a testing accommodation to sit for the SAT should generally get the same testing accommodation to take the GRE, LSAC, or MCAT.

Formal Public School Accommodations. If a candidate previously received testing accommodations under an Individualized Education Program (IEP) 3 or a Section 504 Plan, 4 he or she should generally receive the same testing accommodations for a current standardized exam or high-stakes test. If a candidate shows the receipt of testing accommodations in his or her most recent IEP or Section 504 Plan, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant those same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate. This would include students with disabilities publicly-placed and funded in a private school under the IDEA or Section 504 placement procedures whose IEP or Section 504 Plan addresses needed testing accommodations.

Example. Where a student with a Section 504 Plan in place since middle school that includes the testing accommodations of extended time and a quiet room is seeking those same testing accommodations for a high-stakes test, and certifies that he or she still needs those testing accommodations, the testing entity receiving such documentation should generally grant the request.

Private School Testing Accommodations. If a candidate received testing accommodations in private school for similar tests under a formal policy, he or she should generally receive the same testing accommodations for a current standardized exam or high-stakes test. Testing accommodations are generally provided to a parentally-placed private school student with disabilities pursuant to a formal policy and are documented for that particular student. If a candidate shows a consistent history of having received testing accommodations for similar tests, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant those same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate.

Example. A private school student received a large-print test and a scribe as testing accommodations on similar tests throughout high school pursuant to a formal, documented accommodation policy and plan. Where the student provides documentation of receiving these testing accommodations, and certifies that he or she still needs the testing accommodations due to disability, a testing entity should generally grant the candidate’s request for the same testing accommodations without requesting further documentation.

First Time Requests or Informal Classroom Testing Accommodations. An absence of previous formal testing accommodations does not preclude a candidate from receiving testing accommodations. Candidates who are individuals with disabilities and have never previously received testing accommodations may also be entitled to receive them for a current standardized exam or high-stakes test. In the absence of documentation of prior testing accommodations, testing entities should consider the entirety of a candidate’s history, including informal testing accommodations, to determine whether that history indicates a current need for testing accommodations.

Example. A high school senior is in a car accident that results in a severe concussion. The report from the treating specialist says that the student has post-concussion syndrome that may take up to a year to resolve, and that while his brain is healing he will need extended time and a quiet room when taking exams. Although the student has never previously received testing accommodations, he may nevertheless be entitled to the requested testing accommodations for standardized exams and high-stakes tests as long as the post-concussion syndrome persists.

Example. A student with a diagnosis of ADHD and an anxiety disorder received informal, undocumented testing accommodations throughout high school, including time to complete tests after school or at lunchtime. In support of a request for extended time on a standardized exam, the student provides documentation of her diagnoses and their effects on test-taking in the form of a doctor’s letter; a statement explaining her history of informal classroom accommodations for the stated disabilities; and certifies that she still needs extended time due to her disabilities. Although the student has never previously received testing accommodations through an IEP, Section 504 Plan, or a formal private school policy, she may nevertheless be entitled to extended time for the standardized exam.

Qualified Professionals. Testing entities should defer to documentation from a qualified professional who has made an individualized assessment of the candidate that supports the need for the requested testing accommodations. Qualified professionals are licensed or otherwise properly credentialed and possess expertise in the disability for which modifications or accommodations are sought. Candidates who submit documentation (such as reports, evaluations, or letters) that is based on careful consideration of the candidate by a qualified professional should not be required by testing entities to submit additional documentation. A testing entity should generally accept such documentation and provide the recommended testing accommodation without further inquiry.

Reports from qualified professionals who have evaluated the candidate should take precedence over reports from testing entity reviewers who have never conducted the requisite assessment of the candidate for diagnosis and treatment. This is especially important for individuals with learning disabilities because face-to-face interaction is a critical component of an accurate evaluation, diagnosis, and determination of appropriate testing accommodations.

• A qualified professional’s decision not to provide results from a specific test or evaluation instrument should not preclude approval of a request for testing accommodations where the documentation provided by the candidate, in its entirety, demonstrates that the candidate has a disability and needs a requested testing accommodation. For example, if a candidate submits documentation from a qualified professional that demonstrates a consistent history of a reading disorder diagnosis and that recommends the candidate receive double time on standardized exams based on a personal evaluation of the candidate, a testing entity should provide the candidate with double time. This is true even if the qualified professional does not include every test or subtest score preferred by the testing entity in the psychoeducational or neuropsychological report.

How Quickly Should A Testing Entity Respond To A Request For Testing Accommodations?

A testing entity must respond in a timely manner to requests for testing accommodations so as to ensure equal opportunity for individuals with disabilities. Testing entities should ensure that their process for reviewing and approving testing accommodations responds in time for applicants to register and prepare for the test. 6 In addition, the process should provide applicants with a reasonable opportunity to respond to any requests for additional information from the testing entity, and still be able to take the test in the same testing cycle. Failure by a testing entity to act in a timely manner, coupled with seeking unnecessary documentation, could result in such an extended delay that it constitutes a denial of equal opportunity or equal treatment in an examination setting for persons with disabilities.

How Should Testing Entities Report Test Scores for Test-Takers Receiving Disability-Related Accommodations?

Testing entities should report accommodated scores in the same way they report scores generally. Testing entities must not decline to report scores for test-takers with disabilities receiving accommodations under the ADA.

Flagging policies that impede individuals with disabilities from fairly competing for and pursuing educational and employment opportunities are prohibited by the ADA. “Flagging” is the policy of annotating test scores or otherwise reporting scores in a manner that indicates the exam was taken with a testing accommodation. Flagging announces to anyone receiving the exam scores that the test-taker has a disability and suggests that the scores are not valid or deserved. Flagging also discourages test-takers with disabilities from exercising their right to testing accommodations under the ADA for fear of discrimination. Flagging must not be used to circumvent the requirement that testing entities provide testing accommodations for persons with disabilities and ensure that the test results for persons with disabilities reflect their abilities, not their disabilities.

To view model testing accommodation practices and for more information about the ADA, please visit our website or call our toll-free number:

• ADA Website: www.ADA.gov
• ADA Information Line : 800-514-0301 (Voice) and 1-833-610-1264 (TTY); M, Tu, W, F: 9:30am - 12pm and 3pm - 5:30pm ET, Th: 2:30pm - 5:30pm ET
• Model Testing Accommodation Practices Resulting From Recent Litigation: http://archive.ada.govlsac_best_practices_report.docx

This document does not address how the requirements or protections, as applicable, of Title II of the ADA, Section 504 of the Rehabilitation Act, the assessment provisions in the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA), and their implementing regulations, apply to, or interact with, the administration of state-wide and district-wide assessments to students with disabilities conducted by public educational entities. Back to text

See 28 C.F.R. §§ 36.303(b), 36.309(b)(3) (providing non-exhaustive lists of auxiliary aids and services). Back to text

Under Section 309 of the ADA, any person (including both public and private entities) that offers examinations related to applications, licensing, certification, or credentialing for secondary or postsecondary education, professional, or trade purposes must offer such examinations “in a place and manner accessible to persons with disabilities or offer alternative accessible arrangements for such individuals.”  42 U.S.C. § 12189.  Under regulations implementing this ADA provision, any private entity that offers such examinations must “assure that the examination is selected and administered so as to best ensure that, when the examination is administered to an individual with a disability that impairs sensory, manual, or speaking skills, the examination results accurately reflect the individual´s aptitude or achievement level or whatever other factor the examination purports to measure, rather than reflecting the individual´s impaired sensory, manual, or speaking skills (except where those skills are the factors that the examination purports to measure).”  28 C.F.R. § 36.309.  Likewise, under regulations implementing title II of the ADA, public entities offering examinations must ensure that their exams do not provide qualified persons with disabilities with aids, benefits, or services that are not as effective in affording equal opportunity to obtain the same result, to gain the same benefit, or to reach the same level of achievement as that provided to others, 28 C.F.R. § 35.130(b)(1)(iii), and may not administer a licensing or certification program in a manner that subjects qualified individuals with disabilities to discrimination on the basis of disability.  28 C.F.R. § 35.130(b)(6).  Both the title II and title III regulations also require public and private testing entities to provide modifications and auxiliary aids and services for individuals with disabilities unless the entity can demonstrate an applicable defense.  28 C.F.R. §§ 35.130(b)(7), 35.160(b), 35.164; 28 C.F.R. §§ 36.309(b)(1)(iv-vi), (b)(2), 36.309(b)(3).  Back to text

An IEP contains the special education and related services and supplementary aids and services provided to an eligible student with a disability under Part B of the IDEA, 20 U.S.C. §§ 1400 et seq . and 34 C.F.R. part 300. Back to text

A Section 504 Plan could contain the regular or special education and related aids and services provided pursuant to section 504 of the Rehabilitation Act of 1973, 29 U.S.C. § 794 and 34 C.F.R. part 104. Back to text

Testing entities must offer examinations to individuals with disabilities in as timely a manner as offered to others and should not impose earlier registration deadlines on those seeking testing accommodations. Back to text

For persons with disabilities, this publication is available in alternate formats.

Duplication of this document is encouraged.

The Americans with Disabilities Act authorizes the Department of Justice (the Department) to provide technical assistance to individuals and entities that have rights or responsibilities under the Act. This document provides informal guidance to assist you in understanding the ADA and the Department’s regulations.

This guidance document is not intended to be a final agency action, has no legally binding effect, and may be rescinded or modified in the Department’s complete discretion, in accordance with applicable laws. The Department’s guidance documents, including this guidance, do not establish legally enforceable responsibilities beyond what is required by the terms of the applicable statutes, regulations, or binding judicial precedent.

Originally issued: September 08, 2015

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EReassign - The Misconceptions

Lamont brooks, may 7, 2021.

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(This article first appeared in the May/June 2021 issue of the American Postal Worker magazine)

There still are misconceptions with the eReassign process in the field. The Clerk Craft MOU on filling residuals misleads employees to believe that they are bidding on a residual assignment. An application in eReassign is a request to transfer from one installation to another installation. The current contract requires to post the Clerk Craft residuals in eReassign based on the language and steps of the MOU. The MOU requires the conversion of our PSEs based on the transfer ratios of 1:4 and 1:6, depending of the size of the office. The ratios were reset on June 1, 2020 in the Q&A signed April 8, 2020.

Entering a Request

A transfer request is active for one year unless reached earlier. In larger installations a number of residuals can be posted each month. Some employees still believe that applying at midnight on the first of each month for a number of residuals will enhance their chance for a speedier transfer. The additional requests do nothing but clog the system. Applications can be extended for an additional year when you are within 90 days of the expiration date. If an application expires it cannot be reactivated or extended. The first live request should be controlling.

Location, Location, Location

When applying in eReassign be mindful of the area where you are requesting to reassign to. States like Florida, Arizona, California, and Texas have long lists of pending applicants. Requests are considered in the order they are received.

Once an applicant is approved and has accepted the reassignment, a minimum of 30 days’ notice to the losing installation should be provided. The time required to complete the transfer should not normally exceed 90 days.

Change of Craft Reassignments Requests within the Installation

The MOU on Filling Clerk Craft Residuals does permit employees from other crafts to request a reassignment to the Clerk Craft from within the installation per Paragraph 6(b). The Rural Carrier Craft is excluded from this opportunity based on the “Bridge MOU.” The other eligible craft employees are not permitted to apply through regular eReassign. They are required to submit a written request to their installation head. The date of the request has to be verified by the District and then entered into the list of pending applicants in regular eReassign. These requests are then comingled by their acceptance date and will be considered in the order received. When you change crafts, you assume the level and pay of the job for which you apply and are selected.

Seniority between the different crafts is established by the craft articles in the Collective Bargaining Agreement (CBA). Accepted Clerk Craft reassignments begin a new period of seniority in the Clerk Craft. The Principles of Seniority found in Article 12.2 of the CBA do not provide any type of priority return to the Clerk Craft. Article 12.2.F provides only the seniority of an employee returning to the Clerk Craft within one year, and nothing more.

What is my status?

There are two status categories in regular eReassign: “On Hold” and “In Review.” “On Hold” is the designation when an eligible employee has submitted an application. You remain “On Hold” until something becomes available and you are reached on the list; then your status will change to “In Review.”

This question is asked all the time: “Why am I on hold?” It does not mean anything is holding; the process continues to move.

The residual vacancies that are posted in regular eReassign are all posted for a 21-day period. Remember, you are not bidding in eReassign – you are requesting a reassignment to another post office. Depending where you are on the list of pending applicants has bearing on what assignment you may end up with.

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Definition of reassign

transitive verb

Examples of reassign in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'reassign.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

1611, in the meaning defined above

Dictionary Entries Near reassign

reassociative

Cite this Entry

“Reassign.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/reassign. Accessed 26 Sep. 2024.

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The Path to Reassignment as an Accommodation

From the desk of tracie defreitas, m.s., program leader, director of training and outreach.

Engaging in the interactive process under the Americans with Disabilities Act (ADA) requires navigating a range of reasonable accommodation pathways. Some trails lead to familiar places, like making the workplace accessible, job restructuring, or modifying a schedule. Some paths are bumpy, flanked by twists and turns, and require time and patience to reach the destination, like purchasing equipment, modifying workplace policies, or providing access to leave. Sometimes the process requires navigating an entirely different path than was initially mapped-out, like changing lanes and taking the ramp that leads to reassigning an employee to a vacant position. This accommodation pathway is reasonably well-marked under the ADA, but can still lead those responsible for considering the accommodation to second-guess whether it’s the best route – kind of like when you’re relying on your GPS to get you home, but it generates a different route every time and you’re not sure if you can trust it.

The reassignment path can be trusted when exploring job accommodations under the ADA, provided certain rules are followed. The duty to consider reassignment as a form of reasonable accommodation is clearly articulated in the ADA regulations and enforcement guidance. The title I regulations of the ADA specifically include reassignment as an accommodation, and the Equal Employment Opportunity Commission (EEOC) formal enforcement guidance on Reasonable Accommodation and Undue Hardship Under the ADA notes that this form of accommodation must be considered and provided, when reasonable. Interestingly, even the courts mostly agree with the EEOC position on this accommodation issue. Then why do employers still stumble when they reach the reassignment path as part of the accommodation process?

Likely for a number of reasons, but for one, it probably doesn’t seem logical to give an employee a different job when they can’t perform the essential functions of their current job. But, it’s important to remember that the ADA is meant to facilitate positive employment outcomes for individuals with disabilities. This means that, when a disability prevents an employee from performing the essential job duties of their original position, the possibility of maintaining employment by being placed in a vacant position the employer seeks to fill can lead to a successful employment outcome for all parties. When the interactive process reveals that reassignment is a possible accommodation solution, employers are expected to make that last ditch effort to keep the employee on the path of continued employment.

Reassignment is commonly known as the accommodation of last resort. This is because accommodations that will enable an employee to remain in their current position should, under ordinary circumstances, be considered first. However, this accommodation strategy should not be misinterpreted to mean that it’s only possible to consider reassignment when the search for accommodations in the original position is exhausted. Reassignment can be considered when:

• there is no reasonable accommodation that will enable an employee with a disability to perform the essential functions of their current position;
• both the employee and employer agree that an alternative position is a more preferable accommodation solution, in light of the employee’s limitations and ability to perform essential functions, with or without accommodation;
• an employee is on a leave of absence and their position cannot be held open during the entire leave period without posing an undue hardship, and if there is a vacant position to which the employee can be reassigned to continue the leave; or
• the location where work is performed causes a work-related barrier due to limitations affecting an employee’s commute, or the need to access specialized healthcare, and there is a vacant position at a different location that meets the employee’s disability-related needs.

What makes reassignment an accommodation under the ADA? The opportunity to be transferred to a new job with the same employer without having to go through the competitive hiring process. An individual with a disability who will be accommodated through reassignment shall not be required to compete for the alternative position. But, while a competitive bid for the vacancy is not required, the individual must be minimally qualified, though not necessarily the best qualified, for any vacant position under consideration, and must be capable of performing the essential functions of the job, with or without accommodation.

The path to reassignment can be bumpy when it’s not clear whose responsibility it is to identify vacant positions, and for what duration the parties will search. This is where it can be useful to have a procedure for processing this type of accommodation request. A procedure can assign organizational responsibility for the job search, and also make clear that the individual is invited to assist in identifying vacancies. The EEOC offers tips for drafting and implementing accommodation procedures, including reassignment procedures, in their guidance on Practical Advice for Drafting and Implementing Reasonable Accommodation Procedures Under Executive Order 13164 . The information in this guidance informs the reasonable accommodation practices of federal government employers, but is a useful resource for other types of employers that must engage in the interactive accommodation process under the ADA.

Employers sometimes ask if an individual who will be reassigned as an accommodation can be expected to formally apply for vacant positions, or to interview for jobs that are selected. The answer to this question probably depends on why the employer wants to require this of someone who is not expected to compete for the job. For example, if the objective of asking the individual interview questions, or to complete an application, is simply to gather information to assess their qualifications and interest in the job, this may be possible. But, if the individual is minimally qualified for the position, they get the job regardless of the interview outcome. An interview may be useful when more than one vacancy has been identified and both the individual and the employer believe the process will present an opportunity to learn more information to determine which position is the best fit.

Upon making the decision to explore reassignment as the accommodation of choice, employers should be mindful of several points. First, reassignment will only be available as an accommodation if a vacant position is available, or will be in the reasonably near future. There is no duty to create a vacancy. The search for vacant positions should include those that are equivalent to the employee’s original position, in terms of pay and status, and does not have to be limited to positions within the employee’s original department or location. When an equivalent vacant position is not available, an individual may be reassigned to a vacant lower level position. In this situation, there is no duty to carry-over the employee’s original rate of pay, unless this is done for others in a similar situation.

Generally, employers are in the best position to know about potential vacancies, but the interactive process is collaborative and so both parties can take part in the job search. The duration of the job search may depend on the size of the employer, but should begin without delay and should be completed in a reasonable period of time. For example, smaller employers may have fewer available positions, and in-turn, may require a shorter duration of time to complete a thorough search. The duration could be days or weeks. Some employers have a policy of searching for a certain number of days (e.g., 30 to 60 days). According to the EEOC, upon the end of a reasonable search period, if no appropriate vacancies have been identified, the employer will have fulfilled its obligation to consider reassignment as an accommodation.

The idea of reassignment as an accommodation raises a number of questions for employers. A lot of ground was covered on this topic in this brief article, but there can be many twists and turns while navigating this path during the interactive process. You may have more questions about reassignment now. The REASSIGNMENT section of the EEOC formal enforcement guidance on Reasonable Accommodation and Undue Hardship Under the ADA is a good place to start for more information. If you still have questions, Ask JAN , we can help!

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Exploring Native American Last Names: Their Meaning And Significance

Native American last names hold a rich tapestry of history, culture, and identity. They serve not only as identifiers but also as a bridge to the past, encapsulating the stories and traditions of various tribes. In this article, we will delve deep into the significance of Native American last names, exploring their meanings, origins, and the cultural contexts in which they are used. Understanding the roots of these names can enhance our appreciation for the diverse cultures that make up Native American heritage.

The importance of last names in Native American cultures extends beyond mere identification. They often reflect a person's lineage, achievements, and the profound connection individuals have with their ancestors and the land. In many cases, these names tell stories of nature, animals, and the spiritual world that are integral to the tribes' worldviews. This article aims to provide insights into this fascinating topic while adhering to principles of expertise and trustworthiness.

As we journey through the world of Native American last names, we will cover various aspects, including common names, their meanings, and how they differ among various tribes. Whether you are looking to understand your own heritage or simply wish to learn more about Native American cultures, this comprehensive guide will serve as a valuable resource.

Table of Contents

Understanding native american naming traditions, common native american last names, the meaning behind native american last names, differences across tribes, cultural significance of names, how to research native american ancestry, challenges in understanding native american last names, conclusion and further resources.

Native American naming traditions are deeply rooted in cultural practices and beliefs. Unlike many Western naming conventions, which often follow a linear lineage, Native American names can reflect various aspects of an individual's life and environment. Names may be derived from animals, plants, or significant events, and they often carry spiritual significance.

Historical Context

Historically, Native American tribes had their own naming conventions that varied significantly from one tribe to another. Many tribes believed that a name was not just a label but a reflection of one's identity and role within the community. As such, names were often chosen based on personal attributes or achievements.

Spiritual Connection

Many Native American last names are linked to the natural world, highlighting the profound connection that these cultures have with nature. This connection is often expressed in the names chosen for individuals, which can symbolize strength, wisdom, or attributes of animals.

While there is a vast array of Native American last names, some have gained prominence over time. Here are a few examples:

• Black Elk - A name associated with the Lakota tribe, symbolizing strength and resilience.
• Red Feather - Commonly found among various tribes, often representing spirituality and connection to the earth.
• Running Bear - A name that denotes speed and agility, often associated with bravery.

Understanding the meaning of these names can provide insight into the values and beliefs of the tribes. For instance:

• Little Wolf - Represents cunning and intelligence, often admired traits in Native American culture.
• Singing Moon - Symbolizes harmony and connection to the spiritual world.

It is essential to recognize that Native American cultures are not monolithic. Each tribe has its unique languages, traditions, and naming conventions. For example:

• The Navajo often use names that reflect their environment, while the Cherokee may focus on familial lineage.
• Names in the Sioux language often carry meanings related to nature and animal behavior.

The significance of names extends beyond their literal meanings. They often encapsulate the history and identity of a tribe or family. Understanding this context can foster greater respect and recognition for Native American cultures.

For those interested in tracing their Native American roots, several resources can help:

• Visit tribal websites and archives.
• Utilize online genealogy platforms that specialize in Native American ancestry.
• Engage with local tribal communities to gain insights.

One of the significant challenges in understanding Native American last names is the impact of colonization and assimilation policies. Many tribes lost their traditional naming practices, and names were often replaced with European surnames.

In conclusion, Native American last names are a vital part of cultural identity, reflecting the rich history and traditions of various tribes. They serve as a reminder of the deep connections these cultures have with nature, spirituality, and community. As you explore this topic further, consider reaching out to Native American communities and utilizing reputable resources to deepen your understanding.

We encourage you to share your thoughts in the comments section below, explore related articles, and continue your journey into the fascinating world of Native American heritage.

Thank you for reading, and we hope to see you back soon for more insightful content!

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Meaning of reassign in English

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• accommodate
• accommodate someone with something
• administration
• arm someone with something
• be good for something idiom
• go around phrasal verb
• go round phrasal verb
• hand something around phrasal verb
• hand something back phrasal verb
• put something on phrasal verb
• re-equipment

reassign | Business English

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nine to five

describing or relating to work that begins at nine o'clock in the morning and finishes at five, the hours worked in many offices from Monday to Friday

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