Maximizing Public Benefits P.32
What's Going ON?
COVER STORY
Saturday, 9/23/2023 P.19
ISSUE 39
BENEFIT COORDINATION
Exceptional
Free Webinars and Training P.14
MAGAZINE
July | AUG | SEPT 2023
PLAAFP – The Foundation and Often the Most Overlooked Part of an IEP P.04
TIMES
Beignet Fest New Orleans
From the director, Mary Jacob
we rise By Pasqueal Nguyen P.22
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Will Travels to North Carolina
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Forever Grateful, Forever a Dylan Crews Fan
3rd Quarter JUL | AUG | SEPT 2023
BOARD OF DIRECTORS Gregory Brenan, CPA, CCIFP, CGMA Jo Ann D. LoRusso, Ph.D. Denise Barrera, MPH, MSW Debra Dixon M.Ed.+30 Ashley Bourg Michelle Archambault, CPA/PFS
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Independent Living, Here We Come Toolkit
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Benefits Coordination Maximizing Public Benefits
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Louisiana 2023-2024 School Calendar by District
Haps and Holidays at FHF of GNO
CONTENTS
MISSION The Mission of Families Helping Families of Greater New Orleans is to educate and connect children and adults with disabilities, and their families to resources, services, and supports to attend school, work, and thrive in their communities.
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Louisiana Awards Over $20 Million to Harden School Perimeters
22 COVER STORY: WE RISE by Pasqueal Nguyen
Summer Fun Digital Magazine
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Resources and Guidence from the UDOE OCR and the USDOJ Civil Rights Division
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Annual Healthy Blue Back to School Supply Giveaway
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Youth Virtual Hangout | Independent Futures that Work
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Awareness Calendar
OUR TEAM executive director MARY JACOB mjacob@fhfofgno.org - Ext. 207 director of training SHARON BLACKMON sblackmon@fhfofgno.org - Ext. 204 director of public relations BEBE BODE bbode@fhfofgno.org - Ext. 226 information & training specialist NICOLE DESROCHE ndesroche@fhfofgno.org - Ext.218 administrative assistant LIZ DUMAS ldumas@fhfofgno.org - Ext. 202 director of peer-to-peer support LAURA S. NATA lsnata@fhfofgno.org - Ext. 209 community resource specialist STEVEN NGUYEN snguyen@fhfofgno.org - Ext. 212 director of administrative services DENISE SWEATMAN dsweatman@fhfofgno.org - Ext. 203 special project consultant JESSICA RODRIGUE jrodrigue@fhfofgno.org
GODA Conference
2023 Legislative Sessions Impact
Beignet Fest - Saturday, September 23, 2023
Section 504 Notice of Proposed Rulemaking Expected August 2023
Exceptional Times
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Louisiana School Finder | Recorded Training
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PLAAFP – The Foundation and Often the Most Overlooked Part of an IEP
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ADA Turns 33
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700 Hickory Avenue Harahan, LA 70123 504.888.9111 | 800.766.7736 info@fhfofgno.org | fhfofgno.org
Justice Department Celebrate Anniversary of the Supreme Court's Olmstead Decision
As a parent, relative, or caregiver of a child with a disability or special health care needs, you must know your child's right to a Free Appropriate Public Education (FAPE). FAPE, the cornerstone of the Individuals with Disabilities Education Act (IDEA), is one of the most frequently used acronyms. While most people understand the meanings of free, public, and education, many stumble on the “appropriate” piece. I've attended far too many IEP meetings where I've heard, "Appropriate doesn't mean best."Yes, we are clear on that. But what does it mean? I've learned it's closely tied with "reasonable time" as the most subjective word in the IDEA. Parents need to focus on whether their child is making adequate progress. The U.S. Supreme Court ruled in the Endrew F. case that a school must offer an IEP that is "reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances."One of the most significant issues with progress is that parents often equate progress with good grades. If your child is making passing grades, we assume they are making progress. This assumption is terrible. Imagine a child without a disability passes 4th grade and then returns to 4th grade the following year. We can assume the child will do well in 4th grade again. But does that mean the child has progressed if they have never been exposed to the 5th-grade curriculum? Often, students on IEPs get exposed to a curriculum that is not moving them along. The Present Levels of Academic Achievement and Functional Performance statement (PLAAFPs) is critical, if not the most vital, piece of the IEP. The Progress Center, one of the Office of Special Education Programs (OSEPs) Federally-funded Technical Assistance Centers, states, "A fully developed, well-written present level of academic achievement and functional performance statement, or PLAAFP, is the foundation of the individualized education program (IEP) and is used to specify appropriate goals, services, supports, accommodations, and placement for the student.” The Progress Center offers some great resources on IEP development. You can get a tip sheet on the Elements of a High-Quality PLAAFP. The PACER Center, Minnesota’s Parent Training and Information Center, also offers a great tip sheet on understanding the present levels of academic achievement and functional performance statements. IEP teams should address these critical questions at the IEP meeting: What disability-related challenges affect the student's progress and participation in the general education curriculum? At what academic and functional level is the student performing right now? What strategies, accommodations, and assistive technology have been successful for the student's learning? What are the grade-level academic standards for the student's grade? How do the student's skills compare to the grade-level standards? Does the student behave and learn with age-appropriate developmental skills? How does the student perform in non-school environments? What does the student think is working or not working during the school day? Is there any other information we need to provide a complete picture of the student? A well-written PLAAFP statement will include information from various sources, including: Last year's level of performance at the end of the year; Any new evaluation results/data; Performance on district and statewide assessments; Behavior data, when appropriate; Information from the student and the parents; The student's interests and strengths; and Any strategies, accommodations, assistive technology, or services that have already shown to be successful. The IRIS Center, another of OSEP's Federally-funded Technical Assistance sites, provides portions of Keven's PLAAFP statement for reading:
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Is it just me, or does it seem like the summer is going by faster? My mom said, "Wait until you get old; life will speed by. "She was correct; it is speeding by. When my kids were young, this was the time of the summer I dreaded the most. I knew the number of days was limited, and the anxiety would soon return. In addition to the obvious reasons that make summer so incredible, it was perfect for me because there were no IEP meetings, no homework headaches, and nobody called me out for what they perceived as “not playing nice.” For me, it wasn't about playing nice; it was about getting the most out of school with the limited time we had to educate my kids. If you think the summer is going by quickly, wait until you see how fast 12th grade arrives! Our kids only have so many years to get what they can out of school, and we can't afford to waste a single day -- much less a semester or year -- with unproven methods, inappropriate curricula, and people that just don't care if our kids are thriving.
by Mary Jacob
The future can often seem unsure for a youth with a disability. It may be hard for you to think about waking up one day and not going to school. Many youth and families find the thought of leaving high school to be very hard. You don’t know what comes next. Your parents may have spent years working on getting your IEP set up. That was to help you do and be your best during your school years. If you are still in school, you can work on many of the skills you need. One day you could live on your own with careful planning and hard work now. This toolkit was built using guiding principles from Families Helping Families of Greater New Orleans (FHF) and Louisiana Parent Training and Information Center (LaPTIC). Guiding Principles People with disabilities can be active and thrive with others in their area. They can go to work and school. They can get around, do fun things, and live in their own home. People with disabilities will be treated nicely and fairly. They will be treated like they know things. Parents of people with disabilities will be able to find tips on helping their children. They will have other parents to help them help their children. FHF will teach people everywhere about the great things people with disabilities can do. They will help people with disabilities live and work as others do. They can get around and have fun, too. This toolkit was created by FHF of GNO and LaPTIC. Parent centers from six states worked on it together. People from Alabama, Arkansas, Louisiana, Mississippi, Oklahoma, and Texas worked on it. The toolkit was made for a lot of reasons. These reasons include: To see if students with disabilities were ready to live on their own. To give students and their families ideas to get them ready to live on their own. This toolkit was made for young people with disabilities who want to learn to live on their own. It was also made for their family members who want to help. It is also a good tool for adults with disabilities who want to live on their own. It is good for people who want to be better at taking care of themselves with less help. The tips are meant for anyone, but some of the checklists may not apply to every person. Planning to live on your own means knowing what your own needs are. Every person is different and needs help in different ways. It is important for you and your family to figure out what you need to live on your own. Family should help but not take over for you when you plan your life and how you will live. The toolkit is set up to go over these 13 big skill areas: Making Choices Knowing Who You Are and What You Need Keeping a Healthy Body My Healthcare Cooking & Eating Healthy Helpful Tech Being Safe Building Good Relationships Moving Out A Clean and Happy Home Getting Around Money Matters Being a Part of Your World The toolkit also has worksheets for you. They will help you plan to live on your own. You become an adult at 18 years old in our state. At that time, the law says you can manage your own life. That includes where you will live and what you will do. Living on your own uses many skills. You have to know how to take care of your body and keep it clean. You have to know how to stay safe at home and when you go out. These are skills most of us learn overtime at home and at school. They give us the core of what it takes to live on your own. For young people with disabilities, daily living skills can be a challenge. That’s why it’s important for you to start early working on these skills. It’s really never too early to start. After all, there is no such thing as too much practice! It is a good idea to start with the checklists in the Decision Making and Self-Determination & Self-Advocacy sections. These chapters cover the basics you need for success. Being a success at living on your own happens when you have a team of people helping you to live your dream! Visit our website HERE to download the entire guide and/or explore each section.
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This toolkit was made for young people with disabilities who want to learn to live on their own. It was also made for their family members who want to help. It is also a great tool for adults with disabilities who want to live on their own and for people who want to be better at taking care of themselves with less help.
During the public comment period, OCR reported receiving over 400 public comments in just the first two months of the lengthy comment period. Public comments were submitted by organizations representing advocates for disability rights and organizations representing school administrators. The public comments submitted by both organizations addressed the same concern: the need for clarification between Section 504 and the Individuals with Disabilities Education Act (“IDEA”). However, the type of clarification sought differed. The public comments submitted by many disability rights organizations discussed the need to clarify and strengthen obligations entities have under Section 504 and suggested that those clarifications be similar in nature to those found in IDEA. Many of the public comments referenced the need for explicit requirements concerning Manifestation Determination Reviews (“MDR”) prior to changes in placement, with at least one comment going even further and suggesting an MDR should be required every time a disabled student is suspended, a requirement that would go beyond what is required under IDEA, but if implemented would apply to students that qualify under IDEA. Another public comment suggested a requirement similar to that found in IDEA, which would require a student protected under Section 504 to continue to receive educational services even if an MDR finds the student’s conduct was not a manifestation of a disability. Another public comment (borrowing from IDEA) suggested explicitly requiring parental consent for evaluations and requiring re-evaluations every three years. In sum, it appears as if disability rights organizations that submitted public comments were suggesting to make Section 504 more like IDEA, with the only real difference being the absence of the requirement to provide specially designed instruction to students who are found to be disabled only under the Section 504 definition. While both sets of organizations sought clarity regarding the definition of a free appropriate public education (“FAPE”) under Section 504, organizations representing school administrators made clear in their public comments the desire for a definition that made clear that Section 504 is related solely to providing access to the educational environment compared with nondisabled peers. These organizations stressed in their public comments that Section 504 is meant to focus on access to public education, while IDEA focuses on progress and benefit of public education. The push from these organizations was to make that distinction clearer so that Section 504 could return to its vital nondiscrimination purpose of providing reasonable accommodations. Once the Notice of the Proposed Rulemaking is announced, the process will not yet be complete. It will be published in the Federal Register to notify the public of the proposal and give the public an opportunity to provide comments specific to the proposal. The proposed rule and the new set of comments received will form the basis of the final rule. Given the effect the final rules may have on what schools may be required to do in regards to identifying, evaluating, and providing accommodations to students with disabilities under Section 504, careful attention will need to be paid to the final rules to ensure all local policies and procedures are updated accordingly. Source: JDSUPRA
Self-advocate Will Johnson, who works at the LSU Human Development Center in New Orleans, traveled to North Carolina this past May to attend the 9th Annual RAISE Summit and NTACT:C Capacity Building Institute (CBI). Here's what he learned! The RAISE Center provides support to individuals with disabilities through their transition from secondary school and into competitive employment and independent living. The National Technical Assistance Center on Transition: the Collaborative (NTACT:C) is a Technical Assistance Center that provides information, tools, and supports to assist multiple stakeholders in delivering effective services and instruction for secondary students and out of school youth with disabilities.
In May 2022, the U.S. Department of Education announced that it intended to strengthen and protect rights for students with disabilities by amending the regulations implementing Section 504 of the Rehabilitation Act of 1973 (“Section 504”). Section 504 is the federal law that prohibits discrimination on the basis of a disability in public programs, and in private programs and activities that receive federal financial assistance, including schools. As part of the proposed rule-making process, the Office of Civil Rights (“OCR”) sought comments from the public about how to improve the current regulations. The notice of proposed rulemaking process is expected to be announced in August 2023.
June 22, 2023, marked the 24th anniversary of the Supreme Court’s decision in Olmstead v. L.C., in which the Court ruled that the Americans with Disabilities Act (ADA) prohibits the unnecessary segregation of people with disabilities. The Justice Department has enforced the ADA’s integration mandate in states across the country, securing remedies for people with disabilities who are not receiving services in the most integrated setting, including where they live, where they work, and where they go to school. As we commemorate this anniversary of the Olmstead decision, the department’s recent Olmstead work is being highlighted in two key areas: securing community-based crisis services to prevent needless hospitalization and criminal justice involvement and securing community-based services that enable children with disabilities to live with their families and go to school with non-disabled peers. The anniversary blog post can be read here. To find out more about the ADA, visit ada.gov or call the Justice Department's toll-free ADA information line at 1-800-514-0301 or 1-833-610-1264 (TDD).
LOUISIANA AWARDS OVER $20 MILLION TO HARDEN SCHOOL PERIMETERS
(BATON ROUGE, LA) - The Louisiana Department of Education (LDOE) is investing over $20 million to harden the perimeters of schools across the state. Today, the Louisiana Board of Elementary and Secondary Education (BESE) approved the LDOE’s Stronger Connections Grant program allocations to 39 traditional public and public charter systems. The funds will be used to keep students and teachers safe by reinforcing single-points of entry. Click here to view all 39 school systems and the amount awarded. “School safety is multifaceted and a way of life” said State Superintendent Dr. Cade Brumley. “We are encouraged by the proposals submitted and pleased to bolster security measures at local campuses.” In total, BESE approved $20,215,845 for 39 Louisiana school systems. Each system will receive $518,355. Louisiana’s funding source is the federal Bipartisan Safer Communities Act of 2022, which provides $1 billion in funding for states. Access control, such as a single-point of entry or locked entry points, is a school safety best practice broadly supported among experts. Projects may include surveillance cameras, metal detectors, or other physical security equipment or minor remodeling to enhance security at a single point of entry. The LDOE is also encouraging school systems to solicit feedback from educators, parents, and the community on school safety. “The Stronger Connections Grant program provides direct assistance to school systems to make K-12 campuses more secure,” said Dr. Holly Boffy, BESE President. “Now more than ever, systems must meet the challenge of reinforcing the security of their facilities, and the state’s allocation of federal dollars to strengthen school perimeters is a key piece of the solution to ensure a safe and secure environment for our students and school employees.” This is the latest action taken by the LDOE to enhance school safety. The announcement comes on the eve of the LDOE’s second annual Louisiana School Safety Summit, which takes place June 15 at the Raising Cane’s River Center in Baton Rouge. In August 2022, the LDOE hosted the inaugural Louisiana School Safety Summit. The event brought together around 800 educators and first responders to collaborate on keeping students safe. In October 2022, the LDOE announced a partnership with Crimestoppers GNO to make it easier for students, educators, and families to prevent acts of violence at school through the use of an anonymous reporting app. In March, Crimestoppers GNO presented Dr. Brumley with the Award of Excellence in Student Safety & Prevention. The State Superintendent received the honor during the 38th Annual Crimestoppers Awards Luncheon in New Orleans.
Louisiana Department of Education’s Stronger Connections Grant helps 39 school systems keep students and teachers safe by reinforcing single-points of entry
LOUISIANA 2023-2024 SCHOOL DISTRICT CALENDARS
The primary purpose of the Independent Futures That Work project is to build the competence and confidence of young adults with disabilities to access independent living and employment services so they can more successfully transition from the youth entitlement system to the adult eligibility system. Our Resource Center will also help family members and professionals improve their capacity to support these young adults with disabilities on their journey. To learn more and find resources visit HERE.
Find out when school starts in your district. We listed them below so it will be easy for you to locate your district calendar. Acadia Parish Schools Allen Parish Schools Ascension Parish Schools Assumption Parish Schools Avoyelles Parish Schools Beauregard Parish Schools Bienville Parish Schools Bogalusa City Schools Bossier Parish Schools Caddo Parish Public Schools Calcasieu Parish Public Schools Caldwell Parish School District Cameron Parish Schools Catahoula Parish Schools Central Community School District City of Baker School System Claiborne Parish Schools Concordia Parish Schools DeSoto Parish Schools East Baton Rouge Parish Schools East Carroll Parish School District East Feliciana Parish Schools Evangeline Parish Schools Franklin Parish Schools Grant Parish Schools Iberia Parish Schools Jackson Parish Schools Jefferson Davis Parish Schools Jefferson Parish Schools Lafayette Parish Schools Lafourche Parish School District LaSalle Parish Schools Lincoln Parish Schools Livingston Parish Schools LA School for Math, Science, and the Arts Louisiana Special School District Madison Parish School District Monroe City Schools Morehouse Parish Schools Natchitoches Parish Schools Orleans Parish Ouachita Parish Schools Plaquemines Parish Schools Pointe Coupee Parish Schools Rapides Parish Schools Red River Parish Schools Richland Parish Schools Sabine Parish Schools St Bernard Parish School District St Charles Parish Public Schools St Helena Parish School District St James Parish Schools St John the Baptist Parish Public Schools St Landry Parish Schools St Martin Parish Schools St Mary Parish Schools St. Tammany Parish Public Schools Tangipahoa Parish Schools Tensas Parish Schools Terrebonne Parish School District Union Parish School District Vermillion Parish School District Vernon Parish Schools Washington Parish Schools Webster Parish Schools West Baton Rouge Parish Schools West Carroll Parish Schools West Feliciana Parish Schools Winn Parish Schools Zachary Community Schools
Our calendar is packed with interesting and informative training opportunities this quarter!
We are happy to be teaming up with Healthy Blue again this you for our Annual Back to School Supply Giveaway on Saturday, July 22, 2023, from 10 AM - 12 PM. The supplies are for elementary students in kindergarten through fifth grade who have a disability. The giveaway is held at Families Helping Families of Greater New Orleans office located at 700 Hickory Ave., Harahan, LA 70123. Just drive on through and we will load your car with the supplies. All parishes are welcome to register for the event. Registration is required.
These education-related courses are being highlighted as ones you won't want to miss. IEPs & Behavior & Discipline -Oh My! The title says it all! In this training we will talk about the Individualized Education Program (IEP) process, functional behavior assessments, and disciplinary issues in school. When Parents and School Disagree. This training session will delve into Louisiana’s Special Education dispute resolution options and what to do when you disagree with the school regarding your child’s special education services. Parent Rights in Special Education. In this webinar we discuss the rights that parents have when it comes to their child’s special education and related services. The Importance of Inclusion. You will learn why inclusion is important in the community and in classrooms, what inclusion it is and is not, who is involved in making meaningful inclusion successful, and the demand for inclusion in federal law. The April Dunn Act – What Parents Need to Know NOW Rebecca Hanberry, a consultant with the Louisiana Department of Education, will break down the April Dunn Act and explain who is eligible to receive a diploma through this graduation pathway. She will also talk about what parents need to know NOW – at the very start of the school year – important information you won’t want to miss. Don't miss out on our NEW Coffee Break 15 minute mini-trainings where we discuss important topics based on the popularity of what families want. This months topic is - From a self-contained classroom to a full-time job with Will Johnson, an inspiring and determined self-advocate, about his journey from a self-contained special education classroom to a full-time job. He will also share some tips for self-advocates and caregivers. In addition to the highlighted trainings listed above, we offer several more. All classes are FREE and relevant for parents, caregivers, and professionals working with school-aged children. For dates, times, and registration links to any of our online classes, visit the Training Calendar on our website. Louisiana families needing accessibility accommodations to attend one of our webinars, please contact our Director of Training, Sharon Blackmon at sblackmon@fhfofgno.org.
Louisiana’s 2023 Legislative Session ended June 8th with many wins for the disability community. Below is a recap of the issues followed closely by the Council and LaCAN (Louisiana Council’s Advocacy Network). Home- and Community-Based Supports Originally, the Council and LaCAN planned to advocate for $9.4 million and legislation to ensure incontinence supplies was a covered benefit for adults enrolled in the New Opportunities, Residential Options and Supports Waivers. Fortunately, prior to the start of the session, Medicaid and the Office for Citizens with Developmental Disabilities (OCDD) committed to making this a reality without the need for legislation. Incontinence supplies benefits for adults receiving these waivers will be life changing for many. We’d like to thank the Arc of Louisiana, Medicaid, OCDD and all of the advocates for partnering with us to help make this a reality. The commitment letter from the department can be read here. HB1 is the state’s Fiscal Year 2024 (FY24) budget bill that will take effect on July 1st. This budget is awaiting the Governor’s approval. The additional $500,000 for the regional Families Helping Families (FHF) Centers contracting with the Council was included. This additional funding was appropriated to the Centers the last two years, but it was not included in the FY24 proposed budget at the start of session despite the Council’s budget request. Unfortunately, $100 million dollars of additional funding requested by the Department of Health (LDH) for FY24 was removed from the budget during the final moments of session. At this time, it remains unclear how this may impact people with disabilities and their families. Senate Health and Welfare was scheduled to meet on Tuesday, June 20th, at 9 AM to discuss the $100 million decrease (Agenda). Fortunately, there is wording in the budget stating “there shall be no reduction to waiver services or disability services”. The Governor has also stated he may use his vetoing power to restore all or some of the funding to LDH. Act 84 (HB367) aims to streamline the transition of children aging out of EarlySteps by Requiring EarlySteps to submit a list of children reaching the age of two and a half each month to the local education agency (LEA) where the child resides; Instructing the LEA to coordinate scheduling of any appraisal conferences and the facilitation of services for the child(ren); and Requiring LEAs to conduct appraisals year-round to ensure no delays in services occur especially during summer months when schools are typically on break. Act 187 (SB39) established the Community Options Waiver Fund to provide additional revenues for Medicaid services provided under the Community Choices Waiver, the Adult Day Health Care Waiver or any other Medicaid home- and community-based services for people with adult-onset disabilities. Community Inclusion SB201 amends Louisiana’s Open Meetings Law to allow for remote operations (i.e. by electronic means or virtually) of public bodies that meet specific requirements detailed in the bill. SB201 is currently awaiting the Governor’s approval and open doors for individuals with disabilities and their caretakers to participate in ways they may not have been able to in the past. If signed, SB201 would allow: Members of the public with a disability recognized by the Americans with Disabilities Act (ADA) or their designated caregiver to participate in meetings electronically and encourages similar measures be implemented to maximize public participation; A member of any public body or advisory council with a disability recognized by the ADA or their designated caregiver to participate in meetings electronically; and Any public body that is strictly advisory or that primarily focuses on issues dealing with disabilities host meetings remotely. HB449 looks to implement recommendations from the Voting Disability Taskforce created last session. If approved by the Governor, this legislation would: Create an Americans with Disabilities Act officer within the Secretary of State’s office to address issues during elections; Create a Voting Accessibility Advisory Group within the Department of State; and Require specific instruction and examination of elections commissioners relative to the rights of voters with disabilities. HB553 would have addressed the issue of a person with a disability serving on the State Board of Election Supervisors, but this bill never completed the legislative process to become law. The original issue addressed in HB553 resulted from the recommendations of the Voting Disability Taskforce. Unfortunately, as session continued, amendments to the bill would have made it nearly impossible for a person with a disability to be appointed to the board. The Council and LaCAN agreed with the initial recommendations of the taskforce and hopes to see this issue addressed during the 2024 Legislative Session. Education HB550 is another funding budget in Louisiana currently awaiting the Governor’s approval. $1 million was appropriated to the Postsecondary Inclusive Education Fund to fund programs for students with intellectual and developmental disabilities (I/DD) at Louisiana postsecondary institutions. This fund was created during the last legislative session with an initial appropriation of $1 million. Due to program demands across the state, this initial funding was quickly used to expand and create new programs. While the $1 million appropriated this year is short of the Council and LaCAN’s $3 million ask, we are thankful to the legislature for their continued support of these programs. HB9 and HB98 were two pieces of legislation that addressed Education Savings Accounts (ESAs) and school choice. The Council, LaCAN and many other advocates, groups and organizations shared their concerns for ESAs with the legislature and the potential impacts ESAs may have on the public school system and its ability to serve children with disabilities. A more detailed explanation of the Council and LaCAN’s concerns can be found here. Both bills never completed the legislative process, but we anticipate ESAs will be a topic of much discussion in the 2024 Legislative Session. Others Issues of Interest Numerous other issues were addressed throughout session. A complete list of all the issues monitored by the Council during the 2023 Legislative Session can be found on the Council’s website. Click on the 2023 Legislative Bill Tracking banner. We also encourage you to reach out to your State Representative and State Senator to thank them for their support of the disability community this session. Click here for State Representatives’ full contact information. Click here for State Senators’ full contact information. Don’t know your State Representative and/or State Senator? Click here and enter your home address. The first person listed will be your State Representative. The second will be your State Senator.
LA Developmental Disability Council 2023 Legislative Sessions Impact
SATURDAY, SEPTEMBER 23, 2023 New Orleans City Park Festival Grounds Big Fun Benefiting Kids on the Spectrum
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2023 SUMMER FUN DIGITAL MAGAZINE Summer is on its way and we have just what you need to make it a success in the pages of our Summer Fun Digital Magazine. Check out the "5 Tips to Prevent Summer Slide" and all the fun and entertaining activities for you and your children to do at home both indoors and outdoors. You'll find a statewide list of special needs and inclusive summer camps, special needs swimming lessons, and adaptive sports for kids and adults. There is something for everyone in this edition of Summer Fun.
The Americans with Disabilities Act (ADA) became law in 1990. The ADA is a civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public. The purpose of the law is to make sure that people with disabilities have the same rights and opportunities as everyone else. The ADA is divided into five titles (or sections) that relate to different areas of public life. Title I - Employment Helps people with disabilities access the same employment opportunities and benefits available to people without disabilities. Applies to employers with 15 or more employees. Requires employers to provide reasonable accommodations to qualified applicants or employees. A “reasonable accommodation” is a change that accommodates employees with disabilities so they can do the job without causing the employer “undue hardship” (too much difficulty or expense). Defines disability, establishes guidelines for the reasonable accommodation process, and addresses medical examinations and inquiries. Regulated and enforced by the U.S. Equal Employment Opportunity Commission. Title II - Public Services: State and Local Government Prohibits discrimination on the basis of disability by “public entities” such as state and local government agencies. . Requires public entities to make their programs, services and activities accessible to individuals with disabilities. Outlines requirements for self-evaluation and planning; making reasonable modifications to policies, practices, and procedures where necessary to avoid discrimination; identifying architectural barriers; and communicating effectively with people with hearing, vision and speech disabilities. Regulated and enforced by the U.S. Department of Justice Title III - Public Accommodations and Services Operated by Private Entities Prohibits places of public accommodation from discriminating against individuals with disabilities. Public accommodations include privately owned, leased or operated facilities like hotels, restaurants, retail merchants, doctor’s offices, golf courses, private schools, day care centers, health clubs, sports stadiums, movie theaters, and so on. Sets the minimum standards for accessibility for alterations and new construction of commercial facilities and privately owned public accommodations. It also requires public accommodations to remove barriers in existing buildings where it is easy to do so without much difficulty or expense. Directs businesses to make "reasonable modifications" to their usual ways of doing things when serving people with disabilities. Requires that businesses take steps necessary to communicate effectively with customers with vision, hearing, and speech disabilities. Regulated and enforced by the U.S. Department of Justice Title IV - Telecommunications Requires telephone and Internet companies to provide a nationwide system of interstate and intrastate telecommunications relay services that allows individuals with hearing or speech disabilities to communicate over the telephone. Requires closed captioning of federally funded public service announcements. Regulated by the Federal Communication Commission. Title V - Miscellaneous Provisions Contains a variety of provisions relating to the ADA as a whole, including its relationship to other laws, state immunity, its impact on insurance providers and benefits, prohibition against retaliation and coercion, illegal use of drugs, and attorney’s fees. Provides a list of certain conditions that are not considered disabilities. Transportation Public Transportation offered by a state or local government is covered by Title II of the ADA. Publicly funded transportation includes, but is not limited to, bus and passenger train (rail) service. Rail service includes subways (rapid rail), light rail, commuter rail, and Amtrak. If transportation is offered by a private company, it is covered by Title III. Privately funded transportation includes, but is not limited to, taxicabs, airport shuttles, intercity bus companies, such as Greyhound, and hotel-provided transportation. The U.S. Department of Transportation, Federal Transit Administration releases information, guidance and regulations on transportation and the ADA. More information about the ADA is available from the ADA National Network The ADA National Network provides information, guidance and training on the Americans with Disabilities Act (ADA), tailored to meet the needs of business, government and individuals at local, regional and national levels. ADA National Network publications include: ADA Questions and Answers Disability Law Handbook
33 years ago on July 26, 1990, the Americans with Disabilities Act (ADA) was signed into law. This historic civil rights law protects the rights of people with disabilities.
An Overview of the Americans With Disabilities Act
My children may have been born this way; I was not. My story -- OUR story -- is about a process of transformation through the unfortunate, unplanned events and devastating injustices we experienced. My name is Pasqueal Nguyen. I am a mother of seven, two with disabilities. I am a fighter; I am an advocate for social justice and change. I believe we can do better, and I strive for that daily through the work I perform in the community as well as the government on local, state, and federal levels. On June 1, 2013, my family was involved in a serious automobile accident. Our car crashed into the side of a bridge, leaving me with every bone from my hips down shattered or broken. I was in the hospital for several months, and then returned to my mother’s home in a halo, with rods, screws and pins on all lower extremities, bound to a bed and completely immobile. The moment I woke up and became lucid is the moment I found out that my children had been torn from my family and placed in out-of-home care, each in a different place. That is the day our story changed forever and my fight started. My children had never been out of my care. I had never been an absent parent, nor had I caused them harm, so you can imagine the whirlwind of trauma and change this brought about in our lives. While I was in a medically induced coma, my kids were placed with fictive kin. The state deemed the couple unfit to raise my children and so removed them from their custody and placed them in the state’s custody. They were children taken from a loving home with parents, siblings, and love, and then ripped out and placed in environments foreign to them and with people who were complete strangers. While still bedridden, I received a case plan and child support obligations, still unable to see my kids and unable to gain knowledge of where they were, how they were doing, or anything else. It was in that state that I found myself, through no fault of my own, with very little support or guidance as to what to do to fix this situation or get them back. As the months passed and I slowly healed, eventually I was able to see my kids. What I found was children with abandonment issues, separation anxiety and a host of other troubles, and this was only the beginning of our journey. Because of the stress that ensued for us as parents and as a couple, my husband and I separated and I had to grapple with all of this alone. My case plan had me jumping through hoops for three and a half years, all because of a car accident. One day in court, standing in a boot cast in front of the judge, I pleaded as a desperate mother to have my children returned to me. He said that because of my condition from the accident, the medication prescribed to me by doctors, and the disabilities my children were born with, he would not place them back in my care. It was at this point that I broke down and spiraled into despair. And as if this wasn’t hard enough, things would become only more difficult. One day when I was visiting with friends, an undercover police officer showed up looking for an individual who was not there, and demanded to see everyone’s identification cards. He arrested me for a warrant for failure to appear for a DCFS child support hearing that I was never subpoenaed to attend. The day after I was arrested I went in front of the judge and was sentenced to ninety days without option to bond out, as well as a case worker visit where I was advised that my case plan had changed from unification to adoption. Their plan was now to have my children adopted. I completed my sentence of ninety days in jail, and voluntarily signed myself up for a recovery program. This is when I began to rise from the injustices in my life and put my world back together. This is when our story changed and we got a new beginning. One evening, I got a surprising phone call saying that my son Cody would be returned to my care. My initial thought was elation; finally, there was some justice for my children. The following day, those thoughts were shattered when they brought my son home to me covered in bruises, burn marks, open wounds, and other things I won’t even speak of. He came home to me only because of the abuse he endured while being in the system. I loved my child and nurtured him the way I had longed to do the entire time, giving him what he deserved that entire three and a half years. Cody has severe autism, is nonverbal, has self-injurious behavior, and was incontinent, none of which was addressed the entire time he was away. I was given back a disabled child that had been abused, neglected, and stripped of his human rights. This began an entire process of rebuilding his life, as it should have been, with me as his advocate. With Cody back in my care and healing, I returned to court to seek resolution for my other children. Cody and I were doing well, doing everything they asked and more. I stood in front of that courtroom confident in myself as mother, yet again walked away in devastation. That day the judge ruled that my other children would not be returned to me this time because of the severity of my son’s disabilities. I was in complete disbelief, but I was not giving up. Cody and I continued our journey. Through my own research and help from my caseworker, I discovered a non-profit organization called Families Helping Families, who provided us with an advocate. I also learned about Home and Community Based Services, or developmental disabilities waivers. With the support of the judge, my son received a New Opportunities Waiver. Hallelujah! That waiver, that day, was the day our story turned from devastation to restoration. It is only due to this waiver and the support it got us that we live the life we do today. It changed everything, and one by one, I welcomed all of my children home within six months. All home together, we began to put the pieces of our fractured family back together. We faced things I never thought we would in our lives together, but instead of folding, we chose to rise. A parent partner from The Extra Mile Region IV saw something in me and gave me an application for The Alliance Children’s Trust Fund birth parent national network. From there, I got the opportunity to share my story on national and local levels. Little did I know then that this opportunity would become the foundation of the life I live today. One day I was a guest speaker at the Together We Can conference in Lafayette, LA, and crossed paths again with a woman that interviewed me while creating Quality Parenting Initiative. Surprisingly, she approached me, and said that the things I shared in focus groups about not being able to communicate with my children during their time in state custody or know anything about them inspired what is now called “comfort calls,” which has now become law in Louisiana. After this conversation, she invited me to Seattle, WA to be part of the Birth and Foster Parent Partnership, where we exchanged and discussed more ideas and opportunities to benefit children and families and prevent family separation. From there the opportunities just began to pour in like water. I was put on a project with Casey Family Programs to discuss the reduction of CPS cases, investigations, and removals; as well as different policy changes that could occur to prevent the type of devastation these cases bring to families. As my journey to help children and families directly affected by the system continued, I educated myself, learned as much as I could about laws, policies, strengthening families, opportunities for, and programs to share with them. While I was doing this, my son Cody started to have problems with inconsistent staff at school and through his waiver provider, which directly affected his ability to thrive. In turn, I came to the realization that I needed to advocate for my son and other children in his shoes. I enrolled Cody into The Center for Autism, and due to the severity of his condition, he received forty hours of ABA therapy per week. Due to the amount of time he was given and the forward progress he was achieving here, his doctor granted a medical clearance for him to continue attending the center full time in lieu of public schooling. Within three months, my son was a different person. He became more independent, started using a communication device, and eventually was fully toilet trained. To show how amazing this is, for eight years in a public school they tried to get my son to choose between an apple and a pear without success, but in three months of ABA therapy he was speaking in full sentences with his communication device. All the praise in the world to The Center for Autism and ABA therapy for their work with children like Cody, and supplying training for parents so that we can now help our children in ways we never could before in all areas of their lives. Even after this amazing progress, there was still a huge void with the lack of support and staffing issues. During this time, I accepted an offer with The Extra Mile Region IV as parent partner. The lack of support and inconsistency of staff continued and I applied for Self Direction with Cody’s waiver, which would give me the power to hire better quality of staff for Cody and allow me to continue my work to better the community and be a voice for the unheard. Eventually, after three attempts and multiple contacts at the state level I finally got the go-ahead for Self Direction. All this happened during and through the Covid 19 Pandemic. Through the multiple contacts at the state level, I found out about an opening on the Governor’s Advisory Council on Disability Affairs (GACDA). I applied for the position and several months later received a phone call saying I had gotten the position. With great excitement, I accepted the position. I was ecstatic to be given the opportunity to learn about the legislative process in Louisiana, get acquainted with like-minded people, and start building relationships with them so that together we could make a change. As time went on, I kept pursuing my work locally with The Extra Mile but continued to hit barriers within the system and process. I knew that more needed to change, but that was not going to happen without someone who was willing to speak out without prejudice, with a passion for doing better by our children and for our children. That led me into training in protective factors, which is prevention work. In prevention work, I found my passion. It included all of the factors I had been voicing and seeking all along. This led me to building Bayou Lotus, which is my personal baby besides my own children. It became very apparent to me that I needed more experience, more connections, and coaching that, unfortunately, I was not getting. So I began working with The Capacity Building Center for States as a Family Consultant. Eventually, I came to a crossroads in my career and made the decision to resign as a Parent Partner and join the movement of Mining for Gold, which brings us to the present day. Today, I work as a Parent Knowledge Curator with Mining for Gold. We create culture and address old struggles with new ways. I am a recent graduate of Partners in Policymaking. I continue to sit on the board of GACDA, I hold a seat on the Lafayette Parish School System’s parent board, and I also received a grant from The Louisiana Children’s Trust Fund to provide protective factors training and create community cafes statewide under the umbrella of Bayou Lotus. I have received national recognition from the Youth Law Center by being awarded The Unsung Hero Award for being a tireless champion for justice for children, youth, and families. From my experience with not knowing my rights as a parent, I am now gathering for a “You Have Rights” movement in the state of Louisiana, which supports parents in educating themselves on their rights and responsibilities, as well as bringing mandated supporting framework from Just Making a Change for Families to bridge the gap between families, professionals, systems, agencies, and communities. I choose to rise from my circumstances today to tell my story in hopes that it helps us to do things differently and to break the stigma of people facing conditions of poverty, injustice, and addiction. Today, I choose to recover out loud. I thank everyone who gave me a chance to do this and to make miracles happen. None of this could have happened without the help and support of my husband, children, family, friends, community, and mentors.
By Pasqueal Nguyen
WE RISE
"they brought my son home to me covered in bruises, burn marks, open wounds, and other things I won’t even speak of."
Pictured are Zeppelin, Jett, Greenle, Ripley, Leland, Pasqueal, Jordan, Anh, and Cody.
"All home together, we began to put the pieces of our fractured family back together."
Pasqueal, son Jordan, and husband Anh
Pasqueal and son, Cody
Partners in Policy Making Coordinator Rebecca Fruge, Pasqueal, and Liz Gary.
Youth Law Center "Unsung Hero Award" presented to Pasqueal Nguyen.
Last October, I drove to Baton Rouge to meet Dylan Crews. I wasn't sure what to expect, but I knew he was LSU's centerfielder, and he expressed that he wanted to share some of his NIL money with Families Helping Families. Over lunch, Dylan's mom Kim explained that not only would Dylan be donating $100 for every home run he hit, but she and her husband, George, would donate $100 for every home run hit by his Tiger teammates. There wasn't much to negotiate. Who wouldn't want a deal like this? Dylan, along with his fellow teammates, are some pretty classy people. Several of his teammates earning NIL money donate to causes near and dear to their hearts. During lunch, the LSU Baseball team was getting ready for Fall ball, but it was clear anything less than Omaha would be a disappointing year. The Tigers were ranked #1 preseason, and Dylan was already being touted as the #1 NBL draft choice for the 2023 draft – and here I was, breaking bread with the future millionaire. The season was wild, where the LSU Tigers stayed #1 for a long time but eventually fell to #4 overall. They had to win the Regional and Super Regional Tournament to make it to Omaha. Once in Omaha, we heard about how tough it would be to beat Wake Forest and then how we had no pitching left for Florida. However, those Tigers showed up, left it all on the field, and brought home a national championship. Along the way, Dylan did what Dylan does best – makes and breaks records. 2023 Golden Spikes Award 2023 Bobby Bragan National Collegiate Slugger Award 2023 SEC Player of the Year, the first player to ever earn this in back-to-back seasons 2023 Men's College World Series Champion In addition, Dylan and his teammates hit an impressive 144 home runs. In addition to Dylan and his parents, many individuals entered the Home Run Derby and made pledges. All the funds will be equally split between the 10 Families Helping Families offices. We will be forever grateful to this Tiger and his parents' generosity.
Dylan Crews pictured above holding the 2023 NCAA Baseball Championship Trophy. Below, Dylan pointing to his ring finger, LSU crest 2023 NCAA National Championship, and Dylan wearing his championship hat and tee.
Letter from Secretary Cardona re: Updated guidance on Constitutionally protected prayer and religious expression in public elementary and secondary schools On May 15, Secretary Miguel Cardona wrote a letter to chief state school officers and district and school leaders confirming the Department’s belief that religious freedom in and outside of public schools has been and continues to be vital to the strength of our country and our democracy. The Department believes that every student, teacher, and school employee must be guaranteed the fullest protections afforded by the Constitution. The letter is posted here, and please see Secretary Cardona’s video.
On June 16, 2023, the U.S. Department of Health and Human Services’ Office for Civil Rights (OCR) announced steps voluntarily taken by CVS and Walgreens to improve timely access to medications to support persons with disabilities, women experiencing miscarriages and early pregnancy loss, and those seeking access to contraceptives. OCR received complaints against pharmacies for denying and delaying lawful access to medications, such as methotrexate and misoprostol. Other women filed complaints based on delays in accessing emergency contraceptives. None of the medications were prescribed in violation of State laws banning or restricting abortion or were for the purpose of abortion. All of the medications reported in the complaints were prescribed to women who were experiencing pregnancy loss, have disabilities, or were seeking access to contraceptives. In the aggregate, the complaints alleged that the pharmacies had delayed or denied filling prescriptions to treat conditions unrelated to abortion, due to the gender or age of the woman who was prescribed the medication. Since Dobbs v. Jackson Women’s Health Organization, women across the country have reported delays in accessing medication for purposes unrelated to abortion. OCR’s action today resolves the complaints against CVS and Walgreens. “Access to timely medication is critical to all Americans, including women with disabilities and women experiencing pregnancy loss, and we’ve taken steps to ensure they are not discriminated against in accessing care,” said Melanie Fontes Rainer, Director of the HHS Office for Civil Rights. “The overturning ofRoe v. Wadeis causing chaos in our health care system, including in our pharmacies, where health care providers are suddenly being asked to not only provide health care, but also become legal experts in navigating the patchwork of abortion bans. Women with disabilities, women experiencing pregnancy loss or seeking contraceptives should not be subjected to delays or discriminatory behavior simply because of their gender. CVS and Walgreens are taking voluntary steps to help patients navigate this new reality.” On July 13, 2022, OCR released guidance to pharmacies reminding them of their obligations under civil rights laws. The guidance makes clear that as recipients of federal financial assistance, including Medicare and Medicaid payments, pharmacies are prohibited under law from discriminating based on race, color, national origin, sex, age, and disability in their programs and activities. Pharmacies are obligated not to discriminate on these grounds with regard to supplying lawfully prescribed medications; making determinations regarding the suitability of prescribed medications for a patient; and advising a patient about prescribed medications and how to take them. OCR provided technical assistance to CVS and Walgreens to ensure women, including women with disabilities, receive timely access to lawfully prescribed medications. As a result, the pharmacies implemented new processes to promote access to medication by preventing potential delays. Process improvements made as result of OCR’s technical assistance include but are not limited to multiple actions. Establishing specialized teams to provide internal guidance and to respond to complaints about commonly prescribed medications such as those referenced above. These teams safeguard against discrimination at the pharmacy level. Launching new trainings on reproductive health care to guide pharmacy team decision-making and interactions with customers. Creating direct paths for customers to submit complaints about commonly prescribed medications such as those referenced above and increasing access to existing complaint portals by prominently displaying them on pharmacy websites. See, e.g., Walgreens Access to Services Policy; Walgreens’ Civil Rights Coordinator Dedicated Line: (866) 412-1790; CVS Patients and Prescribers Dedicated Line: (877) 287-7867. Monitoring denials of medication related to reproductive health care to help ensure patients are receiving timely access to their lawfully prescribed medications, in conformance with the pharmacies’ civil rights obligations. Implementing policies and procedures to evaluate potential accommodations where pharmacy colleagues object to dispensing prescription medication. None of these voluntary steps require CVS or Walgreens to dispense drugs for the purpose of abortion. If you believe that you have been discriminated against in programs or activities that HHS directly operates or to which HHS provides federal financial assistance, you may file a complaint for yourself or someone else here.
Resources & Guidance from the U.S. Dept of Ed Office of Civil Rights & U.S. Dept of Justice Civil Rights Division
U.S. Departments of Education and Justice release resource on confronting racial discrimination in student discipline
On May 26, the U.S. Department of Education's Office for Civil Rights (OCR) and the U.S. Department of Justice's Civil Rights Division (Justice) jointly released the “Resource on Confronting Racial Discrimination in Student Discipline". The departments recognize and appreciate school administrators, teachers, and educational staff across the nation who work to administer student discipline fairly and to provide a safe, positive, and nondiscriminatory educational environment for all students, teachers, and other educators. Additionally, the Department’s Office of Elementary and Secondary Education (OESE), Office of Safe & Supportive Schools Technical Assistance Centers released a series of fact sheets on how school leaders and members of school communities may support students' social, emotional, behavioral, and academic well-being and success. The fact sheets are "Supporting Students' Social, Emotional, Behavioral, and Academic Well-Being and Success" through: Strategies for Student and Teacher Support Teams. Strategies for Educators and School-Based Staff. Strategies for Schools to Enhance Relationships with Families. Strategies for School and District Leaders. You can find the fact sheets here. OESE Technical Assistance Centers will host webinars on each of the fact sheets on the dates/times noted here. You also can find registration information and more at this link.
HHS Office for Civil Rights Resolves Complaints with CVS and Walgreens to Ensure Timely Access to Medications for Women and Support Persons with Disabilities
The Justice Department announced today that it has secured an agreement to desegregate student enrollment and expand academic opportunities for students in the St. Martin Parish, Louisiana, public schools. The consent order was approved by U.S. District Court Judge Elizabeth Erny Foote of the Western District of Louisiana as part of a longstanding desegregation case. Under the consent decree, the school district will promote student transfers to advance desegregation and work with the Justice Department and private plaintiffs to develop a robust magnet school, with the goal of attracting a diverse student body and desegregating a historically Black school zone. “All students deserve the opportunity to attend desegregated schools,” said Assistant Attorney General Kristen Clarke of the Justice Department’s Civil Rights Division. “It is now nearly 70 years after the Supreme Court issued its historic decision in Brown v. Board, and long past time for school districts to comply. The Justice Department will continue fighting to dismantle the prior system of segregation, in St. Martin Parish and wherever it persists.” The department presented evidence at district court hearings in April 2021, August 2022 and March 2023 showing that St. Martin Parish has long maintained a dual system of racially identifiable elementary schools in the St. Martinville and Catahoula attendance zones. Under the terms of the consent order, the district will, among other requirements: Enhance educational opportunities in the historically Black attendance zone of St. Martinville by creating a robust magnet program to attract students from across the district; Work with the department, private plaintiffs and community members to develop and implement a robust magnet program; Hire and train the staff necessary to support these students and ensure the success of the magnet program; and Advertise and grant student transfers to promote opportunities and further desegregation in all district schools. The order requires regular reporting to the court, the department and private plaintiffs represented by the NAACP Legal Defense Fund. Several other areas of this case remain open and are subject to the court’s continuing jurisdiction, including possible attendance zone modifications, the desegregation of faculty and the issues of discipline and graduation pathways. The court will retain jurisdiction over the consent order during its implementation, and the department will monitor the district’s compliance. Last month marked the 69th anniversary of the U.S. Supreme Court’s decision in Brown v. Board of Education. The Justice Department’s Civil Rights Division continues to prioritize enforcement of desegregation orders in school districts formerly segregated by law, to ensure that all children can access the building blocks of educational success. Additional information about the Civil Rights Division is available on its website here, and additional information about the work of the Educational Opportunities Section is available here. Members of the public may report possible civil rights violations HERE.
Court-Ordered Agreement Will Desegregate Student Enrollment and Expand Opportunities for St. Martin Parish Students
Justice Department Secures Consent Decree in Louisiana School Desegregation Case
“Medicaid Unwinding!” It sounds scary, doesn’t it? It does not have to be. Medicaid unwinding just refers to a process for redetermination of Medicaid eligibility. Here is the back story: When the pandemic started, Congress told state Medicaid programs to keep people continuously enrolled through the end of the COVID-19 public health emergency. In exchange, states got more federal funding. During the last three years, Medicaid enrollment has grown substantially and the uninsured rate has dropped. Last winter, Congress ended continuous enrollment, and phased down the extra federal funds. States are now required to reassess EVERY person in the program to determine eligibility, a process which began in April. Eligibility hinges on a few things: Financial Eligibility: Individuals must provide income and asset information requested by their state Medicaid office. Residence: Individuals must reside in the state where they apply. Applicants must be a US citizens or otherwise "qualified non-citizens". Click here to learn more. Some states may also provide coverage to children under 18, regardless of immigration status. Disability Status: Some individuals are exempt from the income rules, including those whose eligibility is based on blindness, disability, or age (those 65 and older qualify for the exemption). Access information on Medicaid eligibility here. Advocates have suggested that millions are at risk of losing coverage. Those at greatest risk include immigrants, people who have moved, people with limited English proficiency (LEP), and people with disabilities. They may lose coverage or experience a gap in coverage due to barriers which prevent them from completing the renewal process, even if they remain eligible for coverage. Enrollees who have moved may not receive important notices like those for renewal, especially if they have not updated their contact information with the state Medicaid agency. Learn more about Medicaid Unwinding here. In this short video, Sima Ladjevardian, Regional Director of the U.S. Department of Health and Human Services, describes the importance of updating records with your state’s Medicaid program. She reminds people: Make sure all your information is accurate. Stay alert to communications from the state plan. Respond to requests for information right away. Consider healthcare.gov or CHIP. Remember that this process does not affect your immigration status.
Economic Justice is Disability Justice In the United States, unemployment in disability communities exceeds 70 percent. This number is a direct result of unjust systems that limit access to education, jobs, housing, and transport for disabled people. Activist Dessa Cosma asks us, in this short video, to reimagine these systems so that, together, we can create a future of work that is beneficial for everyone.
"Everything that is wrong with our society was a set of choices and the beauriful thing about that is that we can make different choices. So there is this huge opportunity to rebuild our world in a way that works for perople, and not just a few people." ~ Dessa Cosma, disability advocate and director of Detroit Disability Power
Want to take a deeper dive into the issue of Disability Economic Justice? More than 31 years after the passage of the Americans with Disabilities Act (ADA), people with disabilities still face poverty rates twice as high as those without a disability, and are paid 74 cents on the dollar compared to people without disabilities. Many of these challenges are rooted in the public policies that govern housing, employment, and government benefit programs. In the spring of 2022, the Century Foundation and the Ford Foundation launched the Disability Economic Justice Collaborative—a first-of-its-kind initiative that brings together leading disability organizations with an array of influential researchers and policy experts to drive a disability economic justice agenda.
Dessa Cosma is executive director of Detroit Disability Power, a Ford grantee, working to build the organizing power of the disability community. If you're working on economic justice but arent including a focus on disability, she explains, you're leaving out the most marganalized people.
When it comes to disability-related government programs, there is good news and there is bad news. The good news is that there are a range of publicly funded local, state and federal programs that can benefit people with a disability. The bad news is that eligibility is often based on income – or rather, lack of income. And it can be a full-time job to apply for these programs, manage them, and maximize the benefits. Here will explore the challenges within our nation’s disability benefits system, unpack several of the benefits programs offered for people with disabilities, and share ways to maximize them for independence and self-direction.
SSI and SSDI Supplemental Security Income (SSI) and Social Security Disability Insurance (SSDI) are two of the most common social security benefits. Both are federal financial assistance programs overseen by the Social Security Administration (SSA) and both serve similar populations. These programs have different requirements, benefits, and funding sources. Is either one is right for you? SSI (https://www.ssa.gov/ssi/) provides minimum, basic financial assistance to older adults and people with disabilities (regardless of age) with very limited incomes and resources. SSDI supports individuals who are disabled and have a qualifying work history, either through their own employment or a family member (spouse/parent). The major difference is that SSI determination is based on age, disability and limited income/resources, whereas SSDI determination is based on disability and work credits. In addition, in Louisiana, an SSI recipient will automatically qualify for health care coverage through Medicaid. A person with SSDI, on the other hand, will automatically qualify for Medicare after 24 months of receiving disability payments. It is possible that if you have both limited income/resources and a work history, you can qualify for both benefits. You can apply for SSI online if you are an adult with a disability. SSI applications are not available online if applying for a child under age 18 with a disability or a non-disabled senior over 65. These individuals must visit their local Social Security office or call 1-800-772-1213 (TTY 1-800-325-0778). You can apply for SSDI benefits online at any age. You also can apply by calling Social Security 1-800-772-1213 (TTY 1-800-325-0778) or in person at your local office. Denied? Yep, many SSI/SSDI applications are wrongly denied. If you have been turned down and believe you qualify for these benefits, find an advocate familiar with Social Security disability policy to represent you. The National Organization of Social Security Claimants’ Representatives can help. Call for a referral at 1-800-431-2804. Ticket to Work Many people believe that in order to qualify for means-tested government benefits such as Medicare and SSI or SSDI, a good-paying job or career is out of the question. The Ticket to Work Program offers Social Security beneficiaries with disabilities the choices, opportunities and supports needed to find and keep employment, increase their earnings through work, and reduce their reliance on cash benefits to the greatest extent possible. Administered by the Social Security's Office of Research, Demonstration and Employment Support (ORDES), the program helps beneficiaries ages 18 through 64 who receive Social Security Disability Insurance (SSDI) or Supplemental Security Income (SSI) cash benefits, or both, based on a disability that creates an impediment to work. The Ticket to Work program allows people to keep some cash benefits, and their Medicaid or Medicare insurance, while they transition to the workplace. This allows beneficiaries to get the services and support they need to go to work and to earn more money. Getting back into the program, should that be necessary, is quick and easy. Meet Ben! An Introduction to Ticket to Work
Learn more about these programs at the following links: https://choosework.ssa.gov/ https://yourtickettowork.ssa.gov/ Contact the Help Line at 1-866-968-7842 or 1-866-833-2967 (TTY) ADA Requirements for Effective Communication Did you know that the Americans with Disabilities Act (ADA) requires that State and local governments, as well as businesses and nonprofit organizations that serve the public, communicate effectively with people with disabilities? The goal is to ensure that communication with people with disabilities is as effective as communication with people without disabilities. Because the nature of communication differs from situation to situation, effective solutions may differ too. For example, buying a car is more complex than buying dinner and requires different solutions. The goal is to find a solution that fits the circumstances. Communication aids and services include: American Sign Language interpreters video remote interpreting note takers large print materials captioning accessible electronic and information technology other similar services and actions The ADA places responsibility for providing effective communication, including the use of interpreters, directly on covered entities. They cannot require a person to bring an interpreter. To learn more about communication requirements under the ADA click here.
Work Incentive Planning & Assistance Disability Rights Louisiana’s (DRLA) The Work Incentive Planning and Assistance program (WIPA) provides free assistance to beneficiaries of Social Security disability benefits who are working or want to work. DRLA’s WIPA program provides comprehensive benefits counseling and work incentives planning to help beneficiaries make informed decisions and understand how earnings from work may affect their benefits. The WIPA program is an important part of the national effort to break the connection between poverty and disability as it seeks to promote employment among Social Security and disability beneficiaries. WIPA can show you that work and bebefits don't have to be mutually exclusive. In many cases, it is possible to work an keep your Medicaid and Medicare. If you receive SSI benefits, you will always come out ahead when working even if your benefits are reduced. Let WIPA show you how. If you need help or have questions about the WIPA program, contact Disability Rights LA toll free at 1-800-960-7705 (Voice or Via Relay)
The RSA Parent Centers - Independent Futures That Work The Rehabilitation Service Administration (RSA) under the Office of Special Education and Rehabilitative Services (OSERS), which is part of the US Department of Education funded a 5 year project, Independent Fututes That Work (IFTW), to build the competence and confidence of young adults with disabilities in Region B-2. IFTW is a project of the Alabama Parent Education Center in partnership with Parent Training and Information Centers from five other states; Arkansas, Louisiana, Mississippi, Oklahoma, and Texas. IFTW is designed to help in the successful transition of youth and young adults from high school into the next stage of adult life. “Transition” is used to describe the period when youth with disabilities (ages 14-26) begin to focus on their future adult life. They learn about supports and services needed to meet their learning, living, and working goals. It is important for youth to be actively involved in planning for their own future. They need to know what supports will help them. They also need to know how to get those services. IFTW provides resources and trainings for youth with disabilities, their families, and professionals. The resources provided on our website will help youth with disabilities learn, live, and work independently. Access resources HERE. Source: Raise Center
MedicAlert Awareness Month - Not all medical bracelets are created equal and that’s why August has been designated as MedicAlert Awareness Month. National Breastfeeding Month - In recognition of National Breastfeeding Month (NBM), each year the USBC hosts a social media advocacy and/or outreach campaign inviting breastfeeding coalitions, member/partner organizations, and individual supporters to join online actions and conversations to build support for the policy and practice changes needed to build a "landscape of breastfeeding support." National Wellness Month - Every August, Wellness Month empowers you to fall in love with self-care (and yourself in the process!) National Eye Exam Month - This August, observe National Eye Exam Month by learning about ways to keep your vision clear and healthy. As we age, getting a baseline eye exam can detect early signs of disease or damage to your eyes. Ophthalmologists recommend periodic eye exams every 2-4 years from the ages of 40 to 65, and every 1-2 years after the age of 65. While most symptoms are often disregarded, getting a simple checkup and following a doctor’s orders can greatly lower risks of more severe and future damage, and you can continue to enjoy healthy vision. Family Fun Month - Each year, Family Fun Month is celebrated throughout the month of August. It is the opportune time to enjoy family with extra fun and activities. National Immunization Awareness Month - (NIAM) is an annual observance held in August to highlight the importance of vaccination for people of all ages. Communities across the country use the month each year to raise awareness about the important role vaccines play in preventing serious, sometimes deadly, diseases across the lifespan. Spinal Muscular Atrophy Awareness Month - The SMA community officially recognizes August as Spinal Muscular Atrophy Awareness Month, an effort that Cure SMA has been coordinating since 1996. August is a great time to spotlight the work our community does year-round to raise awareness of and funds for SMA. In addition to our usual work – hosting and attending events, advocating at state and local legislatures, sharing information about SMA. Extreme Heat - Be Prepared Happiness Happens Month - August 8 is Happiness Happens Day, a day to celebrate all things happy. Created by the Secret Society of Happy People in 1999 as Admit You’re Happy Day, this unofficial holiday encourages people to be open about their happiness and to share it with others. The holiday is based on the premise that happiness is unlimited and contagious and that sharing one's happiness can bring a lot of joy in other people's lives. In addition, the unofficial holiday commemorates the day the first member joined the Secret Society of Happy People. In 2000, the Society expanded the celebration of happiness and declared August as Happiness Happens Month.
July 26 is a National Disability Independence Day, a federally recognized day to celebrate the 1990 signing of the Americans with Disabilities Act (ADA). The landmark bill prohibits discrimination against people with disabilities and guarantees their civil right to access education, transportation, employment, and other services.
National Disability Independence Day
On this day each year, Americans recognize outstanding parents, celebrate the teamwork in raising children, and support the role of parental guidance in building a strong, stable society. Throughout the nation in almost every state, community leaders organize Parents’ Day events to honor parents.
An American Holiday
AUGUST
Disability Pride Month is celebrated every July and is an opportunity to honor the history, achievements, experiences, and struggles of the disability community. Why July? It marks the anniversary of the Americans with Disabilities Act, landmark legislation that broke down barriers to inclusion in society. But barriers still exist, which is why we need to honor every kind of disability, the people who identify with them, and the wide range of supports they need to thrive.
In 1994, Congress unanimously passed “The Parents’ Day Resolution” establishing the fourth Sunday of July as a perennial day of commemoration.
JULY
World Hepatitis Day (July 28) - Worldwide, 290 million people are living with viral hepatitis unaware. Without finding the undiagnosed and linking them to care, million will continue to suffer, and lives will be lost. On World Hepatitis Day, 28 July, we call on people from across the world to take action and raise awareness to the the "missing millions". Cord Blood Awareness Month - July is National Cord Blood Awareness Month! Celebrate by spreading the word about cord blood. Cord blood is the term used for the blood collected from the umbilical cord and placenta (after birth) when a healthy baby is born. International Group B Strep Throat Awareness Month - This year is the 20th year of July as International Group B Strep Awareness Month being observed. It was created to bring awareness of group B strep to the general public. Since then it has been a focal opportunity for organizations and individuals around the world to tell their stories, share information, and promote healthy outcomes for babies worldwide. National Cleft and Craniofacial Awareness and Prevention Month - Cleft and craniofacial conditions affect thousands of infants, children, teens and adults in the United States each year. Some are born with congenital anomalies like cleft lip and palate, others with more complex, life-threatening craniofacial conditions. Some are burned; others are injured in accidents and animal attacks, or diagnosed with various oral/head/neck and skin diseases. Juvenile Arthritis Awareness Month - Nearly 300,000 children have been diagnosed with some form of juvenile arthritis. Juvenile idiopathic arthritis (JIA), one form of juvenile arthritis, is actually quite prevalent, affecting more than 50,000 children in the United States alone. JIA is often referred to as juvenile rheumatoid arthritis (JRA) in the United States.
awareness Calendar
Fragile X Awareness Month - Fragile X syndrome (FXS) is a genetic condition that causes intellectual disability, behavioral and learning challenges, and various physical characteristics. Though FXS occurs in both genders, males are more frequently affected than females, and generally with greater severity. Fragile X Awareness Day - Saturday, July 22, 2023
Sept. 11 Patriot's Day Remembering 9/11 Sept. 13 National Celiac Disease Awareness Day Sept. 15 World Lymphoma Awareness Day Sept. 21 World Alzheimer's Day Sept. 23 International Day of Sign Languages Sept. 29 World Heart Day
Usher Syndrome Awareness Day Septemebr 16, 2023. Usher syndrome (USH) is a rare inherited condition - passing from parents to children - that impacts three major senses in the body: vision, hearing and balance. It is estimated to affect at least 25,000 people in the United States and over 400,000 worldwide.
National Suicide Prevention Month All month, mental health advocates, prevention organizations, survivors, allies, and community members unite to promote suicide prevention awareness. National Suicide Prevention Week is the Monday through Sunday surrounding World Suicide Prevention Day. It’s a time to share resources and stories, as well as promote suicide prevention awareness. World Suicide Prevention Day is September 10. It’s a time to remember those affected by suicide, to raise awareness, and to focus efforts on directing treatment to those who need it most.
September
Blood Cancer Awareness Month - September was designated as National Blood Cancer Awareness Month in 2010 by the United States Congress. In recognition of Blood Cancer Awareness Month, the Leukemia Research Foundation is conducting a social media initiative to increase awareness about all blood cancers, including leukemia, lymphoma, multiple myeloma, and myelodysplastic syndromes.
Childhood Cancer Awareness Month - Families, caregivers, charities and research groups across the United States observe September as Childhood Cancer Awareness Month. In the U.S., 15,780 children under the age of 21 are diagnosed with cancer every year; approximately 1/4 of them will not survive the disease. Muscular Dystrophy Awareness Month - There are many ways to get involved with MDA. Whether you’re looking to create a fundraiser, host a game night, volunteer at a camp, run a marathon, or advocate for the cause, the ways to get involved are endless. Newborn Screening Awareness Month - Every September, Baby's First Test shares newborn screening facts, videos and stories to help raise awareness of newborn screening among new and expecting parents, healthcare professionals, and the public! National Childhood Obesity Awareness Month - Learn ways to promote healthy growth in children and prevent obesity. National Preparedness Month - (NPM) is recognized each September to promote family and community disaster and emergency planning now and throughout the year. Be Ready for Disasters. National Recovery Month - a national observance held every September to educate Americans that substance use treatment and mental health services can enable those with a mental and/or substance use disorder to live a healthy and rewarding life. National Sickle Cell Month September is National Sickle Cell Awareness Month, designated by Congress to help focus attention on the need for research and treatment of sickle cell disease.
National DSP Recognition Week, September 12-18, 2023 - Direct Support Professionals (DSPs) assist people with intellectual and/or developmental disabilities in realizing their full potential and becoming valued and participating members of their communities. Their work is complex and goes well beyond caregiving.
Monday, July 24 9:00-9:50 | An Epic Barrier Removal in Access to Quality Care Anywhere 10:15-11:30 | Foundations of Person-Centered Practices 12:00-12:50 | Supporting Students with Disabilities Across Louisiana 1:15-2:30 | Disability or Disadvantage: How Poverty Impacts the Diagnostic Process in School-Aged Children 3:00-3:50 | Disability in Education Tuesday, July 25 9:00-9:50 | Voting Accessibility 10:15-11:30 | Assistive Technology (AT) A Toolbox for Student Success 12:00-12:50 | Post Secondary Inclusive Education 1:15-2:30 | Understanding Trauma: How to Support 3:00-3:50 | Inclusivity in the Workplace - David's Story Wednesday, July 26 9:00-9:50 | Exceptional Lives: Online Parent Engagement Hub for Families of Kids with Disabilities 10:10-11:00 | Louisiana's Digital Equity Plan 11:30-12:20 | Supporting Youth with Emotional Disabilities: Strategies for Success 1:00-1:50 | State Health Improvement Plan 2:10-3:00 | "Why don't they just leave?" In Their Own Words: A Panel Discussion on Disabilities and Barriers to Evacuating 3:20-3:50 | Medicaid Unwind Thursday, July 27 9:00-10:15 | Improving Service Options and Access for Individuals with IDD and Mental Health Needs 10:30-11:20 | How Social Security Disability Benefits Planning Can Support a Successful Transition to Work 12:00-12:50 | Computing for Youth with Autism 1:30-2:20 Post Secondary Apprenticeship for Youth (PAY Check): A Pathway to Employment 3:00-3:50 Making Heads & Tails of the Fair Housing Act & Emotional Support Animals
In celebration of the 33rd Anniversary of the signing of the Americans with Disabilities Act (ADA), the Governor's Office of Disability Affairs (GODA) will host its annual fully virtual conference July 24th - 27th, 2023! Registration to the conference gives access to all sessions with one link. Conference attendees can choose which sessions they want to attend and join in on the Zoom link. REGISTER HERE The conference will be packed with sessions. The schedule is as follows:
September is National Service Dog Month They provide companionship, inspire confidence, and live to serve, protect, and assist their handlers. Guide dogs, seeing eye dogs, service pets, and assistance animals are helping their humans perform tasks, accomplish lifelong goals, embark on adventures, overcome debilitating mental illnesses, and safeguard military bases across the country and around the world.
Spinal Cord Injury Awareness Month Our community is stronger when it comes together to educate the public on the challenges of living with spinal cord injury (SCI). Despite living with SCI, we believe a full, productive, and rewarding life is within the reach of anyone with the strength to believe it and the courage to make it happen.
World Alzheimer’s Month Each September, people unite from all corners of the world to raise awareness and to challenge the stigma that persists around Alzheimer’s disease and all types of dementia. The 2023 theme is Never too early, never too late. The ‘Never too early, never too late‘ campaign aims to underscore the pivotal role of identifying risk factors and adopting proactive risk reduction measures to delay, and potentially even prevent, the onset of dementia.
We have been updating our website and adding new resources which has been a major task. We still have a little way to go but would like for you to visit a few of the pages we updated and let us know what you think. Here is where we'd like you to take a peek Exceptional Times - we've organized all our digital magazines by adding each of our beautful covers. All you have to do is click on the picture to enjoy reading about our very own Louisiana families. Resources - We've cleaned up this page greatly, featured the most important resources at the top and organized all the other information in categories. Just click on the button of choice and it will take you to all the information you need. Training/Events - We've organized recorded training here for you in case you missed catching them live. We, broken them down into MinitTrainings, Spanish Trainings, and Recorded Trainings. Don't forget to check out Special Events. We are hiring two different part-time positions. Please check out our Employment Opportunities for more information. Our office will be closed on Tuesday, July 4, 2023, in observance of Independence Day, and Monday, September 4, 2023, in observance of Labor Day. We hope you and your family enjoy these two holidays and the rest of your summer.
PLAAFP p.5
Haps & Holidays at FHF of GNO
ELEMENT
EXAMPLE
Student Needs
K is a 9-year-old, 4th-grade student who is eligible for special education services under the category of Specific Learning Disability. K has strong expressive and receptive language skills and a large vocabulary. As a result, he actively engages in class discussions and performs well on tasks that require auditory comprehension (e.g., following multi-step directions, answering comprehension questions about class discussions or about passages that are read to him). His strong communication skills have also earned him the friendship and respect of his peers, many of whom look to K as a class leader. K’s learning disability negatively affects his decoding skills, which are at a low 2nd-grade level. His broad reading scores on standardized tests are: Grade equivalent score: 2.2 National percentile rank: 2.7 In addition to school-based concerns, K’s parents worry about the effects of his learning disability outside of school. For example, K avoids games that involve even a little bit of reading, resulting in some conflicts during weekly family game nights, which often involve board games. When the family eats out, K prefers one restaurant whose menu he has memorized and protests if a new restaurant is selected due to anxiety about reading an unfamiliar menu.
Effect on Progress in General Education
The 4th-grade curriculum involves many independent reading activities. K’s decoding problems affect his performance in the general education setting because he cannot independently read items like written instructions, worksheets, or content area texts. He is self-conscious about his reading difficulties and works hard to hide his reading struggles from his classmates. As a result, he is unwilling to utilize text-to-speech technologies on his tablet, even with headphones, or partner with a peer reader.
Baseline Information
K is currently reading 54 words correct per minute (wpm) on a 2nd-grade reading probe, which is slightly higher than the 2nd-grade fall benchmark of 50 wpm. The 4th-grade fall benchmark is 95 wpm on a 4th-grade reading probe.
Connection to Goals & Services
Yes, there is enough information to determine annual goals and/or services and supports.
If the student is preschool age, the part of the statement describing how the disability affects involvement and progress in the general education curriculum is different. In their case, that portion of the statement describes how the child’s disability affects his or her participation in age appropriate activities. The PLAAFP statement will lead to the development of annual goals, accommodations, modifications, and other IEP services. Remember, the IEP will only be as good as the PLAAFP statement. Until you have a high-quality PLAAFP, you'll never know if your child is making adequate progress. Pacer Center: Understanding the present levels of academic achievement and functional performance statement https://www.pacer.org/parent/php/PHP-c186.pdf IRIS Center: High-Quality PLAAFP Statements https://iris.peabody.vanderbilt.edu/module/iep01/cresource/q3/p06/ Progress Center: IEP Tip Sheet PLAAFPs https://promotingprogress.org/sites/default/files/2020-10/PLAAFP_IEP_Tips_0.pdf
The Louisiana Parent Training and Information Center (LaPTIC) is a program of Families Helping Families of GNO and a grant from the US Department of Education; Office of Special Education (OSEP) as Louisiana's official and only statewide federally funded Parent Training and Information Center.
Mini-Trainings
Any information provided by Families Helping Families of Greater New Orleans (FHF) and/or Louisiana Parent Training and Information Center (LaPTIC), its staff, and/or its volunteers is intended for informational and educational purposes only. Any information expressed or implied is not intended nor should be construed as legal, medical, or other professional advice. FHF and/or LaPTIC does not render legal, medical, or professional advice or recommendations; nor is legal, medical, or other professional advice implied by any information given. Any information provided should not replace consultations with qualified legal, educational, healthcare, or other professionals to meet individual or professional needs. Reference to any program, service, therapy, or treatment option does not imply endorsement by FHF and/or LaPTIC or by its organizational staff/members and should not be construed as such.
The Louisiana Department of Education is committed to helping families find the right school or early childhood center for their children, and providing them with helpful information about Louisiana’s schools. The Louisiana School Finder is an interactive, online tool that provides families with: school performance scores and early childhood performance ratings to show how well schools and centers are preparing students for the next grade-level; basic information about schools and centers such as their address, website, hours of operation, and principal or director’s name; and listings of course offerings, clubs, enrichment and extracurricular activities. To find out information about schools and early childhood centers in your area, visit www.louisianaschools.com, and type in a school or center’s name, or your zip code.
Entrenamientos en Espanol
Recorded Trainings
700 Hickory Avenue Harahan, LA 70123 504-888-9111 800-766-7736 504-353-2350 fax info@fhfofgno.org fhfofgno.org