2023 Jan | Feb | March Exceptional Times

P.11 What's Going ON? COVER STORY blank Pages Joins Forces with Families Helping Families P.18 ISSUE 37 Exceptional Free Webinars and Training P.14 MAGAZINE JAN | FEB | MARCH 2023 Farewell 2022 P.04 TIMES DYLAN CREWS From the director, Mary Jacob [ fam-uh-lee ] P.24 13 Extended School Year (ESY) Services ABLE Accounts: 10 Things You Should Know Fed. Agency says, Community-Based Services Should be Mandatory 1st Quarter Jan | Feb | March 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 Social Security Administration launches new website 18 Justice Department launches new Americans with Disabilities Act website 14 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. 09 Blank Pages 28 24 COVER STORY: [ fam-uh-lee ] 04 An Advocating Mama 38 Discipline Discussions: The Impact and Harm of Exclusionary Discipline Mike Billings & Pamela Rogers 16 15 34 52 44 GNO Resource Information Workshop Provider Education 2023 Governor's GOLD Awards and Inclusive Art Program Recipients Funding is Now Available for Cameras in All Special Education Self-Contained Classrooms across Louisiana Youth Virtual Hangout | Independent Futures that Work Awareness Calendar Featured Education Article Recent Guidance and Dear Colleague Letters from the Office of Special Education Policy (OSEP) 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 22 Dylan Crews Joins Forces with Families Helping Families 47 Years Later, Are We Delivering on the Promise of IDEA? 36 Exceptional Times Louisiana School Finder | Recorded Training 31 11 08 Farewell 2022 12 07 700 Hickory Avenue Harahan, LA 70123 504.888.9111 | 800.766.7736 info@fhfofgno.org | fhfofgno.org New Technology Enables Anyone with Limited Fine Motor Skills to Write, Paint, Draw and Access Technology 37 As I look back on 2022, I am grateful for each of you and your desire to ensure individuals with disabilities, young and old, have every opportunity to live the fullest life they can. This past year has been somewhat familiar compared to the previous two years, which I would describe as dumpster fires. What started as a 2-week experiment turned into what still feels like an eternity. While some are still living in this stay-at-home order phase, many of us returned to life pre-COVID style. For those still living in their cocoons, know that I admire each of you for your perseverance and determination to keep your loved ones safe and healthy from various COVID strands. COVID-19 continues to teach us how to be resilient, prepared, patient, and flexible. We've learned to take deep breaths when COVID numbers are low and even deeper breaths when they rise. Even though the calendar says it's 2023, COVID-19 hasn't shown any interest in becoming extinct. I look forward to adding COVID-19 to the list of extinct items, but I feel like an asteroid might strike us first. New Work Environment Returning to the office after what went from a 2-week stay-at-home order to a 2-year teleworking arrangement was bittersweet. I suddenly found myself relatively comfortable at home, working in my pajamas and even in the middle of the night if I chose to do so. There was also a sense of safety, knowing I could somewhat control my environment and stay well. At the same time, it also took a toll on many of our mental health. Ultimately, we determined a good balance of both was in order, so in 2022, we initiated a hybrid schedule for most staff. This has helped keep staff well, and anyone with the sniffles can still get work done from home without paranoia in the office and putting every sneeze under a microscope. One of the things that make me the proudest is my fantastic team. Throughout the pandemic and now, they have been able to continuously provide services to our families. Ninety-seven percent of our parents reported that the information and/or support they received from us met their needs and was relevant and high quality. Peer-to-Peer Support Program Parents contact us when they want to speak to other parents that have been there and done that. Professionals contact us when they need a parent perspective or help to assist other parents. Adults with disabilities contact us when they need help accessing services or have questions about services. Others contact us when concerned about someone with a disability or special healthcare condition and need advice. During 2022, FHF of GNO recorded 7,740 peer-to-peer interactions with individuals. An interaction includes any time our staff communicates with a parent, professional, or another citizen about a disability topic by phone, email, social media, or in person. In 2022, we recorded interactions from individuals in all but three parishes across Louisiana. Our top four parishes included Jefferson, Orleans, East Baton Rouge, and St. Bernard. Ouachita and St. Charles Parishes tied for fifth place. I receive plenty of accolades for my staff and one of them from a parent stated, “ FHF has given my family an unbelievable amount of information and support. The staff has been a Godsend. I am so thankful because my son and daughter wouldn’t be where they are today without the help.” Training Program FHF was created with the same philosophy of the quote, "If you give a man a fish, you feed him for a day. If you teach a man to fish, you feed him for a lifetime." We recognize we will never have the capacity to provide ongoing advocacy to every parent that contacts us. As mighty as our team is, we are still small in numbers. This is why it's important for parents to know how to fish. You already know your loved ones better than anyone else does. You pair that knowledge with the laws that provide services, and you are more than halfway there. You should never want to be content with having others advocate for you. Agencies like ours receive the bulk of their funding from the state and the federal government. Therefore, budgets are frequently cut, and programs can quickly disappear. You have the power to be a great advocate and need to embrace it. To help prepare you for advocacy, we offer a variety of training on education-related topics, disability-specific topics, and topics specific to home and community-based services. In 2022, we provided 143 training opportunities through webinars, presentations, and in-person training. We also archived many training topics on our website for individuals to access 24/7. An equal number of parents and professionals attends our training opportunities. During our annual satisfaction surveys, one anonymous respondent said, “Thank you for all the great training you provide for free. I’ve learned so much that I didn’t know. I had no idea my child had so many rights. I just attended my first IEP meeting with my new knowledge. I felt confident asking the team to show me things in writing that didn’t make sense and challenge statements I knew were not true.” Outreach Program Founded shortly after the opening of FHF of GNO, the Krewe of Orpheus is now considered one of the super krewes of Mardi Gras. I would imagine it would be difficult to find someone that doesn't recognize the name. Most businesses open for 30 years have somewhat of a following, and FHF of GNO definitely has a following; however, at the same time, I still hear we are one of the best-kept secrets. The thing about FHF of GNO is you don't know you need us until you need us, and some don't even know they need us or know we exist to help them navigate the complexities of the service delivery systems they are often dependent on. While some may not see outreach as a big deal, it's a massive part of daily activities. We are responsible for ensuring people know we exist and providing them with the information they need to make informed decisions. Our outreach program is provided through multiple channels, including in-person events, our website, social media channels, email blasts, Exceptional Times Digital Magazine, presentations, and more. In addition to all of the above, our outreach team is responsible for all product development. In 2022, our team has created many new documents from early childhood through transition. After a 2-year COVID-related hiatus, the Jefferson Parish Resource Fair returned in 2022. Instead of our usual spring event, it moved to the fall, and due to the construction at Clearview Mall, the location changed to Lakeside Shopping Center. Additionally, we participated in the Autism Awareness Festival, the Beignet Fest, the Down Syndrome Association of Greater New Orleans Buddy Walk and host a Back-to-School School Supply Drive with Healthy Blue. It was great to be back in the community, providing outreach to the community. In 2022, we added a special 5th edition of the 2022 legislative session to our quarterly digital magazine, Exceptional Times. We continuously receive compliments on the quality of this publication. Our social media presence continues to grow. In December, we participated in the National Early Childhood initiative and created a month-long campaign of early childhood posts for the PTI network around the country. Our website has been and continues to be updated. One parent stated during our annual survey, OMG, how did I not know about FHF before now. I been needing you for three years. You are the first people I’ve spoken to in three years that “gets it”. My own family doesn’t get it. Committees and Meetings To do our jobs effectively, we participate in many meetings in the state and country throughout the year. These include meetings with individuals from the regional Rehabilitation Services Administration grant, and the regional Parent Training and Information Center technical assistance center staff. We also participated in meetings with the North American Native American Collaborative, the Center for Appropriate Dispute Resolution (CADRE), the Office of Special Education Programs (OSEP), and the Center for Parent Information and Resources (CPIR). Lastly, we attended meetings with Louisiana Rehabilitation Council, Jefferson Parish Human Services Authority Family Service Request Meetings, Jefferson Parish Regional Advisory Council (RAC), Bureau of Family Health, Jefferson Parish Interagency Transition Team, DD Council meetings, and LSU Human Development Centers Consumer Advocacy Council. New State Legislation New legislation is what I refer to as what separates the thinkers from the doers. Due to our government funding, we cannot lobby for new legislation. However, that doesn't stop others from contacting us and saying things like, "I Farewell p.6 think we should have a law that says…". My response is often, "sounds like a great idea. Do you know a legislator that will take that on"? Usually, that is where it ends. During the 2022 legislative session, some parents did an incredible job championing critical legislation. Our legislators passed new legislation that will improve the quality of life for individuals with disabilities. Some of the most notable ones are Act 366, which now provides Medicaid coverage of comprehensive dental care for certain adults with developmental or intellectual disabilities. This is a massive victory since many adults with disabilities couldn't access comprehensive dental services. Act 607 now requires teacher education programs to include dyslexia education. Even though this alone won't significantly change our terrible reading scores, it recognizes reading disabilities needs to be addressed in a teacher's pre-service years. Act 576 clarified a previous Act prohibiting school districts from counting school employees that are parents of children in the district as parents on the special education advisory council. Previously, many districts were using school district employees to fill seats meant to be filled by parents. Additionally, Act 650 requires all public school districts to provide a curriculum for kindergarten to 12th-grade students on age-appropriate mental health instruction and resources. Act 617 created the Blind and Visually Impaired Child's Bill of Rights. Act 356 promotes autism screening of children during well-child visits. Finally, two of the most significant Acts created are around the installation of cameras. Due to abuse, neglect, and death, parents successfully got Acts 588 and 619 passed. Act 588 requires all public school districts to adopt policies relative to the installation and operation of cameras in special education classrooms, and Act 619 requires Pediatric Day Healthcare facilities to install cameras. New National Guidance At the very end of 2021, the U.S. Department of Education announced the appointment of their new Director for the Office of Special Education Programs (OSEP), Valerie Williams. I had the opportunity to meet with Ms. Williams over the summer and discuss concerns I regularly hear from my team and parents regarding special education. Ms. Williams was committed to bringing more accountability and guidance. In addition to some Dear Colleague Letters and other guidance, OSEP released the most extensive guide to help school districts support students with disabilities and avoid discriminatory use of discipline. This new guidance demonstrates a renewed expectation for school districts to find ways to support behavior-related needs without first resorting to suspensions and/or expulsions. The Losses Last year also brought us two significant losses. In May, the disability community lost two huge advocates, Paula Goldberg and Julie Beckett. Saying goodbye to these trailblazers was tough. I cannot fathom where we would be today without both of these tireless advocates. Julie was instrumental in our home and community-based waivers. Paula played a critical role in the parent network of parent centers for families of children with disabilities. These women took on Washington DC politicians so our children would have improved services. Additionally, a few team members moved on to other opportunities, and we've struggled to find qualified replacements. Working at FHF of GNO isn't a job. It's more like a calling; not everyone is cut out for it. Because of our commitment to fill positions by parents of children with disabilities or special healthcare needs and individuals with disabilities or special healthcare needs, the pool of potential new team members is small. We will continue to seek out new team members to fill the vacancies. We’ve also seen a loss of teachers and other school personnel and shortages of medical professionals, specifically specialist that work with individuals with special healthcare needs. I’ve witnessed some of the most dysfunctional systems and watched a city I love go down the drain with corruption. Fundraising Even though we are funded with state and federal money, it's never enough to provide the services needed. In 2022, we participated in the annual GiveNOLA Day campaign. In December, I was thrilled to announce our partnership with Dylan Crews, an LSU Baseball player, and his family. The FHF network of centers will receive donations for the season-long Dylan Crews Home Run Challenge. This is not only an excellent opportunity to raise money, but it also provides us with an opportunity to promote our network throughout Louisiana. Dylan Crews, who is expected to be a first-round draft choice in the 2023 Major League Baseball draft, is committed to donating $100 of his "name, image, and likeness" (NIL) money to the network of Families Helping Families Centers for every home run he hits during the 2023 LSU Baseball Season. His parents are committed to donating an additional $100 for every homerun one of his LSU teammates hit in the 2023 LSU season. Anyone else is welcome to make a one-time donation or sign up with a pledge to pay later based on the number of homeruns hit this season. As we turn the calendar page over and close out 2022, we welcome 2023 with much hope and expectations. I hope as a society we stop fighting for the wrong things and focus our time on the right priorities. I hope everyone has a safe house to live in and food to eat. I hope 2023 spares us from any natural disasters. I hope our elected officials figure out how to build a resilient infrastructure, bring back affordable home insurance, and find a solution for the crime our communities have experienced. I hope our State Department of Education asserts their power to hold local school districts more accountable and I hope our US Department of Education holds our state more accountable. I hope every person that needs a doctor, finds a caring doctor. I hope every parent with a child with a disability or special healthcare needs finds their village of warriors. Farewell 2022, Hello 2023. by Mary Jacob by Mary Jacob ET continued p.42 Thanks to a new law, the state has provided school districts across the state with $8 million dollars to install cameras in self-contained special education classrooms. While some districts are being proactive in the installation, others are going to live by the letter of the law which requires parents to request a camera installed in their child’s classroom. The new legislation requires school districts to set up procedures on how a parent or legal guardian will be able to request cameras and review a recording. Louisiana is estimated to have about 9,000 students in self-contained classrooms. These students have the most significant disability and need this extra layer of protection. Nationally, including in Louisiana, we’ve seen students being abused by teachers, paraprofessionals, and other school staff and unable to come home and tell their parents about this abuse. Kathleen Cannino, a St. Tammany parish mom, was determined to stop the abuse and fought for three years to get this legislation passed. Revised Statue 17:1948 gives the specifics needed and we recommend all parents become familiar with your district’s policy on cameras. According to the Allocation Summary Form by the Department of Education, the money will be divided up based on district SER data of students placed inside regular class less than 40% of the day. It’s assumed they will then spend the remaining 60% of their day in a special education classroom. Jefferson Parish tops the list for getting the most funding at $925,274. Other districts that will receive over a half of million dollars for cameras include Caddo Parish ($685,388), E St. Tammany Parish ($670,157), East Baton Rouge Parish ($529,272), and Orleans Parish ($514,034). If you have a child in a self-contained special education classroom and would like to request a camera in their classroom, you should contact your local school district IN WRITING, requesting a camera. Funding is Now Available for Cameras in All Special Education Self-Contained Classrooms across Louisiana On November 18, 2022, the Department of Justice announced that they are launching a new and improved version of ADA.gov. Their goal for this revamped website is to better empower people to comply with the Americans with Disabilities Act (ADA) as well as understand their rights and others’ rights, by creating and maintaining a website that is modern and user-centered. “With the new and improved version of ADA.gov that was launched, the Civil Rights Division is taking an important step forward by providing information about the ADA in a format that is more tailored to the needs of the people seeking this information.” said Assistant Attorney General Kristen Clarke of the Justice Department’s Civil Rights Division. “As we continue our work to increase compliance with the ADA, the department is committed to helping people with disabilities understand their rights, and to helping those who have obligations under the ADA understand their responsibilities.” The ADA is a civil rights law that protects people with disabilities from discrimination. The ADA guarantees people with disabilities the same opportunities as everyone else to do things like go to work, visit public libraries, and enjoy stores and restaurants in their communities. Almost all employers, state and local governments, businesses, and nonprofit organizations have to follow the ADA. The ADA requires the Department of Justice to help people understand their rights and responsibilities under the law. One way that the Department has done this is through its website, ADA.gov. The updated version of ADA.gov is designed to more effectively serve the public and help expand access for people with disabilities. They want people who visit their website to be able to find the answers and information that they are seeking easily, even if they are not very familiar with the ADA or legal jargon. The version of ADA.gov that you will see works well with mobile devices, includes easy-to-use navigation tools, and is written in plain language. One way that they have made ADA.gov more user-friendly is by including overviews of featured topics. These overviews are high-level, plain-language explanations of the existing information that the Department has made available about the law. They are intended for an audience of people who are not legal experts. It is expected that these overviews will answer 80 percent of common questions about a particular topic. They are designed to be easy to scan and navigate. They have clear headings and links that help users skip to a particular section. The overviews are also designed to be easy to understand. They use icons to help explain definitions and they provide clear examples. The department wants to make sure they are meeting the needs of the people that use ADA.gov. Their design process has been guided by user testing and feedback from start to finish. Hearing from users has helped make the site’s content easier to read and understand. User feedback has also helped make sure that ADA.gov’s visitors are able to find what they need more quickly and easily. Users have told them that they appreciate the new look, feel, and usability of ADA.gov. They could not have achieved this result without input from the site’s users. The users were a very important part of the websites development process. While ADA.gov has launched, their work won’t stop here. According to the department, they plan to constantly improve the website. They will be adding new content on a regular basis. They will also be transferring additional content from the original website over time. You will still be able to access the old version of our website at its new address: archive.ada.gov. They are hoping users of the website will help them continue to make ADA.gov even better. Please let them know what you like about the new website and what you feel can be done to improve it. You can share your thoughts about the website and ways that it can be improved by filling out the user feedback form on ADA.gov. They will use your suggestions to keep making ADA.gov a website that gives its users the information they need in a way that is helpful to them. 47 Years Later, Are We Delivering on the Promise of IDEA? ET Forty-seven years ago, the Individuals with Disabilities Education Act (IDEA) opened the doors for children with disabilities. At the time IDEA was passed in 1975 (originally named the Educational for All Handicapped Children Act, or Public Law 94-142), Congress found that children with disabilities were excluded entirely from the public school system. The passage of IDEA meant that no more children with disabilities could be turned away from school and required that they have available to them “a free appropriate education which emphasizes special education and related services designed to meet their unique needs.” In the years since, we’ve learned that merely opening the school building to students with disabilities is not enough. Now that the doors to school have been re-opened for most children with disabilities since the COVID-19 pandemic, we must take a critical look at how we’re serving students. In 2020–21, the number of children with disabilities who spent 80% or more of their day in general education classrooms reached a high of more than 66%. But further questions must be asked: are their needs being met? Are they being offered meaningful, supportive, safe, and inclusive experiences? Data collected under the Department’s Civil Rights Data Collection (CRDC) and IDEA Section 618 illustrate both positive and troubling trends in the experiences of and outcomes for children with disabilities nationwide. The rate of students with disabilities who exit high school with a regular diploma has increased from 52% in 1995 to 72% in 2018. Yet, we see concerning trends when it comes to discipline, restraint, and seclusion: Children with disabilities – from preschool through high school – are suspended and expelled at higher rates than their peers without disabilities, and black children with disabilities accounted for more than 40 percent of children who are suspended out of school or expelled for more than 10 school days. Students with disabilities served under IDEA made up 80 percent of the students subjected to physical restraint and 77 percent of students subjected to seclusion. This data shows that while children with disabilities may be included in general education at higher rates than ever, they’re not always being offered equitable opportunities or reaching their full potential. This IDEA anniversary, how can we, as a nation that cares deeply about children with disabilities, recommit to expanding meaningful opportunities and outcomes for all children with disabilities? The U.S. Department of Education (the Department) and the Biden-Harris administration have made their commitments known and will continue to champion equity for children with disabilities. We’re focused on priorities that include increased funding for IDEA, reducing exclusionary discipline, addressing personnel shortages, and strengthening supports for students transitioning out of high school. In March, the Department issued updated guidance and resources to ensure that COVID-19 mitigation measures continue to address the needs of students with disabilities and to help schools safely open their doors to all. In July, the Office for Civil Rights (OCR) and Office of Special Education and Rehabilitative Services (OSERS) issued new guidance to help public elementary and secondary schools avoid the discriminatory use of student discipline. The Office of Special Education Programs (OSEP) continues to promote strategies to attract, prepare, and retain effective personnel who have the knowledge and skills needed to provide effective instruction, interventions, supports, and services to children with disabilities. This work can be hard, but it is necessary, and I believe we are up for the task. It will take all of us — educators, related service providers, families, administrators, and policy makers alike — to make the kind of change children with disabilities deserve. We’ve learned a lot in the last 47 years, including how to design high-quality instruction, support behavior, educate the whole child, and set high expectations. Let’s be urgent and commit to doing these things for all children with disabilities. Justice Department launches new Americans with Disabilities Act website By Valerie C. Williams, Director, Office of Special Education Programs by Bebe Bode Blank Pages ET New Year's Eve is a time to celebrate the end of a year gone by and welcome what is to come in the New Year. I understand why people feel that the New Year offers an exciting opportunity for a fresh start and new beginnings; that is probably why most people look forward to New Year’s Eve so much. For many, this is a time to reflect on all they have experienced during the past twelve months. It is normal that many will have mixed feeling about the past year. Some will experience feelings that evoke nostalgia, regret, embarrassment, love, loss, growth, fear, even anxiety. Many will set new goals for the coming year or make New Year’s resolutions. Whatever your plan for 2023, ringing in the beginning of a New Year is a moment to acknowledge. In the past, I set many unrealistic New Year’s goals and resolutions that I did not keep. I have also set some realistic ones that I did not keep. I don’t know about you, but I have come up with many excuses for my not-so-good behaviors and bad habits over the years. The only person that ever held me back from achieving the realistic goals and resolutions was me. I have taken ownership of this. I have decided not to keep this New Year’s tradition in my life anymore. Now, I set small achievable daily goals as a path to reaching larger goals, whatever they may be. I was looking for some quotes of wisdom to help me put into words how I was feeling. Something that would open the door to some thoughts, encouragement, and perspective. I came across this New Year quote by Edith Lovejoy Smith: This quote was thought-provoking. I am no philosopher or writer, but to me, we live an ongoing story every day, starting with the day we are born. Every single day is a new day, a blank page, or a new opportunity, not just on New Year. Each year is an extension of every year you have lived, as is each day. I get the saying we are closing the chapter on this year, but is it ever really closed? If we do close it, how can we take what we learned from our past successes, mistakes, and failures? These things are a part of my life and have made me who I am today. I don’t dwell on my past mistakes and failures, but they have brought me strength, growth, and the wisdom not to repeat them. Neil Gaiman’s words of wisdom make some sense of my ramblings: Remember, fresh starts and new beginnings happen every day, not just on January 1! Whatever goals you set, mistakes and hurdles you have to overcome every day is an opportunity to live, learn, and do something. At the start of each day, your choice is how your blank page will be written. “We will open the book. Its pages are blank. We are going to put words on them ourselves. The book is called Opportunity and its first chapter is New Year's Day.” ET ET New Technology Enables Anyone with Limited Fine Motor Skills to Write, Paint, Draw and Access Technology Guided Hands™An international award-winning assistive device that enables anyone with limited fine motor skills to write, paint, draw and access technology through a touch-screen device and computer. This technology uses a simple sliding system composed of linear shafts and ball bearings. The unique system promotes controlled and guided hand movements in all directions (horizontal, vertical and swivel hand motions). Guided Hands offers multiple ambidextrous handpieces that connect to a unique sliding platform to glide and support the hand during an activity. The handpiece is also connected to an arm attachment that holds various writing utensils (paintbrush, pen, marker, stylus, etc) thus decreasing struggle, pain, and fatigue as reported by users. Guided Hands is patent pending. The technology has been developed alongside 150 patients and health professionals including occupational therapists and neurologists across Canada and the US. “I hope that in this year to come, you make mistakes because if you are making mistakes, then you are making new things, trying new things, learning, living, pushing yourself, changing yourself, changing your world. You're doing things you've never done before, and more importantly, you're doing something.” Our calendar is packed with interesting and informative training opportunities this quarter! ET These education-related courses are being highlighted as ones you won't want to miss. Education and Young Children with Disabilities: So Many Questions! Caring for a young child with a disability is already overwhelming, and then they begin their education journey and even more knowledge and responsibility is required. This webinar can lighten the load. Top Tips for an Effective IEP Meeting. This webinar will break down the IEP meeting preparation into three steps: before, during, and after the meeting. Implementing our top tips in each of these steps should result in a better IEP experience. What Happens 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. IEPs and Behavior and Discipline - Oh My! The title covers it all! In this training we will talk about the Individualized Education Program (IEP) process, functional behavior assessments, and disciplinary issues in school. Planning for Adulthood: Your High School IEP Questions Answered. You have likely been thinking about and planning for the transition process from high school to adult life for your child for a long time! Learn more about how the IEP and transition supports in high school can help your child prepare for adult life. Advocacy 101. As parents or advocates of individuals with disabilities, knowing how to advocate effectively is critical. We will provide you with some of the basics on how to become an effective advocate. 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 accommodations to attend one of our webinars, please contact our Director of Training, Sharon Blackmon at sblackmon@fhfofgno.org. ET Parentally-Placed Private School Children with Disabilities SUMMARY OSEP Policy Letter 22-06 to Jacquelyn Flanigan clarifies that any student found eligible under IDEA who is enrolled by their parent in a private elementary or secondary school, whether or not they have a current or prior individualized education program or services plan, must be counted when calculating the proportionate share of IDEA Part B funds that a local educational agency (LEA) is required to spend on the provision of equitable services to parentally-placed private school children with disabilities enrolled in private schools in the LEA. In addition, the letter addresses whether it is consistent with IDEA for the LEA to require a private school to enter into a memorandum of understanding as a condition of the LEA providing equitable services to parentally-placed private school children with disabilities attending the private school. Letter to State Directors of Special Education on Ensuring a High-Quality Education for Highly Mobile Children. OSEP Policy Support 22-02 SUMMARY OSEP Policy Support 22-02 This letter and list of resources provides guidance and describes several important principles that states, school districts, school staff, parents, families, and others may find helpful in ensuring that highly mobile children with disabilities receive required special education and related services designed to meet their unique needs in a timely manner. Child Find SUMMARY OSEP Policy Letter 22-05 to Virginia Sharpless clarifies that IDEA does not provide specific requirements regarding the manner in which a request for an initial evaluation of a child suspected of having a disability must be made. In the absence of specific provisions, States may develop their own procedures, provided they are not inconsistent with, and do not substantially limit, a parent’s right to request an initial evaluation under IDEA. OSEP emphasized that because the responsibility for meeting IDEA’s child find requirements rests with States and LEAs — not with parents — the evaluation referral process must support, and not undermine, the effectiveness of the child find process. Dear Colleague Letter on IDEA Services in Head Start SUMMARY The U.S. Department of Education’s Office of Special Education Programs and the U.S. Department of Health and Human Services’ Office of Head Start authored a Dear Colleague Letter and guidance document. These documents state that state and local educational agencies and Head Start programs have responsibilities for implementing IDEA to ensure that children with disabilities enrolled in Head Start programs receive a free appropriate public education in the least restrictive environment. Guidance on Creating an Effective Memorandum of Understanding to Support High-Quality Inclusive Early Childhood Systems SUMMARY The U.S. Department of Education’s Office of Special Education Programs and the U.S. Department of Health and Human Services’ Office of Head Start authored a Dear Colleague Letter and guidance document. These documents state that state and local educational agencies and Head Start programs have responsibilities for implementing IDEA to ensure that children with disabilities enrolled in Head Start programs receive a free appropriate public education in the least restrictive environment. MEMORANDUM: OSEP 22-01 — Personnel Qualifications under Part B of the Individuals with Disabilities Education Act (IDEA). SUMMARY OSEP Memorandum 22-01 affirming that IDEA includes the provision of special education and related services that meet the requirements of IDEA Part B, which includes ensuring that special education teachers and related services providers are appropriately and adequately prepared and trained. About OSEP The mission of the Office of Special Education Programs (OSEP) is to lead the nation's efforts to improve outcomes for children with disabilities, birth through 21, and their families, ensuring access to fair, equitable, and high-quality education and services. Our vision is for a world in which individuals with disabilities have unlimited opportunities to learn and to lead purposeful and fulfilling lives. OSEP administers the Individuals with Disabilities Education Act (IDEA) which authorizes formula grants to states under Part B, grants to lead agencies for the infants and families program under Part C, and discretionary grants under Part D to institutions of higher education and other non-profit organizations to support grants for state personnel development, technical assistance and dissemination, technology, personnel development, and parent-training and information centers. Recent Guidance and Dear Colleague Letters from the Office of Special Education Policy (OSEP) Dylan Crews Joins Forces with Families Helping Families Dylan Crews, Outfielder for LSU Baseball, has stolen the hearts of many families of children with disabilities or special health care needs by inviting and giving them tickets to LSU baseball games. For some families, it’s the first time they have ever attended a game in Alex Box Stadium. He now joins forces with the Network of Families Helping Families Centers to Support Kids with Disabilities and Special Health Care Needs. Aubrey White and Dylan Crews at Aubrey's First LSU game. It all started in February of 2021, almost 2 years ago. There on Facebook is a video of Aubrey White saying Dylan Crews. This might not sound like a big deal to some, but for Aubrey’s parents, this was HUGE. You see, Aubrey has autism and is considered non-verbal. She wasn’t saying mom or dad at this time. But she suddenly found her voice to say Dylan Crews and kept repeating his name every time he came up to bat. Needless to say, Dylan has a lifetime fan, regardless of where he plays next. It was such a cool thing and could have ended there – but it didn’t. It didn't end there because the video posted on Facebook made it's way to Dylan Crews, who decided he wanted to meet the little girl who made us all smile. A month later, Dylan invited Aubrey and her parents to come to an LSU game and cheer him on. Ball players come and go, and LSU has had its share of stars, but none like Dylan Crews. Not only is he, if not the most decorated, in the top tier of decorated athletes to ever play baseball at LSU, but he has a heart as big as Alex Box Stadium. He truly is an extraordinary person. Dylan was recruited while still in high school and was projected to be drafted out of high school. Instead, he withdrew from the MBL Draft and passed up the money to become a Tiger at LSU. Dylan comes to LSU from Lakeland, Florida, with no ties to Louisiana. His father, George, was born in New Orleans but hasn't lived there for decades. A few months ago, I had the opportunity to meet Dylan and his mom Kim for brunch in Baton Rouge and knew he was the real deal. When I asked him what made him decide to pass up all the Florida schools and other SEC schools on his way to LSU, he replied without thinking, the people. The players, the fans, everyone was great. I wanted to be part of it. This young man definitely bleeds purple and gold. Again, the story could end here and still be awesome. But it didn't. The entire Crews Family said there must be others out there that would love to come to a baseball game and cheer on Dylan and the rest of the LSU fans. The family decided to purchase some extra season tickets to give away to other families of children with disabilities or special healthcare needs. Parents that didn't think their kids would stay at the game found themselves there for all the innings. They came with food, #3 Crews jersey-shaped cookies, Crews missile baseball-shaped cookies, and signs that read, "Thank you for being a friend." How I became a Dylan Crews Fan Dylan has no connection with anyone with a disability, no ties to Families Helping Families or anyone else in Louisiana. However, he connected with little Aubrey in only a way two people that were meant to connect could connect. It was a combination of the stars being aligned just right, the universe's superpowers, and let's give credit to the man upstairs for making sure it all came together. Another reason why I'm a Dylan Crews fan is that his relationships aren't one-sided. Not only does Aubrey cheer on Dylan, but Dylan has also been known to show up at Aubrey's Team of Dreams games and cheer her on. After all, isn't that what friends do? How cool is it that the projected number one draft choice of the entire MLB draft shows up to watch kids with disabilities play baseball – because they come to watch him. That is a special kind of special. Dylan loves giving autographs – but he also likes receiving them back from his friends. He carries each one of them whenever he puts on his shoes. Last year Dylan decided he wanted to celebrate his new friends with a Disability Awareness game held in April. By this time, I decided the FHF Centers needed to give Dylan an Ambassador or Champion award to acknowledge this commitment to these kids. It was important for me to let him know how unique of a person he really is and the impact he has had on so many families. This is where my relationship with Dylan Crews and his family began. I wouldn't get to meet him for a few more months, but when we did meet, he was everything I expected. Before his final season in an LSU jersey, Number 3 and his family had one final offering – they wanted to create an event to raise money for the Network of FHF Centers. He will undoubtedly end his LSU career on a high note while helping raise money for FHF. The DC3HomeRunDerby Dylan is challenging LSU fans and others to a 2023 Home Run Derby. For every home run he hits during the 2023 season, he will personally donate $100 to the Network of Families Helping Families Centers. For every home run his teammates hit during the 2023 season, his family will personally donate $100 to the Network of Families Helping Families Centers. Number 3 led the LSU Tigers with 22 of the 114 Home runs in the 2022 season and hopes to continue his hitting streak into the 2023 season. Dylan and his family hope YOU will join in on the Home Run Derby challenge in one of the following ways: Pledge and Pay Later - This option allows you to pledge a specific dollar amount per home run hit for a specific number of games, and then we will bill you for your tax-deductible donation. You choose the amount, or Donate Now – This allows you to make one or more donations at any time. You can do either of the above options and learn more by visiting dc3homerunderby.org. You can also follow along during the season in our Facebook Group at https://www.facebook.com/groups/dc3homerunderby To follow the LSU Tigers, check out their 2023 schedule. https://lsusports.net/sports/bsb/schedule/ I love to tell parents to dream the impossible dream. Never give up and always stay positive. Aubrey White epitomizes why this is so important. If it wasn’t for one little girl that decided to become a Dylan Crews fan, none of this may be happening. Make the Dylan Crews Home Run Derby part of your 2023 New Year’s Resolution. ET Over seven million children with disabilities and their families rely on the effective, high-quality implementation of the Individuals with Disabilities Education Act (IDEA) to support a lifetime of success. continued on p.30 Make no mistake about it, IDEA — and the rights and protections it affords — impacts a child’s future, how they view themselves as learners today and leaders tomorrow. In fact, the National Center for Educational Outcomes estimates that 85–90% of children with disabilities can be expected to achieve at grade-level when they are provided with the best instruction, supports, and accommodations. Indeed, the promise of IDEA rests with the full implementation of the law. High-quality implementation of IDEA starts with a clear understanding of the law’s requirements, and that is why OSEP recently released the most comprehensive guidance package on IDEA’s discipline and behavior requirements since the law was reauthorized in 2004. As our country’s first African American OSEP Director, and as the parent of a child with a disability, this guidance holds special meaning to me. It gives hope to parents, strategies to educators, and direction to state and local leadership. Perhaps, most importantly, it motivates us at the federal, state, district, school, and program levels to have conversations about current disciplinary practices, their immediate and long-term impact on children with disabilities, and how we can change our systems and practices to focus on preventing interfering behaviors rather than relying on punitive, exclusionary approaches. Bottom line: this guidance package compels us to take a smarter approach to addressing discipline in our schools. The data trends are longstanding and clear: children with disabilities, particularly children of color with disabilities, are disciplined at far greater rates than their peers without disabilities and these trends start as early as preschool and extend throughout high school. For example: Preschool students served under IDEA accounted for 22.7 percent of total preschool enrollment but 56.9 percent of preschool students who were expelled. School-age students with disabilities served under IDEA represented 13.2 percent of total student enrollment but received 20.5 percent of one or more in-school suspensions and 24.5 percent of one or more out-of-school suspensions. During the 2019–20 school year, Black children with disabilities made up 17.2 percent of children with disabilities aged 3–21 served under IDEA yet 43.5 percent of all children with disabilities aged 3–21 served under IDEA who were suspended out of school or expelled for more than 10 school days. The impact is alarming: Over 3 million missed days from school due to out-of-school suspension Out-of-school suspensions do not serve as a deterrent for future problem behavior and can lead to school dropout We cannot suspend our way to better behavior, but we can invest in what works. I am proud that OSEP has invested millions of dollars over decades to deeply consider how to best address the behavioral needs of children with disabilities. These investments have yielded powerful, evidence-based strategies and approaches that can be used by schools and early childhood programs to mitigate or even prevent interfering behavior before it occurs. In fact, according to the Center on Positive Behavioral Interventions and Supports and the National Center for Pyramid Model Innovations, implementation of positive behavioral interventions and supports (PBIS) results in: Improved outcomes, such as increased academic achievement and social and emotional competence for children with disabilities, and reduced bullying behaviors; Significant reductions in inappropriate behavior; Reduced use of exclusionary discipline, including reduced discipline referrals and suspensions; and Reduced use of restraint and seclusion. When we pair these tools with leadership and motivation to have honest and reflective discipline discussions, the outcomes can be powerful for children with disabilities and their families. Over the next few months, I will be writing a series of blog posts that highlights challenges and opportunities before us and connects stakeholders with OSEP funded resources. I will address topics such as informal removals, alternatives to exclusionary discipline, and proactive approaches to supporting a child’s behavioral needs; and will provide you with resources you can use in your own discipline discussions. Additional information about OSEP’s Guidance to Help Schools Support Students with Disabilities and Avoid Disparities In the Use of Discipline: OSEP Dear Colleague Letter on Implementation of IDEA Discipline Provisions. (July 19, 2022) English | Español Questions and Answers Addressing the Needs of Children with Disabilities and IDEA’s Discipline Provisions. (July 19, 2022) English | Español Positive, Proactive Approaches to Supporting the Needs of Children with Disabilities: A Guide for Stakeholders. (July 19, 2022) English | Español OSEP 2022 Behavior, Discipline Guidance Video (July 2022) Resource Guides on Positive, Proactive Approaches to Discipline Visual Source: Suspensions and Expulsions of Students with Disabilities in Public Schools (PDF) (ed.gov) By Valerie C. Williams Director, Office of Special Education Programs "We cannot suspend our way to better behavior, but we can invest in what works." Discipline Discussions: The Impact and Harm of Exclusionary Discipline Dallas [ fam-uh-lee ] Definition: Any group of people closely related by blood or marriage; A basic social unit consisting of parents and their children, considered as a group, whether dwelling together or not. Synonyms: clan; crew; folk; group; people; tribe; blood… by Sharon Blackmon Mike Billings and Pamela Rogers know what family means. With five kids at home, ranging from 6 to 18 years, they have their hands full but wouldn’t trade it for anything. Married now for 12 years, they have children who were born to them and children they have tapped to become part of their family. The children they have chosen to love and nurture and bring into their home are those who tend to be more difficult for the foster care system to place, and it’s certainly more difficult to find them adoptive families: they are children with developmental disabilities and special healthcare needs. And while each parent separately used the term “organized chaos” to describe their day-to-day lives, Mike and Pamela would have it no other way. In 2011 they endured the tragic passing of their infant son, Park, who was born extremely premature. They struggled through the ups and downs, the highs and lows of his stay in the NICU, and they learned much about his medicine and machines and equipment as they planned to one day bring him home. They had Park with them for 364 days but were not given the opportunity to use their new knowledge and training to care for Park outside the hospital. Even through their own incomprehensible grief, Mike and Pamela realized that the NICU was full of babies that needed homes – babies whose needs they were already equipped to manage. In 2013, after months of training sessions and home visits, they took in their first foster child. Kaci, who is now 10, had sustained a traumatic brain injury due to shaken baby syndrome. She was blind and would likely always be dependent for all her care. Mike and Pamela adopted Kaci in 2014. Ryan (7) was the next child to find a permanent home with Mike and Pamela. Ryan has Dandy-Walker syndrome, which is a brain malformation that affects the cerebellum, in the back of the brain. That particular area coordinates movements and also helps control balance, vision, cognition, various motor skills, and behavior. The symptoms of Dandy-Walker can mirror ADHD or autism, but it is actually neither of those. Ryan often uses a wheelchair in public just to keep him safe, as he is very active and can get distracted and disappear in a flash. His adoption was delayed due to the 2016 flood in Baton Rouge but was eventually finalized later that same year. Dallas (6) doesn’t have any developmental or intellectual disabilities, but he has a congenital heart defect for which he will eventually need a heart transplant. According to Mike, you certainly wouldn’t know there were any medical issues at all when you see him running around and playing like a typical six-year-old. Doctors monitor Dallas every couple of months and want him to grow as much as possible before the transplant, since an adult heart would be easier to obtain. And Dallas is making the most of this healthy time, finding joy and excitement in every day he spends with his forever family. His adoption was finalized in July 2022. Mike and Pamela do have one foster child still in their home but feel that it is time to call their family complete and not adopt any more children. Malcolm is also 6 years old, and Pamela describes him as a delightful snugglebug who lights up the room when he smiles. He will stay where he is until he finds that special family who can love and care for him the way he needs and deserves. Malcolm’s adoption profile can be found at https://www.adoptuskids.org/ and his case number is LA0102010. One of the many blessings these kids all have in common is their big brother, Colt (18). Colt was very young when his parents began this foster care and adoption journey, and he has grown up understanding that when something needs to be done, and you have the ability to do it, you just do it. “We [adults] turn into people who don’t have time to help,” says Mike, “whereas kids just go with the flow. They jump in and help, they do what needs to be done. [Colt] is a quiet strength; he’s just there.” And his little sister and brothers know it and all seem to adore him. The Billings-Rogers family was recently honored as Family of the Year by Governor John Bel Edwards and the Governor’s Office of Disability Affairs during the annual GOLD Awards on December 7. Introducing the family, Gov. Edwards said, “They go above and beyond every day to make a difference in the lives of people with disabilities. Otherwise their work would be completely below the radar.” Jamie Jenkins, the Therapeutic Foster Care Program Director for Volunteers of America, nominated the family for this award and also presented it at the ceremony. In her speech, Ms. Jenkins used the acronym “GOLD” to talk about Mike and Pamela and the home they have created for their children: “G - genuine. They are two of the most genuine people I know. They do what they do because they are human. O - Organized chaos. Raising five kids, four of which have disabilities, gets a little chaotic. They are skilled at creating an environment for these kids – with all their needs – to thrive, to explore, to experience, to create, to live, to grow, to learn. And they do it with such excellence, with structure. Nothing goes unnoticed, unmet, undone. Every academic need, physical need, medical need, is done, above and beyond. L - Love personified. This family gives life meaning, and action to the word love. D - Dedication. Their dedication is unmatched. They navigated the 2016 flood like many of us in this room. But they had to find alternative housing, get accommodations for children with medical equipment, and they did it effortlessly. They hunkered down, they gathered their resources and support systems, and they powered through. They’re navigating the pandemic just like the rest of us, but they never asked for the removal of one child, they never said they were overwhelmed or they couldn’t do it anymore. They hunkered down, they gathered their resources and support systems and powered through. I feel unworthy to present this award, but it is an honor.” Watching the YouTube video of the ceremony (their portion starts at the 15:00 mark), it is easy to see that Mike and Pamela are both uncomfortable being in the limelight. They were gracious, of course, in accepting the award, but they deflected every tribute paid to them and instead praised those around them who have bolstered them up and supported them in their endeavors to take care of as many children as possible. Pamela accepted the award on behalf of all the children around the state who are living in foster care: “They deserve everything we have to give, and they deserve much more than we are able to give them. Pamela dedicated the award in part to their infant son Park, “whose very short life gave us the strength and gave us the skills to live our life of service; this life that we live, begrudgingly, without him.” Mike and Pamela both also dedicated the award to their son Colt, the best big brother and son that anyone could have hoped for. “Colt was eight years old when we started foster care, and all of a sudden all the attention was taken away from him,” explained Mike in his acceptance speech. “But Colt never missed a beat, never complained, and has always been the greatest brother to every child who has come into our house.” High praise, indeed, for this young man who has had his own struggles navigating life with learning challenges that made school work difficult and laborious. The strength he found while navigating his own path transferred to his young siblings in the form of support and encouragement and love. While Mike and Pamela felt out of place on stage, receiving applause and accolades for devoting their lives to children who are too often passed over, they realized the importance of the publicity in bringing awareness to the needs of all the children in Louisiana’s foster care system. “We don’t want to be special, we want to be the norm,” says Pamela, intimating that if more Louisiana families stepped up, their story would no longer be newsworthy. She and Mike encourage others who have the means and the desire to follow their lead and consider fostering or adopting children with disabilities or special healthcare needs. And Pamela has advice for those who think that if they can’t do what her family does, they can’t do anything: “Do something small; it all adds up. But do something.” Colt The Billings -Rogers Family with Governor John Bel Edwards, Bambi Polotzola, and Jamie Jenkins at the 2022 GODA GOLD Awards Ceremony Pamela Billings-Rogers - at microphone GODA GOLD Awards To learn more about becoming a therapeutic foster parent through Volunteers of America, go to https://www.voascla.org/therapeutic-foster-care. For more information on volunteering or making donations, contact Kate Bradshaw, Development Director, at (225) 408-3789 | voascla.org | kate.bradshaw@voascla.org. ET Mike Billings - at microphone GODA GOLD Awards ET For some students, the provision of a free appropriate public education (FAPE) means extending instruction and related services beyond the typical school year. An extended school year program must be provided for any student with disabilities who is eligible for such services, and the determination of eligibility to provide such services is made annually by the IEP team. Preparation for the determination must begin early in the school year in order to carefully collect the data that will be needed in order to make an accurate determination. Teachers collect data relating to specific skills and behaviors that have been identified on the current Individualized Education Plan (IEP), just as they would to determine if appropriate progress is being made during the school year. The decision of whether or not a child is eligible is determined by a student’s ability to maintain learned skills identified on the IEP during the typical school year. Extended School Year (ESY) services are: to maintain learned skills, not develop new skills to target goals and objectives derived from the current IEP determined on an individualized, case by case basis provided at no cost to families, and with no budgetary constraints as a factor based on the needs of the individual child, and thus there is no specific amount of time required (typically not the same as what the child may receive during the school year) developed through creative use of educational and other personnel provided in a variety of environments, including the home setting available to any student who is eligible evaluated annually and based on data collected during the current year to determine eligibility discussed at the IEP meeting by the IEP team Extended School Year (ESY) services are not: to develop new skills a traditional summer school program to meet newly developed goals and objectives to make up for absences incurred during vacation or suspension provided for the convenience of families, e.g. to substitute for childcare or to maintain the families’ job security to replace or duplicate alternative community resources The IEP team must discuss ESY services at an initial IEP meeting and at every annual IEP meeting. Team members may also discuss ESY services through an addendum to the annual IEP if necessary. School staff members, parent(s), and/or the student may request an IEP meeting at any time to discuss ESY services. ESY services are only necessary to ensure a FAPE when the benefits a student gains during the regular school year will be significantly jeopardized if the student is not provided with an educational program during breaks in instruction. ESY services are intended to address critical life skills. A critical life skill includes any skill determined by the IEP team to be critical to the student’s overall educational progress, including social and behavior skills. In determining critical life skills for the specific needs of the student, the IEP team may consider those skills that lead to independent living, including toileting, feeding, communicating, dressing, and other self-help skills. In some cases, the IEP team may consider and address academic and behavioral issues. Depending on factors, such as a student’s age, ability, and the number of years the student has left in school, the areas of reading, math, and written language could be considered critical life skills. Any child receiving special education services, regardless of disability category, may be eligible to receive ESY services if the IEP team determines that they are necessary for the student to receive FAPE. The IEP team members should discuss the following factors when they are considering ESY services: Regression and Recoupment–The IEP team must determine whether, without these services, there is a likelihood of substantial regression of critical life skills caused by a school break and it is expected that the student will not recover those lost skills within a reasonable amount of time following the school break (e.g., six to eight weeks after summer break). Degree of Progress–The IEP team must review the student’s progress toward the IEP goals and objectives targeting critical life skills and determines whether, without these services, the student’s degree or rate of progress toward those goals or objectives significantly jeopardize the student’s receipt of educational benefit from his or her educational program during the regular school year. Emerging Skills and Breakthrough Opportunities–The IEP team reviews all IEP goals targeting critical life skills to determine whether any of these skills are at a breakthrough point. When critical life skills are at this point, the IEP team needs to determine whether the interruption in services and instruction on those goals or objectives during the school break is likely to significantly jeopardize the student’s receipt of educational benefit from his or her educational program during the regular school year. Interfering Behaviors–The IEP team determines whether the student demonstrates any interfering behavior(s) such as stereotypic, ritualistic, aggressive, or self-injurious behavior(s) targeted by the IEP goals which substantially jeopardize the student’s receipt of educational benefit from his or her educational program during the regular school year. The team also determines whether the interruption of programming for these interfering behaviors is likely to significantly jeopardize the student’s receipt of benefit from his or her educational programming during the next school year. Nature and/or Severity of the Disability–The IEP team determines whether, without ESY services, the nature and/or severity of the student’s disability is likely to significantly jeopardize the student’s receipt of benefit from his or her educational program during the regular school year. Special Circumstances or Other Factors–The IEP team determines whether, without ESY services, there are any special circumstances that will significantly jeopardize the student’s receipt of benefit from his or her education program during the regular school year. ESY services may be delivered through a variety of settings and methods, examples of which might include classroom instruction, a parent-guided home program with progress periodically monitored by the teacher, and/or consultative or supervisory support from staff members within community settings. Source: Jefferson Parish School System Extended School Year (ESY) Services 10 THINGS YOU SHOULD KNOW… Living with a disability is often associated with significant amounts of extra costs. That’s why individuals and families can now contribute to ABLE accounts — tax-advantaged savings accounts that can fund disability expenses. discipline p.23 About ABLE Accounts ET 1 | What is an ABLE account? ABLE Accounts, which are tax-advantaged savings accounts for individuals with disabilities and their families, were created as a result of the passage of the Stephen Beck Jr. Achieving a Better Life Experience Act of 2014 or better known as the ABLE Act. The beneficiary of the account is the account owner, and income earned by the accounts will not be taxed. Contributions to the account, which can be made by any person (the account beneficiary, family, friends Special Needs Trust or Pooled Trust), must be made using post-taxed dollars and will not be tax deductible for purposes of federal taxes; however, some states may allow for state income tax deductions for contributions made to an ABLE account. 2 | Why the need for ABLE accounts? Millions of individuals with disabilities and their families depend on a wide variety of public benefits for income, health care and food and housing assistance. Eligibility for these public benefits (SSI, SNAP, Medicaid) require meeting a means/resource test that restricts eligibility to individuals with less than $2,000 in liquid resources, such as cash savings, non-ABLE checking and savings accounts and some retirement funds. To remain eligible for these public benefits, an individual must remain poor. For the first time in public policy, the ABLE Act recognizes the extra and significant costs of living with a disability. These include costs related to raising a child with significant disabilities or a working-age adult with disabilities, accessible housing and transportation, personal assistance services, assistive technology and health care not covered by insurance, Medicaid or Medicare. For the first time, eligible individuals and their families will be allowed to establish ABLE savings accounts that will largely not affect their eligibility for SSI, Medicaid and means-tested programs such as FAFSA, HUD and SNAP/food stamp benefits. The legislation explains further that an ABLE account will, with private savings, “secure funding for disability-related expenses on behalf of designated beneficiaries with disabilities that will supplement, but not supplant, benefits provided through private insurance, Medicaid, SSI, the beneficiary’s employment and other sources.” 3 | Am I eligible for an ABLE account? The ABLE Act limits eligibility to individuals with disabilities with an age of onset of disability before turning 26 years of age. If you meet this age requirement and are also receiving benefits under SSI and/or SSDI, you are automatically eligible to establish an ABLE account. If you are not a recipient of SSI and/or SSDI but still meet the age of onset disability requirement, you could still be eligible to open an ABLE account if you meet Social Security’s definition and criteria regarding functional limitations and receive a letter of disability certification from a licensed physician, a doctor of medicine or osteopathy, a doctor of dental surgery or dental medicine, and, for some purposes, a doctor of podiatric medicine, a doctor of optometry, or a chiropractor. They may not be signed by a licensed psychologist, clinical therapist or certified vocational rehabilitation counselor. You do not have to be younger than 26 to be eligible for an ABLE account. You can be over the age of 26, but must have had an age of onset before your 26th birthday. There is proposed legislation into congress regarding age adjustment, requesting that the age of onset be extended to include individuals who have a significant disability with onset prior to age 46. Progress on this bill is included in the ABLE NRC newsletter. 4 | Are there limits to how much money can be put in an ABLE account? The total annual contributions by all participating individuals, including family and friends, for a single tax year is $16,000. The amount may be adjusted periodically to account for inflation. Under current tax law, $16,000 is the maximum amount that individuals can make as a gift to someone else and not report the gift to the IRS (gift tax exclusion). The total limit over time that could be made to an ABLE account will be subject to the individual state and their limit for education-related 529 savings accounts. States have set limits for total allowable ABLE savings. State ABLE limits range from $235,000 to $550,000. In consideration of the annual contribution limit per calendar year, accounts may reach the state limit over time. However, for individuals with disabilities who are recipients of SSI, the ABLE Act sets some further limitations. The first $100,000 in ABLE accounts would be exempted from the SSI $2,000 individual resource limit. If and when the ABLE account balance, when combined with other resources, exceeds $100,000 by the SSI resource limit, the beneficiary’s SSI cash benefit would be suspended. In time if or when resources are no longer exceeded by the amount over $100,000, benefits are reinstated without time limit. This special rule does not apply if non-ABLE resources alone are over the limit. It is important to note that while the beneficiary’s eligibility for the SSI cash benefit is suspended, this has no effect on their ability to receive or be eligible to receive medical assistance through Medicaid. An employed ABLE account owner who does not participate in an employer sponsored retirement account make an additional contribution up to the lesser of: (1) the ABLE account owner’s compensation for the tax year, or (2) the poverty line amount of $12,880 (2022) in the continental U.S., $14,820 in Hawaii and $16,090 in Alaska. The ABLE TO WORK ACT Fact Sheet provides more details. Example: ABLE account owner who has not had contributions made to a retirement account within the calendar year, who works and earns $5,000, may save: $16,000 + $5,000, for a total of $21,000 for this calendar year. 5 | Which expenses are allowed by ABLE accounts? A “qualified disability expense” means any expense related to the designated beneficiary as a result of living a life with disabilities. These may include education, food, housing, transportation, employment training and support, assistive technology, personal support services, health care expenses, financial management and administrative services and other expenses which help improve health, independence, and/or quality of life. 6 | Can I have more than one ABLE account? The ABLE Act limits the opportunity to one ABLE account per eligible individual. 7 | Do I have to wait for my state to establish a program before opening an account? No. While the original law passed in 2014 did stipulate that an individual had to open an account in their state of residency, this provision was eliminated by Congress in 2015. This means that regardless of where you might live and whether or not your state has decided to establish an ABLE program, you are free to enroll in any state’s program provided that the program is accepting out-of-state residents. To determine which state ABLE programs are accepting out-of-state residents, please refer to the individual state pages. 8 | Will states offer options to invest the savings contributed to an ABLE account? Like state 529 college savings plans, states do offer qualified individuals and families multiple options to establish ABLE accounts with varied savings and/or investment strategies. Each individual has the opportunity to assess possible future needs and costs over time, and to assess their risk tolerance for possible future investment strategies to grow their savings. ABLE account owners are limited, by the ABLE Act, to change the way their money is invested in the account up to two times per year. To learn about ABLE investment options, please see the Municipal Securities Rulemaking Board Investor’s Guide for ABLE Programs 9 | How is an ABLE account different than a special needs or pooled trust? An ABLE Account will provide more choice and control for the beneficiary and family. Cost of establishing an account will likely be considerably less than either a Special Needs Trust (SNT) or Pooled Income Trust. With an ABLE account, account owners will have the ability to control their funds and, if circumstances change, still have other options available to them. Determining which option is the most appropriate will depend upon individual circumstances. For many families, the ABLE account will be a significant and viable option in addition to, rather than instead of, a Trust program. For more information, the webinar on ABLE Accounts and Special Needs Trustsis archived on our website along with its slides, transcript, and other resources, including the ABLE Account, Special Needs Trust, Pooled Trust Comparison Chart. 10 | How will I know which state ABLE program is right for me? As of January 2022, there are 49 ABLE plans nationwide inviting eligible individuals to open an ABLE account, most of which were enrolling individuals regardless of their state of residence. When comparing State ABLE plans, you may want to consider the following questions in order to find a program that best meets your needs: Opening an Account–What documentation will an ABLE program require from you to open an account? Is there a minimum contribution to open an ABLE account? Is there a fee to open an account and, if so, how much is that fee? Maintaining the Account and Fees– Is there a required minimum contribution to your account? If so, what is the amount? Are the fees front-end loaded or are they reduced if you leave your funds invested for several years? Are there restrictions on how often you can withdraw funds from your account? Investment Opportunities– What are the investment options the state ABLE program offers? Are the options likely to meet your needs for limiting risk with the growth of your contributed dollars to the ABLE account? Does the program offer any unique or value-added program elements to help you save, contribute to your account, grow the account and manage your invested dollars? Does the state program offer any unique or value-added program elements (such as a match or rewards program, financial literacy info or program for beneficiaries) to help you save, contribute to your account, grow the account and manage your invested dollars? If so, what is it? Unique to Your State– Does your state have a program and, if so, do they offer a state income tax for contributions to their account? Is there a “debit card/purchasing card” available with the program? Are there added costs to this? For a more detailed understanding of how you can begin to compare programs and for things to think about when preparing to open an ABLE account, visit Becoming ABLE Ready. Source: ABLE National Resource Center ET continued p.41 ET My name is Domonique Howell, a mother and a disability and family advocate from Philadelphia PA. My passion for advocacy truly began when I conceived my daughter. Unfortunately, during my pregnancy I experienced subpar prenatal care, medical disparities, and discrimination because the family practice and other practices at the hospital lacked accessibility and the proper knowledge to care for patients with disabilities, especially pregnant women. Some of the hurdles I experienced included but are not limited to proper OBGYN examinations and the inability to get weighed because there weren’t any wheelchair accessible scales. The lack of access and subpar treatment led me to advocate for current patients including myself and other patients with disabilities of the future by writing letters to the directors of Obstetric and Family Medicine practices explaining their shortcomings when it came to caring for patients with disabilities and the importance of accessibility for all patients. Even with the hospital paying attention to my diligent advocacy, the battle was not over. At six and half months pregnant, I experienced severe numbness in all of my extremities which in turn led me to hospital bed rest for the duration of my pregnancy and the birth of my daughter. It was there while inpatient, I experienced disability discrimination. My diagnosis is spastic cerebral palsy with limited use of my lower extremities which means that I am a full-time wheelchair user. It is with this disability that the medical professionals assumed that I would not be able to physically take care of my child. The medical professionals decided to take the information from the classic textbook case of cerebral palsy and make medical recommendations for my child and myself. The problem with this beside the obvious ableist mindset is that not one of these medical professionals knew me prior to pregnancy, so they had no idea what my physical baseline was. With their discriminatory medical recommendations, the department of human services were called and thought it best that my child be taken from me at birth and put into the child welfare system. Thankfully, I was able to self-advocate and have informal support in order to stop this from happening. I am proud to say that overall my advocacy efforts did not go unnoticed within this hospital system. Within a two-year period after my pregnancy, the family and obstetrics practice now has a wheelchair scale in their offices and lower exam tables. While all this was happening to me, I asked so many different agencies and organizations for support but found none. I then decided to give birth to not only my daughter but to Momma Chronicles Too, a support and advocacy group for mothers and women guardians who have disabilities or who have disabled children. Our mission is to support each parent and child; to advocate while experiencing discrimination and disparities. We not only want to support each other but to also give back and pay it forward to the communities we are a part of. Since its inception, Momma Chronicles Too advocacy efforts have focused on connecting and educating medical, child welfare, and government systems about disability diversity, equity, and inclusion on every level. I want to continue to call to action city and state officials across Pennsylvania and the U.S. to rectify the inhumane and subpar medical treatment and discrimination that so many people with disabilities receive daily in the US, especially parents. Did you know that as of 2020, an estimated 4.1 millions of parents in the U.S. identify as having a disability? Also, as of 2020, between 40 and 80 percent of parents in the U.S. who have intellectual disabilities lose custody of their children. In the medical research article: ‘Physicians Perception of People with Disability and their Healthcare’ (published in February 2021) there were 714 U.S. physicians surveyed. The research data showed that only 40.7 percent of physicians were very confident in their ability to provide the same quality of care to patients with disabilities and only 56.6 strongly agree that they welcome patients with disabilities into their practices. However, the most alarming result in my opinion is that only 18.1 percent strongly agreed that the healthcare system often treats patients with disabilities unfairly. If you think about these numbers and the fact that every US physician was not surveyed, you realize even with all the advancements in medicine, they are still light years behind when caring for patients with disabilities! Dr. Lisa Lezzoni, who contributed to the article mentioned above, has also said that women with disabilities are 11 times more likely to die at childbirth! It is because of these staggering statistics and my own experiences that my goal is to not only help educate systems but also to help parents with disabilities learn how to navigate and self-advocate getting their needs met and that of their children while offering support and resources. In closing, I challenge you, the reader, to ask your medical professionals about their disability accessibility and accommodations for their patients. Learn more about Momma Chronicles Too. Source: Raise Center Blog An Advocating Momma by Domonique Howell The National Council on Disability (NCD) is calling on Congress to enact legislation within the next year making home and community-based services a mandatory service under Medicaid and add significant funding to the program, among other changes. A report from the National Council on Disability finds that weaknesses in home and community-based services directly contributed to “needless deaths” among people with intellectual and developmental disabilities during the COVID-19 pandemic. The report illustrates the interworking of the HCBS ecosystem, including the direct care workforce and an adequate accessible, affordable housing inventory, and how HCBS is safer, costs less, and is the preference of most individuals over institutional settings. Currently, there are 820,000 people with disabilities on waiting lists for home and community-based services across the nation, according to the report, but demand for such services may be much greater. NCD found that 14 million Americans need community-based services, 40% of whom are under the age of 65. As a result, the agency said that people under the age of 30 account for the fastest-growing group of nursing home residents. “Severe shortages of direct care workers and available affordable, accessible housing are just two examples are longstanding fragilities in the HCBS ecosystem,” Gallegos said. “The neglect in addressing these matters led to the preventable deaths of scores of Americans with disabilities and will again if policymakers don’t act.” The report offers NCD’s key recommendations to create a new paradigm – the Community Living Bias – with pointed recommendations for policymakers for Medicaid, the direct care workforce, housing policy, hospital discharge planning, COVID-19 flexibilities and waivers, and data collection. NCD is an independent, bipartisan federal agency that advises the President, Congress and other federal agencies on disability policy. Read the report at NCD.gov. Sources: NCD.gov, Disability Scoop, Autism Policy Blog Federal Agency says, "Community-Based Services Should Be a Mandatory Medicaid Offering" ET Social Security Administration Launches Redesigned Website at SSA.gov Visitors to SSA.gov will experience a fresh homepage and a new design to help them find what they need more easily. “SSA.gov is visited by over 180 million people per year and it is one of our most important tools for providing efficient and equitable access to service,” said Kilolo Kijakazi, Acting Commissioner of the Social Security Administration. “Whether providing service in person or online, our goal is to help people understand what they may qualify for and seamlessly transition them to an application process.” Improved self-service capability allows people to skip calling or visiting an office, which helps Social Security staff focus on those visitors who need in-person assistance. Part of ongoing efforts to improve how the public can do business with the agency, the redesign is intended to provide a clear path to the tasks customers need to accomplish. Many of the most visited sections of SSA.gov are now live with a more user-friendly and task-based approach. New pages and improvements based on public feedback will continue to be unveiled in the coming months. Visitors to SSA.gov can use interactive tools to: Check eligibility for benefits The new benefit eligibility screener is a convenient and simple way for people to learn if they might be eligible for benefits. Save time on Social Security Number (SSN) and card online services If a person loses their SSN card, they may not need a replacement. In most cases, simply knowing their SSN is enough. If a person does need a replacement card, they may be able to request it online by visiting www.ssa.gov/ssnumber. Individuals can also start an application for an updated card or request an SSN for the first time. People may never need to visit an office and, if they do need to visit an office to complete the application, they will save a lot of time by starting online. Start an application for Supplemental Security Income (SSI) People can start the application process online and request an appointment to apply for SSI benefits by answering a few questions at www.ssa.gov/benefits/ssi/. Apply for Social Security benefits and other online services For most benefits, people can apply online or start an application online. In many cases, there are no forms to sign. The agency will review the application and reach out with questions or for more information. Visit www.ssa.gov/onlineservices to apply for retirement, disability, or Medicare. social security p.36 Many Social Security services do not require the public to take time to visit an office. Using a my Social Security account, a personalized online service, people can start or change direct deposit, or request a replacement SSA-1099. For individuals already receiving Social Security benefits, they can print or download a current Benefit Verification Letter if they need proof of their benefits. People not yet receiving benefits can use their online account to get a personalized Social Security Statement, which provides their earnings information as well as estimates of their future benefits. The portal also includes a retirement calculator and links to information about other online services. The agency encourages people without a my Social Security account to create one today at www.ssa.gov/myaccount/. by Mark Hinkle, Press Officer, Social Security Administration continued p.51 Governor's Outstanding Leadership in Disabilities (GOLD) Awards and Inclusive Art Program Recipients by Bebe Bode On December 7, 2022, Governor John Bel Edwards and the Governor’s Office of Disability Affairs honored the winners of the 2022 Governor’s Outstanding Leadership in Disabilities (GOLD) Awards and the 2022 Inclusive Art Contest in a ceremony at the Old State Capitol. The GOLD Awards is an opportunity for Louisiana to pay tribute to the achievements and dedication of individuals in the disability community. This years program was live-streamed on the Governor's Office of Community Programs' YouTube channel and will be shown on local public stations across the state in the months following. "It is nice to be back in person and without limitations here," said Governor John Bel Edwards. "It doesn't mean we're completely out of the woods and everybody's got a role to play in staying safe from COVID but we are in a much, much better place." The first honoree of the evening, Bambi Polotzola, Executive Director of the Governors Office of Disability Affairs (GODA), was presented with an award from Governor Edwards for her many years of community service to Louisiana's disability community. "Bambi said that we are here to recognize and honor leaders in the disability community. But, what she doesn't know is we're going to start off by recognizing and honoring family," said the Governor. He thanked Bambi for her excellent leadership and thanked everyone who works at GODA. "They all work so hard everyday on behalf of Louisiana to make sure that we are a more accessible and inclusive place," said the Governor. "In addition to Bambi, we are here today to honor some truly incredible individuals who represent the very best of the State of Louisiana." I do believe it is important to take the time to recognize these outstanding individuals because otherwise their work always would be completely under the radar." "We are going to put them on the radar," said the Governor. The 2022 Governor’s Outstanding Leadership in Disabilities Awards are as follows: April Dunn Youth of the Year: Garrison St. Martin of Calhoun This award is given in recognition of a young person with a disability who has, by example of achievement, provided encouragement and inspiration to other young people with or without disabilities. Volunteer of the Year: Kathleen Cannino of Covington This award is given in recognition of extraordinary service by a volunteer or organization that has substantially enhanced the opportunities in Louisiana for people with disabilities to use their skills and develop their potential as members of society. Veteran of the Year: SGT Billy Robbins of Gonzales This award is given in recognition of a veteran with a disability who has served honorably in the United States Armed Forces, and has a record of exemplary service in the disability community. Service Provider of the Year: Family & Youth Counseling of Lake Charles This award is given in recognition of service above and beyond the call of duty by an individual or organizational provider of services to people with disabilities. Public Servant of the Year: John Schweitzer, PhD of Baton Rouge This award is given to a government employee in recognition of outstanding achievement in hard work and dedicated service for people with disabilities. Patsy Barrett Memorial: Lynn Stevens of Shreveport Patsy Barrett was a human rights activist, and she initiated the GOLD Awards in 1982 to recognize those people who work for equality, justice and dignity for people with disabilities. Ms. Barrett was also involved in policy development at the national level and she worked with leaders who helped formulate the Americans with Disabilities Act into Federal Law. Ken Vince Memorial: David Green of New Orleans Ken Vince was a rehabilitation counselor who touched the lives of hundreds of people in Louisiana through his advocacy for people with disabilities. His commitment generated a greater public awareness of the needs of people with disabilities and fostered a greater participation in society for the disability community. Educator of the Year Charles Michel, EdD of Gray This award is given in recognition of an outstanding individual who has contributed significantly in educating people with disabilities in our community. Distinguished Merit: Kathy Dwyer of Metairie This award is given in recognition of extraordinary service by an individual, organization, or firm working in the disability field that has consistently presented opportunities in Louisiana for people with disabilities to utilize their capabilities in achieving full participation in society. DSP of the Year: Rodricka Winn of Shreveport This award is given in recognition of extraordinary service by a direct support professional that has substantially enhanced the life for people with disabilities to live more independently and productive, as well as support self-determination and individual development. Family of the Year: The Billings-Roger Family of Baton Rouge This award is given in recognition of a family who has a family member(s) with disabilities and who, by involvement in the community, and mutual support of one another, are an example of courage, strength, and unity for other families in Louisiana. Elected Official of the Year: Representative Rodney Lyons of Harvey This award is given in recognition of extraordinary service by an elected official that has substantially supported or enhanced the opportunities for people with disabilities. Employer of the Year Award Susan Riehn with Families Helping Families of SWLA This award is given in recognition of outstanding achievement in providing integrated competitive employment and career opportunities for people with disabilities. 2022 Inclusive Art Contest Award Recipients K-4th Grade Division First Place- Jordan McGee Second Place- Mia Hunter Third Place- Julian Brady 5th- 8th Grade Division First Place- Fischer Ahrens (Lynette Fontenot Excellence in Inclusion Award winner) Second Place- Bailey Ann Bumblis Third Place- Nyla Reynolds 9th- 10th Grade Division First Place- Amy Do Second Place- Madelyn McKearon Third Place- Kaitlyn Meche 11th- 12th Grade Division First Place- Teagan Griffin Second Place- Amelie Wilson Third Place- Tia Evans Adult Division First Place- Bonnie Dempster Second Place- Hailey Enamorado Third Place- Xavier Johnson We at FHF of GNO would like to offer our heartfelt thanks and congratulations to all of the recipients of the 2022 Art Contest and Governor’s Outstanding Leadership in Disabilities (GOLD) Awards. ET ABLE p.33 ET ET January 16, 2023 – Dr. Martin Luther King, Jr. Day of Service - A day to share in the inspirational words of Dr. MLK, Jr. and elevate the spirit of service through volunteerism. JANUARY January 11, 2023 – I Am a Mentor Day - A day for volunteer mentors to celebrate their role and reflect on the ways mentors have enhanced their world. awareness Calendar Birth Defects Awareness Month - Join the nationwide effort to raise awareness of birth defects, their causes, and their impact! Not all birth defects can be prevented. Cervical Health Awareness Month - The United States Congress designated January as Cervical Health Awareness Month. Nearly 13,000 women in the United States are diagnosed with cervical cancer each year, but the disease is preventable with vaccination and appropriate screening (Pap and HPV tests). Healthy Weight Awareness Month - get physical and physically activity as it’s proven to help with achieving and maintaining a healthy weight. National Blood Donor Month - declared by President Richard Nixon in 1970, to pay tribute to voluntary blood donors and increase donation by others. The acute need for blood was reflected earlier this month in the Red Cross's emergency call for donations. National Glaucoma Awareness Month - an important time to spread the word about this sight-stealing disease. Currently, more than 3 million people in the United States have glaucoma. National Stalking Awareness Month - an annual call to action to recognize and respond to the serious crime of stalking. It is critical to raise the issue of stalking as its own form of gender-based violence as well as a crime that frequently predicts and co-occurs with physical and sexual violence. National Winter Sports Traumatic Brain Injury (TBI) Awareness Month - calls attention to the fact that although sports injuries contribute to fatalities infrequently, the leading cause of death from sports-related injuries is traumatic brain injury. Poverty in America Awareness Month - a time when individuals, charities, and large organizations can reexamine their commitment to helping those in need. There are roughly 40.6 million people living in poverty in the United States, and Native Americans tend to be over-represented within this population. Thyroid Awareness Month - Up to 20 million Americans have a thyroid condition — and up to 60 percent of them don't know it. The thyroid can be either overactive or underactive. National Folic Acid Awareness Week - The first week of January. Folic acid is a B-vitamin that is necessary for proper cell growth. If taken before and during early pregnancy, folic acid can prevent up to 70% of some serious birth defects of the brain and spine, called neural tube defects. World Braille Day - January 4 | Braille is a tactile representation of alphabetic and numerical symbols using six dots to represent each letter and number, and even musical, mathematical and scientific symbols. Braille (named after its inventor in 19th century France, Louis Braille) is used by blind and partially sighted people to read the same books and periodicals as those printed in a visual font. Use of braille allows the communication of important information to and from individuals who are blind or partially sighted, ensuring competency, independence and equality. Kawasaki Disease Awareness Day - January 26 an illness that causes inflammation (swelling and redness) in blood vessels throughout the body. It happens in three phases, and a lasting fever usually is the first sign. Chronic Traumatic Encephalopathy (CTE) Awareness Day - January 30 | Sadly the disease has been found in youth athletes as well as professional players. This day is to spread awareness that our brains are very fragile and need protection. Helmets do not protect from CTE. National Mentoring Month - a campaign held each January to promote youth mentoring in the United States. It was inaugurated in 2002, and is spearheaded by the Harvard School of Public Health, MENTOR, and the Corporation for National and Community Service. Martin Luther King, Jr. Day | January 16, 2023 Martin Luther King, Jr. Day Monday, January 17, 2022 ET Black History Month (African-American History Month) - 2023 Theme – Black Resistance. African Americans have resisted historic and ongoing oppression, in all forms, especially the racial terrorism of lynching, racial pogroms, and police killings since our arrival upon these shores. These efforts have been to advocate for a dignified self-determined life in a just democratic society in the United States and beyond the United States political jurisdiction. The 1950s and 1970s in the United States was defined by actions such as sit-ins, boycotts, walk outs, strikes by Black people and white allies in the fight for justice against discrimination in all sectors of society from employment to education to housing. Black people have had to consistently push the United States to live up to its ideals of freedom, liberty, and justice for all. American Heart Month- Raise awareness about heart health and urge those around you to prevent heart disease. #OurHearts are healthier together. National Children’s Dental Health Month - is an observance that brings together thousands of dedicated dental professionals, healthcare providers, and educators to promote the benefits of good oral health to children, their caregivers, teachers and many others. Low Vision Awareness Month - Use NEI materials to help teach people in your community how to protect their vision. Their National Eye Health Education Program (NEHEP) offers disease- and audience-specific programs for health educators. You’ll also find handy resources about eye health in their extensive library of NEI outreach materials. National Cancer Prevention Month - February is National Cancer Prevention Month. Check out the Seven Steps to Prevent Cancer, download A Guide to Preventing Cancer, and review the other resources on their website. Teen Dating Violence Awareness Month - Every February across the United States, teens and those who support them join together for a national effort to raise awareness to teen dating violence. Dating violence is more common than many people think. One in three teens in the U.S. will experience physical, sexual, or emotional abuse by someone they are in a relationship with before they become adults. And nearly half (43%) of college women report experiencing violent and abusive dating behaviors. By joining together every February, we can spread awareness and stop dating abuse before it starts! February 2 - Groundhog Day - February 2nd each year brings the most-watched weather forecast of the year—and the only one led by a rodent. Legend has it that on this morning if a groundhog can see its shadow, there will be six more weeks of winter. If it cannot see its shadow, spring is on the way. February 2 - Rheumatoid Arthritis Awareness Day - is a disease that affects 1.5 million Americans, most of them women. And arthritis is only one symptom of the disease. February 3 – Go Red for Women Day Join the movement and help raise awareness of women’s heart health. Our Go Red for Women activation kits include everything you need to spread the word and start the conversation. Plus, proceeds from your purchase help fund our mission to end heart disease and stroke in women. February 3 - Give Kids a Smile Day - The ADA Foundation's Give Kids A Smile program kicks off on the first Friday in February each year. Then, throughout the year, dentists all across the country gather in hundreds of locations to offer free dental services to children who may not otherwise have access to a dentist. February 4 - World Cancer Day - An international awareness day led by the Union for International Cancer Control (UICC) to raise worldwide attention and inspire action for a cancer-free future. February 7-13 - Children's Mental Health week in an effort to raise awareness and end prejudice and discrimination. Children's Mental Health Matters! February 7-14 - Congenital Heart Disease (CHD) Awareness Week - An opportunity to show appreciation to the doctors and nurses at Primary Children's Medical Center who care for our kids. IHH also does outreach and public education about CHD's at the hospital throughout the week. February 11 - World Day of the Sick - The National Association of Catholic Chaplains has developed resources to help with the planning and celebration of World Day of the Sick. The resources include suggestions and prayers that can be used by individuals as well as by dioceses, parishes, health care institutions, and other organizations. (International) February 14 - Valentine’s Day February 15 - International Childhood Cancer Day - a global collaborative campaign to raise awareness about childhood cancer, and to express support for children and adolescents with cancer, the survivors and their families. February 17 - Random Acts of Kindness Day - has grown in popularity each year. It is celebrated by individuals, groups and organizations, nationwide, to encourage acts of kindness. It is a favorite day to many, as people everywhere are enjoying doing these acts of kindness. February 19 - Coast Guard Reserves Birthday the official birthday of the United States Coast Guard Reserve. Officially set-up in the late 1930s as a “civilian reserve” operation, it was non-military in nature. February 20 - World Day of Social Justice (Recognized by the UN) - (International) - Social justice is an underlying principle for peaceful and prosperous coexistence within and among nations. February 22 - National Heart Valve Disease (U.S.) - increase recognition of the specific risks and symptoms of heart valve disease, improve detection and treatment, and ultimately save lives. February 27 - Anosmia Awareness Day - loss of the sense of smell. February 28 - Rare Disease Day - There are over 300 million people living with one or more of over 6,000 identified rare diseases around the world. Rare diseases currently affect 3.5% - 5.9% of the worldwide population. January 26, 2023 – #ThankYourMentor This is a day to express gratitude and appreciation towards your mentor and by sharing what their mentoring has meant to you. January 17, 2023 – International Mentoring Day - In honor of Muhammad Ali’s birthday, join the international conversation on social media where photos, videos and messages of powerful mentoring stories are shared. Martin Luther King, Jr. was a social activist and Baptist minister who played a key role in the American civil rights movement from the mid-1950s until his assassination in 1968. King sought equality and human rights for African Americans, the economically disadvantaged and all victims of injustice through peaceful protest. He was the driving force behind watershed events such as the Montgomery Bus Boycott and the 1963 March on Washington, which helped bring about such landmark legislation as the Civil Rights Act and the Voting Rights Act. King was awarded the Nobel Peace Prize in 1964 and is remembered each year on Martin Luther King, Jr. Day, a U.S. federal holiday since 1986. FEBRUARY Developmental Disabilities Awareness Month - Each March, the National Association of Councils on Developmental Disabilities (NACDD), and their partners work together to create a social media campaign that highlights the many ways in which people with and without disabilities come together to form strong, diverse communities. The campaign seeks to raise awareness about the inclusion of people with developmental disabilities in all facets of community life, as well as awareness of the barriers that people with disabilities still sometimes face in connecting to the communities in which they live. Cerebral Palsy Awareness Month - The month of March is designated as National Cerebral Palsy Awareness Month. National Cerebral Palsy Awareness Month is committed to raising awareness of the disorder as well as the ongoing research efforts being done to find new treatments and hopefully a cure. Brain Injury Awareness Month - March is Brain Injury Awareness Month. For more than three decades, the Brain Injury Association of America (BIAA) has proudly led the nation in observing Brain Injury Awareness Month by conducting an engaging public awareness campaign in March of each year Multiple Sclerosis Awareness Month - Every day, people living with MS do whatever it takes to move their lives forward despite the challenges. By sharing their stories, we help people better understand life with MS and become inspired to do whatever it takes to change the world for people living with MS. National Women’s History Month Women’s History Month is a celebration of women’s contributions to history, culture and society and has been observed annually in the month of March in the United States since 1987. Women’s History Month 2023 will take place from Wednesday, March 1 - Friday, March 31, 2023. Colorectal Cancer Awareness Month - Everyone Deserves a Healthy Life. Colorectal cancer refers to cancer in the colon and/or rectum, or both. The colon is part of the large intestine or large bowel. The rectum is the passageway that connects the colon to the anus. Most colorectal cancers develop first as polyps, which are abnormal growths inside the colon or rectum that may later become cancerous if they are not removed. Kidney Cancer Awareness Month - Cancer is named for the place the cancer starts, so, kidney cancer starts in the tissues of the kidney. Kidney cancer is also referred to as renal cell carcinoma (RCC). Multiple Myeloma Awareness Month National Multiple myeloma is a cancer that forms in a type of white blood cell called a plasma cell. Healthy plasma cells help you fight infections by making antibodies that recognize and attack germs. Nutrition Month - National Nutrition Month® is an annual campaign created by the Academy of Nutrition and Dietetics. During the month of March, everyone is invited to learn about making informed food choices and developing healthful eating and physical activity habits. MARCH ET 21st World Down Syndrome Day (WDSD), is a global awareness day which has been officially observed by the United Nations since 2012. The date for WDSD being the 21st day of the 3rd month, was selected to signify the uniqueness of the triplication (trisomy) of the 21st chromosome which causes Down syndrome. Down Syndrome International (DSi) encourages our friends all over the world to choose their own activities and events on WDSD to help raise awareness of what Down syndrome is, what it means to have Down syndrome, and how people with Down syndrome play a vital role in our lives and communities. 2nd - Read Across America Day - Celebrate a nation of diverse readers with these recommended books, authors, and teaching resources that represent an array of experiences and cultures. 8th - International Women’s Day - Get ready for International Women's Day 2023 campaign theme #EmbraceEquity 14th - World Kidney Day - a global campaign aimed at raising awareness of the importance of our kidneys. 21st - International Day for the Elimination of Racial Discrimination 24th - World Tuberculosis Day - Each year, World TB Day is recognized on March 24. This annual event commemorates the date in 1882 when Dr. Robert Koch announced his discovery of Mycobacterium tuberculosis, the bacillus that causes tuberculosis (TB). 25th - Earth Hour -Every year, we countdown together across the globe to celebrate Earth Hour and take one iconic action: switch off the lights. Join millions of people around the world and switch off your lights in support of nature and our planet on Saturday, 25 March, 2023 at 8:30 pm. ET ET 26th - Purple Day – Epilepsy Awareness Day - Purple Day is an international grassroots effort dedicated to increasing awareness about epilepsy worldwide. On March 26th annually, people in countries around the world are invited to wear purple and host events in support of epilepsy awareness. Last year, people in more than 85 countries on all continents participated in Purple Day! Canada is the only country in the world who officially recognizes March 26th as Purple Day through the Purple Day Act implemented on June 28, 2012. Use #purpleday to participate year round on instagram. 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. 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. 700 Hickory Avenue Harahan, LA 70123 504-888-9111 800-766-7736 504-353-2350 fax info@fhfofgno.org fhfofgno.org