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Highlights & Quick Links
So what does the Supreme Court, chickens and Chapter 30 of the DCMR have in common? Well, they are all featured in AJE's Summer newsletter! Here are some additional highlights from this edition:
Also, there are some
great trainings and
events coming up that you can learn about in this newsletter. Don't forget, AJE is always available for parent training! Call us at (202) 678-8060 or email us at [email protected] to schedule a training for your school or community group.
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AJE Mission Moment
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Ms. Luz Rexach, AJE parent and son Josean. |
AJE's mission is to equip and empower parents with the tools they need to become effective advocates for their children and their community. In addition to attending AJE trainings, workshops, and webinars, parents regularly call and drop in for free advice and counsel on a variety of education related matters.
When parents call AJE, they might talk to Berta Mata, our Bilingual Educational Support Specialist and Parent Support Worker.
Berta is former AJE parent herself and has been with us for almost 15 years. She completes intakes in Spanish and English, provides advice and counsel and connects families to appropriate resources in the community. She also provides specialized trainings to roughly 15 Spanish speaking families a month. Berta shared -
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Ms. Berta Mata, AJE's Bilingual Educational Support Specialist and Parent Support Worker
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"Having a special needs son has been life changing and I can't imagine my family without him. I came to AJE to get help navigating the school system to ensure he got tested and received an IEP. I was educated about the special education process and after receiving services for my son, I felt I had done well and wanted to help other Spanish speaking families. So I was very happy when AJE offered me a job.
I especially like the doing the workshops and trainings in Spanish because I feel I am connecting to a bigger group of people in need."
One of the families Berta worked with this year was Luz Rexach and her son Josean. Ms. Rexach sought help from Berta while they were both at the
Mary's Center for Maternal and Child Care, Inc
. Mary's Center is one of AJE's partners and Berta is there on Tuesdays and Thursdays to support families and act as a resource for families with questions about special education, school discipline and school in DC more generally. At Mary's Center, Ms. Rexach shared that Josean was frustrated because he was struggling with his homework and with the classwork at school; both reading and math were very hard for him. As a result of that frustration he was starting to act out at school and home.
While Berta and Ms. Rexach worked together through the special education evaluation and eligibility process, Ms. Rexach participated in one of AJE's trainings and Berta provided practical suggestions for managing Josean's frustration. Many of Berta's suggestions are helpful to all parents:
- Celebrate your child's strengths.
- Recognize and acknowledge that some things are hard for your child and share that we all have things that are hard for us.
- Teach persistence by helping your child understand and manage unsuccessful outcomes.
- Set realistic and obtainable goals that are still challenging.
- Listen without offering solutions unless asked for them.
- Encourage them to explore their own interests and passions.
Four months later, a Multidisciplinary Team Meeting at the school resulted in an Individualized Education Plan (IEP) providing specialized instruction and classroom supports for Josean. Ms. Rexach noticed the difference almost immediately in how Josean felt about school once his needs were being met.
Spanish speaking families can reach Berta at AJE on Mondays, Wednesdays and Fridays at (202) 678 - 8060, x208. On Tuesdays and Thursdays she can be reached at Mary's Center for Maternal and Child Care, Inc. at (202) 876 - 5690.
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AJE Eats! Summer Recipes & Resources
Dark Chocolate Peanut Butter Apples
- a kid and grown up favorite snack for hot summer afternoons.
Pulled Pork Soft Tacos*
- a spin on the classic pulled pork sandwich (shredded chicken is an easy substitute).
Super Easy 3 Ingredient Peanut Butter Oatmeal Banana Cookies*
- good source of fiber, gluten free and very easy to make with kids.
AJE Bites* - another oatmeal cookie recipe (we love our cookies here in the office!)
Ecuadorian Style Shrimp Ceviche - great source of protein, and keeps the kitchen cool.
Chicken potato salad - Can't decide between chicken salad or potato salad? Here is a way to have both! With the added crunch of green apple! Very kid friendly.
Crustless Quiche (Egg Breakfast Pie)* - this is a flexible recipe that you can easily adopt to make with your family's favorites. Also makes an easy BFD (breakfast for dinner!) choice on days when you don't want to cook and is easy to make in advance. Uses 6 eggs, which are one of the most affordable sources of protein available.
Pop Quiz Question - Is there any nutritional difference between brown eggs and white eggs? Scroll to the END of the newsletter for the answer!
Homemade Yogurt* - another endlessly adaptable recipe that is low-cost, and it requires just two ingredients! Makes a great base for smoothies and homemade frozen yogurt pops.
Remember, cooking is an important life skill, and knowing how to cook allows young people to make better food choices and exercise more control over their diet. It can also save you money!
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School Discipline in the News!
As many readers will know, school discipline has been part of the national conversation for the last few years. AJE has long been concerned about school discipline, especially since exclusionary school discipline policies disproportionately affect students of color and students with disabilities. Recently, the conversation has gotten more intense locally following reporting from the Washington Post indicating DCPS may not have been reporting discipline data accurately for years.
The
first story was about how
in 2016 and 2017, several DCPS high schools barred students from school without recording them as suspended; the story involved really looking into public records, and the Post explained how that did that here.
If you want to learn more about school discipline in DC, or nationwide, follow @AJEInc and @DignityinSchool, respectively, on twitter.
If you want to get involved in the local movement to #endschoolpushout contact
[email protected].
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How to Apply the Supreme Court Decision in
Endrew F. in Your Next Individualized Education Plan (IEP) Meeting
As you might remember, the case centered on the decision of the parents of a student with autism to sue the Douglas County School District, Colorado for the cost of his private school fees. Endrew's parents withdrew him from public school because he was not making progress and the school district's proposed IEP was inadequate to further his academic progress.
In a stunning 8-0 decision, the U.S. Supreme Court ruled in favor of the parents, finding that educational progress must be more than
de minimis
. More specifically, the Court stated students with disabilities are entitled to IEPs that are appropriately ambitious and designed to help them make meaningful progress.
So what does meaningful progress look like post Endrew F?
Advocates see the decision as a major win and a message from the highest court in the land that every child deserves an opportunity to learn. Accordingly, the hope is that school districts will be more willing to listen and collaborate with parents to ensure students do make meaningful progress and have IEPs with appropriately ambitious goals.
Progress will look different, based on the unique needs of the child. However, parents and school teams should consider what progress looks like for each child based on their capabilities and challenges. The Court noted a student in a general education class may need different supports and services than a student in a more restrictive learning setting. However, while the goals may be different for each child the learning objectives should be sufficiently challenging. In light of Endrew F., parents should feel empowered to insist the team carefully examine the IEP goals and objectives for their child including explaining how current goals build on previous goals and how the goal will prepare the student for adulthood. Parents can refer to the Supreme Court's decision in Endrew F. and ask that school not place artificial limits on students' potential.
Specifically, in an IEP meeting parents might ask the following questions:
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Have the goals from the previous IEP been met?
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Were the goals from last year ambitious enough?
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What are examples of progress from the previous IEP?
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Are goals for related services - speech therapy, occupational therapy, physical therapy, social skills groups and behavioral supports - described in measurable terms in the IEP?
- For students over 14, do the transition plan and transition activities actually prepare the student for adulthood?
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How can I support my child achieving those goals at home?
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Are there certain classes my child needs to take if he or she plans to attend college?
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How are life skills, self-direction, and pre-vocational skills addressed in the IEP?
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Does my child need support to participate in extra-curricular activities, clubs, and sports?
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Does my child need ESY (Extended School Year) in order to continue to make meaningful progress?
These are just some questions to consider. Other questions, including some that are especially good for parents who are also thinking about a change in placement, can be found
here. Of course,
you can always call AJE at 202-678-8060 for assistance preparing for any meeting at your child's school.
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OSSE's Proposed Changes to Chapter 30 of the DCMR
On June 26th the Office of the State Superintendent of Education (OSSE) released draft proposed revisions to Chapter 30 (Special Education) in Title 5-E (Original Title 5 - Education) of the District of Columbia Municipal Regulations (DCMR) (5-E DCMR §E-3000-3099). The proposed revisions are available here, and OSSE's memo about the change is available here.
The draft proposed regulations revise and update the entirety of the current Chapter 30 regulations governing education of students with disabilities in the District of Columbia.
T
he public comment period began on June 26th and will close Wednesday, July 26th. Individuals who want to comment, can do so by writing to
Elisabeth Morse,
Deputy Assistant Superintendent of
Elementary, Secondary & Specialized Education
810 First St., NE,
Eighth Floor,
Washington, DC 20002
OSSE recently held a webinar about the proposed changes; you can view the webinar here.
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Chronic Pain - How to Talk to Your Doctor about Pain Management & Medication
Chronic pain is part of daily life for many people with disabilities. Chronic pain is defined as pain conditions that usually last less than three months or past the normal time for your tissue to heal. Untreated pain can lead to depression, and it can limit your ability to work, socialize and care for yourself and other. Patients with chronic pain deserve safe and effective pain management.
Recent research seems to indicate that doctors may have been prescribing opioids for pain relief when there are better, less risky options available to patients. Opioids are powerful drugs for pain, some brand names are Oxycontin, Vicodin, and Opana. Heroin is an example of an illegal opioid. Long term opioid therapy includes serious risks like opioid use disorder (addiction), overdose, and death. Opioids are the most common prescription drug involved in prescription drug overdoses, and the number of these type of deaths has quadrupled since 1999.
New guidance from the Centers for Disease Control, suggests that non-opioid therapy is the often best choice for the treatment of pain. Therefore, if you are in treatment for chronic pain, you may notice that your doctor and you are having a different conversation now, then you did before.
Be sure you talk to your doctor and understand your options. Nonopioid medications to manage pain are acetaminophen or ibuprofen, you may also try physical therapy and exercise to relieve pain. If your doctor does prescribe you with an opioid medication for chronic pain relief then be sure to follow up with your doctor regularly. Also, your doctor should work with you to establish your goals for pain treatment and consider how opioids will be discontinued if benefits do not outweigh the risks. Your doctor should prescribe the lowest effective dosage to reduce risk of addiction, overdose and other negative outcomes. Remember -
- Opioids can be deadly when misused.
- Never share you your medication with anyone.
- Store your medication in a secure place.
- Never take more than prescribed.
- Avoid taking opiates with alcohol or other drugs.
Ask your doctor if their office could provide you with information on prevention of an overdose. Naloxone may be prescribed if your doctor prescribes an opioid to you, if not be sure to ask your doctor about prescribing Naloxone (also known as Narcan) along with your opioid prescription if you are worried about an overdose. Naloxone is a drug that helps to
block or reverse the effects of opioid medication in the event of an overdose, and can be used to treat all sorts of opioid overdoses, include those from illegal drugs. Some community groups are working to make it more widely available to treat overdoses in the community, and first responders carry it for the same reason.
Communication with your doctor is very important when treating your chronic pain. Be sure to ask many questions as needed and to answer your doctor's questions fully and honestly. These conversations with your doctor are essential for your safety and well-being.
Opioids are generally not prescribed to patients who have moderate or severe sleep-disordered breathing and those with previous drug or alcohol abuse issues because they present additional risks to those patients, so make sure your doctor knows all your health history. Overall, research indicates that where possible, the best form of treatment for chronic pain is a non-opioid medication in conjunction with other types of therapy, like physical therapy.
Remember - you and your doctor are part of a team, and teamwork requires open and honest communication to allow you to have the best possible health outcome!
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Update on
D.L. et al v. District of Columbia
In 2005, plaintiffs brought the class action
D.L. v. District of Columbia in the U.S. District Court for the District of Columbia. This lawsuit related to the District of Columbia's failure to identify, evaluate, and provide special education and related services to three-to-five-year-old children in violation of the Individuals with Disabilities Education Act (IDEA), the Rehabilitation Act, and District law. As readers who have attended an AJE training know, this is also as known as DC's Child Find obligation.
After a trial in
2010 and 2011, the district court found the District of Columbia liable for violating the IDEA, the Rehabilitation Act, and District of Columbia law. In 2011, the district court also issued an injunction requiring substantial improvements. The District of Columbia then appealed and in 2013, the court of appeals reversed based on class certification issues relating to the then-recent Supreme Court decision in
Wal-Mart Stores, Inc. v. Dukes
. On remand the district court certified 4 subclasses of plaintiffs.
In 2014, the district court again concluded that the District of Columbia violated the IDEA and District law by failing to fulfill their Child Find obligations.
The court held another trial in November 2015 on the remaining claims under the IDEA, the Rehabilitation Act, and District law and found the District of Columbia liable for violating the children's rights and issued an injunction
The District appealed the injunction. The court of appeals rejected all of the District's arguments.
Now the District must comply with the
May 2016 order
from the court and achieve certain measurable outcomes regarding how they fulfill their Child Find obligations.
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Are You Confused About the Connection Between Changes to the Affordable Care Act ("ObamaCare"), Medicaid & Special Education?
Maybe you have heard that changes to the Affordable Care Act, also known as ObamaCare, will impact school budgets because it will cut Medicaid spending. Are you confused about the connection between ObamaCare, Medicaid, Special Education and School Budgets? You aren't the only one!
Here is an article that helps explain it from
the New York Times by Erica L. Green, and in case you prefer listen rather than read, here is an interview with Washington Post reporter Emma Brown on
the Kojo Nmandi Show.
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Do you need help finding and affording healthy food?
DC Greens is a local nonprofit that works on food education, food access and food policy. If you are struggling to find and afford healthy food, they can point you in the right direction.
DC Greens runs the
Produce Plus Program, which
is a farmers market nutrition incentive program designed to connect DC residents with healthy food. Participating
DC residents who receive
: Medicaid, SNAP, WIC, TANF, SSI Disability, Medicare QMB, or Senior Grocery Plus can visit any of the District's 55 farmers markets and automatically get $10 twice per week to spend on fresh fruits and vegetables on a first come, first served basis.
They have also created maps by ward of places where you can apply for food assistance, farmers' markets that participate in the Produce Plus Program, food pantries and other resources.
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AJE's Lunch & Learn and Special Education Thursdays Continue to Bring People Together and Empower Families
AJE's Lunch & Learn series
continues to bring together diverse stakeholder and professionals for informal conversations around current policy
questions that are impacting students with disabilities in the District of Columbia.
The Lunch & Learn series is taking August off, but will be back in the fall with Addressing Barriers to Successful Transition Planning on September 18th (NOTE THE NEW DATE!), and
Best Practices for Serving Over-age and Under-credited Students
on October 2nd.
Upcoming Lunch & Learns are also listed on the
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AJE's Special Education Thursdays: Offering a
better understanding of DC special education in a "bite-size" format.
Held every other Thursday, these 30-minute sessions, available online, give parents and professionals: information, education and a better understanding of DC special education issues in a "bite-size" format. Special Education Thursdays are FREE for parents and professionals to answer your questions about special education in DC, where to go for help, and to learn how to advocate for a child with a disability or learning need. As one parent said -
"Molly (the webinar host) forced the presenter to define and explain all the acronyms she used and really made her break things down so I could get what she was saying. It was great and I feel so much more prepared for my next meeting."
Special Education Thursdays are live every other Thursday from 12:30-1:00pm, our Join by phone: (202) 602-1295, access code: 399-428-506# or online at: join.me/AJEParents at 12:30pm! Future sessions, archived recordings and directions for calling in or logging in online are on AJE's website! We have a great session on July 27th ("Understanding Executive Functioning Skills and how to Develop Good IEP Goals")
Special Education Thursdays are also taking August off, but will be back in the fall on
September 7th at 12:30pm with "What Does Social Skills Instruction Look Like and Why is it so Important in the Classroom for Students with Disabilities?" The webinar has an especially wonderful guest, the
amazing and nationally-recognized,
Monica Adler Werner, author of
"Unstuck and On Target: Curriculum to Improve Flexibility for Children with Autism"
and former Director of the Ivymount School Model Asperger Program.
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New Leadership at 21 DCPS schools.
When students return to school this August, many of them will be greeted by new teachers and new staff members. At the end of the 2016-2017 school year, DCPS announced that students at 21 schools would also have new principals. To find out which schools and learn more about the new principals click
here.
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What you need to know - Parents of English Language Learners.
Students who are English Language Learners (ELL), and families who have limited or No English Proficiency (LEP/NEP) have Language Access Rights in the District of Columbia. Materials must be provided in the family's requested language. This means all the materials you need to make decisions about your child's education, not just forms and handbooks. Schools also need to provide interpreters for meetings and events if you need an interpreter to understand what is being said. For more information about your Language Access Rights, look here, or call AJE at (202) 678-8060.
Practically, it is important to remember that when child who does not speak English begins attending a public school in the United States, he or she has a very difficult task ahead of them. They have to learn to read, write, speak and understand English the way it is used in the classroom. Your child also has to try to achieve at the same academic level as their peers in math, science, and other subjects, despite not being able to fully access instruction in English.
For students and families who have recently come to the United States, they have to do all this while adapting to a new culture!
This may seem overwhelming to many parents and as a result, some parents disengage from their child's school and education. We encourage you not to do that; this is exactly the time when you need to connect with your child's school MORE, not less! Children whose parents who are engaged with their school do better academically and socially, so please try to keep connected with your child's school.
If your child has a disability, especially if that disability has not been identified by the school, he or she could face even bigger obstacles to school success.
However, identifying disabilities in ELL students can be difficult. Occasionally schools overlook learning and attention difficulties, mistaking those challenges as part of learning English. The reverse can also happen, schools can think that your child has learning and attention difficulties when in reality he or she simply does not know English well yet.
If your child has a disability, or if you think he or she does, here are a few things to keep in mind with you talk to their school and go through the eligibility process -
- Don't Forgot that Stumbling when Learning a New Language is Normal: Learning a new language takes effort. All students are going to have difficulty with certain concepts at some point. If your child is in a well-managed program that supports it, these difficulties can usually be solved with a little extra help from teachers.
- Make Sure Your Student is Receiving as Much Native Language Support as Possible: More than half of ELLs in US schools are taught in English only. However, research shows that children who are taught in English and in their native language for an extended period of time, do better in school. In fact, children who are bilingual have better organizational skills, better memory, and greater ability to concentrate than children who only speak one language.
- Look for Health Problems: If your child has vision or hearing problems, they may make it harder for him to understand what is happening at school. But other factors can also affect learning, such as lack of sleep, stress, cultural differences and poor diet.
Don't forget that Special Education is an opportunity for increasing and improving parental engagement. Take advantage of this opportunity and ensure you understand the
procedural safeguards you are entitled to under IDEA and that the social history is meaningful and that evaluations are completed in a manner appropriate for the student in light of their status as an ELL. This might include completing evaluations for special education eligibility in a language other then language.
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Make Sure You Include Self-Care in Your Parenting Routine
Self-care is one of the best gifts you could ever give your children, family, and yourself.
Self-care or "
Me Time" is important for many reasons. It can definitely improve your mood. Sometimes we often find ourselves irritated, jumpy or just plain old impatient.
This is because we need to refuel and recenter, or just take a break from it all. Read a book, get a manicure, or have lunch with a good friend. "Me Time" doesn't mean that you have to be by yourself, just that you address your own needs and taking care of yourself. Self-care isn't always fun; addressing your own needs means going to the doctor for your annual physical, getting all the sleep you need, eating well and nurturing yourself like you nurture and support the people in your life you care about.
Self-care allows to have time to reflect, and can help us to be grateful for the things we have and helps us to learn to appreciate others. Sometimes we are so busy running around that we cannot sit and think about what we are truly grateful for.
If you are reading this and thinking "That all sounds great, but I am too busy for this!" Ask yourself, if you are no good, tired and stressed, then how will you care your loved ones the way you want to? If you are running on fumes how will you be the best parent to your kids?
Take time for yourself and know that it is okay.
Find ways to reduce daily stress - are mornings a mess at your house? Pre-plan breakfast (we even
have recipes that can help) and have the kids lay out their clothes and set up their school stuff the night before. Does the hour before dinner make you crazy when you and the kids are tired and hungry? Crockpots and quick protein-rich snacks (like hard boiled eggs or cheese) can really help you make it to dinner without losing your cool.
Try to be positive in your thinking. This may be difficult but remember that "stress does not come from what's going on in your life, but your thoughts about what is going on in your life". Here are some back-to-school self-care tips to get you started:
- Be Positive. Help ease your child's anxiety about summer ending and going back to school. It may help your child if you share how you felt when you had to end your summer and go back to school.
- Remember it is Their Homework, Not Yours. This is the one we all need help with. Set boundaries. Set aside specific homework time as well as location. Encourage your child to complete their homework on their own (pushing through struggles builds confidence and strength).
- Accept That Sometimes You'll Have to Say "No". Be realistic about how much time you can devote to volunteering or participating with after school activities. Be true to yourself and know what you can do while staying within your boundaries.
- Don't Forget That It Takes a Village. Do not be afraid to ask for help. Allow you partner to assist you with the daily routines of after school activities and the routines of preparing for the next day. Also make sure that you encourage your child's independence by encouraging them to do some of these activities (like getting their backpack ready) on their own, and have them help you with tasks that they will need in adulthood (like cooking and laundry).
- Get Organized and plan for self-care. Use a big whiteboard, or calendar in your kitchen or other common area for you and your children to help with remembering important dates. And don't forget to include time for yourself as an important date! For a lot of parents of students with disabilities, this means planning for time to recover from the IEP meeting, and that is OK!!
- Take Care of Your Health. As part of your daily health regiment, just as you would tell you children, make sure you eat healthy and get plenty rest. Don't neglect your own checkups, screening and take your prescribed medication as directed.
To make your transition from summer to back-to-school time easier, be sure be sure to set boundaries around homework and school activities, stay positive and allow time for yourself.
Remember - if you are tired and stressed, then how will you care your loved ones the way you want to? If you are running on fumes how will you be the best parent to your kids? Take time for yourself and know that it is okay. One final hint - to start your day, don't hit the snooze button, start the morning with a tall glass of water, and enjoy the quiet time before the rest of the house gets going!
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Mental Health in Color Event Series
The final event in The Youth Transitions Collaborative series focused on Mental Health and the affect on communities of color is coming up.
An Academic Panel highlighting the latest research, best practicing and current trends will be held on Wednesday, July 19, 6:30-8:30pm at the National Youth Transitions Center in Foggy Bottom. This events is free and open to the public, for more information, contact: [email protected]
This infographic from NAMI, the National Alliance on Mental Illness demonstrates how different communities of color are affected by mental illness. Many families find NAMI to be an invaluable resource, and DC is lucky to have a strong local chapter as well. You can find NAMI-DC online or call their helpline. The NAMI DC Helpline (202) 546-0646 is available Monday-Friday, 9am-6pm, ET. The helpline staff provide a listening ear, support, education, and referrals to other resources in the community.
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Don't forget AJE provides FREE monthly trainings and workshops for parents and professionals in navigating special education systems and supports. Check out AJE's monthly training calendar at: www.aje-dc.org/training and to request a training - email: [email protected] or call (202) 678-8060.
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Nothing we do at AJE could happen without our donors and volunteers! AJE needs to thank everyone who supported us as part of the DoMore24 challenge, who donated office supplies and who has taken pro bono cases over the past 4 months! You make us stronger, and we appreciate it.
DoMore24
Pro Bono
Anonymous
Shannon Redd
Anonymous
Jeff Van Collins
Ayanah George
Peterson Onyeukwu
Rochanda Hiligh-Thomas
Office Supplies
Yvonne Coles
Howard Univ. School of Law Alumni
Emeka Njoku
Marianne V
alkiner
&
Paul Kohlbrenner
Maria Blaeuer
Harriet Tate
Frederick Evans
Darrilynn Mazyck
Janice Hiligh
Nicole Griffin
Ernestine Pierce
Debra L. Davis
Kenneth Clay
Janice Hiligh
Alyssa Perrone
Kim Jones
Constance Thompson
Tiara Scott
Jelani Motley
You too can support our work by donating here, signing up for Amazon Smile so that a portion of all your purchases goes to AJE, attending an attorney training and taking a pro bono case or donating needed office supplies from this list.
Thank you again for all you support!
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So...Is there any nutritional difference between brown eggs and white eggs? No! The color of an egg is not an indicator of quality. When it comes to taste and nutrition, there is no difference between white and brown eggs. Despite the fact that they're often more expensive, brown eggs aren't any better for you than white eggs, and vice versa. White, and brown, or even pink, blue and green eggs all have the same nutritional value. There is some evidence that what the hen eggs eats affects the some of the nutritional value of the eggs, but that has nothing to do with the color of the egg. Also, did you know that color of the hen has nothing to do with the color of the egg?
For more information about how your children and students can learn more about eggs, food and farming and how to align that learning with the curriculum, see what resources DC Greens has for your class or family farm field trip!
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About AJE:
Advocates for Justice and Education is the federally designated
Parent Training and Information Center and the Health Information Center for DC.
AJE seeks to empower families, youth, and the community to be effective advocates to ensure that children and youth, particularly those who have special needs, receive access to appropriate education and health services.
Our passion is empowering families by equipping parents and students with disabilities with the tools they need to be their own advocates.
Have questions? We are here to educate, advocate and empower. Contact us today!
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Advocates for Justice and Education, Inc.| (P) 202.678.8060 | (F) 202.678.8062 |
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