Strengthening State Advocacy: Basic Training

PRESENTER Sally A. Baas, Ed.D., Co-ChairNASP GPR Committee

NASP GPR State Training

Strengthening State Advocacy: Basic TrainingWebinar: MinnesotaFebruary 28, 2012

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Goals of Basic Training

Participants will have the opportunity to learn more about: Key issues, roles, and characteristics

of a successful Legislative Committee

How to use the Public Policy process at the local, state and federal levels

Public Policy resources through NASP staff and the GPR Committee

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Goals of Basic Training (cont’d)

How to communicate comfortably and effectively with local administrators and members of the Minnesota Legislature and their staff on important initiatives

Inform NASP about Minnesota politics and policy issues

Create and/or expand public policy efforts in Minnesota

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Goals of Basic Training (cont’d)

Become actively involved with public policy efforts

Network with colleagues committed to public policy and advocacy efforts

Training Objectives• Increase awareness regarding capabilities and expertise of

school psychologists- NASP Practice Model

• Enhance advocacy skills/ roadmap skills; sustain and connections with state agencies, associations, and stakeholder groups

• Create an advocacy action plan for school psychology in our state of MN

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Learning Objectives• Participants will gain an understanding of the importance of

state adoption of the NASP Practice Model and will learn the strategies and activities that states in the region have used thus far to accomplish this purpose.

• Participants will learn an assessment planning process and related tools for evaluating and responding to current state educational policy issues that could provide barriers and opportunities for adoption of the NASP Practice Model.

• Participants will learn about the resources and supports that NASP is providing to states to help build their organizational and advocacy capacity for promoting school psychologists and school psychological services.

• Participants will learn a process for strategic planning and the development of a state action plan to support the NASP Practice Model adoption.

Agenda

• NASP Practice Model» Resources and Examples

• MSPA Legislative/Advocacy Efforts

• Development of Goals• Review of NASP advocacy considerations

• State Plan development

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State Needs and Initiatives

• What are the main issues at stake in this state?

• What has been done to address these issues?

• What needs to be done to address these issues?

Model of Comprehensive and Integrated School Psychological Services

(NASP, 2010)

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Standards for School PsychologyRevised and Adopted - 2010

• Standards for Graduate Preparation of School Psychologists

• Standards for the Credentialing of School Psychologists

• Principles for Professional Ethics• Model for Comprehensive and Integrated

School Psychological Services

http://www.nasponline.org/standards/2010standards.aspx10

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Standards for School Psychology

• NASP mission as a context for standards:» The mission of the National Association

of School Psychologists (NASP) is to represent school psychology and support school psychologists to enhance the learning and mental health of all children and youth.

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Standards Documents

• Provide a unified set of national principles that guide graduate education, credentialing, professional practice and services, and ethical behavior of effective school psychologists

• Intended to:» define contemporary school psychology » promote school psychological services for

children, families and schools » provide a foundation for the future of school

psychology

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Standards Documents, continued

• Used to communicate NASP’s positions and advocate for qualifications and practices of school psychologists with stakeholders, policy makers, and other professional groups at the national, state, and local levels.

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Impact of NASP Standards• NASP has promoted standards for over 30 years.• These standards have transformed the profession

and are the backbone of preparation and practice.• Most states use these standards for credentialing

and licensure purposes.• Many school districts use these standards as the

basis for SP performance evaluations.• Currently:

» 182 training programs are NASP Approved» 31 states accept the NCSP» 11,629 school psychologists hold the NCSP

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Model for Comprehensive and Integrated SP Services: Components

• Professional Practices: aligned with 10 domains of practice that are the core components of the mode» Foundations of Service Delivery» Practices that permeate all aspects of

service delivery» Direct/Indirect Services to Kids and

Families• Organizational Principles: intended to be

utilized by organizations that employ school psychologists

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The Practice Model is designed to promote the connection between our training, standards and our actual practice.

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Why We Need a Practice Model• It provides a more organized and coherent framework

to advocate for and communicate about school psychological services, particularly with school administrators and policymakers

• It provides a concrete tool for advocating for roles and job preservation

• It promotes consistency of practice by delineating what services might reasonably be expected to be available from school psychologists

• It provides direction for excellence in delivery of services 17

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Model for Comprehensive and Integrated SP Services: Components

• Two major sections:

Professional Practices – aligned with 10 domains of practice that are the core components of the model

Organizational Principles – intended to be utilized by organizations that employ school psychologists

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Professional Practices that Permeate all Aspects of Service Delivery

Data-based decision making and accountabilityKnowledge of varied models and methods of

assessment and data collection for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes.

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Examples:

•Use problem solving frameworks

•Collect and review student progress data

•Analyze school improvement data

•Evaluate treatment fidelity

•Valid and Reliable Assessments

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Professional Practices That Permeate All Aspects of Service Delivery

Consultation and collaborationKnowledge of varied models and strategies for

consultation, collaboration, and communication applicable to individuals, families, groups, and systems, and methods to promote effective implementation of services.

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Examples:

•Consult and collaborate with families, teachers, etc.

•Coordinate with community providers

•Work to advocate for needed change

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Direct and Indirect Services for Children, Families and Schools

Student-Level ServicesInterventions and instructional support to

develop academic skills knowledge of biological, cultural, and social influences on

academic skills; learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies

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Examples

•Implement evidenced based interventions to improve student engagement and learning

•Promote the use of instructional strategies for diverse learners

•Use data to assess student gains

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Student-Level ServicesInterventions and mental health services to

develop social and life skills knowledge of biological, cultural, and social influences on

behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social-emotional functioning and mental health

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Examples•Implement evidenced based interventions to improve individual student social, emotional, and behavioral wellness•Monitor fidelity of implementation•Screen for and identify warning signs

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Systems-Level ServicesSchool-wide practices to promote learning

knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote learning and mental health

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Examples

•Implement school-wide prevention and promotion programs

•Advocate for policies and practices that promote positive school environments

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Systems-Level ServicesPreventive and responsive services

knowledge of principles and research related to resilience and risk factors in learning and mental health; services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response

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Examples:

•Participate in school crisis prevention and response teams

•Evaluate and engage in activities that alleviate risk and promote resilience

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System Level ServicesFamily-school collaboration services

knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning and mental health; and strategies to develop collaboration between families and schools

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Examples:

•Reach out and engage parents

•Promote respect and appropriate services for cultural and linguistic differences

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Foundations of School Psychological Service Delivery

Diversity in development and learning knowledge of individual differences, abilities, disabilities,

and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity

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Examples:

•Provide culturally competent and responsive services

•Promote fairness and social justice in school policies and programs

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Research and program evaluation knowledge of research design, statistics,

measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in applied settings

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Examples:

•Gather data about the impact of services on student performance

•Assist in program evaluation

•Assist teachers in collecting meaningful student data

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Legal, ethical, and professional practice knowledge of the history and foundations of school

psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists

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Examples:

•Remain knowledgeable about legal issues

•Comply with regulatory expectations

•Engage in professional development

•Use supervision and mentoring

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Organizational Principles

• Outlines the organizational conditions that must be met in order to ensure effective delivery of school psychological services for children, families, and schools.

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Organizational PrinciplesThis section provides organizational

recommendations to school districts pertaining to the delivery of school psychological services. Areas include:

1. Organization of Services 2. Working Climate 3. Physical, personnel, and fiscal support

systems 4. Professional Communication 5. Supervision and mentoring6. Professional development and recognition

systems

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Key Issues Addressed• Development and sustainability of

comprehensive and coordinated school psychological services

• Levels and types of supports and resources needed

• Importance of attending to retention and recruitment

• Communication and interpersonal respect• Professional development• Mentoring and Performance Appraisal

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School Psychology RatioOrganizational Principle 3.2

…. “Generally, the ratio should not exceed one school psychologist for every 1000 students. When school psychologists are providing comprehensive and preventive services (i.e., evaluations, consultation, individual/group counseling, crisis response, behavioral interventions, etc), this ratio should not exceed one school psychologist for every 500 to 700 students in order to ensure quality of student outcomes. Similarly, when school psychologists are assigned to work primarily with student populations that have particularly intensive special needs (e.g., students with significant emotional or behavioral disorders, or students with autism spectrum disorders), this school psychologist to student ratio should be even lower.”

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How does the Practice Model connect with Blueprint III?• The NASP Model for Comprehensive and

Integrated School Psychological Services is the official model for practice adopted by our delegate assembly.

• All previous standards revisions and Blueprints 1-3 all helped inform this model.

• Blueprint 3 was a “blueprint” but not the final product. It was never formally adopted.

• Many of the conceptual ideas and components of Blueprint 3 are integrated into the Practice Model.

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NASP Practice Model Resources

• NASP has resource for individuals and states to assist in the adoption

of the practice model. • Resources include:

» Practice model brochure» Adaptable presentations » Self assessment Tool» Advocacy and marketing tools and tips for state

association leadership and individuals» Reference materials» Related professional development materials

• http://www.nasponline.org/standards/practice-model/

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Domain Pages

• Four types of online resources have been compiled for each of the 10 domains» NASP Policy and Resource Documents» Articles » Online Training» NASP Publications

• Domain pages are complete and will go live next month

• Additions to the content will be ongoing.• Some material will be public and some will

require NASP membership to access.

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Going live next month:Advocacy Roadmap for NASP Practice Model• Contents related to the Practice Model:

• Intro/current issues • How to assess the current climate for advocacy• Tips for effective advocacy• Action planning template• Lessons learned• NASP key messages related to the Practice

Model• “To Do List” for taking action• Examples of current public policy efforts • Summary of assistance available to states

NASP Practice Model Rollout:Progress to Date

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Accomplishments to Date

• Development of promotional and resource materials» Model brochure» Communications and Advocacy materials» Introductory PowerPoint» CQ articles (advocacy articles and featured column)» Self assessment tool» State assessment planning tool» Website» Introductory webinar is posted

• Fall Regional Meetings Rollout in 2010 and 2011» States are rolling!

• Convention Activities» Special sessions

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Accomplishments to Date• Advocacy in Policy

» Federal resolution» Maine statutory changes» Local school districts using the Model

• Other resources under development:» Model guidebook» NASP Advocacy Roadmap for the Practice Model» NASP Domain pages» ATS: Organizational Capacity Building Assessment and

Resources• Future:

» Policy briefs by topic (RTI, PBIS, SEL, Crisis, Data, Kids with disabilities, school-community collaboration, parent partnerships)

» Recognition Program» Professional Development

NASP Practice Model: Policy Examples

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ResolutionsResolutions are often created by school boards, state legislatures, Congress, and elected officials (mayors, governors, etc.)

Excerpt from Federal Resolution Text:….Whereas the National Association of School Psychologists has a Model for Comprehensive and Integrated School Psychological Services that promotes standards for the consistent delivery of school psychological services to all students in need;…..

•U.S. House of Representatives Federal Resolution (111th Congress, HR 1645) http://www.nasponline.org/advocacy/docs/H.Res.1645_HOUSE_SP_RES_2010.pdf•U.S. Senate Federal Resolution (111th Congress, S631) http://www.nasponline.org/advocacy/docs/SP_RES_2010_ALB10752.pdf

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2011 Legislation: MaineME introduced legislation to change the title of School Psychologists and within the same bill added reference to the NASP Practice Model and updated their supervision requirements and scope of practice to be consistent with NASP standards.

Excerpt from Act:1. Definitions. For purposes of this section, unless the context otherwise indicates, the following terms have the following meanings.A."School psychologist" means a professional certified by the department as a school psychologist who provides school psychological services consistent with the national standards articulated by the most current Model for Comprehensive and Integrated School Psychological Services as published by the National Association of School Psychologists. "School psychologist" includes a school psychologist - doctoral and a school psychologist - specialist.

•Maine School Psychologists Incorporate Practice Model Into Legislation http://www.nasponline.org/advocacy/practice-model-statute-0611.aspx

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2011 Legislation: Maine, continued

• 1-A. Scope of services. A school psychologist delivers services to children from birth to grade 12 who are eligible to be enrolled in educational and intermediate educational units, special education programs and approved private schools. The services delivered are the services articulated under the domains of practice in the current Model for Comprehensive and Integrated School Psychological Services developed and published by the National Association of School Psychologists.

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School District Policy: Washoe County, NV (2010)

• Performance appraisal rubric is based on the NASP Practice Model’s 10 domains.

• Each domain lists related activities and scores based upon a 4 point scale:» Ineffective» Minimally effective» Effective» Highly effective

• Incorporated into the rubric are expectations for school psychologists to be involved in current reform initiatives such as RTI.

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What Else Could You Do?

• Examine current regulatory, statutory, procedural guidance and/or school board policies that incorporate a direct reference to the NASP Practice Model.

• Example:» Guidelines for the Practice of School

Psychology (2004), CT Dept of Education• http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/

Student/PsychSocial/GuidelinesSchoolPsychology.pdf» CT’s ratio of student to school psychologist is

the best in the country. In 2004, it was estimated to be 505:1.

NEW NASP Model Rollout Materials

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NEW Model Rollout Resources

• Advocacy Roadmap• NASP Domain Pages• CQ Featured Column• NASP Practice Model Webinar • Online learning

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Advocacy Roadmap for NASP Practice Model

• Based upon the Advocacy Roadmap for Promoting and Preserving School Psychology

• A set of tools, materials, and resources to help individuals and state associations promote the NASP Practice Model.

• NASP website: www.nasponline.org» NASP Advocacy Resources Page under “Tools”

• http://www.nasponline.org/advocacy/advocacyresources.aspx

» NASP Practice Model Resource Page• http://www.nasponline.org/standards/practice-

model/Implementation-and-Promotion-Resources.aspx

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Advocacy Roadmap ContentsExhibit A: Examining the Landscape of School Reform Exhibit B: Advocacy “To Do” ListExhibit C: Assessing the Climate for AdvocacyExhibit D: Profile of School Psychology Practice and ServicesExhibit E: Key Messages about the NASP Practice ModelExhibit F: Summary of School Psychology Advocacy ResourcesExhibit G: Public Policy Advocacy Examples Exhibit H: Tips for Being an Effective Advocate

» Advocating with school boards and lawmakers» Developing communication materials and media outreach

through newspapers» Working with a Lobbyist» Communication Tips» Working with the Media: Newspapers

Exhibit I: Action Planning TemplateExhibit J: NASP Assistance Available to StatesExhibit K: Advocating for School Psychology: Lessons Learned

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Example: Exhibit B--To do listStep 1: Become familiar with the NASP Practice Model.

Exhibits E, F, G, H1, H2Step 2: Understand the issues impacting school psychologists and their

role and services. Dialogue about the current opportunities for advocacy given current school reform efforts in the state. Assess the current climate for advocacy. Engage members of the state association leadership and NASP GPR regional coordinators in these discussions. Exhibits A, C, D

Step 3: Identify any additional resources or assistance needed.Exhibits H3, J

Step 4: Determine the advocacy messages, resources, and related communications strategies that you will be using to promote the NASP Practice Model with different stakeholder groups. Exhibits E, H4, H5

Step 5: Develop and implement an action plan. Exhibit I

Step 5: Share your “lessons learned” with other school psychologists.Exhibit K

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Domain PagesFour types of online resources have been

compiled for each of the 10 domains•NASP Policy and Resource Documents

» Position papers» Standards (specific references)» Fact sheets» Policy briefs» Other Resources

•Articles » Communiqué, School Psychology Review, School Psychology

Forum, Principal Leadership (NASSP)

•Webinars, Workshops, and Trainings» NASP Live Learning Center, NASP Continuing Professional

Development (CPD), Best Practices V-CPD Modules, Convention

•NASP Publications» NASP Store Products (books, book chapters, CD Rom)

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Domain Pages (continued)

• Entries are annotated.• Additions to the content will be

ongoing.• Some material will be public and some

will require NASP membership to access. Not an exhaustive list.

• Under construction right now. • Expected to launch in March 2012.

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EXAMPLE: Domain 4: Interventions and Mental Health Services to Develop Social and Life

Skills NASP Policy, Position Papers, and Fact Sheets

Appropriate Behavioral, Social, and Emotional Supports to Meet the Needs of All Students http://www.nasponline.org/about_nasp/positionpapers/AppropriateBehavioralSupports.pdf

Position paper detailing NASP’s support for multi-tiered problem-solving models that address the mental health needs of students.

School Psychologists: Improving Student and School Outcomes http://www.nasponline.org/advocacy/SP_Improving_Student_School_Outcomes_Final.pdf

NASP handout that shows the relationship between research, policy, and practice when considering the how school psychologists’ services improve student outcomes.

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SkillsArticles

NASP Practice Model: Examples from the Fieldhttp://www.nasponline.org/publications/cq/39/8/nasp-practice-model.aspx

This article is one in a series entitled, "NASP Practice Model: Examples From the Field," which highlights various domains within the Practice Model and, through interviews with practicing school psychologists, illustrates how the domains are effectively applied in everyday professional activities.

A Most Valuable Resourcehttp://www.nasponline.org/resources/principals/School_Psychologists_Nov10_NASSP.PDF

This article, published in Principal Leadership magazine, outlines the breadth and depth of school psychologists’ training and skill set.

Mental Health in Schools: Serving the Whole Child http://www.nasponline.org/publications/cq/mocq394MentalHealth.aspx

Communiqué Online article on the provision of mental health services in schools.

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Skills

Webinars, Workshops, and Trainings Students with Mental Retardation and Depression: Providing Understanding and Assistance www.nasponline.org/conventions/2011/handouts/pa/Students%20with%20Mental%20Retardation%20and%20Depression.ppt

Presentation by by Paula J. McCall, PhD, NCSP, at the National Association of School Psychologists, February 2011 Annual Convention

NASP Convention Podcast: Early Intervention for Young Children With ADHD: 24-Month Outcomeshttp://www.nasponline.org/resources/podcasts/adhd_transcript.aspx

Podcast of NASP Convention presentation by George DuPaul NASP Online CPD Modules http://www.nasponline.org/profdevel/cpdmodules/index.aspx

NASP's Professional Growth Committee provides online self-study modules for members

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Skills

NASP Publications

Helping Children at Home and School III: Handouts for Families and Educatorshttp://www.nasponline.org/publications/booksproducts/hchs3.aspx

This unique resource is designed to provide school psychologists with access to hundred of handouts that address a broad range of topics.

Homework, Organization and Planning Skills (HOPS) Interventions http://www.nasponline.org/publications/booksproducts/N1108.aspx

This practical manual gives you evidence-based interventions for students who struggle with organization, time management, and planning skills.

Interventions for Achievement and Behavior Problems in a Three-Tier Model Including RTI http://www.nasponline.org/publications/booksproducts/interventions3.aspx

This third edition of one of NASP’s most popular publications offers educators a practical, cohesive roadmap to implementing a comprehensive and multi-tiered approach to helping all students succeed.

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Professional Development

• CQ Articles» Examples from the field» Self-assessment data

• NASP Model Webinar posted on NASP website» http://www.nasponline.org/standards/practice-

model/nasp-practice-model-webinar.aspx• Online Learning Center (OLC)

» All sessions indicate Practice Model domains» nasp.inreachce.com

Evaluating the Landscape for Reform

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National Public Policy Themes• Student Achievement and Learning• Accountability• Data Based Decision Making• Prevention • P-21 (College and Career Ready)• Highly Qualified Professionals• Connecting to Families and Communities

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Major Public Policy Issues in Education

• International Competition» The U.S. now ranks 12th out of 36 developed countries in

“college completion” rates. This is a category the U.S. has dominated for decades.

• Drop out factories» 2000 schools in America produce about 50% of drop outs

• Weak economy/budget crises» Leading to layoffs across the country» Federal budget outlook

• Federal mandates» Not fully funded and put pressure on state budgets

• Changes in Leadership in Congress» Shifting priorities. Increased attention on charter schools,

vouchers, merit pay, and value added assessments 24

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NASP GPR Policy Agenda• The NASP GPR Committee promotes

professional practices, legislation, and policies that support the educational, health, and mental health needs of children and families, and the profession of school psychology

• Building partnerships between parents, families, schools, and communities

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NASP GPR Policy Agenda•Supporting effective learning

environments for the academic/social-emotional success of all children

•Promoting education funding as a priority

• Increasing advocacy among NASP members and other stakeholders at the local, state, and federal levels

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The Advocacy Horizon: NASP Priorities—State Level

• Promoting and Preserving School Psychology» Protecting TITLE and PRACTICE by promoting the new

NASP Credentialing and Training standards as the minimum entry into the profession and recognizing the State Education Agencies authority to credential SP

» Promoting the new Model of Comprehensive and Integrated School Psychological Services (NASP Practice Model)

» Recognition for NASP programs and standards into all credentialing and practice language

» Promoting state credentialing reciprocity for those holding the NCSP

» Advocating for NCSP Parity» Recognition of the value and importance of SP to student

achievement» Protecting School Psychologists as eligible providers of

Medicaid services in schools

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The Advocacy Horizon: NASP Priorities—Local Level• Promoting and Preserving School

Psychology» Engaging School Psychologist Practitioners in

Advocacy for SP Services and Broad Role• Building grassroots advocacy of school psychologists• Provide materials, resources, and activities for school

psychologists to use in their schools» Principal Awareness Campaign Efforts

• Focus on building relationships between school psychologists and building administrators

• Provide professional development/dialogues for SP and Principals to help build these relationships

• Cosponsored events, articles/publications, and collaboratively developed resources with NAESP and NASSP

Understanding the Basics of Advocacy

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“Why do I need to advocate?”

• There are 339 independent school districts, three intermediate districts, five integration districts, 17 education districts, four tribal schools, 20 cooperative districts, 9 telecommunications districts, and 136 charter schools.

http://www.sos.state.mn.us/index.aspx?page=842

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“Why do I need to advocate?”The Minnesota Legislature has 201 members. The State of Minnesota is divided into 67 legislative districts, with about 73,425 people in each district. Voters elect one senator from each of those districts. Each Senate district is divided into two sections. Voters elect one House member, or representative, from each section, making a total of 134 representatives. These districts are made up of about 36,713 people each.

• Why should a legislator care about our issues if they are only going to have less than 1 of us knocking on his/her door?

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Are you an agent of change?

orAre you a victim of circumstances?

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Have you seen this bumper sticker?

Why don’t all School Psychologists engage in advocacy?

• Feel powerless• Don’t believe they can make a difference• Think it takes a lot of money• Too many other things to do• Hope someone else will do it• Don’t think it really matters, and/or• Don’t know how to go about it• In our experience, this is not true of practitioner

leaders – you can create your future.

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Who Recognizes Your Role in Student Success?• Are you engaged at the student,

classroom, building, and district levels?• Who within your school community can

identify you or your contributions? • Are you acknowledged as essential to

student success – not just the success of special needs students but of ALL students?

• Are decision makers on your list?

Administrators and school boards help or hinder your role, resources, effectiveness, job satisfaction and job security--particularly within the context of change.

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This is a critical time to Promote the value of YOUR expertise• How do you meet the needs of students at-risk for

failure?• How can you help students suffering from the

economic crisis, dealing with military deployments, living in unstable families and neighborhoods, etc?

• How can you support teachers dealing with larger classes, increased requirements, and students with increased needs?

• How can you help realign services to continue to support academic progress even with budget cuts?

• How can you contribute to the school improvement process?

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ELEVATOR CHAT

What are your most difficult or frustrating barriers to communicating with administrators?

Effective Communication:

Fostering relationships and promoting your role.

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Effective Communications• Starts with proactive outreach.

• Proactive outreach promotes “Action Requests”.

• Anticipates and facilitates crisis communications needs.

Make yourself valuable and you will be valued!

Sharing information

Urgent/in the moment

Resolving a problem

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Three Types of Strategic Communications

Proactive Outreach (“Calling Card”)

Action Request

Crisis Management

Intensive

Targeted

Universal

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Proactive Outreach Tactics• School newsletter articles. • Morning coffee with school administrators.

» TIP: Ask how you can help. Be flexible.

• Parent handouts.• Info for website.

» TIP: Use the Create Your Own Website resources from NASP.

• Brown-bag discussions with staff.• “Good to know” information for district level

administrators and school boards. » TIP: Double up and send a copy of your newsletter article FYI to district and/or state decision makers.

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Proactive Outreach Goals (You offer something. No strings.)• Increase your visibility (with staff, parents, and

administrators).• Raise awareness and comfort level on an

issue.• Get more involved/be accessible.• Improve collaboration.• Disseminate useful information, especially in

times of crisis.• Create environment for decision-maker “buy-

in.”• Become a change agent in the school/district.

83• http://www.nasponline.org/communications/webpage/index.aspx

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Action Request Goals(You need and offer something.)• Need

» Protect role/positions.» Program support or implementation.» Reallocation of funding for new or expanded

programs.» Increased staffing.

• Offer (advocacy through action)» Improved collaboration/realignment of support

services.» Crisis support for students and teachers.» Participate in planning/program design.» Conduct needs assessment/data collection and

evaluation.» Conduct in-service training.

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Action Request Tactics• Meetings with decision makers (offer to help).• Conducting surveys or needs assessments for principals.• Provide data, linked to actions/solutions.• School board/administrative team presentations. (Present

data, needs, solutions.)• Collaborating with allied colleagues on current and future

job roles and functions.• Coalition/relationship building with allied professionals. • In-service training.

TIP: Always have a 1-2 page written summary of your information to leave with people.

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Action Tip Examples: Bullying• Offer to help the school improvement team

collect and analyze school climate data to assess extent and types of bullying among students

• Offer to introduce teachers to the Cybersmart Cyberbullying curriculum. It’s free and a NASP partner program» http://cybersmartcurriculum.org/

cyberbullying/NASP/

Crisis Communications:Protecting Your Position and Role

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“Crisis Management” Goals• Legislative crisis

» change in Medicaid rules excluding SPs from billing

• Professional crisis » responding to the APA MLA proposed

revisions• Public relations crisis

» bad press coverage, editorial• Crisis involving school, district, or

community» school shooting, suicides, natural

disasters, etc.

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Crisis Management Tactics

• Coordinated/integrated part of response effort.

• Rapid (but thoughtful) response.• Direct regular communications with “home

base.”• Designated spokesperson (appropriate

level).• Media (proactive, provide experts,

materials, op-eds).

Message Development

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The Cowan Interrogation Technique• Imagine this….

» You have a great idea about something related to school psychology.

» Ask yourself…• So what?• Who cares?• Why does that matter?• What’s the most important thing

for people to know?• What do you want people to do

about it?

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Planning Process

Craft Messages

Identify Target Audiences Effective

Communications Planning

Assess Situation

Select Strategies/Implementation

Evaluation/Follow-up

DesiredImprovedOutcomes

Stakeholder

Buy-In

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Assess Situation• Where is your district currently with regard to

________?• What is your objective? (Is this aligned with

district priorities?)• What are potential opportunities? (New

policies/programs, student need, administrator’s agenda.)

• What are obstacles? (Time, misperceptions, competing agendas, complex issue.)

• What is your timeframe?• What are your available resources?(Tip: Identify and collect data that will help make your case.)

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Identify Your Target Audience(Whom do you need to convince?)• Recent stakeholder interviews suggest the answer is

principals, administrators, and district-wide decision makers. » District administrators (pupil services supervisors, sped

directors, curriculum directors).» Building administrators (principals, asst. administrators).

• Grade level or content area leaders.• School board members.• Who are your allies? • Who are your opponents?(Tip: Consider how parent or staff perspectives might help

or hinder your communications.)

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Know Your Audience

• Level of knowledge/awareness.• Primary concerns/expectations. • Covert or overt agendas.• Perspective.• Possible barriers to understanding.• Competing considerations.• Ability/likelihood to take action.(Tip: Identify and collect data that will help make

your case.)

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Be Relevant• Why do administrators care?• What is in it for them?• What role do they play?• How does the solution meet their needs?• This may vary between audiences.(Tip: Relate your services to priority

issues/challenges within the school/ district.)

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Be Concise/Clear

• Use audience appropriate language.• Avoid acronyms/technical language.• Use active tense.• Use bullets to the extent possible.• Ask colleague(s) to review.• Proofread your work (or ask someone

else to)!

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Resonate• Appeal to emotion as well as intellect.• Use “social math,” not just statistics.• Put a “face” on the issue. Tell stories,

not just facts.• Be a good listener.• Need a clear “call to action”

» Don’t allow your target audience to guess what you need

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Statistics Versus ... Youth Risk Behavior SurveillancePercentage of students responding regarding behavior during 12

months preceding survey: YRBSS Middle School 2003* Survey 2003**1. Seriously considered attempting suicide 16.9 20.62. Made a specific plan 16.5 13.43. Made an attempt 8.5 9.74. Made an attempt requiring medical attention 2.9 —

Lieberman, Poland and Cassel, 2006

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… “Social Math”

• For every 100-200 youth that attempt suicide, one child succeeds.

• For every three youths who attempt suicide, one goes to the hospital and two go to school.

--Lieberman, Poland and Cassel, 2006

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Facts Versus ...

Children who are bullied or ostracized can suffer serious emotional and academic difficulties.

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… Personal Stories “A student who had been bullied asked me once, “Do

you know what it is like to feel that you are hated by everyone the first day you enter kindergarten?” This young man had composed a journal filled with his dark and sad reflections on life. The last page was filled with one phrase repeated again and again: “I decide who lives and who dies.”

Luckily, there is good news with this young man. Through significant emotional support and alternative strategies for education, he graduated last year. He hugged me on graduation day, thanking me for believing in him. He told me that his greatest joy was not in graduating, but in the fact that his mother hugged him, telling him how proud she felt.”

• --John Kelly, U.S. Senate Briefing Testimony, 2006

3 Core Messageswith 3 Supporting Points Each

(Often called the Rule of 3: It’s hard for people to remember more than 3 things at a time.)

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Effective Message Structure

• Problem statement• Action/solution• Benefits

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Define Problem• Students (academic scores, behavior data, attendance,

referrals).• Staff (morale, skills, collaboration, classroom climate,

development).• Parents (involvement, collaboration, communication). • Administration (AYP, school climate, resource allocation,

legal requirements, district agendas, academic priorities).• Community (access to services, collaboration, involvement,

safety).(Tip: Ground problem in assessment/data.)

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Suggest Actions/Solution• What needs to be done?• What does research indicate? • What existing resources/processes can be tapped

to help?• What staff will be impacted?• How will you monitor outcomes and report results?• What staff training might help?• How can you help educate and engage parents.• How can you help?(Tip: Be part of the solution to every extent possible.)

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Define Benefits• Improved student outcomes (academic,

behavior, mental health). • Data collection/evidence of effectiveness.• Improved staff effectiveness and collaboration.• Improved school climate/outcomes.• Use of evidence-based strategies and

progress/outcomes monitoring.• Increased parent or community involvement.• Better use of resources.(Tip: Frame benefits from the decision makers’

point of view.)

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Example Problem Messages• 17% of our students living in military families

where a parent was recently deployed are in danger of not meeting the school district’s minimum attendance requirements for promotion.

• We need to determine specifically what is contributing to the student attendance problems.

• We need to look at how student learning supports and/or changes to instruction can make a difference.

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Example Solution Messages• I’d like to review the attendance data, meet individually

with the students who are in danger of not being promote, and determine how to help them get reengaged.

• I’d like to meet with the parents of students who are living in military families to see how we could offer additional before or after school supports to keep them engaged in school.

• I would be happy to meet with the teachers of these students to help them understand the possible issues that could be contributing to the attendance problems and identify strategies for keeping the student engaged in school.

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Example Benefits Messages• By connecting personally with at-risk students and

their families, we can better meet their needs and help them feel more connected to the school community during the deployment period.

• By helping teachers better understand their student’s needs, they can adjust their expectations and supports to meet the needs of individual students.

• Students will feel supported and better able to stay engaged in school.

Time is short

So are people’s attention spans. Hone in on the point, back it up,

and stick to it.

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Overarching Message

• What you want administrators to understand:» We can be part of the solution, no

matter the problem.• What you want administrators to do:

» Tap your school psychologist as a resource to help all students learn.

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Core Messages 1. School psychologists are a unique,

essential, and valuable part of the school team.

2. In today’s tough economic climate, your school psychologist may be an untapped resource.

3. Support the well-being of your school/district by supporting school psychologists’ role and funding.

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You Have Valuable Knowledge• Your contributions are on behalf of children and

families, not yourself.• See yourself (and promote yourself) as an

asset to administrators and other decision makers. » Talk about yourself as an “untapped resource.”

• You share the common goal of helping ALL students and schools succeed.

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Coordinate Your Efforts • Combine efforts with other SPs.• Team up with other personnel (counselor, social

worker, reading specialist).» Recent interviews with stakeholder groups suggest that

it is increasingly important that SPs promote themselves as part of the “school team” versus isolated help for special needs student only.

• Ask to be listed as a resource in materials sent home or posted on the web.

Avoid creating or appearing to create “turf battles” that others need to mediate.

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“What are some of the issues in your state that need to be addressed [by a specific stakeholder group] and how can school psychologists help?”

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Stakeholder Elevator Chat: Prepare by identifying stakeholder concerns and key messages

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ELEVATOR CHAT• Think about these stakeholders:

» School Psychologists» Principals» Teachers» Parents» School Board Members

• What are the most pressing issues in Minnesota that need to be addressed by this stakeholder group. (What are their issues?)

• Please jot these down.• How can SP’s help address these issues (in part or whole)?.

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Materials Online• Advocacy Roadmap: Preserving and Promoting

School Psychological Services at the Local and State Levels (includes talking points and key messages).

• School Support Resources to help schools support students and academic progress in today’s economic climate.

• Adaptable materials in packet.• Adaptable materials/presentations on specific topics

(e.g., resilience, mental health).• Guidelines/tips on communications and advocacy

strategies.• Create Your Own Website resources.

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Materials Online

• Communications Resources http://www.nasponline.org/communications/index.aspx

• Economic Crisis Resources http://www.nasponline.org/educators/economic.aspx

• Advocacy Resources (Roadmaps) http://www.nasponline.org/advocacy/researchmain.aspx

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Four Big “Take Aways” From Today• You have the ability—and responsibility—to advocate

for your role and services; doing so is good for kids.• Advocacy and communication may feel outside your

comfort zone; you can do it. • There are some fairly basic skills and strategies that

contribute to effective professional advocacy and communication.

• NASP has resources that can help.

www.nasponline.org/communications

Grassroots Advocacy and the

Legislative Process

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Grassroots Advocacy Topics

• Understanding the basics of advocacy• Building an advocacy agenda• Building “grassroots” capacity for

advocacy• Engaging in Advocacy

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What is ADVOCACY?• Advocacy is the "act of

pleading or arguing in favor of something, such as a cause, idea, or policy." (American Heritage Dictionary, 2003)

• Key issues:» Pleading» Arguing» Taking a position for or against

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What is involved in advocacy?• KNOWING and PLANNING

» Knowing what you believe » Knowing why you believe something» Knowing why it matters to you and should

matter to someone else» Knowing what you want to do about it

• DOING» Crafting your associated message(s) and “ask

for(s)”» Developing a strategic plan for action» Engaging in purposeful actions

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Levels of AdvocacyMicro Level:• Advocating for individuals in a system

» Examples: Speaking up for a student in a disciplinary hearing; helping a parent understand their son/daughter better

» Focus: Practices

Macro Level:• Advocating for groups in a system

» Examples: Presenting to the school board in order to preserve school psych positions; working with an elected official to get a bill passed authorizing a new grant program, public policy

» Focus: Policies that drive practice. Legislation and Regulation.

The 3 Major Parts to an Advocacy Agenda:

KnowingPreparing

Doing

Building an Advocacy Agenda

The “Knowing” Stage

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Building an Advocacy Agenda• What are the core beliefs that drive

you?• What are the concerns?• Are these shared beliefs and

concerns?• What are the most important

messages associated with these issues?

• Who else cares about these issues?

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Are You and Your State Association on the Agenda at the State and local level?

• Do you and your colleagues make a difference in students’ lives?

• Are you all engaged at the student, classroom, building/district level?

• Who within your school community can identify you and your colleagues contributions?

• Are school psychologists in your state acknowledged as essential to student success?

Building the “Grassroots” Capacity for Advocacy

Getting Ready for the “Doing” Stage

The “Doing” Stage is dependent upon three big things:1. Establishing Leadership for

Advocacy:• Building a GPR team with the right

people who have a shared vision, mission, and purpose.

2. Setting up communication and advocacy networks

3. Developing advocacy skills

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Key Components in Forming an Effective State Legislative/GPR Committee

• State associations must work to obtain time and concerted effort commitments of several people (Lone wolves are much less successful and tend to burn out)

• State associations must commit financial resources to advocacy

• GPR members must be knowledgeable, dedicated school psychologists committed to improving services to children and schools

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• GPR members must have the time and desire to share the burden of the numerous tasks required to make the committee work

• GPR members must have the ability to sustain the effort over several years (continuity is critical)

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• Choose a chairperson• Choose committee members, and

recruit younger and diverse members• Establish a clear vision or mission

statement• Develop a specific and time-sensitive

legislative or public policy agenda

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• Create an effective communication system capable of responding rapidly to issues.

• Set up an information system that increases the association leadership and members’ awareness of the GPR/Legislative Committee mission

and current critical issues

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• Build relationships with advocates and related professionals

• Join pertinent coalitions • Utilize information‑ dissemination systems to inform policy

makers about the work of school psychologists in the community and state (highlight effective programs)

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Desired Personal Characteristics of Committee Members

• Action‑oriented personality• Good oral and written communication

skills• Interest in or desire to learn the

political process• Experience (work/volunteer) in

legislative/political process

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• Personal ties to legislative/political/government circles

• Patience, enthusiasm and sense of humor• Knowledge of the legislative process• Pride in work and professional role• Involvement supported by family• Access or geographic proximity to government activity

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• Comprehensive knowledge of the practice of school psychology and evolving policy issues

• Professional interest in advancing the state association

• Representative of diverse cultural, geographical and community interests

• Effective school, child and family advocates

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•Strong advocates of professionalism and program development

• Freedom to leave work setting for governmental relations activities

•Computer/E-mail access and expertise (Internet, Blogs, Twitter)

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•Access to telephone, cell phone, texting capability, and fax machine

•Access to photocopying equipment and materials

• Involvement supported by colleagues, supervisors, and administration

Raising the Profile of School

Psychologists

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Plan for Activities of State Legislative/GPR Committees• Monitor legislative and government activity

(Also includes judicial monitoring)• Establish a working relationship in the name

of the profession with legislators and their staff» Present school psychology and pupil

service viewpoints by engaging in direct lobbying and personal communication, including email, in-person visits, telephone calls, letters

• Engage a letter-writing campaign

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Plan for Activities of State Legislative/GPR Committees• Information dissemination - State and

national school psychology publications, reports, news releases and articles, and research data)

• Arranging site visits for legislators and policy makers

• Working to get legislation passed• Sponsor a briefing• Host a “Capitol Hill Day” for members

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Building Professional Relationships

Write articles for the journals/newsletters of other organizations

Invite members and/or officers of other associations to belong to your organization

Recognize and be sensitive to turf issues

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Building Professional Relationships Emphasize the

strengths of each group

Keep the focus upon outcomes for kids and families

Avoid whining, complaining

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Identify and Reach Out to Key Stakeholders and Allies

• Parents/students• Teachers/other personnel• Administrators• Community service providers• Pediatricians• Policymakers

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Identify and Reach Out to Key Stakeholders and Allies• Secondary Principals and other

administrators• Speech/Language Pathologists• PTA• Nurses• School Board Association

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Build your Within-State SPAN Network

• Identify and contact your state’s SPAN Contact

• Find out how you can coordinate activities and assist them with their efforts. » A complete list of state SPAN Contacts

and contact information is available at http://www.nasponline.org/advocacy/spancoordinators.pdf

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Build your Within-State SPAN Networkand Communicate with NASP

• Help provide transition training when new people step into key positions

• Communicate with NASP whenever there is a change in your state advocacy leadership team (e-mail Allison Bollinger, NASP Professional Relations Manager: [email protected])

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Communicate, Communicate, Communicate….• Develop a grassroots e-mail tree with

your state association’s members’ names, addresses, phone #’s, e-mail address, federal legislators, state legislators, and any personal ties with policy makers

Building Advocacy Skills

Develop the Advocacy Skills of Your Members• Sponsor professional development

activities related to advocacy at your state conferences

• Disseminate information about advocacy trainings in your area

• Disseminate advocacy tips in state newsletters

• Offer a NASP GPR State Training

Become Familiar with NASP Advocacy Webpage and Resources

• Learn NASP talking points and key messages

• Review research reports and resources• Read about NASP Advocacy Initiatives• Review the legislative priorities

identified in the Advocacy Action Center• Participate in the NASP Communities,

online events, or download a podcast

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Find the information you need to Learn the Advocacy Priorities for SP• NASP Web Site (www.nasponline.org)• NASP Position Papers and Fact Sheets• Best Practices in School Psychology:V

Duncan, B. and Fodness, R. (2008). Best practices in engaging in legislative activity to promote student academic achievement and mental health. Chapter 127 (pp. 2013-2028) in BP:V

Engaging in AdvocacyThe “Doing” Stage

Key Activities in the “Doing” Stage

Communicating with elected officials» Personal Visits» Emails, letters, faxes» Phone calls

• Coordinating state/national efforts• Assisting with the development of

legislation• Testifying• Actively participating in coalitions

Communicating with Elected Officials

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Request a Meeting with Legislators

• In coordination with your state association, request a meeting with your state elected officials working in your state’s general assembly

• Don’t be discouraged if you are only able to get a meeting with a legislative aide

• Local office vs. state capital visits

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Communicating with Legislators

Try to make a personal connection (know any educators, school psychologists, etc.?)

Listen, Listen, Listen! Find out what issues your legislator is concerned about, and offer help if appropriate

Tell them about specific services you provide and students you know who need or are benefiting from school psychological services

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Communicating with Legislators• Tell a personal story related to

legislative issues• Volunteer to work in a legislator’s

campaign• Attend Town Hall meetings and speak

about our issues• Arrange to meet federal or state

legislators at their home offices

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Communicating with Legislators Invite legislators to visit your school

(Keep inviting them until they agree!)• Be sure they learn more about

what you do and how students benefit

• Seek administrative/district approval

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Communicating with Elected Officials• Organize and conduct communication

campaigns, including email writing campaigns, telephone contacts

• Organize and conduct group visits (e.g., "Day at the Capitol") with legislative and government officials

• Prepare legislation - Work for its introduction and passage

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Communicating with Elected Officials• Prepare and offer written and/or oral

testimony to those charged with preparing relevant legislation

• Develop and maintain accurate rosters of legislative and government officials

• Send a follow up “thank you” note to the person you met with

Communication Tools

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Write (e-mail) elected officials…..State that you are a

constituentPersonalize the letter

» State your position, where you live (mailing and email address), work address

Begin your e-mail with the proper salutations (title, name, address)

Construct a letter that is clear in purpose and offers concise arguments for your position

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Write (e-mail) elected officials…..Identify legislation, law or regulation by name and number

Tell a personal story that relates to the issue

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Write (e-mail) elected officials…..Approach the addressee in a positive non-

threatening manner (provide constructive criticism)

Offer your personal assistance and that of your association to gather additional information

Make certain that your e-mail reaches the right person(s) in a timely fashion

Ask for a responseWrite a thank-you e-mail

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Call Legislators• Calling congressional legislators can take as little

as one minute, but the impact of several phone calls on an important issue can result in millions of dollars for needed programs important to our schools

• Contact information for elected officials for each state is available at http://capwiz.com/naspweb/dbq/official.

• You can also visit your state’s general assembly

website to find the names and phone numbers of local elected officials

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State Level

• Be involved in the administrative process as much as possible

• Nominate and recruit school psychologists for official state boards, committees, and task forces

• Be involved with other professional and public/consumer organizations

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State Level• Organize and participate in coalitions of

educational, mental health, and related human services

• Assist groups in legislative concerns of mutual interest

• Enlist support of groups for legislative concerns of mutual interest

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State Level• Prepare and disseminate information,

including -» General public relations pieces,

Issue and position papers, Summaries of model programs, General legislative platform, Research documents

» Write articles for local newspapers

National and State Coordination

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State/National GPR Coordination

• Establish and maintain strong linkages with the NASP GPR Committee and staff

• Know your Regional Coordinator!• Appoint a State SPAN Contact (SPAN=

School Psychology Action Network)

• Respond to all calls for support and information within the state and from NASP (i.e., need for personal contacts with legislators)

Providing Testimony

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Testify on Behalf of a Bill

• Coordinate testimony with your state association. Messages must be on point and consistent.

• Visit your state’s capitol and testify for a bill that is important to our profession

• Testifying usually requires that you appear at the designated meeting room shortly before the hearing begins and sign up to testify

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Testify on Behalf of a Bill• When it’s your turn, you will typically

have 3-5 minutes to offer oral comment for or against a bill

• Be concise and on topic• Prepare talking points in advance and

present your comments in written form for the record at the completion of your turn (Written testimony must sometimes be submitted in advance)

Coalition Building

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Coalitions• A union of organizations

seeking similar ends. • A vocal source of

information and power. • A coalition unifies groups

and prevents the fragmentation of forces that share common goals.

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Coalitions mean better outcomes for children………Joining efforts with other organizations -• creates a stronger force that wields greater

political strength• elevates the stature and influence of your

organization among legislators and government

• Increases numbers of those advocating for same issues

• provides more effective and complete services to children, youth, and families

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Joining a coalition…..

• Invite yourself to the table» Most groups are happy to have more

members

• Get your state association’s name out there

• Build relationships with allied organizations

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• Become involved with coalition activities and “sign-on” to letters

• Learn from organizations with more advanced advocacy efforts in place

• Increase opportunities for combined advocacy efforts

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When to form coalitions…. What is the specific “need” that is not

addressed?

Are there resources available to meet the “need”?

Is the solution to the “need” shared by multiple organizations?

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Would the expertise of potential partners best fill the “need”?

Is the political climate appropriate for developing partnerships?

Avoiding Coalition Pitfalls• Not all coalitions are created equally…

be strategic in your involvement.• How is the coalition organized?

» Mission, vision, goals, activities?» Strategic plan?» Structure: regularity of meetings, dues

based, events and activities, leadership» Visibility and appearances

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Barriers to coalition building…. Turf issues, autonomy, and control

Organizations indirectly involved may feel threatened

Lack of congruence of organization goals and legislative agenda

Inability to coordinate funding sources

State Advocacy Action Planning

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Action Planning Process

Craft Messages

Identify Target Audiences Effective

Action Planning

Assess Situation

Select Strategies/Implementation

Evaluation/Follow-up

DesiredImprovedOutcomes

Stakeholder

Buy-In

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The PLAN• Who?

» Target audience » External stakeholders (“allies and opponents”)» “Troops”

• What?» Message » Activities» Assets and resources to support work» Evaluation process

• When?» When is the right time for change? (Assessing needs and

climate)» Schedule of activities in response to the plan» Follow up and review

• Why?» Why is this important to you?» Why should anyone else care about this issue?

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Tips for Effective Action Planning

• Keep your plan as simple as possible.• Prepare and involve key leaders, stakeholders,

and grassroots network.• Be patient, persistent, and flexible. Meaningful

change usually takes time.• Follow up regularly in order to maintain a

“rhythm of interaction” and to provide an opportunity to adjust and adapt plan as needed.

• Ask for help when needed.• “Take time to notice and smell the roses”

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State Needs and Initiatives (Part I)

• What are the main issues at stake in this state?

• What has been done to address these issues?

• What needs to be done to address these issues?

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Developing a State Plan (Part II)

• Develop a plan to influence target audiences

• Develop a plan to form effective coalitions» Identify key groups

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Developing a State Plan

• Develop a plan for an internal communications network» Phone tree» Fax tree» E-mail groups» Listserv

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• Develop a plan for improving your state association’s public relations

• Message Development and Delivery» Identifying and crafting your message» What is the need you are addressing?» Why should people care?» Who will communicate your message?

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» Selecting spokespersons: Choose the best person to testify at legislative hearings

» Activating and energizing grassroots volunteers

» Using a lobbyist» Other issues: Political Action Committees

(PACS), ethical issues» Establishing an advocacy budget and

timelines

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Implementing the State Plan• Group Report

» Synthesize and prioritize state GPR activities

» Commitment and timelines

NASP Advocacy and Communication Tools

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State Legislative Tracking Program• NETSCAN LegAlert is a powerful legislative

tracking tool that identifies and tracks legislative information important to professionals.

• It has extensive reporting capabilities to help states monitor critical legislation that may impact stakeholders.

• Includes legislation from all 50 states, the District of Columbia and Congress.

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Features of Netscan• Contains the full bill text (all versions and

amendments)• Access to supplemental information:

committee reports, fiscal notes, executive orders, hearing notices and complete bill histories.

• Legislative session calendar including crossover deadlines

• Provides information on all stages of legislation (from pre-filed to adopted)

• Includes related bill information• Automatic linking to statutes

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How NETSCAN Works • Key words have been identified and the

software constantly searches for these in bills introduced in state legislatures and Congress.

• The tracking tool emails NASP staff any time one of these words is introduced into state or federal bills.

• NASP staff briefly reviews text to see if it generally applies to School Psychology and our identified priorities.

• The NASP staff forwards the notice and related bill information to the state president, GPR chair, NASP delegate, SPAN contact and one additional person if identified.

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How NETSCAN Works• The notified state leaders have the

responsibility of reviewing the legislation and determining if and how state members need to organize and respond.

• If the state wants NASP to continue tracking bill, they MUST email back with this request.

• GPR Members will offer assistance to states dealing with specific issues at the request of state leaders (i.e. licensure, NCSP parity, etc.)

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NASP Materials and ResourcesNASP Press Page:http://www.nasponline.org/press/index.aspx

NASP Advocacy Page:http://www.nasponline.org/advocacy/index.aspx

NASP Research Summaries:http://www.nasponline.org/advocacy/research.aspx

NASP Materials for Families and Educators:

http://www.nasponline.org/families/index.aspxhttp://www.nasponline.org/educators/index.aspx

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Best Materials• “What is a School Psychologist” brochure

» http://www.nasponline.org/resources/freepubs.aspx» Free copies and Downloadable Materials» Spanish version, Native American, SP Providing MH

Services, Handouts, • NASP Practice Model Website

» http://www.nasponline.org/standards/practice-model/• School Psychologists: Improving School and

Student Outcomes» Research to Policy and Practice Summary» http://www.nasponline.org/advocacy/

SP_Improving_Student_School_Outcomes_Final.pdf• School Psychologists: A More Valuable

Resource (Principal Leadership Magazine)» http://www.nasponline.org/resources/principals/

PLNov10_schoolpsych.pdf

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ADVOCATE!Visit the NASP Advocacy webpage and Advocacy Action Center• http://www.nasponline.org/advocacy/

index.aspx• Become a part of the “1-Minute

Solution” by sending an email letter to your elected official through the Advocacy Action Center

• Find your elected officials• See how your elected officials voted

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What is the Advocacy Roadmap?• A set of tools designed to help individuals and state

associations plan their grassroots advocacy related to a particular issue.

• Current Roadmaps:» Preserving and Promoting School Psychology

http://www.nasponline.org/advocacy/psychservicesroadmap.aspx

» Medicaid http://www.nasponline.org/advocacy/medicaidroadmap.aspx

» Model Licensure Acthttp://www.nasponline.org/standards/stateadvocacyroadmap.aspx

» NASP Practice Model (coming Fall 2011)

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GPR State Assistance

http://www.nasponline.org/advocacy/gpr.aspx• Facilitate NASP GPR trainings in your state• Request support for technical assistance• Nominate state advocates and officials for

awards• Attend GPR and ATS Special Sessions at

NASP conventions

Visit Washington D.C. in July! 2012 Public Policy Institute

• Dates: July 11-13, 2012, Washington, DC • Build your advocacy skills, visit Capitol Hill,

and immerse yourself in American History! Keynote

• 5-day training available for GWU graduate semester credit/3-day training for noncredit school psychologists

• http://www.nasponline.org/advocacy

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From the wise words of Winston Churchill….

“…The definition of a successful person is someone who can move from failure to failure without losing their enthusiasm.”

Welcome to Professional Advocacy!!

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This is only the tip of the iceberg…to explore further, contact:Stacy Skalski, Director of Public Policy [email protected]

Kathy Cowan, Director of Communications [email protected]

Government and Professional Relations (GPR):John Kelly, GPR Committee Co-Chair [email protected] Baas, GPR Committee Co-Chair [email protected] to States (ATS):Gene Cash, Assistance to States Co-Chair [email protected] Kitson, Assistance to States Co-Chair

[email protected]:• Andrea Cohn, NASP Communications Workgroup Chair

[email protected]

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AcknowledgementsThanks to the many Government and

Professional Relations Committee and Communications Committee members that contributed content to this presentation.

Also thanks to other NASP leaders and staff:Stacy SkalskiKathy MinkeRhonda ArmisteadKathy CowanEric Rossen

Questions/Discussion?

Please fill out your evaluation form online: http://nasp.informz.net/survistapro/s.asp?id=7194.

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Strengthening State Advocacy: Basic Training

Education

Transcript of Strengthening State Advocacy: Basic Training