Strengthening State Advocacy: Basic Training


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Presenter: Sally A. Bass, Ed.D., Co-Chair NASP GPR Committee

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  • NASP 2010 Standards (four documents named above) were revised following a three and one-half year process. Input from NASP members, leaders and affiliated group representatives occurred during the TRANSPARENT revision process. In total, more than 4000 school psychologists provided input. In March, 2010, the four NASP 2010 Standards were UNANIMOUSLY approved by the NASP Delegate Assembly. These are CONSENSUS documents that define our profession as unique. As you know, the documents are available for free online or in book form for a nominal cost. BUT if they don’t get out into the hands of school psychologists and national, state, and local decision-makers, the process was in vain.
  • The NASP Standards define our field and are the best and most complete documents for articulating who we are and what we do.
  • The Standards are consensus documents meaning that as a field, we agree that these define us. Not all SP agree with them, but the feedback and forum for discussion was broad enough to allow a consensus to develop.
  • This is the getting it out there part!
  • 70% of all school psychology programs are NASP approved. Note: This has resulted in the virtual elimination of the 30-hour masters entry level in a relatively brief time frame. So with respect to preparation, credentialing, and ethics, our Standards have been quite influential.
  • BUT the actual practice of school psychologists remains highly variable and many of our colleagues do not have the opportunity to practice in ways consistent with their preparation. So…
  • In short, promotion of a practice model can move the field and make the standards a reality…
  • This is the final revised graphic. School psychologists have a foundation knowledge base in both education and psychology Use effective strategies to help students succeed academically, socially, behaviorally, and emotionally Apply their knowledge and skills by creating and maintaining safe, supportive, fair, and effective learning environments and enhancing family-school collaboration for all students Ensure that their knowledge, skills, and professional practices reflect understanding and respect for human diversity and promote effective services, advocacy, and social justice for all children, families, and schools Integrate knowledge and skills across all 10 domains of practice, resulting in direct, measurable outcomes for children, families, and schools
  • [it seems to me that it would make more sense to start the description with the foundational knowledge, then the aspects that permeate all services…but it could just be me]
  • Remember, though, that you aren’t expected to make all of this happen at once; small drops radiating outward….
  • Organizations should use these principles to provide school psychological services. They delineate things such as the recommended ratios for school psychologist to student, guidelines for supervised experiences, working conditions, etc. This is the piece that will guide your district leadership (or state regulatory folks).
  • Perhaps the organizational guideline getting the most attention is the new “ratio for School Psychologists.” Currently, student to practitioner ratio standards are used in a variety of ways and by a variety of professions at the local, state, and national levels. School districts often use the ratios in staffing formulas to help determine the appropriate number of practitioners to employ relative to the number of students in a district. Departments of education use ratios in statutes and regulations as guides for employment standards as well as a criterion for measuring the sufficiency of personnel relative to student need. Ratios are also cited in existing and proposed legislation for the purpose of establishing need (i.e., identifying shortages of school psychologists in specific states or communities), setting employment standards for accountability measures (i.e., reducing class size policies), and for goal setting as part of capacity building programs (e.g., the ratios used in NCLB as part of the ESSCP grant, ratios cited in HB 6654/S3364, the Increased Student Achievement through Increased Student Support Act ) . A major consideration regarding the ratio standard is the “age” of the standard and whether the standard reflects current expectations of practice and research. The 1:1000 ratio is over 25 years old, having appeared in the 1984 version of the Professional Conduct Manual . Here is how it read in that edition: The state legislature should ensure that there are sufficient numbers of adequately prepared and credentialed school psychologists to provide services consistent with these Standards .  In most settings, this will require at least one full-time school psychologist for each 1,000 children served by an LEA, with a maximum of four schools served by one school psychologist.  It is recognized that this ratio may vary based upon the needs of children served, the type of program served, available resources, distance between schools, and other unique characteristics (pp. 25-26).   This document mentions the original Standards as having been published in 1978 (though a copy of that document is not available to see how the ratio appears there).  The role of the school psychologist has changed dramatically over the last 25 years, and it is reasonable to assume that this change in role may also warrant a change in the standard.
  • NASP Policy and Resource Documents: Includes policy docs, white papers, and fact sheets. Examples: Ready to Learn, Empowered to Teach Articles: Includes published articles from CQ, School Psychology Review, School Psychology Forum, and the SP column of Principal Leadership magazine (NASSP) Online training: Includes online CPD credit (free and the Online Learning Center), convention session powerpoints, webinars and podcasts NASP Publications: Includes any published books or CDs that NASP has in their school store. Being compiled by the Government and Professional Relations (GPR) committee
  • Being compiled by the Government and Professional Relations (GPR) committee
  • Resolutions are used mostly to set a tone for future work. They are not binding, have no money attached, but can be referred to in future work as having been the direction that a policy board wished to support. NASP is in the process of working with Rep. Loebsack (IA-2) to revise the HOUSE RESOLUTION for the 112 th Congress. The US Senate has decided not to allow resolutions for this year.
  • The former title for school psychologists was “school psychological services provider”. New title: school psychologist-specialist and school psychologist-doctoral. The state association was interested in changing their title and found a state legislator who was willing to sponsor this legislation. While they had the title act open they also updated the credentialing language, supervision requirements and added direct references to the NASP Practice Model.
  • This is an example of a local school district that has decided to use the NASP practice model as the basis for their performance appraisal rubric. A draft copy of this tool is provided in the handouts.
  • Here’s an excerpt from the INTRODUCTION of the CT Guidelines: “ These guidelines describe a model of exemplary school psychology practice. As these guidelines are implemented across the state, the potential to substantially improve the social, emotional, behavioral and academic development of students, families, school personnel and their communities is profound. “ This document specifically cites the SP domains from the NASP standards and Blueprint III as the framework used to define the scope of practice of school psychologists. In CT, they will need to update this document so that it aligns with the new NASP Practice Model. This is a terrific way to get the SEA to support the use of professional practice standards in policy. CT has the lowest ratio of students to school psychologists. In 2004, estimated 505: 1. See this link:
  • Being compiled by the Government and Professional Relations (GPR) committee
  • NASP Policy and Resource Documents: Includes policy docs, white papers, and fact sheets. Examples: Ready to Learn, Empowered to Teach Articles: Includes published articles from CQ, School Psychology Review, School Psychology Forum, and the SP column of Principal Leadership magazine (NASSP) Online training: Includes online CPD credit (free and the Online Learning Center), convention session powerpoints, webinars and podcasts NASP Publications: Includes any published books or CDs that NASP has in their school store. Being compiled by the Government and Professional Relations (GPR) committee
  • It is critical to understand how national and state public policy contributes to obstacles and opportunities for advocacy. When considering the rollout of the Practice Model, each state will need to examine what the “landscape” is for reform. How are the national policies impacting the state policies? How are national models for practice impacting local models of practice? What are current practices and what are the future possibilities. Here’s a little food for thought about public policy to help you see what NASP is doing to help your advocacy efforts align with what is going on nationally. ACTIVITY- STATE ASSESSMENT
  • Currently, there is increased attention being given to these issues in federal legislation and policy. The Obama administration released: “Blueprint for Reform: The reauthorization of the Elementary and Secondary Education Act” in March 2010. The following priorities were established for the reauthorization and link to these major themes: COLLEGE AND CAREER READY STUDENTS Raising standards for all students. Better assessments. A “complete” education (whole child, cradle to career) GREAT TEACHERS AND LEADERS IN EVERY SCHOOL Effective teachers and principals Best teachers are serving where they are needed most Strengthening teacher and recruitment and retention EQUITY AND OPPORTUNITY FOR ALL STUDENTS Rigorous and fair accountability for all levels Meeting diverse learners Greater equity. RAISE THE BAR AND REWARD EXCELLENCE Fostering a “race to the top” Supporting effective public school choice Promoting a culture of college readiness and success PROMOTE INNOVATION AND CONTINUOUS QUALITY IMPROVEMENT Fostering innovation and success Supporting, recognizing and rewarding local innovations Supporting student success OBJECTIVE OF THIS SLIDE: to highlight the current important themes coming from the federal government that we need to respond to]
  • 1. Education Secretary Duncan has continually emphasized that the US needs to return as the leader for college to career readiness. This is fueling the P-20 Pipeline movement which is all about how we plan for children’s education from their earliest years until they complete their education (even graduate school) and transition to the workforce. 2. The Alliance for Excellent Education released a report summarizing some research out of Johns Hopkins that clarified that there are a small number of schools contributing substantially to the problems in America. We need to turn these school around and a huge amount of energy and resources is being dedicated to this. See this link for more information: 3. Across the country the weakening economy has contributed to a shrinking workforce. This is impacting morale, supply/demand, etc. We need to get ourselves at the table and off of the menu. 4. Increasing pressures on state budgets is the reducing federal share for education. Although the AARA funds did infuse a huge amount of additional money into local school districts, it was “one time” money. School districts are now working to find ways to meet their budgets while also meeting the requirements of the evolving state and federal mandates. This will be critically important to watch as many states made commitments to reform certain practices with the hope of getting Race to the Top money to help pave the way. In many places, these reforms are now in place in policy, but the state was not awarded Race to the Top funds. Who will pay for these reforms? What change will really occur? Stay tuned…..
  • Focus on being acknowledged for contributions to success.
  • Hopefully crisis management won’t have anything to do with the practice model rollout. It is very time sensitive and requires an immediate message and immediate response. Just as with services to kids, your crisis and action request communications will be more successful if you have been successful at the “calling card” level. People need to know who you are and why you matter for action requests and crisis management communications to matter to them.
  • This is my life (Stacy Skalski, NASP Public Policy Director) with Kathy Cowan and how we work together to develop many of NASP’s key messages for advocacy related issues. I will go into Kathy’s office fully excited about an idea. She will start firing questions at me without showing the least bit of enthusiasm for my ideas. Once she is satisfied that the idea has some merit (meaning I have answered her questions sufficiently), then she will say to me. “Great. Now I know what we need to do and how to say it.” No matter how many times she does this…I’m always surprised by the process and the outcome. It really works. It is the tough questioning and her relentlessness that makes our messages really matter to different stakeholders. [the next slides are intended to CONTRAST between how we talk to each other as school psychologists and how we need to talk to our stakeholder groups]
  • See next slide for details on this activity. Divide them into five groups (count off). Each group is provided a large piece of butcher paper with one stakeholder group as the heading. Give the groups 2 minutes to list as many of the most pressing issues in your state that are a concern for this stakeholder group. They are pretending to be members of THAT particular stakeholder group. Shift roles after issues are identified. Using the “craft your message” slide, try to create one key message on how the practice model/school psychologists can help. Facilitators challenge the messages using the “Cowan Interrogation Technique” as they work Reconvene as a large group: What stakeholder groups were selected? What were the issues? How would knowing that these are their issues impact you in your rollout of the model?
  • As groups are crafting their key messages, facilitators should go around and use the “Cowan Interrogation technique” to help them understand that the message has to be crafted to the STAKEHOLDER group…not to other school psychologists (unless of course, that is your group). Pose these questions in a direct way so people have to really think about what is important. 1. So what? 2. Who cares? 3. Why does that matter? 4. What’s the most important thing for people to know? 5.What do you want people to do about it?
  • Diegnan meeting
  • Refer meeting participants to the ACTION PLANNING worksheet that is provided in their packet. (There should be one per person.) Encourage people to start planning how they will do this planning. If they have an adequate team attending, they can get started…if not, they should have a plan for how they are going to do this once they go home.
  • Strengthening State Advocacy: Basic Training

    1. 1. NASP GPR State TrainingStrengthening State Advocacy: Basic TrainingWebinar: MinnesotaFebruary 28, 2012PRESENTER Sally A. Baas, Ed.D., Co-Chair NASP GPR Committee
    2. 2. Goals of Basic TrainingParticipants 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 2
    3. 3. 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 3
    4. 4. Goals of Basic Training (cont’d) Become actively involved with public policy efforts Network with colleagues committed to public policy and advocacy efforts 4
    5. 5. 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 5
    6. 6. 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. 6
    7. 7. Agenda• NASP Practice Model » Resources and Examples• MSPA Legislative/Advocacy Efforts• Development of Goals• Review of NASP advocacy considerations• State Plan development 7
    8. 8. 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? 102
    9. 9. Model of Comprehensive and Integrated School Psychological Services (NASP, 2010)
    10. 10. 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 10
    11. 11. 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. 11
    12. 12. 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 12
    13. 13. 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. 13
    14. 14. 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 14
    15. 15. 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 15
    16. 16. The Practice Model is designed topromote the connection between ourtraining, standards and our actualpractice. 16
    17. 17. 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
    18. 18. Model for Comprehensive andIntegrated 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 18
    19. 19. 19
    20. 20. Professional Practices that Permeate all Aspects of Service DeliveryData-based decision making and accountability  Knowledge 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. Examples:•Use problem solving frameworks•Collect and review student progressdata•Analyze school improvement data•Evaluate treatment fidelity•Valid and Reliable Assessments 20
    21. 21. Professional Practices That Permeate AllAspects of Service Delivery Consultation and collaboration  Knowledge 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. Examples:•Consult and collaborate withfamilies, teachers, etc.•Coordinate with communityproviders•Work to advocate for neededchange 21
    22. 22. Direct and Indirect Services for Children, Families and Schools Student-Level Services Interventions 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 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 22
    23. 23. Direct and Indirect Services for Children, Families and Schools Student-Level Services Interventions 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 Examples •Implement evidenced based interventions to improve individual student social, emotional, and behavioral wellness •Monitor fidelity of implementation •Screen for and identify warning signs 23
    24. 24. Direct and Indirect Services for Children, Families and Schools Systems-Level Services School-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 Examples•Implement school-wide preventionand promotion programs•Advocate for policies and practicesthat promote positive schoolenvironments 24
    25. 25. Direct and Indirect Services for Children, Families and Schools Systems-Level Services Preventive 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 Examples: •Participate in school crisis prevention and response teams •Evaluate and engage in activities that alleviate risk and promote resilience 25
    26. 26. Direct and Indirect Services for Children,Families and Schools System Level Services Family-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 Examples: •Reach out and engage parents •Promote respect and appropriate services for cultural and linguistic differences 26
    27. 27. 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 Examples:•Provide culturally competent andresponsive services•Promote fairness and social justice inschool policies and programs 27
    28. 28. Foundations of School PsychologicalService Delivery 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 Examples:•Gather data about the impact ofservices on student performance•Assist in program evaluation•Assist teachers in collectingmeaningful student data 28
    29. 29. Foundations of School Psychological Service Delivery 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 Examples:•Remain knowledgeable about legal issues•Comply with regulatory expectations•Engage in professional development•Use supervision and mentoring 29
    30. 30. 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. 30
    31. 31. Organizational PrinciplesThis section provides organizational recommendations to school districts pertaining to the delivery of school psychological services. Areas include:3. Organization of Services4. Working Climate5. Physical, personnel, and fiscal support systems6. Professional Communication7. Supervision and mentoring8. Professional development and recognition systems 31
    32. 32. 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 32
    33. 33. 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.” 33
    34. 34. How does the Practice Model connectwith 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. 34
    35. 35. 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• 35
    36. 36. 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. 36
    37. 37. Going live next month:Advocacy Roadmapfor 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 37
    38. 38. NASP Practice Model Rollout:Progress to Date
    39. 39. 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 39
    40. 40. 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 40
    41. 41. NASP Practice Model:Policy Examples
    42. 42. ResolutionsResolutions are often created by school boards,state legislatures, Congress, and electedofficials (mayors, governors, etc.)Excerpt from Federal Resolution Text:….Whereas the National Association of School Psychologists hasa Model for Comprehensive and Integrated SchoolPsychological Services that promotes standards for theconsistent delivery of school psychological services to all studentsin need;…..•U.S. House of Representatives Federal Resolution (111th Congress, HR 1645)•U.S. Senate Federal Resolution (111th Congress, S631) 42
    43. 43. 2011 Legislation: MaineME introduced legislation to change the title of SchoolPsychologists and within the same bill added referenceto the NASP Practice Model and updated theirsupervision requirements and scope of practice to beconsistent 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.•"School psychologist" means a professional certified by the department as a schoolpsychologist who provides school psychological services consistent with thenational standards articulated by the most current Model for Comprehensive andIntegrated School Psychological Services as published by the NationalAssociation of School Psychologists. "School psychologist" includes a schoolpsychologist - doctoral and a school psychologist - specialist.•Maine School Psychologists Incorporate Practice Model Into Legislation 43
    44. 44. 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. 44
    45. 45. 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. 45
    46. 46. 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 • » CT’s ratio of student to school psychologist is the best in the country. In 2004, it was estimated to be 505:1. 46
    47. 47. NEW NASP Model Rollout Materials
    48. 48. NEW Model Rollout Resources• Advocacy Roadmap• NASP Domain Pages• CQ Featured Column• NASP Practice Model Webinar• Online learning 48
    49. 49. 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: » NASP Advocacy Resources Page under “Tools” • » NASP Practice Model Resource Page • 49
    50. 50. Advocacy Roadmap ContentsExhibit A: Examining the Landscape of School ReformExhibit 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 ExamplesExhibit 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: NewspapersExhibit I: Action Planning TemplateExhibit J: NASP Assistance Available to StatesExhibit K: Advocating for School Psychology: Lessons Learned 50
    51. 51. 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, DStep 3: Identify any additional resources or assistance needed. Exhibits H3, JStep 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, H5Step 5: Develop and implement an action plan. Exhibit IStep 5: Share your “lessons learned” with other school psychologists. Exhibit K 51
    52. 52. Domain Pages Four 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)52 52
    53. 53. 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. 53
    54. 54. EXAMPLE: Domain 4: Interventions and Mental Health Services to Develop Social and Life Skills NASP Policy, Position Papers, and Fact SheetsAppropriate Behavioral, Social, and Emotional Supports toMeet the Needs of All Students 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 SchoolOutcomes NASP handout that shows the relationship between research, policy, and practice when considering the how school psychologists’ services improve student outcomes. 54
    55. 55. EXAMPLE: Domain 4: Interventions and Mental Health Services to Develop Social and Life Skills ArticlesNASP Practice Model: Examples from the Field 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 Resource 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 Communiqué Online article on the provision of mental health services in schools.  55
    56. 56. EXAMPLE: Domain 4: Interventions and Mental Health Services to Develop Social and Life Skills Webinars, Workshops, and TrainingsStudents with Mental Retardation and Depression:Providing Understanding and Presentation by by Paula J. McCall, PhD, NCSP, at the National Association of School Psychologists, February 2011 Annual ConventionNASP Convention Podcast: Early Intervention for YoungChildren With ADHD: 24-Month Outcomes Podcast of NASP Convention presentation by George DuPaulNASP Online CPD Modules NASPs Professional Growth Committee provides online self-study modules for members 56
    57. 57. EXAMPLE: Domain 4: Interventions and Mental Health Services to Develop Social and Life Skills NASP PublicationsHelping Children at Home and School III: Handouts for Families andEducators 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 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 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. 57
    58. 58. Professional Development• CQ Articles » Examples from the field » Self-assessment data• NASP Model Webinar posted on NASP website »• Online Learning Center (OLC) » All sessions indicate Practice Model domains » 58
    59. 59. Evaluating the Landscape forReform
    60. 60. 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 60 60
    61. 61. 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 61
    62. 62. 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 62
    63. 63. 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 63
    64. 64. 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 64
    65. 65. 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 65
    66. 66. Understanding the Basics of Advocacy
    67. 67. “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. 67
    68. 68. “Why do I need to advocate?”The Minnesota Legislature has 201 members. TheState of Minnesota is divided into 67 legislativedistricts, 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 134representatives. These districts are made up of about36,713 people each. 68
    69. 69. • 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? 69
    70. 70. Are you anagent of change? orAre you a victimof circumstances? 70 70
    71. 71. Have you seen this bumper sticker? 71 71
    72. 72. 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.
    73. 73. Who Recognizes Your Rolein 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? 73 73
    74. 74. Administrators and school boardshelp or hinder your role, resources,effectiveness, job satisfaction andjob security--particularly within thecontext of change.
    75. 75. This is a critical time to Promote thevalue 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? 75
    76. 76. ELEVATOR CHATWhat are your mostdifficult or frustratingbarriers tocommunicating withadministrators? 76
    77. 77. Effective Communication:Fostering relationships andpromoting your role.
    78. 78. 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! 78 78
    79. 79. Three Types of StrategicCommunications Urgent/in the Crisis moment Management Intensive Action Request Resolving a Targeted problem Proactive Outreach (“Calling Sharing Universal Card”) information 90
    80. 80. 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. 80 93
    81. 81. 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. 81 92
    82. 82. 82 94
    83. 83. • 83
    84. 84. 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. 84 96
    85. 85. 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. 85 97
    86. 86. 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 » 86
    87. 87. 87
    88. 88. Crisis Communications:Protecting Your Position andRole
    89. 89. “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. 89 100
    90. 90. 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). 90 101
    91. 91. Message Development
    92. 92. 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? 92
    93. 93. Planning Process Assess Situation Identify Target Audiences Effective Desired Communications Stakeholder ImprovedCraft Messages Planning Buy-In OutcomesSelect Strategies/Implementation Evaluation/Follow-up 93
    94. 94. 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.) 94
    95. 95. 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.) 95
    96. 96. 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.) 96
    97. 97. 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.) 97
    98. 98. 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)! 98
    99. 99. 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 99
    100. 100. 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 100
    101. 101. … “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 101
    102. 102. Facts Versus ...Children who are bullied or ostracizedcan suffer serious emotional andacademic difficulties. 102
    103. 103. … 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 103
    104. 104. 104
    105. 105. 3 Core Messageswith 3 Supporting Points Each(Often called the Rule of 3: It’s hardfor people to remember more than 3things at a time.)
    106. 106. Effective Message Structure• Problem statement• Action/solution• Benefits 106
    107. 107. 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.) 107
    108. 108. 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.) 108
    109. 109. 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.) 109
    110. 110. 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. 110
    111. 111. 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. 111
    112. 112. 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. 112
    113. 113. Time is short So are people’s attention spans. Hone in on the point, back it up, and stick to it.
    114. 114. 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. 114
    115. 115. Core Messages1. 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. 115
    116. 116. 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. 116
    117. 117. 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. 117
    118. 118. Avoid creating or appearing tocreate “turf battles” that othersneed to mediate.
    119. 119. Stakeholder Elevator Chat: Prepareby identifying stakeholder concernsand key messages “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?” 119 119
    120. 120. 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)?. 120
    121. 121. 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. 121
    122. 122. Materials Online• Communications Resources• Economic Crisis Resources• Advocacy Resources (Roadmaps) 122
    123. 123. Four Big “Take Aways” FromToday• 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 123
    124. 124. Grassroots Advocacy and the Legislative Process
    125. 125. Grassroots Advocacy Topics• Understanding the basics of advocacy• Building an advocacy agenda• Building “grassroots” capacity for advocacy• Engaging in Advocacy 125
    126. 126. 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 126
    127. 127. 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 127
    128. 128. 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: PracticesMacro 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. 128
    129. 129. The 3 Major Parts to an Advocacy Agenda: Knowing Preparing Doing
    130. 130. Building an Advocacy Agenda The “Knowing” Stage
    131. 131. 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? 131
    132. 132. Are You and Your State Association onthe 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? 132
    133. 133. Building the “Grassroots” Capacity for Advocacy Getting Ready for the “Doing” Stage
    134. 134. The “Doing” Stage is dependent uponthree 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 networks3. Developing advocacy skills
    135. 135. Key Components in Forming an EffectiveState 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 135
    136. 136. Key Components in Forming an EffectiveState Legislative/GPR Committee• 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) 136
    137. 137. Key Components in Forming an EffectiveState Legislative/GPR Committee• 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 137
    138. 138. Key Components in Forming an EffectiveState Legislative/GPR Committee• 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 138
    139. 139. Key Components in Forming an EffectiveState Legislative/GPR Committee• 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) 139
    140. 140. 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 140
    141. 141. Desired Personal Characteristics of Committee Members• 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 141
    142. 142. Desired Personal Characteristics of Committee Members• 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 142
    143. 143. Desired Personal Characteristics of Committee Members• 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) 143
    144. 144. Desired Personal Characteristics of Committee Members• Access to telephone, cell phone, texting capability, and fax machine• Access to photocopying equipment and materials• Involvement supported by colleagues, supervisors, and administration 144
    145. 145. Raising the Profileof School Psychologists
    146. 146. Plan for Activities of StateLegislative/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 146
    147. 147. 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 147
    148. 148. 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 148
    149. 149. Building Professional Relationships Emphasize the strengths of each group Keep the focus upon outcomes for kids and families Avoid whining, complaining 149
    150. 150. Identify and Reach Out toKey Stakeholders and Allies• Parents/students• Teachers/other personnel• Administrators• Community service providers• Pediatricians• Policymakers 150
    151. 151. Identify and Reach Outto Key Stakeholders and Allies• Secondary Principals and other administrators• Speech/Language Pathologists• PTA• Nurses• School Board Association 151
    152. 152. 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 152
    153. 153. 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: 153
    154. 154. 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 154
    155. 155. Building Advocacy Skills
    156. 156. Develop the Advocacy Skillsof 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
    157. 157. Become Familiar with NASPAdvocacy 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
    158. 158. Find the information you need to Learnthe Advocacy Priorities for SP• NASP Web Site (• 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 158
    159. 159. Engaging in Advocacy The “Doing” Stage
    160. 160. Key Activities in the “Doing” StageCommunicating 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
    161. 161. Communicating with Elected Officials
    162. 162. 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 162
    163. 163. 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 163
    164. 164. 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 164
    165. 165. 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 165
    166. 166. Communicating with ElectedOfficials• 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 166
    167. 167. 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 167
    168. 168. Communication Tools
    169. 169. Write (e-mail) elected officials…..  State that you are a constituent  Personalize 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 arguments169
    170. 170. Write (e-mail) elected officials….. Identify legislation, law or regulation by name and number Tell a personal story that relates to the issue 170
    171. 171. 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 response Write a thank-you e-mail 171
    172. 172. 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• You can also visit your state’s general assembly website to find the names and phone numbers of local elected officials 172
    173. 173. 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 173
    174. 174. 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 174
    175. 175. 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 175
    176. 176. National and State Coordination
    177. 177. 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) 177
    178. 178. Providing Testimony
    179. 179. 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 179
    180. 180. 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) 180
    181. 181. Coalition Building
    182. 182. 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. 182
    183. 183. Coalitions mean better outcomesfor 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 183
    184. 184. 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 184
    185. 185. • 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 185
    186. 186. 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? 186
    187. 187.  Would the expertise of potential partners best fill the “need”? Is the political climate appropriate for developing partnerships? 187
    188. 188. 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
    189. 189. 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 189
    190. 190. State Advocacy Action Planning
    191. 191. Action Planning Process Assess Situation Identify Target Audiences Effective Desired Action Stakeholder ImprovedCraft Messages Planning Buy-In OutcomesSelect Strategies/Implementation Evaluation/Follow-up 191
    192. 192. 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? 192
    193. 193. 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” 193
    194. 194. 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? 102
    195. 195. Developing a State Plan (Part II)• Develop a plan to influence target audiences• Develop a plan to form effective coalitions » Identify key groups 106
    196. 196. Developing a State Plan• Develop a plan for an internal communications network » Phone tree » Fax tree » E-mail groups » Listserv 107
    197. 197. Developing a State Plan• 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? 108
    198. 198. Developing a State Plan » 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 109
    199. 199. Implementing the State Plan• Group Report » Synthesize and prioritize state GPR activities » Commitment and timelines 110
    200. 200. NASP Advocacy andCommunication Tools
    201. 201. 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. 201
    202. 202. 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 202
    203. 203. 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. 203
    204. 204. 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.) 204
    205. 205. NASP Materials and ResourcesNASP Press Page: Advocacy Page: Research Summaries: Materials for Families and Educators: 205 169
    206. 206. Best Materials• “What is a School Psychologist” brochure » » Free copies and Downloadable Materials » Spanish version, Native American, SP Providing MH Services, Handouts,• NASP Practice Model Website »• School Psychologists: Improving School and Student Outcomes » Research to Policy and Practice Summary »• School Psychologists: A More Valuable Resource (Principal Leadership Magazine) » 206
    207. 207. ADVOCATE!Visit the NASP Advocacy webpageand Advocacy Action Center•• 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 207
    208. 208. 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 » Medicaid » Model Licensure Act » NASP Practice Model (coming Fall 2011) 208
    209. 209. GPR State Assistance• 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 209 174
    210. 210. 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•
    211. 211. From the wise words of WinstonChurchill….“…The definition of a successful person is someone who can move from failure to failure without losing their enthusiasm.” Welcome to Professional Advocacy!! 211
    212. 212. This is only the tip of the iceberg…to explore further, contact:Stacy Skalski, Director of Public Policy sskalski@naspweb.orgKathy Cowan, Director of Communications kcowan@naspweb.orgGovernment and Professional Relations (GPR):John Kelly, GPR Committee Co-Chair jkellypsyc@aol.comSally Baas, GPR Committee Co-Chair baas@csp.eduAssistance to States (ATS):Gene Cash, Assistance to States Co-Chair gcash1@aol.comJennifer Kitson, Assistance to States Co-Chair jkitson@eaglecom.netCommunications:• Andrea Cohn, NASP Communications Workgroup Chair 212 179
    213. 213. 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 Skalski Kathy Minke Rhonda Armistead Kathy Cowan Eric Rossen 213 180
    214. 214. Questions/Discussion?
    215. 215. Please fill out your evaluation formonline: 215