NASP State Training Webinar: Minnesota

NASP GPR State Training

Strengthening State Advocacy: Basic Training
Webinar: Minnesota
February 28, 2012
PRESENTER Sally A. Baas, Ed.D., Co-Chair
NASP GPR Committee

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
2

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

Goals of Basic Training (cont’d)

 Become actively involved with public
policy efforts
 Network with colleagues committed to
public policy and advocacy efforts

4

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

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

Agenda
• NASP Practice Model
» Resources and Examples
• MSPA Legislative/Advocacy Efforts
• Development of Goals
• Review of NASP advocacy considerations
• State Plan development

7

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

Model of Comprehensive and Integrated
School Psychological Services
(NASP, 2010)

Standards for School Psychology
Revised 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.aspx
10

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

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

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

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

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

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

16

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

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
18

Professional Practices that Permeate all
Aspects of Service Delivery
Data-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 progress
data
•Analyze school improvement data
•Evaluate treatment fidelity
•Valid and Reliable Assessments
20

Professional Practices That Permeate All
Aspects 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 with
families, teachers, etc.
•Coordinate with community
providers
•Work to advocate for needed
change
21

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

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

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 prevention
and promotion programs
•Advocate for policies and practices
that promote positive school
environments

24

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

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

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 and
responsive services
•Promote fairness and social justice in
school policies and programs
27

Service 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 of
services on student performance
•Assist in program evaluation
•Assist teachers in collecting
meaningful student data

28

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

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

Organizational Principles
This section provides organizational
recommendations to school districts
pertaining to the delivery of school
psychological services. Areas include:

3. Organization of Services
4. Working Climate
5. Physical, personnel, and fiscal support
systems
6. Professional Communication
7. Supervision and mentoring
8. Professional development and recognition
systems

31

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

School Psychology Ratio
Organizational 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

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.

34

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/
35

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

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
37

NASP Practice Model Rollout:
Progress to Date

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

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

NASP Practice Model:
Policy Examples

Resolutions
Resolutions 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

42

2011 Legislation: Maine
ME 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.
•"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

43

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

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

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/PsychS
» CT’s ratio of student to school psychologist is
the best in the country. In 2004, it was estimated
to be 505:1.

46

NEW NASP Model Rollout
Materials

NEW Model Rollout Resources

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

48

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

49 49

Advocacy Roadmap Contents
Exhibit A: Examining the Landscape of School Reform
Exhibit B: Advocacy “To Do” List
Exhibit C: Assessing the Climate for Advocacy
Exhibit D: Profile of School Psychology Practice and Services
Exhibit E: Key Messages about the NASP Practice Model
Exhibit F: Summary of School Psychology Advocacy Resources
Exhibit 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 Template
Exhibit J: NASP Assistance Available to States
Exhibit K: Advocating for School Psychology: Lessons Learned 50

Example: Exhibit B--To do list
Step 1: Become familiar with the NASP Practice Model.
Exhibits E, F, G, H1, H2
Step 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

51

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

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

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

54

Articles
NASP Practice Model: Examples from the Field
http://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 Resource
http://www.nasponline.org/resources/principals/School_Psychologists_Nov10_NASSP
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.

55

Webinars, Workshops, and Trainings
Students with Mental Retardation and Depression:
Providing Understanding and Assistance
www.nasponline.org/conventions/2011/handouts/pa/Students%20with%20Mental%2
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 Outcomes
http://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

56

NASP Publications
Helping Children at Home and School III: Handouts for Families and
Educators
http://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.
57

Professional Development
• CQ Articles
» Examples from the field
» Self-assessment data
• NASP Model Webinar posted on NASP
website
» http://www.nasponline.org/standards/practice-mod
• Online Learning Center (OLC)
» All sessions indicate Practice Model domains
» nasp.inreachce.com

58

Evaluating the Landscape for
Reform

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

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

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

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

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

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

Understanding the Basics of
Advocacy

“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

67

“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.

68

• 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

Are you an
agent of change?
or
Are you a victim
of circumstances?

70 70

Have you seen this
bumper sticker?

71 71

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.

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?

73 73

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

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?

75

ELEVATOR CHAT

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

76

Effective Communication:

Fostering relationships and
promoting your role.

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

Three Types of Strategic
Communications

Urgent/in the
Crisis moment
Management
Intensive

Action Request
Resolving a
Targeted problem
Proactive
Outreach
(“Calling Sharing
Universal
Card”) information

90

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

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

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

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

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

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/

86

Crisis Communications:
Protecting Your Position and
Role

“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

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

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

Planning Process

Assess Situation

Identify Target
Audiences
Effective Desired
Communications Stakeholder Improved
Craft Messages Planning Buy-In Outcomes

Select Strategies/
Implementation

Evaluation/Follow-up

93

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

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

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

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

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

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

Statistics Versus ...
Youth Risk Behavior Surveillance
Percentage of students responding regarding behavior during 12
months preceding survey:
YRBSS Middle School
2003* Survey 2003**
1. Seriously considered
attempting suicide 16.9 20.6
2. Made a specific plan 16.5 13.4
3. Made an attempt 8.5 9.7
4. Made an attempt requiring
medical attention 2.9 —

Lieberman, Poland and Cassel, 2006
100

… “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

Facts Versus ...

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

102

… 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

3 Core Messages
with 3 Supporting Points Each

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

Effective Message Structure

• Problem statement
• Action/solution
• Benefits

106

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

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

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

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

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

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

Time is short
So are people’s attention spans.
Hone in on the point, back it up,
and stick to it.

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

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.

115

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

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

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

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

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

119
119

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

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

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

122

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

123

Grassroots Advocacy and
the
Legislative Process

Grassroots Advocacy Topics

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

125

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

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

Levels of Advocacy
Micro 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.
128

The 3 Major Parts to an
Advocacy Agenda:

Knowing
Preparing
Doing

Building an Advocacy
Agenda

The “Knowing” Stage

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

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? 132

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

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 135


• 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


• 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

• 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


• 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

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


• 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

• 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


• 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

• Access to telephone, cell phone,
texting capability, and fax machine
• Access to photocopying equipment
and materials
• Involvement supported by
colleagues, supervisors, and
administration

144

Raising the Profile
of School Psychologists

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
146

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

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

Building Professional Relationships
 Emphasize the
strengths of each
group

 Keep the focus
upon outcomes
for kids and
families
 Avoid whining,
complaining
149

Identify and Reach Out to
Key Stakeholders and Allies
• Parents/students
• Teachers/other personnel
• Administrators
• Community service providers
• Pediatricians
• Policymakers

150

Identify and Reach Out
to Key Stakeholders and Allies
• Secondary Principals and other
administrators
• Speech/Language Pathologists
• PTA
• Nurses
• School Board Association

151

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/spanco
152

Build your Within-State SPAN Network
and 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:
abollinger@naspweb.org)

153

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

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

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

158

Engaging in Advocacy
The “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

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

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

• 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

 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

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

166

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

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


Identify
legislation, law or
regulation by name
and number

Tell a personal
story that relates to
the issue

170

 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

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 172

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

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

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

National and State
Coordination

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

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

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

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

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 183

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

• 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

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

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

 Is the political climate appropriate for
developing partnerships?

187

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

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

State Advocacy Action
Planning

Action Planning Process

Assess Situation

Identify Target
Audiences
Effective Desired
Action Stakeholder Improved
Craft Messages Planning Buy-In Outcomes

Select Strategies/
Implementation

Evaluation/Follow-up

191

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

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

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

Developing a State Plan (Part II)
• Develop a plan to influence target
audiences

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

106

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

107

• 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

» 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

Implementing the State Plan
• Group Report
» Synthesize and prioritize state GPR
activities
» Commitment and timelines

110

NASP Advocacy and
Communication Tools

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

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

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

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

NASP Materials and Resources
NASP 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.aspx
http://www.nasponline.org/educators/index.aspx

205 169

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_S
• School Psychologists: A More Valuable Resource (Principal
Leadership Magazine)
» http://www.nasponline.org/resources/principals/PLNov10_scho

206

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

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 Act
http://www.nasponline.org/standards/stateadvocacyroadmap.aspx
» NASP Practice Model (coming Fall 2011)
208

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

209 174

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
• http://www.nasponline.org/advocacy

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!!

211

This is only the tip of the iceberg…to
explore further, contact:
Stacy Skalski, Director of Public Policy sskalski@naspweb.org
Kathy Cowan, Director of Communications
kcowan@naspweb.org
Government and Professional Relations (GPR):
John Kelly, GPR Committee Co-Chair jkellypsyc@aol.com
Sally Baas, GPR Committee Co-Chair baas@csp.edu
Assistance to States (ATS):
Gene Cash, Assistance to States Co-Chair gcash1@aol.com
Jennifer Kitson, Assistance to States Co-Chair
jkitson@eaglecom.net
Communications:
• Andrea Cohn, NASP Communications Workgroup Chair
angec99@hotmail.com

212 179

Acknowledgements
Thanks 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

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

215

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