effective adv dec 2013 · pdf filebe realistic differentiate between achievable versus...

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EFFECTIVE ADVOCACY:UNDERSTANDING AND INFLUENCING THE LEGISLATIVE & BUDGET PROCESS

AESA 28th Annual Conference12/06/20131:30 p.m., Grand Oaks B

Speaker

Craig Burford, Executive Director, Ohio ESC Association Previous Experiences:Ohio SchoolNet Commission, Director of Communications and

Government Relations

Ohio Senate, Legislative Aide

Ohio Legislative Service Commission, Fellow

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Overview What Every School Leader Should Know About the

Legislative and State Budget Processes and Effective Advocacy! This interactive and informative session is designed to give attendees a better understanding of the process of public policy development and implementation with a focus on state legislative and budget processes. The session will include a discussion of the “Do’s” and “Don’ts” of advocacy as well as help attendees create and perfect their “elevator speech”. Participants will receive tools to assist them in their advocacy efforts with a variety of audiences.

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Overview

What are we going to cover? We are going to: Define Advocacy

Distinguish Advocacy from Direct Lobbying

Provide the Tools to be Effective Advocates

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Why Advocate?

What (and who) affects your work?

Day-to-day, Month-to-month and Year-to-year…

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EFFECTIVE ADVOCACYCreating & Deploying Your Message

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What allows us to Advocate?U.S. Constitution: 1st Amendment

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

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Why We Must Advocate: Power in Numbers

Lawrence Lessig: We the People, and the Republic we must reclaim http://www.ted.com/talks/lawrence_lessig_we_the_pe

ople_and_the_republic_we_must_reclaim.html?utm_source=email&source=email&utm_medium=social&utm_campaign=ios-share

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Advocacy

What is Advocacy?

ad·vo·ca·cy [ad-vuh-kuh-see]noun, plural ad·vo·ca·cies.the act of pleading for, supporting, or recommending; active espousal: “He was known for his advocacy of states' rights.”

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Advocacy (Cont.)

Advocacy is ongoing -24/7/365

Advocacy is a process not an event

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Advocacy (Cont.)11

Advocacy (Cont.)

Awareness

Establishing Brand Recognition What is your mission/vision/purpose?

Who are you communicating it to?

How do you share it?

When/how often are you promoting your organization?

Making people aware of your organization and the issues you care about

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Advocacy (Cont.)

Education Community Forums

Legislative Breakfasts/Meetings

Outreach

Annual Reports

Engaging the Media

Other

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Advocacy (Cont.)

Engagement

Conversion

Advocacy

The Advocacy Plan

*Lake County ESC

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Developing an Advocacy Plan

Biennial or Annual Activity Includes:

Priorities Position statements Goals Strategies

Consider the environment and ability to achieve success Context is CRITICAL

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Developing an Advocacy Plan - STEP 1

Priorities List your priorities

Consider the environment

Consider your abilities

Prioritize your priorities

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Developing an Advocacy Plan - Step 2

Position Statements For each priority have a clear, concise and brief

position statement

Explain potential effects of a position statement.

Use data or detail to “back up” your claims.

Position statements should suggest solutions to a clearly defined problem.

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Developing an Advocacy Plan – Step 3

Goals Set clear, measureable goals for your advocacy plan

Be realistic

Differentiate Between Achievable versus Desirable

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Strategies From your goals develop strategies.

Know your target audience. Varies for each goal

Different Audiences require different tactical methods

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Tactics Within your strategies, develop appropriate tactics: Constituents & Key Contacts; Public testimony; Letters or

email; Phone calls; Coalition building; Use of the media; Lobbying.

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Advocacy Tactics

Constituents & Key Contacts Grassroots Advocacy (E.g., client districts, other local

related organizations) Action Alerts, etc.

Key contacts (e.g., identifying people within your community that are in a position of influence with targeted legislators)

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Advocacy Tactics (Cont.)

Public Testimony Secure your spot;

Write and Submit your testimony;

Be respectful;

Address all comments through the chairperson;

Don’t “fake it to make it” – If you don’t know the answer, let the committee know you will get back to them.

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Letters Keep to 1 page and personalize (no form letters)

Be factual, use personal stories

Offer to assist or provide further information

Ask them for support and thank them for their dime.

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Phone Calls Be courteous to whom ever answers the phone;

Don’t expect to speak to the legislator but don’t be shocked if you do;

If a legislator is not available, ask to speak to an aid; and

Makes sure they know you are a constituent.

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Email Legislators receive a lot of email;

Expect delayed responses;

E-blasts, however, can be effective.

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MediaAdvocacy tools Press releases & Letters to the Editor

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Press Releases Editors report that more than 50% of their stories are

prompted by press releases (e.g., “baiting the hook”); Should be interesting and news worthy; Should be clear, concise and accurate; Headlines 4-6 words; Answer who, what, when where, why in first 2-3 sentences. 1 page or less; and Don’t use acronyms and don’t exaggerate.

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Letters to the Editor Great way to get message out to the community and

initiate debate on your issue; Consult local paper for guidelines; Include name, address, phone number and email; Keep to 1 page; Articulate main points in first sentence and again at the

end. Avoid personal attacks.

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Coalition Building Be selective – establish “selection” criteria;

Can enhance position;

Typically like minded;

Numbers count – coalitions bring numbers to your advocacy effort.

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Advocacy (Cont.)

Advocacy is a two-way streetYou have to give to get

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Mastering the elevator speechWho are you? What do you do? Why do you care?

Why should I care?

A Decision Maker’s Perspective is Your Reality

ACTIVITY

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Elevator Speech

_________ESA is a __________ organization that provides __________ services to ___________ in an effort to _________ with _________ results.

For ____________ Stakeholder

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Example Elevator Speech

Ohio’s 55 ESCs are public agencies that provide academic and operational support services to students, teachers and administrators in public, private and charter schools in an effort to improve student outcomes for all kids (of all abilities) regardless of where they live and attend school.

For _State Policy Maker_____ Stakeholder

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PR & COMMUNICATIONWorking with the Media

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Working with the Media

Why is working with the Media Important?

Participating in media interviews will require considerable preparation. But a good interview can reap the benefit of increased public awareness and understanding of a particular issue germane to your work.

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Working with the Media (Cont.)

Choose wisely in accepting interviews. You do not need to grant every request. Carefully consider whether to participate in an interview that: would compromise you in any way; or

is out of your range of expertise

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Grant a request for an interview only if you want to give the interview. Whatever your state of mind during the interview, it will show. Your answers to the following questions will help you determine whether you should do the interview: What do you want to accomplish with this interview? What do you want to say about this subject? What do you have to gain by doing it? Will there be more opportunities for you in the future?

If you decide not to accept, inform the media representative as soon as possible. All you need to say is "No, thank you." Don't worry that your decision will be used against you in the future. The media will call again when they need you.

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Be Prepared Before the interview, know exactly what you want to say.

Prepare 3-5 points you want to make & integrate into answers during the interview. Write them down and practice them.

State your conclusions first, and then use your supporting evidence.

If there are any controversial or easily misinterpreted aspects of your work, roughly frame your answers in these areas beforehand.

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Be Cautious – Nothing is “off the record” Don't consider anything you say as "off the record"

simply because you say it is. Say only what you want in print, and keep confidential information confidential.

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Correcting Inaccuracies Most journalists strive for accuracy in their reporting, but you

may be misquoted at some point. These errors are rarely deliberate. If the reporter completely missed the point, let the reporter know (in as helpful a manner as possible).

In a case of serious misstatement of your data or your views, you may certainly request a correction (phone or send a letter to the editor).

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Keep Records

Always keep a record of interviewers. List the: journalist's name journalist's affiliation phone number and/or e-mail address story idea

After an interview, you may ask the journalist if you can contact him or her with more information you think of later. Good journalists are interested in all the facts.

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DIRECT LOBBYINGWorking with Policymakers

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Lobbying

What is lobbying? Lobbying means to “attempt to influence a

lawmaker or executive agency decision maker.”Lobbying Handbook

Ohio Joint Legislative Ethics Committee

What is effective lobbying? Effective lobbying or advocacy is getting the votes!

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Why Lobby?

Reasons for lobbying are many and varied: To gain better laws To protect favorable laws To repeal unfavorable laws To stop unfavorable proposals (bills) from becoming

law. To impact state executive agency decision making

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Why Lobby?45

Who Can Lobby?

Individuals

Corporations

Public Entities

501 (c)(3) – limited to a percent of their budget

501(c)(4) or 501 (c)(6) – unlimited when advancing the organization’s tax-exempt purpose.

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Who do we Lobby?

Special Interest Groups

Legislators

Legislative Staff

Executive Agencies

Office of the Governor

Media

The Public

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The “How”:

Top 10 Ways to Working with Legislators …Successfully

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#1-Get Involved

You are the experts in your field –legislators are primarily generalists.

Effective Advocacy is education centered and constituent driven.

Don’t sit on the sidelines - You have to be in the game to make the big play.

Constituents are a lawmakers first concern – they can get them elected and “un-elected”.

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#2-Understand the Political Process

Understand how a bill becomes a law - this is the “road map” for getting a bill through the legislature.

Learn and Understand the legislative process (e.g., committees, legislative rules, amendment process, etc)

Know which is the committee of reference with jurisdiction over your issue (e.g. education, health and human services, etc).

Understand the probabilities of a bill being enacted into law In Ohio, 21% of introduced bills are actually enacted into law.

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#3-Know the Political Environment

Party Control Divided State Government: Democrat Governor,

Republican-Controlled House and Senate

Know the Party Leaders House Minority Leader and Speaker Senate Minority Leader and President

Understand Political Nuances – (e.g., House and Senate have appropriation authority, but Governor has line-item veto).

Know the Parties’ Policy Priorities

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#4-Get “Like-Minded” People Involved

Coalitions are indispensable; they exist for advantage.

Never pre-qualify or disqualify a potential partner.

Coalitions multiply your power and influence.

Build “critical mass” An ideal coalition consists of all special

interests that could affect your issue before the legislature.

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#5-Understand Interested Party Positions

Legislators will ask you what the positions are of other interested parties and if you have met with them.

Know the opposition side and the proponent side of every issue.

“Legislatures respond, they seldom lead.” –Jack Davies, Minnesota Senate You must be able to explain and/or refute the positions of

interested parties.

Controversy kills bills – understand interested party positions and understand when negotiation may be necessary.

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#6-Be Helpful To Legislators & Staff

There is no unimportant staff person. Lobby staff, then members. The more work you do for lawmakers and

staff the more likely your ideas will become law.

Legislators appreciate a simple message with a clear supportable position that enable them to do their jobs.

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#7-Be Able to Support Your Position

Cross all your “T’s” and dot all of your “I’s”. Have data to support your position. Enlist experts to support your position. Provide credible research and resources. Become a valued and trusted resource.

If you lose your trustworthiness and integrity it will be difficult to regain it.

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#8-Follow Through

Getting a bill enacted into law is only the first step.

Agencies are often charged with enabling language to implement new laws.

This begins the next phase of advocacy –ensuring state agencies implement the law in a manner consistent with legislative intent and your interests.

Like Popeye, be “strong to the finish” – Follow through from proposal to passage from enactment to implementation.

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#9-Recognize Legislators Efforts: Support those Who Support You

Recognize through association newsletters, press releases or awards.

Support through campaign contributions.

Volunteer for legislative campaigns.

Support those that support your issues and your profession.

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#10-Stay Involved

Don’t just lobby members of the legislature or governor’s office when you need something.

The best time to lobby is when you don’t need anything; This connects back to ongoing advocacy.

Be personally engaged.

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Lobbying “Do’s” & “Don’ts”

Direct Lobbying is important.

Knowing the fundamentals is important.

Avoid costly mistakes.

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Working with Policy Makers

Keep Records (see attached)

Always keep a record of meetings. List the: Policy Maker or Staff Person’s name Their Position on Your Issue(s) Next Steps

LEVERAGE YOUR COLLECTIVE INTELLIGENCE

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CONTEXT IS CRITICALUnderstanding Your Environment

Context Mapping

_____ Trends _____ TrendsContext MapPolitical Factors

Economic Climate

UncertaintiesEnd User Needs & Policy Concerns

Technology & Other Factors

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Setting the Context: OhioThe 130th General Assembly

Ohio Legislature is a Part-time, bi-cameral legislature

General Assemblies meet on a 2-year session schedule

The legislative calendar is similar to the school calendar

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Setting the Context:The 130th General Assembly (Jan 2013 – Dec 2015)

Republicans Control All Branches of State Government

Ohio’s Congressional Delegation has a majority of Republicans (12-4)

However, Some ask if Ohio is becoming a “Purple” StateOhio has 1 Republican and 1 Democrat U.S.

Senator Obama won Ohio 50-48%

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Setting the Context:The 130th General Assembly (Cont.)

Ohio House

17 of 99 Members are New 14 new and 3 returning former legislators

But, lowest turnover rate in last 4 General Assemblies

7 new House members from local government ranks

Republicans Control the Ohio House 60-39

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Setting the Context:The 130th General Assembly (Cont.)

Ohio Senate

Some Continuity/Stability

2 of 33 Members are “New” Representatives now Senators Ueker and Gardner

Only 1 term-limited member from 129th GA (Niehaus)

Republicans Control the Ohio Senate 23-10

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Setting the Context: Ed PolicyThe 130th General Assembly (Cont.)

What to Expect On Education Policy Front in 2013Education Governance ODE Ohio Board of RegentsEducation Funding Primary & Secondary Education Higher EducationAccountability Teacher & Administrator Evaluations Expenditure Standards New School District Report Cards Charter School Accountability Drop-Out Recovery School Standards

Expanded Choice Special Education Vouchers

Lifted Cap on e-SchoolsStudent Learning

Third Grade Reading Guarantee Blended Learning

Curriculum & Assessments Common Core Standards

New Assessments (including online) Associated Teacher and Administrator

Professional Development

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How a Bill Becomes a Law:Enacting Legislation

Two Major Categories: Resolutions

Bills Two types of bills:

“standard” non-appropriation bills

Appropriation bills

Idea

Bill

Act

Law

4 Key steps to Enactment

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How a Bill Becomes a Law:Idea

Anyone can come up with the idea for legislation

Bills are drafted by the Non-Partisan Ohio Legislative Service Commission (LSC)

LSC provides legislative research and analysis services for members of the Ohio General Assembly

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How a Bill Becomes a Law:Three Considerations

The Ohio Constitution requires that each bill receive consideration on at least 3 separate days by each House before enactment. This can be suspended if 2/3 of the House in which the bill is

being acted upon vote to suspend.

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How a Bill Becomes a Law:Committee Action

Standing Committees of the Ohio General AssemblyOffer Sponsor, Proponent, Opponent & Interested Party

Testimony During Public Hearings House Rules require 5-day public notice of hearings

Senate Rules require the notice be posted in the Clerk’s office 2 days prior to a hearing

Rules of both Chambers prevent members from voting on a bill unless they are present at the committee hearing in which the bill was acted upon.

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How a Bill Becomes a Law:Required Votes

Type Minimum Number of VotesRequired

Senate House

Majority(Simple Majority)

17 50

3/5 Majority 20 60

2/3 Majority 22 66

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How a Bill Becomes a Law:Required Votes (Cont.)

Examples of Measures that require different majorities in order to prevail

Measure Type of Majority

Quorum Simple Majority

Bill(without an emergency clause)

Simple Majority

Emergency Clause 2/3 Majority

Overriding Governor’s Veto(except for bills needing 2/3 majority for passage)

3/5 Majority

Joint resolutions proposing amendments to the Ohio Constitution

3/5 Majority

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How a Bill Becomes a Law:The Role of the Governor

The Ohio Constitution requires each act passed by the General Assembly be presented to the Governor before it becomes law. Governor signs act where upon it becomes law and files with

the Secretary of State If Governor fails to sign or fails to veto within 10 days

(excluding Sunday) it becomes law Or the Governor may disapprove any act of the General

Assembly or any items in any act including appropriation.

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How a Bill Becomes a Law:Overriding a Veto

Upon veto of an Act or part of an Appropriation Act, the Governor must return it to the originating chamber along with written objections

That chamber must publish objections in the chamber’s journal and may reconsider the act

It takes a 3/5 majority of both chambers to override a veto – originating chamber votes first Exception – if a 2/3 super majority was required for initial

passage a similar margin is required to override a veto

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How a Bill Becomes a Law:Effective Dates of Legislation

The Ohio Constitution requires 90 days to elapse before a law goes into effect in order to permit any possible referendum petition to be circulated and filed by the electorate.

The Constitution also states that laws providing for appropriations, tax levies and emergency laws necessary for “the immediate preservation of the state’s health, peace or safety” are effective immediately.

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What are the Chances?

What are a bill’s chances of being enacted into law? The 129th General Assembly (All Bills): 1,106 total bills introduced

200 passed and enacted into law – 19.6%

Education Only 79 Education-focused bills were introduced

13 were enacted – 16.6%*

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Implementation:The Rule Making Process

Administrative Rule MakingWhen the subject of a statute is technically complex, the

General Assembly often creates or authorizes an administrative agency to implement the statue – Rule Making is an important tool to empower agencies to implement statute.

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Implementation:The Rule Making Process (Cont.)

Why is Understanding Administrative Rules and the Rule Making Process Important? Administration Rule has the same power as law

An Administrative Rule is law only after its adopting agency has put it through a statutorily prescribed rule-making procedure.

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The State Budget Process Newton's laws of motion are three physical laws that form the

basis for classical mechanics. They describe the relationship between the forces acting on a body and its motion due to those forces. THEY ALSO DESCRIBE THE STATE BUDGETING PROCESS An object in motion continues in motion with the same speed and in the

same direction unless acted upon by an unbalanced force.

Acceleration is produced when a force acts on a mass. The greater the mass (of the object being accelerated) the greater the amount of force needed (to accelerate the object).

For every action there is an equal and opposite re-action.

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Legal Foundations of the Budget Only the Ohio General Assembly has appropriation authority.

A biennial capital bill for public improvement projects is submitted during the 2nd year of a biennium.

The Governor has line item veto authority to disapprove “any item or items in any bill making an appropriation of money” under Article II, Section 15 of the Ohio Constitution.

The state is obligated to maintain a balanced budget by the operation of two provisions of the Ohio Constitution: Article VIII, Section 3 and Article XII, Section 4

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Legal Foundations of the Budget Net state lottery proceeds be used solely for the support

elementary, secondary, vocational and special education programs and that the tax collected on gross casino revenue be distributed in accordance with a specified formula.

Appropriations for the current expenses of state government and laws providing for tax levies go into immediate effect and are not subject to the referendum.

One General Assembly cannot bind the appropriation actions of a future General Assembly through the enactment of a law, because the future General Assembly has the power to amend or repeal that law.

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Budget CalendarStrategic Planning Government Agencies Establish Their Mission & Performance Goals

June-July (year prior to Budget Bill intro)

OBM distributes budget guidelines to agencies including assumptions for budget development and budget request forms.

September-October State Board of Education Finalizes and Approves Agency Budget Priorities.

October-November Agencies submit budget requests (and caseload projections as appropriate) to OBM. Budget submissions are reviewed for technical accuracy and additional data is sought from agencies as necessary.

December-January OBM prepares revenue estimates for the upcoming biennium. Recommendations are made to the governor on funding priorities with established revenue projections, who makes final budget decisions. LSC independently prepares revenue forecasts and caseload projections.

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Budget Calendar (cont.)

Strategic Planning Government Agencies Establish Their Mission & Performance Goals

January-February (first year of GA)

A new General Assembly is seated in odd-numbered years. Governor release executive budget or “Blue Book”. LSC prepares the budget bill for introduction based on the Governor’s recommendations.

February-March Budget bill is introduced and referred to House Finance & Appropriations committee. OBM and LSC conduct independent analysis. Subcommittees of the House Finance committee review the bill and recommend changes.

March-April Full House Committee acts on subcommittee recommendations and amends the appropriations bill. LSC drafts both permanent and temporary law amendments. House passes the amended bill and sends to the Senate.

April-May Senate Finance Committee reviews agency budget requests and recommends changes.

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Budget Calendar (cont.)

Strategic Planning Government Agencies Establish Their Mission & Performance Goals

June The Senate passes the bill with changes, and it is sent to a Conference Committee of the House and Senate. OBM and LSC provide updated revenue forecasts and caseload projects. LSC produces budget analyses comparing the House and Senate changes to the appropriations bill. The Conference Committee works out differences between the House- and Senate-passed versions of the bill. The House and Senate vote on the Conference Committee report, which is not subject to amendment. The governor signs the appropriations bill by June 30, usually line item vetoing several matters.

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District Choice of ESCs: Timeline

TERMINATION

Next Opportunity to terminate is prior to January 1, 2015.

Failure to terminate an agreement allows current contracts/alignment agreements to “roll over” and additional 2 years.

ALIGNMENT Districts that terminate agreements have

until July 1, 2015 to enter into a new agreement with their current ESC or a newESC.

Ohio Revised Code §3313.843

School Districts have the ability to formally align to an ESC in the state. This formal alignment directly impacts ESC funding levels. Districts may also purchase any service from any ESC.

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Context Mapping (An Example)87

KEEPING INFORMEDTools & Resources

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Keeping Informed: Ohio ExamplesInformational Tools & Resources

In Person

LSC Bill Room (Statehouse) or equivalent Senate/House Journals, Calendars, Digest of Enactments,

Status Reports, Bills, Bill Analyses, Fiscal Notes, Laws of the State of Ohio

LSC Library (Riffe Building)

State Library of Ohio

Ohio Historical Society

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Keeping Informed: Ohio ExamplesOnline Informational Tools & Resources - ExamplesPublic Sources http://www.legislature.state.oh.us

Bills, Analyses, Committee Notices, schedules, important links

http://www.lsc.state.oh.us Bill Analyses Fiscal Notes Status Report of Legislation Budget in Detail Budget Footnotes

http://www.ohio.gov/obm Executive Budget Proposals Monthly Budget Reports

News Sources Columbus Dispatch:

http://www.dispatch.com Cleveland Plain Dealer:

http://www.cleveland.com/plaindealer/

State Impact Ohio: http://stateimpact.npr.org/ohio/

Hannah News: http://www.hannah.com

Gongwer News Service: http://www.gongwer-oh.com

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State Education Associations Buckeye Association of School

Administrators www.basa-ohio.org

Ohio Association of School Business Officials www.oasbo-ohio.org

Ohio School Boards Association www.ohioschoolboards.org

National Education Associations Association of Educational Service

Agencies (AESA) http://www.aesa.us

National Policy Organizations

Stateline:

www.stateline.org

Ohio Policy Organizations

Policy Matters Ohio:

http://www.policymattersohio.org

Center for Community Solutions:

http://www.communitysolutions.com

Ohio Department of Education

http://www.ode.state.oh.us

Keeping Informed: Ohio ExamplesOnline Informational Tools & Resources - Examples

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DISCUSSION QUESTIONSImplementing a Course of Action

Discussion Questions

1. How often should you engage with legislators, legislative staff, State Board of Education members or other key stakeholders?

2. What information do you collect and share with key stakeholders?

3. How can you engage your staff and community in effective advocacy for your organization?

4. What are the most effective ways to build trusting, sustained relationships with elected officials and key stakeholders?

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Thank You!

Contact OESCA Email: [email protected]; Phone: 614-846-3855

Check OESCA Out Online www.oesca.org www.twitter.com/oesca http://paper.li/oesca/1358358453

Join the Discussions on LinkedIn through the Ohio ESC Association Group http://www.linkedin.com/groups/Ohio-Educational-Service-Center-Association-

2600939?gid=2600939&trk=hb_side_g

Elevator Speech Activity Definition: An elevator speech/pitch is a brief summary that succinctly defines a product, service, or organization and its value. The name comes from the idea that this summary should be delivered in the time span of a typical elevator ride—approximately 30 seconds to 3 minutes. Components & Tips: Elevator speeches can vary a lot depending on the goal, audience, and circumstances but they should all contain the following elements.

Pertinent Facts—The five W’s: who, what, where, why, how

Sparkle—What makes your organization/service/product compelling

or unique

Impact—Statistics and stories that show results

Simplicity—Jargon-free language that anyone can understand

Passion—Show that you care about what you’re pitching

Flexibility—Use a framework but adjust your speech to your audience

Preparation—Practice your speech and ask for feedback

Crafting the Pitch: Answering the following questions will help you craft your own speech.

1. What are you trying to achieve? (i.e. recruit volunteers/clients, build new partnerships, inform others about your organization)

2. Who is your audience? (i.e. potential volunteers/clients, area

schools/businesses, community members)

3. What is your position and your organization?

4. Why does your organization do what it does? (i.e. what need does it fill and why is this important to your audience?)

5. Where is your organization located? What population does it serve?

6. What does your organization do? 7. What makes your organization unique? What benefit do you deliver? 8. How does your organization do what it does?

9. Why are you passionate about this subject?

10. What is your “ask”? (i.e. How can people get involved or what could you do with additional support?)

3-30-3 Exercise 3-30-3 Exercise: We can usually find plenty of things to say about what we do or who we work for. The hard part can be editing down our speeches, which is where the 3-30-3 exercise comes in. This exercise asks you to craft a three minute speech, a thirty second speech, and a three second speech. Give it a try! 1. Say it in three minutes: (Provides a more thorough explanation and includes impact stories) Example: My name is Krista and I am an AmeriCorps*VISTA volunteer coordinator for the East Side Learning Center, a children’s literacy nonprofit in St. Paul. 75% of kids who don’t read at grade level by the end of 3rd grade continue to struggle in school and beyond. An estimated 6,000 children in St. Paul need extra reading support but many families can’t afford private tutors. The ESLC provides free one-on-one tutoring in reading for low-income Kindergarten to 4th grade children who don’t read at grade level. Each child in our program receives personalized lesson plans written for them by licensed teachers and tutoring three to four days per week with a trained volunteer or professional tutor. With the help of 220 volunteers we served 214 children at three school sites last year, providing over 12,000 hours of tutoring! I love seeing the kids in our program discover a passion for reading. One boy in our program really struggled with reading but last spring, thanks to the support of his tutors, he is now reading beyond grade level and enjoys bringing books home! The ESLC has expanded to five schools this year but in order to continue changing children’s lives, we are looking for more volunteers. Have you ever considered tutoring?

2. Say it in thirty seconds: (Provides a succinct overview with a hook to spur further conversation) Example: I’m an AmeriCorps*VISTA volunteer coordinator for a children’s literacy nonprofit in St. Paul. An estimated 6,000 children in St. Paul need extra reading support but many families can’t afford private tutors. The East Side Learning Center provides free one-on-one tutoring in reading for low-income Kindergarten to 4th grade children who don’t read at grade level. Each child in our program receives personalized lesson plans written for them by licensed teachers and tutoring three to four days per week with a trained volunteer or professional tutor. Last year we provided over 12,000 hours of tutoring to 214 children at three school sites with the help of 220 volunteers! Here’s my card. If you’d like to see what we do, check out our website.

3. Say it in three seconds: (An interesting phrase or short sentence that captures what you do)

Example: The East Side Learning Center changes children’s lives one book at a time.

Policy Maker/Stakeholder Contact Sheet

Name: _________________________________________________________________ Organization: ___________________________________________________________ Meeting Date: ____/____/________ Contact (check those that apply):

Governor

Executive Branch Staff Name: ________________________ Position: _____________

Legislator Name: ________________________ Chamber: ____________

Legislative Staff Name: ________________________ Position: _____________

State Superintendent

ODE Staff Name: ________________________ Position: _____________

Other Education Stakeholder Name: ________________________ Position: _____________ Issue(s) Discussed: _____________________________________________________________________________________ _____________________________________________________________________________________ Position:

Against Leaning Against Neutral

Leaning to Support Support Issue(s) Discussed: _____________________________________________________________________________________ _____________________________________________________________________________________ Position:

Against Leaning Against Neutral

Leaning to Support Support Overall Understanding of ESCs (circle one): 1 2 3 4 5 6 7 8 9 10 (1= low, 10= high)

Follow Up/Next Steps: _________________________________________________________________ Notes: __________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

Please submit completed forms to OESCA at: [email protected] or

fax to (614) 846-4081

mailto:[email protected]

effective adv dec 2013 · pdf filebe realistic differentiate between achievable versus...

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