ADVOCACY AND LOBBYING COMMONALITIES AND DIFFERENCES OKLAHOMA DIVISION

ADVOCACY AND LOBBYING: COMMONALITIES AND DIFFERENCES OKLAHOMA DIVISION ON CAREER DEVELOPMENT AND TRANSITION 3 RD ANNUAL STATE SPECIAL EDUCATION LEGISLATIVE SUMMIT FEBRUARY 19, 2020 Kimberly Osmani, M. Ed. kosmani@cornell. edu

OBJECTIVES Participants will: Discuss how to educate and advocate at the state and national level; and Learn about tools, resources, and events for educating and advocating

Arguing in favor of something. Informing about how policies/bills/laws affect students. Using social media to spread the word about a bill/law.

ADVOCACY—VERSUS—LOBBYING Attempt to influence a politician or public official on an issue. Direct—communication with a legislator or other government representative. Grassroots—asking the public to contact legislators or gathering the public around an issue (e. g. , online petitions, distributing flyers, public demonstrations). Asking legislators to vote a specific way or to amend legislation Emailing a group and asking them to contact legislators in support of (or opposing) pending regulations http: //lobbyit. com/advocacy-vs-lobbying-understanding-difference/

WHAT ARE SOME EXAMPLES OF LEGISLATIVE ADVOCACY? State Helmet laws Transition age (maintaining federal requirement or beginning earlier) National State Children’s Health Insurance Program (S-CHIP) Highly qualified teachers Graduation requirements Student loans Testing requirements Adequate Yearly Progress Tattoo shops, Cannabis, Liquor sales Centers for Medicaid and Medicare Teacher raises, insurance increases Services School consolidation Transition Age ABLE Savings Accounts Funding for IDEA

Legislative advocacy refers to efforts to influence the introduction, enactment, or modification of legislation. • • • I don’t know how. I don’t have the knowledge. I don’t know what to say. I’m nervous. I don’t want to do it alone. I don’t know who to talk to. I am not allowed. I can’t get off work. It won’t make a difference anyway. • I’m only one person.

THE THREE “A’S” OF ADVOCACY • Your friends, family, colleagues, legislators • By getting involved, you can help advance a movement or affect a policy change. • Make contacts, write letters, call, or visit your elected officials; support an organization Awareness Advancement Action http: //www. columbia. edu/itc/hs/medical/residency/peds/new_compeds _site/pdfs_new/leg%20 advoc/legislative_advocacy_101. ppt

Wh at s hou ld I kno w ? When? Serve on committee? Vote coming up in committee? Where does a bill stand? • Regardless of when, you want to set appointments in advance. • Be prepared for the appointment to get canceled. • Have a backup plan. • When not in session (local office) • Before they’ve decided on their vote What do I do? • Talk from the heart. You are respected. • Tell a story. You are a credible source. • Provide a one-page handout (data, success story, etc. ) • Be brief but direct in your message. • If they disagree, explain how a bill affects your family, friends, students, etc. , and include an

And… • Be prepared with: • Bill number/name • Business cards • Specific info you want to communicate • Send separate messages for different bills or issues. • Ask them for their position on the bill or issue at hand. What else should I know? • Be prepared to be their new “go to” person on this topic. • Thank them for their time (if in person), and send a thank you card. • Follow up on any questions they may have had for you to answer after the meeting.

Remember • • • Legislators are humans too. They come from your local areas, and they want to improve those areas. They know what it is like where you live but maybe not your unique perspective. Their staffers are educated and very influential. Legislators only know as much as they are informed about. Try • • Writing an email (personal). Mailing a letter (not from work). Meeting in person (in a group is fine). Inviting them to a meeting, for coffee, to your school, to events, etc.

WHAT TO BRING One pagers Charts/graphs Easy to understand statistics Stakeholders from local area Success stories • • • How do we process information? 90% of information sent to the brain is visual. (MIT) 65% of people are visual learners. (Pearson) People retain 10% of what they hear 3 days later. Images increase it to 65%. (Brain Rules) 99% of all sensory information is filtered out by the brain almost immediately. (QUE Publishing) Visuals with color increase people's willingness to read by 80%. (Saurage Research)

SO, WHAT DOES THIS MEAN TO ME AS A PROFESSIONAL? So what? 1. How does this impact your work? 2. How does it impact your students? 3. What do you need to be aware of? Why you? 1. How is your position unique or critical? 2. What can you do? 3. What do you have to offer?

I EDUCATE, I PARTICIPATE! I HOPE YOU CAN JOIN ME. COUNCIL FOR EXCEPTIONAL CHILDREN

I EDUCATE, I PARTICIPATE! I HOPE YOU CAN JOIN ME. ü Meet with your legislators. ü Stay current on latest developments in your state. ü Stay current on latest developments nationally through CEC’s web page. ü Exercise your right to vote. ü Download the Council for Exceptional Children’s (CEC) nonpartisan election guide. ü Send your message directly from CEC, look up your legislators, and access resources. ü Take advantage of public comment opportunities through the Federal Register.

Learn about hot topics. Network with colleagues. Advocate on The Hill. https: //specialeducationlegislativesummit. org/

Children can’t advocate for themselves

OTHER RESOURCES o Congress o State Sites o House of Representatives o National Education Association Legislative Action Center o Tracking the US Congress o Children and Youth Action Network