Effective Advocacy

with Legislators

Effective Advocacy

Michael Bina

• Advocacy is active support for an idea or cause.

• Lobbying is actively trying to influence decision makers.

• An advocate is an ally, apostle, backer, booster, friend, promoter, proponent, and true believer.

• A champion is someone who fights for or backs a cause.

Daniel Webster says…

Lobby, as a verb, is detaining in conversation by or, as if by, holding on to the outer garments of the decision maker.

Daniel Webster says…

Picture of a boy holding onto the coat tails of a boy running

5

• Believe in your case.• Maintain good eye contact. • And, if you are going to get this

close, use your Listerine.

Lyndon Baines Johnson

Picture of President Johnson standing with a man

6

Keep your passion in check!

Two pictures side by side of two men facing each other

1. Advocacy should be left to the professional lobbyist. “Little ole me” is not capable of influencing the system.

2. Advocacy takes a lot of time and effort and it doesn’t really result in making meaningful change.

3. “Times are tough. There’s no money to be given! (Somebody will get money! Why not you? If you don’t believe you will get any money, assuredly, you won’t.)

Advocacy Myths

3. Policy and law makers are:A. Intimidating B. Not open to different points of viewC. Self-centered politicians who are not interested in improving human services.

4. Lobbying “On the Hill, in D.C. to Congress, is the “big show” and that state legislatures are minor leagues venues.

Advocacy Myths

5. Lobbying in D.C. to Congress, “On the hill” requires a Ph.D. and a high level of sophistication and that, conversely with state legislatures, a G.E.D. or less is enough and a less planned approach and level of commitment will “get you by.”

6. D.C. lobbying in where the money is.

7. Lobbying at any level is all about money. (It is also about statute, laws, policies, and regulations that can impact our practice.)

Advocacy Myths

• Policy or decision makers are the students. • Our message— based on our client or student and

agency or school needs— is our content to impart. 1. Assess the student 2. Do an IEP3. Set reasonable expectations, but expect results!4. Do lesson plans5. Lesson prep (including a ‘dry run’ practice session.)6. Get and keep the student’s attention.7. TEACH8. Reinforce 9. Evaluate and adjust the advocacy (both during and after

the lesson)

Advocacy is Teaching.

• The most critical element in teaching is the human element, i.e. the personal relationship, the rapport, trust, and connection between people.

• Advocacy is the same.• The old adage in fundraising applies: “People

give money to people” not schools or agencies. • Allow time to develop “the relationship.”• Allow “them” to get to know you.• Advocacy is a process. Not an event.

Advocacy is Teaching

• The relationship first. Then the message.

• The best message will not be heard and the decision maker will not become “moved” or become “mobilized” unless he/she “accepts” you, becomes committed to assist you, and when you leave, will take action.

Advocacy is Teaching

• Webster defines a relationship as “a state of connectedness.”

• There must be an interpersonal connection.• Your need and related message must be

humanized and “related” to people.• You and your message must “create a stir

within” the decision makers:– Stress or tension in their “gut.”– Moral, ethic, or legal righteousness– Guilt or fear

Without a “Relationship,” Nothing

will Result

• “The human heart needs to be needed.”– If the decision maker is made aware and

senses that he or she can be helpful to a cause he or she deems worthy, they will become motivated and you will have mobilized them.

– At the core of our human condition, we are motivated, based on “our need to be needed,” to help, assist and do good for others.

The Decision Maker has Needs Also!

– Give the decision maker what they want, that is an opportunity to “be needed.”

–When they are, they feel important and are gratified by their “power to give.”

The Decision Maker has Needs Also!

• To make the connection and establish the relationship, the story must be told.

• After the story is told, and you have moved them with it, provide empirical data.

• The data is supplemental. The story is what will ‘grab’ the decision maker.

• Lead with the story. Follow with the numbers.• Even the most empirically-wired “bean

counter” will grasp the story and can be “grabbed by it.”

Connecting your Needs with the Needs of the

Decision Makers

 Maintain the momentum– ”Keep the plate spinning.” (Ed Sullivan)– Thank you notes.– Send specially highlighted newsletters.– Stop in office when in town.– The person who has the “key” in every office is the

administrative assistant or key aide.– The ideal is that the key aide will ask, “If I need

more information on blindness issues, may I call you? Sometimes we get requests and I am unsure if they are valid and/or reasonable.”

Nurture the Relationship

• Find, recruit, and utilize them.• A champion doesn’t have to be high

profile or a celebrity.• Tap select parent and particularly

parents of former students.• Coach them.• Recognize them.

Champions

• Be respectful of their time• Be prepared• Less is better.• Send thank you emails or letters.

Courtesy

Picture of road with signs

“If you don’t believe in your cause, with confidence, assuredly no one else will either.”

“If you believe in your cause, with confidence, assuredly others will also. ”

Grace Ambrose-Zaken and Elga Joffee

NYVRA – NY Licensure Lobby

• New York Vision Rehabilitation Association–Nancy Miller, President–Bernadette Kappen, Vice President–Board and Members are

representatives from all parts of the professional and consumer groups.

Activities

•Regular Board Meetings• Lobby Days• Lobby Visits/Contributions•Communication Updates•Membership Drives

Social Media

• Twitter @FutureLOMS• www.nyvra.org• http://www.gambrosez.wordpress.com • http://www.youtube.com/watch?v=034RJfw5ZVI (video)

Video Views

GEOGRAPHY VIEWSESTIMATED

MINUTES WATCHED

AVERAGE VIEW DURATION

New York 114 257 2:26

Illinois 9 8 0:57

Massachusetts 2 1 0:35

New Hampshire 1 2 2:28

Maryland 1 2 2:47

Florida 1 2 2:32

New Jersey 1 2 2:30

California 1 1 1:29

Virginia 1 2 2:46

The Players

• NYS Senate – Passed Bill 4 times.– Senate Sponsor- Joseph Griffo (R)

• NYS Assembly – Bill resides in Higher Education Committee– Assembly Sponsor – Donna Lupardo (D)– Chair of Higher Education Committee: Deborah

Glick (D)– NYS Education Department (SED)– More than half the Assembly/HEC signed on in

support.

Daniel Webster says…

Advocacy is active support for an idea or cause – The cause is Licensure for O&M and VRTS.

Lobbying is actively trying to influence decision makers. It is essential to identify the “real” decision makers, their

motives, and their WIFMS.

An advocate is an ally, apostle, backer, booster, friend, promoter, proponent, and true believer.

It is essential to target stakeholders and communicate so they become allies, backers, and true believers. It is essential to strategically determine what this entails.

A champion is someone who fights for or backs a cause.

Advocacy myths Advocacy should be left to the professional lobbyist. “Little ole me” is not

capable of influencing the system. Little ole me was not effective without the access and voice of the

Lobbyist opening doors. The Lobbyist was not effective without lots of “little ole me’s” making

calls, sending e-mail, and visiting local legislative offices. 2. Advocacy takes a lot of time and effort and it doesn’t really result in making meaningful change.Time and effort are the name of the game. Without solid research and substantiation lobbying wont result in meaningful change. Meaningful change comes when you are credible and persuasive- and have “true grit.” Lots of communicating – keeping stakeholders on boardLots of communicating – consumers, professionals, e-mails, calls, visits, follow ups, thank you’s.Lots of communicating – creating effective messages, media, and dissemination 3. “Times are tough. There’s no money to be given! won’t work.Money is important. Know the direct and indirect costs, and opportunity

costs. Make sure “they know it” and know you know it.

Advocacy myths

3. Policy and law makers are:A. Intimidating B. Not open to different points of viewC. Self-centered politicians who are not interested in improving human

services.This is often the case. Bombast and self-centeredness can be used to

advantage. Know when to invest time, when to turn elsewhere, and where to turn. With this in mind, no need to be intimidated.

4. Lobbying “On the Hill, in D.C. to Congress, is the “big show” and that state legislatures are minor leagues venues. Tip O’Neil – All politics is local. Constituents matter at all levels. The smaller the district the more influence constituents had with their legislators. These legislators bring your issue to places you can’t reach.

Advocacy is Relationships

The most critical element is the human element, the personal relationship between people.

• Telling stories builds relationships and changes minds. The relationship has to be with all stakeholders. Consumers and parents are effective relationship builders. Don’t under rate the importance of stories from service providers.– Present compelling stories of service delivery or lack of services– No implied financial benefit

Advocacy is a process. Not an event. • It takes years to build relationships, and have legislators grasp

what you are really asking. You are approaching people who listen in quick “sound bites,” have multiple requests from “worthy” causes, and a myriad of political pressures. A Lobbyist/Advocate partnership helps here.

• Need to know/work within the legislative cycle, partnerships, alliances, and agendas which aren’t often apparent.

The decision maker has needs also!

Know the heart and politics of the decision makers – make sure you really know who the decision makers really are and what they really need.

Access and strategizing with a lobbying professional listening to each other, respecting each other are essential. This sometimes takes money and patience

Little ole me can’t do it alone.

BJ LeJeune, CVRT, CRCMississippi Braille Bill Advisory

Committee

State-level Legislative Effortsto Improve Services to Children

Mississippi

2006-2007 Issues Related to Public

Schools in Mississippi• VI Students not identified• Lack of trained teachers (TVIs and O&M

Specialists)• Accessible Textbooks 3-6 months late• IEP meetings with no one with expertise in

B/VI present• No VI leadership at the Mississippi

Department of Education (MDE)• No policies and procedures in place

The Blind Persons’ Literacy Rights and Education Act :

2012 HB 960SG

–Amendment to SECTION 37-23-193, 2 MISSISSIPPI CODE OF 1972

History of the Braille Bills

• 1998 Braille Bill – passed but never implemented– NFB sponsored

• HB 638 SG 2008 Braille Bill amended– Task Force Sponsored (NFB, ACB, NRTC, MSB, parents,

Stakeholders)

• HB 960 SG 2012 Braille Bill amended– 2 family members – one a TVI

• HB 1032 SG 201– funding for teachers to improve Braille skills 2 family members – one a TVI

• Task Force worked on it for about 8 months• Contacted legislators in the Senate and the

House who were sympathetic• Parents, and Committee members met with

legislators• Identical bills introduced in both floors• Minor modifications from the Legal council at the

state congress• Passed and Signed before we were able to drum

up support

2008 Braille Bill

• Bill (#638) passed the Mississippi Legislature and went into effect July, 1, 2008.

• Main action included – A certification process for TVI’s to show Braille

competence and developed a PRAXIS II for this purpose.– Development and implementation of a Braille Bill

Advisory Committee– Textbook publishers must furnish NIMAS files for all

literary books published after December 2008.– Guidelines for students to receive Braille instruction

unless IEP team decides otherwise based on Learning Media Assessment and Functional Vision Assessments in consultation with a certified TVI

The Blind Persons’ Literacy Rights and Education Act(aka the Braille Bill) 2008

• The intent of the 2008 bill was that all teachers of the visually impaired would be competent to teach Braille, however, the legal council for the Commission on Licensing indicated that you could not change requirements for existing personnel and held only newly licensed TVIs to pass the Braille Praxis.

• Means some TVI’s are better than others in their knowledge of Braille.

• Since 2008 only 3 new teachers have been added and they all were previously licensed in other states.

Implementation of Praxis II

• Bill (#960) passed by the Mississippi Legislature and went into effect July 1, 2012.

• Main actions included– In conjunction with Bill #1032, funds for scholarships for teachers

to improve Braille skill.– Specifies who shall provide services to students who are blind and

visually impaired as certified TVI and certified O&M Specialists (ACVREP or NBPCB)

– Use of research-based Learning Media Assessment and Functional Vision Assessment

– Indicates that future needs should be considered when determining educational services and that a TVI must sign off on any decision not to include braille for a student who is blind.

– Included non-literary subjects in the NIMAS requirements for textbook publishers

The Blind Persons’ Literacy Rights and Education Act (aka the Braille Bill) 2012

• Mandated that the Board must publish regulations, policies and procedures for the MIRC to include:– Annual identification and registration of eligible students– On time delivery of textbooks and materials – same time

as all other students.– Communication policies must be in place to enhance

communications between the MIRC and local schools.– The Board of Education shall publish policies and

procedures for district level braille production by August 1, 2013.

2012 Braille Bill continued…

• The Braille Bill Advisory Committee will issue an annual report and the State Superintendent of Education will respond within 60 days.

• The Department will recognize Braille and Orientation & Mobility as Core subject areas for all students who are blind.

• Acknowledges the Expanded CORE Curriculum for Students who are visually impaired (a national standard of practice)

2012 Braille Bill Continued…

• Mississippi Dyslexia Education Scholarship Program• Section #3: There is hereby established the Certified

Teacher of the Visually Impaired Scholarship Program. The program shall be operated by the Mississippi Instructional Resource Center (MIRC). MIRC shall develop rules and regulations to implement a scholarship program to assist Certified Teachers of the Visually Impaired in taking and passing the Mississippi Praxis II Braille Competency Exam and/or becoming certified under National Certification in Literacy Braille. Funding for this program shall be administered through a special fund at the Mississippi Department of Education and shall be subject to appropriation.

2012 Mississippi House Bill #1032

So how is it working?

Picture of little girl with low vision reading her school work

• Made up of Stakeholders delineated in the Braille Bill (Braille instructor, textbook publisher, special education director, consumer, TVIs, University personnel, parents)

• Appointed by MDE/governor• Purpose of the BBAC to advise MDE and hold

them accountable to the tenants of the bill. • Report to the MDE Special Education Advisory

Board and to the MDE Director of Special Education.

Braille Bill Advisory Committee

• Active BBAC providing input to MDE on issues related to blindness and low vision

• Subcommittees developed for BBAC (Student ID, Textbooks, Service Delivery, Legislative and Teacher Training)

• In addition to general Praxis for TVIs, Praxis 2 Test developed to measure Braille competency of teachers applying to become TVIs

• Textbook issues were addressed and books delivered on a more timely basis

Positive results of 2008 BB

• MDE was not on Board• When the bill was implemented, their legal council

watered it down• Lots of meetings afterward that we did not

anticipate.• No consequences for non-compliance.• Never translated into policies and procedures• Only things that got the attention of MDE were things

with a deadline.• MDE wanted BBAC to do all the work of

implementation.

Issues with 2008 Braille Bill

• MDE Grandfathered in all current TVIs from the Braille Praxis

• Lack of Funding an excuse for not meeting the requirements of the bill – no accompanying appropriation bill was passed.

• 154 school districts and only 32 have TVI access.• Issues with low count of VI students makes it

difficult to get funds for teachers• Most TVIs are self-employed making it hard to

recruit more teachers

More Issues 2008 BB

• Some parents and a teacher were frustrated by the inefficiency and reluctance of the MDE and BBAC to improve the issues

• They had friends in congress and in a very rushed and pressured effort, submitted amendments.

2012 Braille Bill

• Highlighted issues of lack of qualified teachers and assessments

• Introduced the Expanded Core Curriculum although not in the best way

• Introduced a connection to another bill to get scholarships for TVIs to learn braille or upgrade their braille skills

• Introduced a deadline for procedures to be in place for textbook acquisition

• Tried to strengthen the concept of introducing braille• More in line with IDEA with braille and O&M services

Good things about the 2012 BB

• Required the use of a research-based learning media assessment – there is only one, so you have legislators limiting assessment tools.

• Inadvertently introduced the idea of two levels of TVIs – those who know braille and those who don’t

• Tried to make Braille and O&M Core areas

Issues with the 2012 BB

• Introduced scholarships for TVIs to learn braille

• Not funded• Designated the Mississippi

Instructional Resources Unit to implement – should have been another entity.

HB 1032 – the Dyslexia Bill

• Coordinate with state department of education• Have an advisory committee and an annual report

of progress in the legislation - accountability• In drafting bill, have a task force in place• Be thoughtful of every word…”will, must, should,

shall”• Have a plan to implement bill, and to get policies

in place to support the legislative effort• Do not do by legislation what you can do by

policies and procedures

What we learned

The Braille Bill Advisory Committee will be working with the Mississippi Department of Education to develop policies and procedures to improve the education of students with visual impairments who are attending local school districts.

The Next Step

BJ LeJeune, Training Coordinator NRTC on Blindness and Low Vision

Mississippi State Universitybjlejeune@colled.msstate.edu

662-325-2694

For More Information contact: