Building Support for Your State Program

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Building Support for Your State Program

• Sponsored by the National Council of State
  Directors of Adult Education (NCSDAE)

November 10, 2005 Adult Education State
Directors National Training Institute
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Policy Committee

• Patricia Bennett  (MD), Co-Chair
• Art Ellison (NH), Co-Chair
• Bob Bickerton (MA)
• Becky Bird (MT)
• Jim Bowling (OH)
• Mary Ann Jackson (WI)
• Israel Mendoza (WA)
• Bob Purga (NY)
• Fran Tracy-Mumford (DE)
• Denise Pottmeyer (OH)
• Randy Whitfield (NC)
• Reecie Stagnolia (KY)
•  
• NAEPDC StaffLynn Selsmer, Policy Analyst

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Building a Support Plan

1. Determine who can be in charge?
2. Specify your message.
3. Build the infrastructure.
4. Build the resources.
5. Implement internal legislative strategies.
6. Implement external legislative strategies.

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Step One Who can be in charge?

• Option 1 State Agency/State Director
• What state directors can and can not do
• In role as public employees

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Step One Who can be in charge?

• One states creative example
• Superintendents Panel on Excellence
• Patricia Bennett, Maryland

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Step One Who can be in charge?
Tab 1

• The role of state professional associations
• Example
• Pennsylvanias Stand Up and Be Counted advocacy
  manual

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Step One Who can be in charge?

• What if I dont have a professional association?
• The role of community-based organizations
• Example
• DC Learns
• Literacy Advocacy Training
• Literacy Policy Liaisons
• Policy Analysts
• Public Affairs Committee

Tab 1
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Step TwoSpecify the message.

• Focus increase in state funding
• Fulfillment What amount of increase do we want?
• Return on Investment What will the state
  receive in return for this investment?

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Step TwoSpecify the message.

• 2.1 Showing return on investment

Tab 2
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Results RTI A Powerful Message
Return on Investment

• Sample for Federal or State Policymakers
• In 2003-2004, XXX State generated
• 508,648,608 in new income from 47,484 students
  gaining jobs
• 31,345,080 in increased income from 60,279
  students receiving job promotions (estimate)
• A savings of 26,000,000 from 2000 students being
  removed from public assistance (estimate)

565,993,688 Savings Increased Income
28,143,550 03/04 Federal Budget

537,850,138 Return on Investment
Aid to Local Programs Basic Grant and
EL/Civics
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Return on Investment from a Tax Perspective

• In 2003-2004, XXX state generated
• 101,729,721 in new taxes from 47,484 students
  gaining jobs (508,648,608 X income tax at 20)
• 6,269,016 in increased taxes from 60,279
  students receiving job promotions (31,345,080 X
  income tax at 20)
• A savings of 26,000,000 from 2,000 students
  being removed from public assistance

133,998,737 Savings Increased Taxes Paid
28,143,550 03/04 Federal Budget
105,855,187 Return on Investment
Aid to Local Programs Basic Grant and
EL/Civics
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GED Return on Investment

• GED/High School Diploma
• 150,000/graduate added income over a lifetime
  7,400 added income annually
• Multiply of graduates times 7,400
• Example 12,512 graduates X 7400 92,588,800
• Example 92,588,800 X .20 18,517,760 in
  additional tax revenue

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Step TwoSpecify the message.

• 2.2 Documenting impact
• How does adult education impact the success of
  other state initiatives?
• Example
• The Minnesota ABE Impact Report An Investment
  That Works
• Barry Shaffer, Minnesota

Tab 2
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Discussion Time

• With your table partners, discuss
• What is important to state legislators in your
  state?
• How can you show the impact that adult education
  makes on those priorities?
• What kind of return will adult education provide
  for the state investment?

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Step ThreeBuild the infrastructure.

• 3.1 Single Point of Contact (SPOC)
• 3.2 Policy Workgroup
• 3.3 Email Tree
• 3.4 Training and Expectations

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Step FourBuild the resources.

• 4.1 Talking Points
• A bulleted version of your message for locals to
  use
• Space to localize the message with local data
• Example
• 4.1 Hill Visits

Tab 4
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Step FourBuild the resources.

• 4.2 Fact Sheets
• What IS adult education?
• What is the need?
• What is the impact on citizens and state
  initiatives?
• Example Fact Sheets
• 4.3 Lobby Guidelines
• Example Guidelines for Advocacy

Tab 4
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Step FourBuild the resources.

• 4.4 Web site to state legislature
• 4.5 Web site to the governors office

Tab 4
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Step FiveImplement internal legislative
strategies.

• 5.1 Identifying the key legislative players
• Authorization
• Budget review and approval
• Appropriations review and approval
• 5.2 Developing a calendar
• Example
• Federal budget and appropriations calendar

Tab 5
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Step FiveImplement internal legislative
strategies.

• 5.3 Scheduling Legislative Visits
• Example How to Host Your Legislator
• A Thank You Visit
• 5.4 Events
• Meet Your Legislator Day
• Denise Pottmeyer, Ohio

Tab 5
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Discussion Time

• Participants will divide into two groups those
  with a state professional association and those
  without. With your table partners, discuss
• Do you have any of the infrastructure or
  resources in place currently?
• If yes, what pieces are working well? What
  challenges do you face?
• If no, what would it take to get them initiated?

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Step SixImplement external legislative
strategies.

• 6.1 Secure a Single Point of Contact
• in each legislative district
• Criteria for selecting SPOCS
• Initial information
• Keeping them informed
• Training activities

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Step SixImplement external legislative
strategies.

• One states experiences in using SPOCs
• Linda Warner, Indiana

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Step SixImplement external legislative
strategies.

• 6.2 Establish the Capitol Core
• 3 5 folks who live near the Capitol
• Responsibilities
• Brief key staffers
• Build relationships
• Monitor activities
• Contact key staff when positive or negative
  proposals are made
• Respond immediately to requests for information

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Expanding Your Support Base

• Building and using partnerships
• Randy Whitfield, North Carolina
• The power of students
• Pam Etre-Perez, New Mexico