Building Support for Your State Program: 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


Policy Committee: 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 Staff: Lynn Selsmer, Policy Analyst


Building a Support Plan: Building a Support Plan Determine who can be in charge? Specify your message. Build the infrastructure. Build the resources. Implement internal legislative strategies. Implement external legislative strategies.


Step One: Who can be in charge?: 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


Step One: Who can be in charge?: Step One: Who can be in charge? One state’s creative example Superintendent’s Panel on Excellence Patricia Bennett, Maryland


Step One: Who can be in charge?: Step One: Who can be in charge? The role of state professional associations Example: Pennsylvania’s Stand Up and Be Counted advocacy manual Tab 1


Step One: Who can be in charge?: Step One: Who can be in charge? What if I don’t 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


Step Two:Specify the message.: Step Two: Specify 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?


Step Two:Specify the message.: Step Two: Specify the message. 2.1 Showing return on investment Tab 2


Slide10: 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) Return on Investment $565,993,688 Savings + Increased Income $28,143,550 03/04 Federal Budget = $537,850,138 Return on Investment Results + RTI = A Powerful Message Aid to Local Programs: Basic Grant and EL/Civics


Slide11: 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 Return on Investment from a Tax Perspective $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


Slide12: 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


Step Two:Specify the message.: Step Two: Specify 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


Discussion Time: 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?


Step Three:Build the infrastructure.: Step Three: Build the infrastructure. 3.1 Single Point of Contact (SPOC) 3.2 Policy Workgroup 3.3 Email Tree 3.4 Training and Expectations


Step Four:Build the resources.: Step Four: Build 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


Step Four:Build the resources.: Step Four: Build 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


Step Four:Build the resources.: Step Four: Build the resources. 4.4 Web site to state legislature 4.5 Web site to the governor’s office Tab 4


Step Five:Implement internal legislative strategies.: Step Five: Implement 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


Step Five:Implement internal legislative strategies.: Step Five: Implement 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


Discussion Time: 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?


Step Six:Implement external legislative strategies.: Step Six: Implement 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


Step Six:Implement external legislative strategies.: Step Six: Implement external legislative strategies. One state’s experiences in using SPOCs Linda Warner, Indiana


Step Six:Implement external legislative strategies.: Step Six: Implement 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


Expanding Your Support Base: Expanding Your Support Base Building and using partnerships Randy Whitfield, North Carolina The power of students Pam Etre-Perez, New Mexico