LEAD Social Work Legislative, Education and Advocacy Day This presentation was created by members of the LEAD committee to help prepare for LEAD February 18, 2009

10 th Annual LEAD February 18, 2009 Indianapolis

What is LEAD? LEAD (Legislative Education and Advocacy Day) is an annual event planned by a dedicated group of professionals working through the NASW-Indiana Chapter. The first LEAD was Feb. 2, 2000 with 200 participants. In 2008 LEAD had over 625 participants from around the state.

Indiana LEAD Goals Promoting social justice by facilitating participation in the legislative process. Creating community and legislative environments where social work values are accepted and implemented. Educating participants about the importance of influencing state policy by participating in the electoral process and advocating for statewide actions.

10 th Annual LEAD February 18, 2009 Indianapolis

 Morning educational session Where we are in the legislative session Importance of social work involvement in legislative and political processes Smaller sessions on specific “hot” legislative issues currently under consideration LEAD Day Schedule

Opening Session Small Breakout Sessions

LEAD Day Schedule  March to State House

LEAD Day Schedule  In North Atrium of State House rally and speeches from legislators & advocates  Individual meetings and discussions with legislators  Opportunities to watch legislative process “in action” depending on legislative schedule

Ways to prepare for LEAD Find out who represents you at the General Assembly – your Representative and Senator. Make contact ( or phone) to schedule time to talk on February 18. Review legislation being considered by the General Assembly. Legislation is available online at Find out about your legislator’s position on issues of concern to you.

Ways to Prepare for LEAD  Contact legislators to set up appointments following the LEAD Rally.  Prepare talking points on specific legislation to discuss with legislator.  Write a letter or to legislator on bill prior to your meeting.

10 th Annual LEAD February 18, 2009 Indianapolis

Feedback From LEAD Participants  Being in the State House and seeing the process in person made class discussion real  Meeting legislators and learning they are accessible and interested in constituent views  Seeing all the other students and faculty there and recognizing the power of numbers in the march and rally  Hearing from NASW leadership and identifying with the profession

Feedback From LEAD Participants  Feelings of empowerment and increased confidence in own policy practice skills  Direct observation of the complex policy process, making policy class come alive  Making the connection between policy and practice  “We can make a difference.” Recognition of the need and the ability to be involved in policy development

Specific policy practice skills developed  How to do research and policy analysis  How to meet with a legislator & build a relationship  How to write an action letter or  How to collaborate and network with others  How and when to influence the legislative process  How to navigate the system – get information

10 th Annual LEAD February 18, 2009 Indianapolis

Related Research and Papers Byers, K. (2000). “Lobby Day 2000: Organizing and mobilization strategies that work.” Paper presented at Politics, Policy, and Social Change: An Institute for Social Work Educators and Practitioners, Atlanta, GA, June Byers, K., Hymans, D., Wagner, M. (2001). “400 voices at the State House: Empowering students in policy practice.” Paper presented at the 2001 Annual Program Meeting of the Council on Social Work Education, Dallas, TX, March Cummins, L. & Byers, K. (2000). “Teaching policy practice skills: An integrated model.” Presentation at the IASWE Annual Program Meeting, Indianapolis, IN, October 6. Dickinson, J. & Byers, K. (2001). “Educating Students to Influence State Policy: What is the Status in BSW Programs.” Presentation at The Policy Conference: Bringing It All Together, Charleston, SC, June Keller, T. (2001). Student debates in policy courses: Promoting policy practice skills and knowledge through active learning. Journal of Social Work Education, 37, p343+ (electronic version) Rocha, C. (2000). Evaluating experiential teaching methods in a policy practice course: The case for service learning to increase political participation. Journal of Social Work Education, 36, p.53+ (electronic version)

References…  Keller, T. (2001). Student debates in policy courses: Promoting policy practice skills and knowledge through active learning. Journal of Social Work Education, 37, p343+ (electronic version)  Rocha, C. (2000). Evaluating experiential teaching methods in a policy practice course: The case for service learning to increase political participation. Journal of Social Work Education, 36, p.53+ (electronic version)

10 th Annual LEAD February 18, 2009 Indianapolis