ASA Liaison Handbookrev313

7/29/2019 ASA Liaison Handbookrev313

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GGEENNEERRAALL PPUURRPPOOSSEE

The goal of the ASA Advocacy program is to create a

positive relationship between each elected legislative member

and an ASA school administrator. This relationship will be

established over a number of contacts spanning the legislator's

full two year term. The hope is to build a positive belief by the

legislator that the ASA administrator is a trusted and valuable

resource for all issues relating to K-12 public education and the

preparation of teachers and administrators. A personal

connection is the most effective form of grassroots lobbying.

As a public school administrator, you can be relied upon

to provide factual background on both academic and

operational programs and the potential impact on these

programs that pending legislation may have. If the ASA

administrator doesn't have the specific information requested,

the administrator can put the legislator in contact with anadministrator who can provide the information.

The purpose of this Handbook is to provide guidance to

ASA members on how best to establish a positive relationship.

Remember, this is only guidance. Your own judgment is the

best guide. The strategies and resources suggested in this

handbook are only suggestions. ASA is here to support your

efforts.

It's important to keep ASA abreast of your efforts. A

quick e-mail or phone call conveying a recent meeting or

contact with a legislator helps ASA assess the overall progress

of our advocacy efforts.

GOAL: Increase the visibility and prestige ofASA by having members serve as a credible

source of information to legislators.

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SSTTRRAATTEEGGIIEESS

There is no one single way to develop a positive relationship. A lot depends on your own instincts. Thefollowing strategies are examples and are meant to give you ideas on how to approach a legislative member.

While it may sound intimidating or less than significant, a five minute meeting or short conversation isall it may take to initiate a valuable relationship with a legislator. Face to face meetings in the district are moreeffective than form letters or e-mails. Though a phone call and/or a conversation with the legislators staffperson can be helpful.

When meeting with your legislator:

Request an appointment Be concise and well organized Demonstrate a regard for his or her schedule Follow up with a thank you letter (also to staff who may have arranged the meeting)

When making written contact: Dont send postcards or form letters. Dont send petitions. Well written letters are

best.

Be brief, one page, typed, without errors. Simplify your point, everything you say should be on point Offer to be of assistance or provide information

When making phone calls:

Usually reserved for talking on issue You may be speaking to a legislative assistant You dont need to show your expertise, you just need to show you care One or two basic facts is sufficient Dont expect a return call

E-mail:

Like a phone call, e-mail communication is for very brief input Its better to use e-mail of you have an established relationship with the legislator In some situations, it, and phone messages are simply tallied.

Regardless of your method of communication there are principles upon which to base your interaction with an

elected official.

-Know who you're talking toCheck out the profile in the 2011 Guide to the 50 th Legislature (aka: The Green Book) of themember you're going to visit. Look at the profile in the Citizens Clean Election Voter EducationGuide. Look at local news stories on the newly elected members. In other words do yourhomework on where this member is on budget issues, immigration, K-12 education and otherissues. To what committees is the member assigned? Does the member have children in school?What is his/her educational background? Jobs? Hobbies? Try and find a connection with themember. The more you know about the member, the better relationship you can build.

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-ResourcesThere are a number of resources which can be helpful to your efforts, at the top of the list isASA. If you have a question or need information, your first call should be to the ASA offices.If ASA doesn't have it, we can direct you to the source for your answer. You should also lookto the other education advocate groups for education based information. The Arizona SchoolBoards Association (ASBA), the Arizona Association of School Business Officials (AASBO),the Arizona Education Association (AEA) and the Arizona Charter Schools Association allproduce information on a regular basis relating to public education. The Legislature itself also

has useful information through its agencies and staff. The joint Legislative Budget Committee(JLBC) has a wealth of budget and revenue information and can be accessed through thelegislative website (azleg.gov). Each legislative committee has a professional staff thatsupports the committee membership. The staff is partisan, with the majority working for thechairman and the minority supporting the minority members on the committee. The staff canbe found in the Green book provided to superintendent division members.

-Get the legislator on your turf

Encourage the legislator to visit schoolsand participate in district events.Encourage their participation incommunity events that include schoolsor the school district. In implementingthis strategy keep in mind that theLegislature is required to be in sessionfrom January until April/May (lately,until June or July) to fulfill the hundredday requirement. Each legislator hascommitments during this timeframe. The

best time to arrange legislative visits isthe interim between regular sessions(summer/fall).

-Open communications

Maintain communications with the legislator throughout the year. This can include personsother than yourself. Establish routine contacts by including the legislator in mailings ofnewsletters and communications from the schools or district. Ensure the information youprovide is accurate. Always get the facts right. If you dont know or arent sure, verify the

fact before sharing it. Don't use ultimatums. Threats of dire consequences will not get youwhere you want to be and often are exaggerated. If there is an alternative, action orstrategy, acknowledge it, even if you disagree with it. You and s/he will not share the sameviews on every issue. Remember, the goal is to establish a relationship so the legislatorwill seek your input in the future.

On occasion, personal stories and specific information may be helpful in creatinggreater awareness of district or school operations. Several templates are provided to guidethese efforts (see Appendix). This information can be left following an initial meeting ormodified, as needed, to illustrate a specific circumstance.

You are not the repository of all knowledge, nordo you have to be. If there is someone who ismore knowledgeable on an issue, refer thelegislator to them, even if that person may havedifferent views from yours. Additionally, builda team within your district that representsdifferent knowledge bases. Also, look within thecommunity for potential team members, parentsand persons in business who have been involvedwith the schools. Take a look at the possibilityof teaming up with charter schools in your area.They are funded with general fund dollars and

can provide a unique perspective.

-Build a team - inside and out

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AASSAA AANNDD AADDVVOOCCAACCYY

In the past, ASA used a number of approaches to establish its

policy positions. Under various circumstances the ExecutiveBoard, the Legislative Committee, the regional representatives andthe various divisions have each participated in the development ofASAs policy positions. The positions themselves have taken theform of specific oppositions to a proposal (vouchers), to WhitePapers that identify how ASA believes a major policy should becrafted (White paper of Flores lawsuit), to a general set ofPrinciples that should be considered in resolving a policy issue(ASAs Public Policy Priorities).

Key ideas or points of view reflected in these documents have

been extrapolated to form a broad platform upon within ASAsinitial position will be based. This platform does not address allpossible areas of support or opposition, it is meant to be a guide.

It is a given that public policy issues emanating from the Governors Office, the State Department ofEducation and especially the State Legislature can have a very short timeframe in which advocacypositions can be developed and disseminated. The process must be flexible enough to allow for a veryquick turnaround. Additionally, because of the nature of how public policy is established, particularly inthe Legislative process, advocacy positions must be coached in broad principles whenever possible to avoidhaving to establish a new position when the original policy proposal goes in a different direction. As ageneral rule, the Executive Board should take the lead in establishing ASAs policy position. ASAs

credibility as an education association leader will be accomplished by the interaction of its members withother local and statewide leaders. Each ASA member bears the responsibility of advancing education inArizona by communicating with their local community and its elected officials. While this documentaddresses interaction with members of the legislature, it is applicable to most other advocacy relationships.

Building the relationship with a legislator and establishing a communications link is the goal to beingseen as an education resource. While issues-based lobbying is important its effectiveness will bedetermined by the credibility and the trust developed with the legislators. If you lobby the legislator on aspecific issue, you should first establish on whosebehalf you are advocating: yourself or your districtor ASA. As succinctly as possible, you should lay

out your concerns, potential impact, and suggestedsolution to the issue (support/oppose or modify).Regardless of the legislators response, yourconclusion should be appreciative of their time.

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AARRIIZZOONNAA SSCCHHOOOOLL AADDMMIINNIISSTTRRAATTOORRSS,, IINNCC..LLEEGGIISSLLAATTIIVVEE PPLLAATTFFOORRMM

Economics Public education is an important economic engine, both for the

current and future economy of our state. In many communities the school systemis the largest employer and as such its staff makes a significant contribution to the

local economy. Education and the success of Arizonas students and the academic

attainment of Arizonas citizens are indicators of the health and wellness of our

state. To these ends, ASA will support:

Actions to improve the quality of education provided to Arizonasstudents.

Innovation in curriculum development and content delivery. Competitive salaries, benefits and working conditions for all school

employees.

Stakeholders efforts to work on finance reform. Efforts to address the structural deficit through comprehensive

revenue reform.

Actions to positively promote staff achievement.Student Achievement Student achievement must be the number one priority

behind every education initiative. Successful implementation of each initiative isvital in guaranteeing student success. Attention must be given to the capacity of

the LEA to provide sufficient resources to ensure student success. Resources

include time, personnel, training, instructional materials and funding. To these

ends, ASA will support:

Proposals to provide training and support to accompany all newmandates and initiatives.

Resources to increase availability of reliable and timely data. Efforts to provide more instructional time and ensure the current

instructional time is used effectively.

Resources to replace instructional materials cut during since 2008. Collaboration with higher education institutions and the business

community to support college and career readiness.

Local ControlArizonas public education system is founded on the principle that

local schools, governed by representatives of the local community can determinehow best to deliver an educational program that optimizes the potential for

success for all students. To this end, ASA will support:

Legislative actions that provide flexibility in managing districtresources.

Opportunities for multipurpose funding. Modifications in the funding formula that will address the

unique needs of Arizonas diverse districts

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LEGISLATIVE

SCHOOL DISTRICT DISTRICT

AGUA FRIA UNION HIGH SCHOOL 19,29

AGUILA ELEMENTARY DISTRICT 13

AJO UNIFIED DISTRICT 4

ALHAMBRA ELEMENTARY DISTRICT 29,30

ALPINE ELEMENTARY DISTRICT 7

ALTAR VALLEY ELEMENTARY DIST 2,3,4

AMPHITHEATER UNIFIED DISTRICT 3,9,11

ANTELOPE UNION HIGH SCHOOL 4,13

APACHE ELEMENTARY DISTRICT 14

APACHE JUNCTION UNIFIED DIST 8,16

ARLINGTON ELEMENTARY DISTRICT 4,13

ASH CREEK ELEMENTARY DISTRICT 14

ASH FORK JOINT UNIFIED DIST 1

AVONDALE ELEMENTARY DISTRICT 4,13,19

BAGDAD UNIFIED DISTRICT 1

BALSZ ELEMENTARY DISTRICT 24,26,27

BEAVER CREEK ELEMENTARY DIST 1,6

BENSON UNIFIED DISTRICT 14

BICENTENNIAL UNION HIGH SCHOOL 5

BISBEE UNIFIED SCHOOL DISTRICT 14

BLUE ELEMENTARY DISTRICT 7

BLUE RIDGE UNIFIED DISTRICT 7

BONITA ELEMENTARY DISTRICT 14

BOUSE ELEMENTARY DISTRICT 5

LEGISLATIVE


BOWIE UNIFIED SCHOOL DISTRICT 14

BUCKEYE ELEMENTARY DISTRICT 4,13

BUCKEYE UNION HIGH SCHOOL DIST 13,19

BULLHEAD CITY ELEMENTARY DIST 5

CAMP VERDE UNIFIED DISTRICT 1,6

CANYON ELEMENTARY DISTRICT 1

CARTWRIGHT ELEMENTARY DISTRICT 11,19,29

CASA GRANDE ELEMENTARY DIST 4,8

CASA GRANDE UNION HIGH SCHOOL 4,8,11

CATALINA FOOTHILLS UNIFIED 9

CAVE CREEK UNIFIED DISTRICT 1,15,23

CAVIT 8

CEDAR UNIFIED DISTRICT 7

CHANDLER UNIFIED DISTRICT 12,17,18

CHINLE UNIFIED DISTRICT 7

CHINO VALLEY UNIFIED DISTRICT 1

CLARKDALE-JEROME ELEMENTARY 1,6

CLIFTON UNIFIED DISTRICT 14

COCHISE ELEMENTARY DISTRICT 14

COCHISE TECHNOLOGY DISTRICT 14

COLORADO CITY UNIFIED DISTRICT 5

COLORADO RIVER UNION HIGH SCH 5

CONCHO ELEMENTARY DISTRICT 7

CONGRESS ELEMENTARY DISTRICT 1

SSCCHHOOOOLL DDIISSTTRRIICCTTSS WWIITTHHIINN

LLEEGGIISSLLAATTIIVVEE DDIISSTTRRIICCTTSS

Arizona is divided into 30 state

legislative districts. These districtsbare little relationship to schooldistrict, city or county boundaries.Each legislative district elects twoState House of Representatives andone State Senator.

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LEGISLATIVE


HAYDEN/WINKELMAN UNIFIED DIST 7,8

HEBER-OVERGAARD UNIFIED DIST 6

HIGLEY UNIFIED DISTRICT 12

HILLSIDE ELEMENTARY DISTRICT 1

HOLBROOK UNIFIED DISTRICT 6,7

HUMBOLDT UNIFIED DISTRICT 1

HYDER ELEMENTARY DISTRICT 13

INDIAN OASIS-BABOQUIVARI DIST 4

ISAAC ELEMENTARY DISTRICT 19,29,30

J O COMBS ELEMENTARY DISTRICT 8,16

JOSEPH CITY UNIFIED DISTRICT 6,7

KAYENTA UNIFIED DISTRICT 7

KINGMAN UNIFIED DISTRICT 5,7

KIRKLAND ELEMENTARY DISTRICT 1

KLONDKE ELEMENTARY DISTRICT 14

KYRENE ELEMENTARY DISTRICT 18,27

LAKE HAVASU UNIFIED DISTRICT 5

LAVEEN ELEMENTARY DISTRICT 27

LIBERTY ELEMENTARY DISTRICT 4,13,19

LITCHFIELD ELEMENTARY DISTRICT 13,29

LITTLEFIELD ELEMENTARY DIST 5

LITTLETON ELEMENTARY DISTRICT 19

MADISON ELEMENTARY DISTRICT 24,28

MAINE CONSOLIDATED ELEMENTARY 6

MAMMOTH/SAN MANUEL UNIFIED 8

MARANA UNIFIED DISTRICT 9,11

MARICOPA UNIFIED DISTRICT 8,11

MAYER UNIFIED DISTRICT 1

MCNARY ELEMENTARY DISTRICT 7

MCNEAL ELEMENTARY DISTRICT 14

MESA UNIFIED DISTRICT 16,17,23,25,26

MIAMI UNIFIED DISTRICT 6,8

MINGUS UNION HIGH SCHOOL DIST 1,6

MOBILE ELEMENTARY DISTRICT 4

LEGISLATIVE


CONTINENTAL ELEMENTARY DIST 2,3,14

COOLIDGE UNIFIED DISTRICT 8,12

COTTONWOOD-OAK CREEK ELEM 1,6

CRANE ELEMENTARY DISTRICT 4,13

CREIGHTON ELEMENTARY DISTRICT 24,28

CROWN KING ELEMENTARY DISTRICT 1

DEER VALLEY UNIFIED DISTRICT 1,15,20,22

DOUBLE ADOBE ELEMENTARY DIST 14

DOUGLAS UNIFIED DISTRICT 14

DUNCAN UNIFIED DISTRICT 14

DYSART UNIFIED DISTRICT 13,21,22,29

EAST VALLEY INSTITUTE OF TECH 26

ELFRIDA ELEMENTARY DISTRICT 14

ELOY ELEMENTARY DISTRICT 8,11

EMPIRE ELEMENTARY DISTRICT 14

FLAGSTAFF UNIFIED DISTRICT 6,7

FLORENCE UNIFIED DISTRICT 8

FLOWING WELLS UNIFIED DISTRICT 3,9,22

FOUNTAIN HILLS UNIFIED DIST 23

FOWLER ELEMENTARY DISTRICT 19

FREDONIA-MOCCASIN UNIFIED DIST 5,7

FT HUACHUCA ACCOMMODATION 14

FT THOMAS UNIFIED DISTRICT 7,14

GADSDEN ELEMENTARY DISTRICT 4

GANADO UNIFIED DISTRICT 7

GILA BEND UNIFIED DISTRICT 4

GILA INSTITUTE FOR TECHNOLOGY 14

GILBERT UNIFIED DISTRICT 12,16,17,25

GLENDALE ELEMENTARY DISTRICT 20,29,30

GLENDALE UNION HIGH SCHOOL 20,24,28,29,30

GLOBE UNIFIED DISTRICT 8

GRAND CANYON UNIFIED DISTRICT 6,7

HACKBERRY ELEMENTARY DISTRICT 5,7

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LEGISLATIVE


MOHAVE VALLEY ELEMENTARY DIST 5

MOHAWK VALLEY ELEMENTARY DIST 4,13

MORENCI UNIFIED DISTRICT 14

MORRISTOWN ELEMENTARY DIST 13

MURPHY ELEMENTARY DISTRICT 19,27

NACO ELEMENTARY DISTRICT 14

NADABURG UNIFIED DISTRICT 13,22

NAVAJO COUNTY/RAINBOW ACCOM 7

NAVIT 6

NOGALES UNIFIED DISTRICT 2

ORACLE ELEMENTARY DISTRICT 8,11

OSBORN ELEMENTARY DISTRICT 24

OWENS ELEMENTARY DISTRICT 5

PAGE UNIFIED DISTRICT 7

PALO VERDE ELEMENTARY DISTRICT 4,13

PALOMA ELEMENTARY DISTRICT 4

PALOMINAS ELEMENTARY DISTRICT 14

PARADISE VALLEY UNIFIED DIST 15,20,23,28

PARKER UNIFIED DISTRICT 5

PATAGONIA UNIFIED DISTRICT 2

PAYSON UNIFIED DISTRICT 6

PEACH SPRINGS UNIFIED DISTRICT 5,7

PEARCE ELEMENTARY DISTRICT 14

PENDERGAST ELEMENTARY DISTRICT 19,29

PEORIA UNIFIED DISTRICT 20,21,22,29

PHOENIX ELEMENTARY DISTRICT 24,27,30

PHOENIX UNION HIGH SCHOOL DIST 18,19,24,26,27,28,29,30

PICACHO ELEMENTARY DISTRICT 8,11

PIMA UNIFIED DISTRICT 7,14

PINE-STRAWBERRY ELEMENTARY 6

PINON UNIFIED DISTRICT 7

POMERENE ELEMENTARY DISTRICT 14

PRESCOTT UNIFIED DISTRICT 1

QUARTZSITE ELEMENTARY DISTRICT 5

QUEEN CREEK UNIFIED DISTRICT 12,16

LEGISLATIVE


RAY UNIFIED DISTRICT 7,8

REDINGTON ELEMENTARY DISTRICT 14

RED MESA UNIFIED DISTRICT 7

RED ROCK ELEMENTARY DISTRICT 11

RIVERSIDE ELEMENTARY DISTRICT 19

ROOSEVELT ELEMENTARY DISTRICT 27

ROUND VALLEY UNIFIED DISTRICT 7

RUCKER ELEMENTARY DISTRICT 14

SACATON ELEMENTARY DISTRICT 8

SADDLE MOUNTAIN UNIFIED DIST 13

SAFFORD UNIFIED DISTRICT 7,14

SAHUARITA UNIFIED DISTRICT 2,4,14

SALOME CONSOLIDATED ELEMENTARY 5

SAN CARLOS UNIFIED DISTRICT 7,8

SAN FERNANDO ELEMENTARY DIST 2

SAN SIMON UNIFIED DISTRICT 14

SANDERS UNIFIED DISTRICT 7

SANTA CRUZ ELEMENTARY DISTRICT 2

SANTA CRUZ VALLEY UNIFIED 2

SANTA CRUZ VALLEY UNION HIGH 8,11

SCOTTSDALE UNIFIED DISTRICT 23,24,28

SEDONA-OAK CREEK JOINT UNIFIED 6

SELIGMAN UNIFIED DISTRICT 1

SENTINEL ELEMENTARY DISTRICT 4,13

SHOW LOW UNIFIED DISTRICT 6,7

SIERRA VISTA UNIFIED DISTRICT 14

SKULL VALLEY ELEMENTARY DIST 1

SNOWFLAKE UNIFIED DISTRICT 6

SOLOMON ELEMENTARY DIST 7,14

SOMERTON ELEMENTARY DISTRICT 4

SONOITA ELEMENTARY DISTRICT 2

ST DAVID UNIFIED DISTRICT 14

ST JOHNS UNIFIED DISTRICT 7

STANFIELD ELEMENTARY DISTRICT 4, 11

SUNNYSIDE UNIFIED DISTRICT 2,3,4,9

SUPERIOR UNIFIED DISTRICT 8

TANQUE VERDE UNIFIED DISTRICT 10,14

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LEGISLATIVE


TEMPE ELEMENTARY DISTRICT 18,24,25,26,27

TEMPE UNION HIGH SCHOOL DIST 18,24,25,26,27

THATCHER UNIFIED DISTRICT 14

TOLLESON ELEMENTARY DISTRICT 19

TOLLESON UNION HIGH SCHOOL 19,29

TOLTEC ELEMENTARY DISTRICT 8,11

TOMBSTONE UNIFIED DISTRICT 14

TONTO BASIN 6

TOPOCK ELEMENTARY DISTRICT 5

TUBA CITY UNIFIED DISTRICT 7

TUCSON UNIFIED DISTRICT 2,3,4,9,10,11

UNION ELEMENTARY DISTRICT 19,27

VAIL UNIFIED DISTRICT 2,10,14

VALENTINE ELEMENTARY DISTRICT 5

VALLEY UNION HIGH SCHOOL/ELFRIDA 14

VERNON ELEMENTARY DISTRICT 7

WALNUT CREEK 1

WASHINGTON ELEMENTARY DISTRICT 20,24,28,30

WELLTON ELEMENTARY DISTRICT 13

WENDEN ELEMENTARY DISTRICT 5

WHITERIVER UNIFIED DISTRICT 7

WICKENBURG UNIFIED DISTRICT 1,13,22

WILLCOX UNIFIED DISTRICT 14

WILLIAMS UNIFIED DISTRICT 6,7

LEGISLATIVE


WILSON ELEMENTARY DISTRICT 6,7,27

WINDOW ROCK UNIFIED DISTRICT 7

WINSLOW UNIFIED DISTRICT 6,7

YARNELL ELEMENTARY DISTRICT 1

YOUNG ELEMENTARY DISTRICT 6

YUCCA ELEMENTARY DISTRICT 5

YUMA COUNTY ACCOM 4,13

YUMA ELEMENTARY DISTRICT 4,13

YUMA UNION HIGH SCHOOL DIST 4,13

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5500tthh LLEEGGIISSLLAATTUURREE

Additional information and Senate and House Office information can be found at www.azleg.gov.

RED - indicates member of Education committee

** indicates new member

SENATE HOUSE

DISTRICT 1 Steve Pierce(R) Andy Tobin(R) Karen Fann(R)[email protected] [email protected] [email protected](602) 926-5584 (602) 926-5172 (602) 926-5874

DISTRICT 2 Linda Lopez (D) Andrea Dalessandro (D) ** Rosanna Gabaldon(D) **

[email protected] [email protected] [email protected](602) 926-4089 (602) 926-5342 (602) 926-3424

DISTRICT 3 Olivia Cajero Bedford (D) Sally Ann Gonzales (D) Macario Saldate (D)[email protected] [email protected] [email protected](602) 926-5835 (602) 926-3278 (602) 926-4171

DISTRICT 4 Lynne Pancrazi (D) Juan Carlos Escamilla (D) ** Lisa Otondo (D) **[email protected] [email protected] [email protected](602) 926-3004 (602) 926-5872 (602) 926-3002

DISTRICT 5 Kelli Ward (R) ** Sonny Borelli(R) ** Doris Goodale(R)

[email protected] [email protected] [email protected](602)926-4138 (602)926-5051 (602)926-5408

DISTRICT 6 Chester Crandall (R) Brenda Barton (R) BobThorpe(R) **[email protected] [email protected] [email protected]

(602)926-5409 (602)926-4129 (602)926-5219

DISTRICT 7 Jack Jackson Jr. (D) Albert Hale (D) Jamescita Peshlakai **[email protected] [email protected] [email protected](602)926-5862 (602)926-4323 (602)926-5160

DISTRICT 8 Barbara McGuire(D) ** Frank Pratt (R) Thomas T.J Shope(R) **


DISTRICT 9 Steve Farley (D) Ethan Orr (R) ** Victoria Steele (D) **[email protected] [email protected] [email protected](602)926-3022 (602)926-3235 (602)926-5683

DISTRICT 10 David Bradley (D) ** Stefanie Mach (D) ** Bruce Wheeler (D)


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mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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5511sstt LLEEGGIISSLLAATTUURREEccoonntt..

SENATE HOUSE

DISTRICT 11 Al Melvin (R) Adam Kwasman (R) ** Steve Smith (R)


DISTRICT 12 Andy Biggs(R) Eddie Farnsworth (R) Warren Peterson (R) **


DISTRICT 13 Don Shooter (R) Darin Mitchell (R) ** Steve Montenegro (R)[email protected] [email protected] [email protected](602)926-4139 (602)926-5894 (602)926-5955

DISTRICT 14 Gail Griffin (R) David Gowan (R) David Stevens (R)


DISTRICT 15 Nancy Barto (R) John Allen (R) ** Heather Carter (R)


DISTRICT 16 Richard Crandall (R) Douglas Coleman (R) ** Kelly Townsend (R) **


DISTRICT 17 Steve Yarbrough (R) Tom Forese (R) J.D. Mesnard (R)[email protected] [email protected] [email protected](602)926-5863 (602)926-5168 (602)926-4481

DISTRICT 18 John McComish (R) Jeff Dial (R) Bob Robson (R)[email protected] [email protected] [email protected](602)926-5898 (602)926-5550 (602)926-5549

DISTRICT 19 Anna Tovar (D) Mark Cardenas (D) ** Lupe Chavira Contreras (D) **[email protected] [email protected] [email protected](602)926-3392 (602)926-3014 (602)926-5284

DISTRICT 20 Kimberly Yee (R) Paul Boyer (R) ** Carl Seel (R)


DISTRICT 21 Rick Murphy (R) Rick Gray (R) Debbie Lesko (R)

mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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SENATE HOUSE

DISTRICT 22 Judy Burges (R) David Livingston (R) ** Phil Lovas (R)


DISTRICT 23 Michele Reagan (R) John Kavanagh (R) Michelle Ugenti (R)


DISTRICT 24 Katie Hobbs (D) Lela Alston (D) Chad Campbell (D)


DISTRICT 25 Bob Worsley (R) ** Justin Olson (R) Justin Pierce (R)


DISTRICT 26 Ed Ableser (D) Juan Mendez (D) ** Andrew Sherwood (D) **


DISTRICT 27 Leah Landrum Taylor (D) Ruben Gallego (D) Catherine Miranda (D)


DISTRICT 28 Adam Driggs (R) Eric Meyer (D) Kate Brophy McGee (D)


DISTRICT 29 Steve Gallardo (D) Lydia Hernandez (D) ** Martin Quezada D)


DISTRICT 30 Robert Meza (D) Jonathan Larkin (D) ** Debbie McCune-Davis (D)[email protected] [email protected] [email protected](602)926-3425 (602)926-5058 (602)926-4485

E-mail addresses and legislative office information can be found at www.azleg.gov ,then click on: ALIS. Under the picture of the Capitol dome click on: Email a Member.

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mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://www.azleg.gov/http://www.azleg.gov/mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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FIGURING OUT A.L.I.S.

"HOW TO FIND A LEGISLATIVE BILL ON THE ARIZONA

LEGISLATIVE WEB-SITE"

The following pages will help you use the Arizona Legislative Information System, known

as A.L.I.S. This is a working website used by legislators and their staffs. It contains much

information, some of which is less important to the casual reader.

Legislative Bill Numbering

Bill Versions

Calendars

A.L.I.S. Home Page

Bill Summary

Bill Overview

Overview of the Overview


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Legislative Bill Numbering .

Every bill introduced into the Legislature is assigned a bill number that stays with the

bill throughout the legislative process. In each legislative session, bills are numbered

sequentially, in the Senate beginning with 1000, and in the House beginning with 2000.

Thus, SB 1056, is the 56th

bill introduced into the Senate, and HB2035, is the 35th

bill

introduced into the House. To find a bill on A.L.I.S. the chamber identifier and bill number

must be entered without any spaces, i.e. HB2347 or SB1138.

Bill Version

As a bill moves through the Legislative process there are certain points along the

way that the bill is updated to include amendments that have been adopted to the bill. On

A.L.I.S., under Bill Versions, the following versions are likely to be displayed:

Introduced version This is what the bill looked like when it was first

introduced into the legislative process.

House Engrossed version this is what the bill looks like after it has gone

through the House amending process; all committees and the Committee of

the Whole (COW) where every member of the body may provide

amendments to the bill. The House Engrossed version incorporates all

House Adopted amendments.

Senate Engrossed version this is what the bill looks like after it has gone

through the Senate amending process, including all Senate committees and

the Committee of the Whole (COW). The Senate Engrossed version

incorporates all Senate Adopted amendments.

Conference Engrossed versionIf there are differences between the House

Engrossed version and the Senate Engrossed version, a bill might be sent toa Conference Committee, made up of members from both chambers, to

work out the differences. Whatever is worked out in the Conference

Committee is embodied in the Conference Engrossed version.

On A.L.I.S., the version on the bottom of the list is the most current version of the bill.

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Calendars

Calendars are used as agendas for action that will take place on the floor before the

entire body. Calendars are published daily and reflect the floor action that is scheduled to

take place during the day. There are four calendars that are published that contain

important information on bills and bill status:

Caucus Calendar bills that are scheduled to be discussed in both the Majority andMinority Caucus prior to going to the floor. Caucus provides an opportunity for all

members to discuss the merits of a bill. It also allows the leadership to gauge the

level of support for a bill. While caucus is an informal meeting and no formal votes

are taken on a bill, no bill can be scheduled for the floor until it has been cleared by

caucus.

COW Calendars (there can be multiple COW calendars) bills that have clearedcaucus and are ready for Committee of the Whole. COW is where a bill is formally

amended. The various committees recommend amendments, but the bill is nottechnically amended until the entire body approves the amendments in Committee

of the Whole. COW is also the place where any member may offer an amendment to

a bill. If an amendment is approved by a majority of the members present, the

amendment is added to the bill. Once all the amendments have been voted on by

the body, the bill receives preliminary approval by the body to Do Pass, as

amended.

Third Reading Calendar bills that have completed the process through COW andare ready for a final vote of the body. All approved amendments have been

Engrossed (see above) into the bill and when it is called before the body, a formalvote on the bill is recorded. If the bill receives a majority vote (16 yeas in the Senate,

and 31 yeas in the House) it moves on to the other chamber.

Final Reading Calendar Finally, when a bill has completed its journey through theother chamber it must come back for a final vote in the original chamber, if the other

chamber made any changes (likely), the bill will then show up on the Final Reading

Calendar. This vote, like the Third Reading Calendar is a recorded vote.

Bill OverviewThe Bill Overview on A.L.I.S. shows a summary of the bills progress through the

process up to its current status. Track down to the bottom of the Overview and you will find

where the bill is currently in the process. The hot links within the Overview provide

additional details.

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A.L.I.S. HOME PAGE

The Arizona Legislative Information System (ALIS-azleg.gov) is the official website for the Arizona

State Legislature. All official documents and activities of the state legislature are contained at this

website. There are two ways to find a bill that is under consideration in the current legislative session:

If you know the bill

number, you can enter

it here [remember the

format; HBxxxx, or

SBxxxx]

If you don't know the bill

number, but have a general idea

what the bill is about, you can

use the search engine to try to

find the bill. Be warned! If you

ask for "education bills" you will

get a list of every bill that even

remotely relates to education.

Try to be a precise as possible,

but be prepared to get a long list

that will have to be narrowed

down.

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BILL SUMMARY PAGE

Once you have entered the bill

number and clicked on the little

spyglass next to the bill number

box, ALIS will take you to the

"Bill Summary page". This page

provides links to detailed

information regarding the bill.

All documents relating to the

bill can be located from this

page. Not all the information

may be useful, but some of the

links, starting with "Bill

Overview" should be reviewed.

Bill Overview

Provides a complete

Legislative history of the

bill. From bill

introduction, throughcommittee workups, to

floor action right

through the governor's

action on the bill. By

clicking on the "Bill

Overview link, and

scrolling down to the

bottom of the overview,

the last entry will

indicate exactly where

the bill is in the process.For more on the Bill

Overview page, see the

article "Overview of the

Overview"

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BILL OVERVIEW PAGE

This page provides a roadmap of the bill's progress through the Legislative process. It provides

info on committees, amendments and formal votes. The first stop on this page should be all the way to

the bottom of the page. The last entry reflects the latest formal action on the bill. In the case of the

example used on the left, this bill made it all the way to the Governor's desk and was signed into law.

This bill (SB1070) was sent to

the Governor on April 19. The

Governor signed the House

Engrossed Version on April 23.

In this case, the CHAPTERED

VERSION:indicates the version

of the bill that the Governor

signed, and, under the BILL

VERSIONS section on the Bill

summary page, that's the

version you need to look at ifyou want to know exactly what

the Governor signed.

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BILL SUMMARY PAGE BILL VERSIONS

Going back to the BILL SUMMARY page, the third choice down on the left, is Bill Versions. By clicking on the

link "Show Versions"the following drop-down menu will appear:

As a bill moves through the Legislative process there are certain points along the way that the bill is

updated to include amendments that have been adopted to the bill. On A.L.I.S., under Bill Versions, the

following versions are likely to be displayed:

Introduced version This is what the bill looked like when it was first introduced into the

legislative process.

House Engrossed version- this is what the bill looks like after it has gone through the House

amending process; all committees and the Committee of the Whole (COW) where every legislator

has an opportunity to amend the bill. The House Engrossed version incorporates all House

Adopted amendments.

Senate Engrossed version- this is what the bill looks like after it has gone through the Senate

amending process; all Senate committees and the Committee of the Whole (COW). The Senate

Engrossed version incorporates all Senate Adopted amendments.

Conference Engrossed version- If there are differences between the House Engrossed version and

the Senate Engrossed version, a bill might be sent to a Conference Committee, made up of

members from both chambers, to work out the differences. Whatever is worked out in the

Conference Committee is embodied in the Conference Engrossed version.

On A.L.I.S., the version on the bottom of the list is the most current version of the bill. If the bill is signedand becomes law, that version will be indicated by the notation: (Chaptered version).

In deciding which format to use to view the bill, the two choices are HTML or PDF. The PDF version is

displayed in the exact format as the bill in the Legislative process. The HTML version does not contain the

line numbering or page format of the legislative version, but does highlight the new language and revisions

to existing law. The HTML version is somewhat easier to read, but if the purpose of the review is to develop

an amendment to the bill that addresses concerns, then the PDF version should be used, since amendments

must identify the page and line number in the bill.

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OVERVIEW OF THE OVERVIEW

In General

The Bill Status Overview is a road map on where the bills been and what has happened along the

way. It can answer questions like, How did that bill get out of committee? There is a recorded vote onevery bill based on the committees final recommendation. The two most common committee

recommendations are: DP (Do Pass in the form originally considered by the committee) and DPA (Do

Pass Amended- reflecting that the committee has amended the original bill). On the Overview page a

number of abbreviations are used as shortcuts, like DP and DPA. Click on any one of them and a list of

all of the abbreviations is provided. The list does not provide any explanation, just what the characters

stand for.

Amendments

While the Overview does provide a listing of amendments considered on the floor during COW,

the details of the amendments are not available on the Overview page. Amendments, both approved

and proposed, are available on the Bill Summary page.

First, Second and Third Read

The state Constitution requires that every bill that is introduced be read to the entire body at

least three times. This provision was in the original Constitution in the days before copying machines

and computers. It was a way to assure that the members were aware of what was in a proposed bill.

Today, the requirement is met by a reader speed reading the number and title of each bill. First readingdoes however provide another purpose. After a bill is first read to the members, the President or

Speaker assigns the bill to committees. Third reading also serves another purpose. After third reading a

bill, which occurs after the bill has gone through Committee of the Whole, the body formally votes on

the bill. The vote is recorded and if the bill passes it is sent to the other chamber for consideration.

GovernorsAction and Chapter Numbers

The last thing that will be recorded on a Bill Status Overview is the Governors action, assuming

the bill makes it through the process and is sent to the Governor for consideration. The Overview will

indicate whether or not the Governor signed the bill and the date. If the Governor signed the bill, the

bill is assigned a chapter number. All legislation that becomes law is maintained as chapters and are

subsequently identified as Chapter___, Laws of 20__. To see the chapters for the recently completed

session, go to the ALIS homepage, and on the left hand side you will see Session Laws. A click on the

button and a complete list of the chapters for the session is reveled.

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The construction of a bill is subject to a vast number of rules and requirements

that have been developed, since statehood. Some of the requirements are

actually in the state Constitution. Most rules of construction have evolved over

time through the office of the Legislative Council. The Legislative Council was

established primarily as the bill drafting arm of the state legislature. Legislators

send their bill ideas over to Legislative Council to be drafted into proper form and

prepared for introduction. In fact, Legislative Council has published, and routinely

updates the "Arizona Legislative Bill Drafting Manual" which is available on

A.L.I.S. under the Legislative Council Button under picture of the Capitol Dome. A

quick glance at the Bill Drafting Manual will reveal that there are a vast array of

rules and arcane usage attached to the drafting of a bill. This Tutorial is not going

to provide an exhaustive review of all the requirements that go into writing a bill.

Instead, this Tutorial will attempt to provide a roadmap into how to read a bill.

The first thing to consider is what version of the bill do you want to read? You

have two choices: HTML or PDF. This tutorial will use the PDF version of the bill.

The PDF version reflects the exact copy of the bill that the Legislature uses. The

best way to do this, is to start at the front end and move through to the end.

However, there may be some detours along the way. The target bill is HB2732,

3rd grade reading retention.

HOW TO READ A LEGISLATIVE BILL

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HOW TO READ A BILL

Rules to Play By

Legislative Bill Numbering(a quick review)Every bill introduced into the Legislature is assigned a bill number that stays with the bill

throughout the legislative process. In each session, bills are numbered sequentially, in the Senate

beginning with 1000, and in the House beginning with 2000. Thus, SB 1056, is the 56th

bill introduced

into the Senate, and HB2035, is the 35th

bill introduced into the House. To find a bill on A.L.I.S. the

chamber identifier and bill number must be entered without any spaces, i.e. HB2347 or SB1138.

Statutory law and Session law

Bills passed by the legislature are generally of two kinds; statutory law or session law.

Statutory law is "permanent" law that has an indefinite duration, while session law has a temporary

application and generally is used to provide guidance or establish an legal activity that is intended to

be of short duration and not "permanent". All statutory law is codified using a sequential numbering

system (much like an index) based on 49 Titles which are categories used to group laws by their

subject matter. Thus, Arizona laws relating to children are in Title 8, education laws are in Title 15,

and all laws relating to taxation are in Title 42, usually. However, one should not assume that ALL

education laws will be found in Title 15, or that all laws relating to children are in Title 8.

Bill Format

Every bill is constructed in the same way with very specific rules governing each element. The

Legislative Council's Bill Drafting Manual, devotes over 150 pages to the details of bill drafting rules.

There are a few rules that apply to every bill and are important in assisting with reading a bill. Every

bill has a Title. Bills that amend or add statutory law within the various codified sections are placed

in the bill numerically from lowest to highest. Thus a bill that amends sections in Title 3, 15 and 42

will be placed in the bill in that order. Next, all session laws are placed in a bill after any sections that

relate to the codified Titles. Finally, any existing section of law that is going to be amended, either by

adding a new subsection, deleting an existing subsection or adding to an existing subsection, the

entire section must be included in the bill. It is this requirement, which is required by the

Constitution (Art. 4, Pt.2, section 14), that makes some bills huge in the number of pages. Take asection like, 15-341, General powers and duties of local school boards. Over the years, so many

powers have been added that this section now runs numerous pages, and, if you want to add a new

power, the entire section must be included in the bill to add the new power.

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On the Introduced title page, in

the upper right hand corner(in

red in the PDF version) is the

Reference Title or Short Title.

This is a very short description

of the bill. The Short title

disappears after the bill clears

all committees.

Also found on the introduced

Title page is a listing of all the

sponsors of the bill. The first

name on the sponsors list is the

"Prime Sponsor" and all the

others are co-sponsors. Again,

once the bill clears all

committees, the sponsors list

disappears.

HOW TO READ A BILL

Title Page

The title page is always the first page of the bill and contains key information regarding the bill. As

the bill moves through the process, the content of the title page changes slightly in regard to the

information provided. When the bill is first introduced into the legislative process, this is what the title

page looks like:

Once a bill has successfully gone through all committees, including committee of the whole (COW),

all the amendments that have been successfully added to the bill are 'engrossed' into the bill prior to the

body formally voting on the bill (3rd Reading). This is where the

Title page changes:

Finally, on the Title page is the

Constitutionally required

(Art.4,Part 2,Section 13) Title

which sets forth exactly what the

bill does in terms of amending,

repealing, appropriating, and all

other special elements of the bill.

First thing that's changed is the Short Title

is gone and has been replaced with

"House Engrossed". This means that this

version has all the amendmentsincorporated into the bill. The bill is now

read for a formal recorded vote by the

entire membership. If a bill makes it all

the way to the Governor, there will be at

least three versions: Introduced, House

Engrossed and Senate Engrossed.

The other thing to note is that the

Sponsors list is gone. You can only find

the sponsors on the introduced bill.

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HOW TO READ A BILL

The very first thing in every bill is the 'enacting clause'. It's the same in every bill, and it says:

Be it enacted by the Legislature of the State of Arizona:

The enacting clause is required by the constitution (Article 4, Part 2, Section 24). It is the only

part of a bill that can never be altered or changed. Even when a bill is completely rewritten by a 'strike-

everything amendment' the first line of that amendment will read, "Strike everything after the enacting

clause."

Next comes the first section of the bill, based on what the Title set forth on the Title page. The

Title page says that section 15-701 is to be amended. So section 1 of the bill reads:

Section 1. Section 15-701, Arizona Revised Statutes, is amended to read:

Each item identified in the Title must be set out in a separate section within the bill. If the Title

identifies 7 different sections of law that are to be amended in the bill, then each one must be set out in

a separate section in the bill. The Constitution requires that any existing law that is to be amended,must be set out in its entirety (Article 4, Part 2, Section 14). If the proposed section of law to be

amended is one paragraph long, then that paragraph must be included in the bill along with any

proposed new language. This means that if the bill intends to add an additional power for a local school

board, the entire section 15-341. General powers and duties; immunity; delegation must be set forth -

all 42 current powers, to add power number 43. This is why some bills have so many pages. Most of it is

current law.

Thanks to the formatting in a PDF version of a bill, figuring out what's new is fairly simple.

Current law is in lower case black. New law is upper case blue, and language that is being removed is in

lower case red strikethrough.

From the above example there is new language on lines 28 through 30 ( all caps in blue), there is

current law on lines 31 through 35 (lower case in black) and on line 34 the word 'insuring' is replaced by

the word 'ENSURING'.

If the bill under review is a large one with numerous pages, use the Title to identify what is being

changed, then use the color code (black, red, blue) to scan the bill and identify where the changes occur.

Current law is amended in this way. But there are different rules for temporary law.

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Session law, or temporary law, is always positioned after any changes to permanent law, in the

back of the bill. The title will identify session law that is in a bill:

In the above case, the bill contains a conditional enactment. This is what it looks like in the bill:

Each session law that is proposed in a bill has its own section and title identifying the purpose

of the proposed session law. Many session laws provide guidance as to how a proposed change to

permanent law is to be implemented:

Session laws can take on a variety of forms and address a number of issues, but the most common

types of session laws are:

-Appropriations; identifying specific monies to be used to implement the purposes of the bill.

-Establishing committees or task forces; used to identify membership, purpose and duration

of temporary bodies with limited purpose.

-Effective date and repeal; sets when the law becomes effective and sets a specific date for

repeal of the law or parts of a law.

-nonseverability and severability clauses; provides courts with guidance that if any portion of

the law is found invalid, the entire law is invalid (nonseverability) or that if a portion of the

law is found invalid, the remaining portions remain valid (severability). The courts are notbound by this - it is only legislative intent.

-Legislative intent; Provided a guidance to courts regarding what the legislature intends the

bill to do. It is used primarily for controversial bills or very complex bills. Again, the courts

are not bound by intent clauses, they are only guidance.

This is not an exhaustive list of potential session law subjects, but does reflect the most common

session law types.

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A.L.I.S. allows you to offer your opinion on any piece of legislation that is pending before a legislativecommittee. On the ALIS homepage there is a tab in the center of the page (under the picture of the domed

ceiling), labeled "Request To Speak". By clicking this tab, the window below the tab changes:

Clicking on the blue highlighted "Make a Request To Speak" will take you to the login in page.

NOTE: YOU MUST SET UP AN ACCOUNT ON ALIS BEFORE YOU CAN USE THIS REMOTE REQUEST TO SPEAK

PROGRAM. AN ACCOUNT CAN BE SET UP ONLY AT THE LEGISLATURE USING THE COMPUTER TERMINALS

THAT ARE LOCATED DIRECTLY OUTSIDE OF THE COMMITTEE HEARING ROOMS ON THE FIRST FLOOR OF THE

HOUSE AND THE SENATE. Once set up, your account will include your user name and password.

On the login page, you will be required to enter your user name and password.

Before you click the 'Login' button, be sure and select the appropriate chamber in which the bill is being

heard, either the House or the Senate. After you login, you will be taken to the committee agenda page

that lists all current committee agendas for the chamber you have chosen.

HOW TO ADVOCATE ON A BILL

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By clicking the "Begin Search" tab, you will be taken to the committee agenda you selected.

There are two ways to find the bill

you wish to address. If you know

the bill number, you can enter it

into the appropriate box and click

'Begin Search'. If you know the

committee, you can select it from

the list and click 'Begin Search'.

Selecting the committee gives youall the bills on the agenda, so , if

you wish to address more than one

bill, this is the best way to address

multiple bills. There is a third way

to find the bill, using the 'key

phrase' search, but the search

engine is very problematic.

If you get to this page and realize

that the bill you are looking for is

in the other chamber you can

quickly go there by clicking the'Change to House' button.

The agenda page displays all the

bills that are on the agenda for the

committee that was chosen on the

prior page. If the agenda is

accessed while the committee is

actually meeting, some bills may be

indicated 'COMPLETED'. This means

that the bill has already been

before the committee and is no

longer available for public input.

Find the bill that you wish to

address, the bills are in numerical

order. Click on the circle next to the

bill number and then select the

'CHOOSE BILL' button under the bill

selected.

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Once a bill has been selected, you are taken to the comment page.

When you have finished your comments, there is a LOGOUT tab at the top of the page. Just above the

LOGOUT, is a tab to return to ALIS homepage. If there is another bill on this particular agenda on which you

wish to comment, then return to the ALIS home page and start the process over for the next bill for which

you wish to comment.

There are four items

that need to be filled

out on this page. First,

you must identify who

you are representing.

The default is 'SELF'.,

but if you're

representing an

organization, then you

should identify it.

Next, are you 'FOR',

'NEUTRAL', or 'AGAINST'

Then, there is a space

available to insert

comments. It is not

necessary to comment,

but if you are not

planning to speak, this

is the only place to

make your comments.

Finally, you need to

identify whether youwish to be heard in

committee. A 'YES' or

'IF NECESSARY' assumes

your presence at the

committee hearing.

When done, click

'Submit Information'


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'LEAVE-BEHIND INFORMATION'

THE FOLLOWING PAGES PROVIDE SUGGESTED INFORMATION FOR EACH SUPERINTENDENT

TO DEVELOP FOR THEIR SCHOOL DISTRICT. THIS INFORMATION CAN BE GIVEN AT INITIAL

MEETINGS OR SHARED AS NEEDED. THE PROFILE SHOULD CONTAIN INFORMATION OF

INTEREST ON STUDENT POPULATIONS, INSTRUCTIONAL STAFF, SUPPORT STAFF AND FISCAL

INFORMATION THAT PROVIDES AN OVERVIEW OF THE DISTRICT. THE PROFILE ALSO

SHOULD INCLUDE CONTACT INFORMATION INCLUDING KEY STAFF CONTACT

INFORMATION, DISTRICT AND SCHOOL WEBSITES, DISTRICT MAPS, AND COMMUNITY

CONTACTS AFFILIATED WITH THE SCHOOL DISTRICT. THIS PROFILE IS YOUR OPPORTUNITY

TO HIGHLIGHT YOUR DISTRICT'S SUCCESSES AND CHALLENGES. THIS IS ALSO AN

OPPORTUNITY TO PROFILE JUST HOW THE CURRENT ECONOMIC ENVIRONMENT HAS

IMPACTED YOUR DISTRICT'S OPERATIONS.

AS YOU TALK WITH LEGISLATORS, IT IS REQUESTED THAT ON OCCASIONYOU MENTION YOUR INVOLVEMENT IN ASA. AN ASA HANDOUT IS

PROVIDED.

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School/District Information

In this day and age of school district transparency and improved communication, the public wants and is

entitled to the facts of how efficiently your schools and districts are operating.

Provided for you are examples from which you share district information with your staff andcommunity. In order to demonstrate how funding has impacted your district over the past five years,consider comparing data from previous years.

It is helpful to emphasize school and district achievements even though there have been challenges. Thefollowing reports can be used for reference or comparisons when using data for your school districts:

Arizona Auditor Generals Report

http://www.auditorgen.state.az.us/PDF/Annual_Report.pdf

National Center for Educational Statistics

http://nces.ed.gov/fastfacts/display.asp?id=372

Examples of State/District Fast Facts:

http://fcps.schoolwires.com/15291076154630333/site/default.asp - Frederick County Public

Schools - Maryland

http://www.edina.k12.mn.us/district/fastfacts.html- Edina Public Schools Minnesota

http://www.ncpublicschools.org/quickfacts/- North Carolina Public Schools

http://www.ccusd93.org/- Cave Creek Unified School District Budget Guide

Sources of Information:

www.azgov.gov executive budget media presentation www.azauditor.gov reports school districts www.civicindex4education.org www.everyday-democracy.org

www.givekidsgoodschools.org

30
http://www.auditorgen.state.az.us/PDF/Annual_Report.pdfhttp://www.auditorgen.state.az.us/PDF/Annual_Report.pdfhttp://nces.ed.gov/fastfacts/display.asp?id=372http://nces.ed.gov/fastfacts/display.asp?id=372http://fcps.schoolwires.com/15291076154630333/site/default.asphttp://fcps.schoolwires.com/15291076154630333/site/default.asphttp://www.edina.k12.mn.us/district/fastfacts.htmlhttp://www.edina.k12.mn.us/district/fastfacts.htmlhttp://www.ncpublicschools.org/quickfacts/http://www.ncpublicschools.org/quickfacts/http://www.ccusd93.org/http://www.ccusd93.org/http://www.ccusd93.org/http://www.ncpublicschools.org/quickfacts/http://www.edina.k12.mn.us/district/fastfacts.htmlhttp://fcps.schoolwires.com/15291076154630333/site/default.asphttp://nces.ed.gov/fastfacts/display.asp?id=372http://www.auditorgen.state.az.us/PDF/Annual_Report.pdf


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Suggested Presentations

How the State Budget Crisis will impact you and your school information for (staff and

parents) key points upon which to add detail and local data:

Arizona: is spending more than it collects in revenue Education is Arizonas largest budget item Education funding has experienced significant reductions Our district receives X% of its funding from the state If the state cuts education funding our district will experience additional cuts (identify

those recently taken and likely to be taken, if appropriate)

Budget misconceptions (cut fat, using bond and capital funds, expected 2% fundingincrease, administrative bloat, etc.)

Where do we spend our money?

example

.. $58 xxxxx

.. $12 xxxxx

.. $12 xxxxx

etc.

For every $100 we receive (use actual figures; expand, compare with previous point in time)

Most money goes to people- Who do we employ (give # and positions)- Most money goes to salaries, and most of that goes to classroom teachers (how much)

Costs over which we have little control- Gasoline, utilities, health insurance

Directed revenue (cant be used for other things)- Food services, transportation, Federal funds

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WHO IS ARIZONA SCHOOL ADMINISTRATORS?

The Arizona School Administrators ASA is a 501(c)3, non-profit organization whose members are

K-20 school administrators, which includes district superintendents, and central office directors,

administrators, and managers, as well as building level principals and personnel in the teacher

training institutions. ASAs membership spans the entire state and its 226 school districts and the

public and private colleges of education.

Unlike other states with separate associations, ASA is the umbrella association for six divisions:

Superintendents, Secondary, Middle Level, Elementary, Educational Services, and Higher Education.

Each division elects its own board and the president of each division sits on ASAs Executive Board.

In addition to participating in the two ASA conferences that are held annually for the general

membership, each division holds workshops and training programs that are tailored to the needs of

its members.

Under the direction of the ASA Executive Board, the organization provides leadership

training programs and workshops that promote and support excellence in educational leadership.

The programs sponsored by ASA are geared at expanding the leadership abilities at the district andschool site level with the over-arching goal of providing the highest quality academic experience to

Arizonas students. In addition to training and workshops related to current Arizona and national

issues, ASA provides support to superintendents and principals by serving as a voice for

administrators to articulate their position on policy matters to the Department of Education, the

State Board of Education, the Governors office and the State Legislature.

ASA coordinates its advocacy position with other Arizona based education organizations,

notably the Arizona School Boards Association, the Arizona Education Association, and the Small

and Rural Schools Association. In addition to working with the other Arizona professional

education based associations, ASA also is affiliated with other organizations that include advocacy

for K-12 public education in their mission. In addition to these statewide groups, ASA maintains

close ties with its national affiliates: the American Association of School Administrators, National

Association of Secondary School Principals and the National Association of Elementary School

Principals.

For further information about the organization, visit the ASA website atwww.azsa.org.

1910 W. WASHINGTON ST., PHOENIX, AZ 85009 602.252.0361 1.800.472.9753 FAX 602.252.8862 www.azsa.org
http://www.azsa.org/http://www.azsa.org/http://www.azsa.org/http://www.azsa.org/


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Arizona School Administrators

ASA Liaison Handbookrev313

Documents

Transcript of ASA Liaison Handbookrev313