CASP Mission Statement:

"Our mission is to provide high quality educational and leadership programs, which establish standards of practice for school psychologists through legislative advocacy, professional development, communications, publications, ethics guidelines, and direct services to members, resulting in the growth and development of the profession, and successful outcomes for the children, schools and communities we serve."

Adopted by the CASP Board of Directors on October 2002.

Purpose of the Legislative Platform:

The purpose of the 2007-2008 Legislative Platform is to support CASP’s mission statement by establishing the Association’s legislative agenda for the upcoming legislative session.  The platform forms the “backbone” of CASP’s legislative efforts.  The platform will not list every issue the Association is concerned about or involved in, but rather it will describe those issues that the Board of Directors, Legislative Committee and the membership deem to be CASP’s priority issues for the 2007-2008 Legislative Session.

CASP’s by-laws and strategic plan call for subsequent platforms to be developed and adopted by the Board of Directors at the beginning of each two-year legislative session. 

Organization of the Platform:

The platform is divided into three parts.  Part 1. - Describes the organization of the CASP Government Relations Program.  Part 2. - Lists CASP’s general legislative priorities for the upcoming session.  Part 3. - Describes specific legislative issues and policy positions the Association will sponsor, support, or oppose during the 2007-2008 2-year legislative session.  Part three is revised after the first year of the session to reflect changes in the legislative arena and/or the Association’s legislative priorities. 

PART 1

CASP Government Relations Program

Program Elements:

Since its inception, government relations has developed into a comprehensive legislative advocacy effort, providing a full-range of legislative, grassroots and political activities on behalf of the association and its members.  The program is governed by existing policies and procedures developed and adopted by the board of directors.  The following elements make up CASP Government Affairs:

·        Policy-Making and Review:

The Board of Directors is charged with determining CASP's overall policy positions on various legislative and political matters.  Every two years, the board adopts a legislative platform outlining the association's priorities and goals in the upcoming legislative session.  Policy analyses and recommendations on policy matters are developed by the legislative committee and forwarded to the board.

·        Legislative Advocacy:

The legislative advocate, executive director, legislative committee chair, and various members provide legislative representation on behalf of the association.

·        Grassroots Advocacy:

CASP affiliates and members provide advocacy at the local level.  Staff and the legislative committee provide assistance and preparation on grassroots activities.

·        Political Action:

The School Psychologists Political Action Committee (SPPAC) is the political action arm of CASP.  The SPPAC oversees the association's political action fund and its contributions to various statewide political candidates and initiatives.  The SPPAC is made up of a chair, the legislative committee chair, and an at-large member.

The CASP lobbyist and the CASP Executive Director, in close consultation with the Legislative Chair and President, provide day-to-day oversight and implementation of the government affairs program.

PART 2

GENERAL LEGISLATIVE PRIORITIES FOR THE 2007-2008 LEGISLATIVE

SESSION

1.  Appropriate psychological and mental health services in the school setting: Various factors such as poverty, violence and drug abuse, can increase overall demands and stresses on schools, families and children.  Some children are unable to learn because of emotional problems brought on by events and/or circumstances outside of the school setting.  It is necessary to deal with these learning difficulties through prevention and intervention programs in schools.  Staff trained to provide appropriate psychological and mental health services should be available in all schools.  Legislation should reflect the provision of appropriate mental health services in schools by trained professionals and should require coordination of school-based efforts with those of state and local agencies that direct or provide mental health and social services.

2. K-12 education and related services as a policy priority: In the late 1990’s, funding for K-12 education and related services programs significantly increased at the state and national levels.   The education of our children must remain a public policy priority.  CASP will continue to actively support increased funding and programmatic resources for K-12 education and related services, and will oppose cuts to education and related services.  This funding has leveled off over the past few years.  CASP will continue to monitor and participate in the implementation of the California Master Plan for Education, and the California Performance Review as it relates to this priority. 

3. Increased funding and resources for student support services: Although overall funding for K-12 education has increased, funding and programmatic resources for student support services have not increased relative to other programs.  Student support services include school psychologists, school counselors, school nurses, school social workers, attendance and welfare officers, resource specialists, speech-language-hearing pathologists and other personnel that provide student support services to students.  In order for our schools to succeed, they must have the personnel and services that can address various barriers that impede a student's ability to learn.  Policies designed to improve California's public education system will not succeed unless an appropriate level of student support services is available at every school.

4. Increase and expand crisis intervention and school violence prevention programs: Recent events across the nation point to the continued need for programs that address school violence and safety.  Policy-makers must continue to provide resources to develop and expand programs that emphasize prevention and early intervention.  In addition, local districts must have the resources and personnel that can provide crisis intervention and counseling should a violent and/or tragic event occur on or off school grounds.  CASP will continue to advocate for an increase and expansion of crisis intervention and school violence programs.  Such programs should be developed and implemented in partnership with other local and state agencies.

5. Maintain protections and safeguards while guaranteeing program flexibility: Recent changes to federal and state laws have increased the protections and safeguards for children with disabilities.  CASP supports the maintenance of and full compliance with new provisions. CASP will continue to oppose legislative and regulatory efforts to remove the guarantees of a free and appropriate public education to the disabled children and youth of California.  Thus, while CASP supports the maintenance and a full compliance with new provisions, we continue to search for ways to streamline the process and/or provide additional technical support and training for special education personnel.

6. Support additional research and funding for at-risk youth programs: Many children of poverty, minority status and limited English ability are known to be "at-risk" for school failure.  Demographers show that this at-risk population is increasing in public schools at a rapid rate.  Without early intervention, these children are at-risk for failure throughout their school careers.  In light of this, CASP will continue to support legislation that would expand and increase comprehensive, continuous and community-linked services to at-risk students.

7. Expand services to disabled and at-risk infants, toddlers and preschoolers: Programs for disabled and "at-risk" infants, toddlers and preschool children should be based on developmental needs, and attend to all aspects of their development.  Assessment and early intervention approaches should take into account unique attributes and variability of young children and the influence of home, family and cultural factors.  A broad spectrum of options should be available for early intervention and collaboration among agencies providing these services.

8. Support school-to-work transition programs: Too many students leave school without skills to effectively enter the workplace.  Programs that facilitate this entry include dropout prevention, remedial education, career education, vocational training and school-business partnerships.  CASP supports additional development and funding for these programs through federal, state, and private partnerships.

9. Support school anti-discrimination measures: CASP strongly supports providing a safe and secure educational atmosphere in which all children and youth may obtain an education free from discrimination and harassment.  Promoting the dignity and rights of all individuals is in the best interest of our educational system and society.

10. Coordination on federal issues: Coordinate with NASP and other state and national organization on federal oriented issues, including but not limited to: the Re-authorization of IDEA, No Child Left Behind (NCLB), school based prevention and mental health services for children, and other federal issues.  CASP will work closely with the State Department and Board of Education, the Advisory Commission on Special Education, the State Legislature and Administration on implementation in California. 

11. Expand utilization of AB 956- definition of educator: Target specific school programs and education retention and recruitment efforts to ensure that pupil support personnel are included, as defined by AB 956, (Chapter # 567 in 2003). 

12. Ensure school psychologists receive the highest training possible.    Support legislation and regulatory action to ensure high training and education requirements for school psychologists.           

PART 3 

SPECIFIC ISSUES FOR THE 2007/2008 LEGISLATIVE SESSION

1:  Pupil Support Services Block Grant.

Background:  The 2006-07 Budget provided ongoing funding to increase the number of school counselors that serve seventh through twelfth grade students.  This important funding will provide students with information on all educational and vocational options available to them and serve students who have failed or are at risk of failing the California High School Exit Examination. 

Action Item:  To ensure that we have a meaningful impact on student academic success in our schools, and to ensure that students have the opportunity to learn and advance, it is imperative that flexibility exists to hire appropriate non-administrative credentialed personnel.  The Pupil Support Services Block Grant seeks to add additional funding to complement the School Counseling Program.  Allowing additional funding will help ensure that school districts in need of additional school psychologists, counselors, nurses, speech-language pathologists and audiologists, social workers, resource specialists, special education teachers, and other non-administrative credentialed personnel will have the ability to fill that need. 

2:  Pupil Support Service Teams.

Background:  AB 722 (Corbett), signed into law in 2001, required the State Department of Education to conduct a study of pupil support.  The report made a number of recommendations including a strong need for coordination of pupil support services in our schools.

Action Item:  Working with the Pupil Services Coalition, seek legislation to encourage school district to have Pupil Support Service teams.  Each district would have at least one team that would be made available to students on a daily basis.

 3:  Early Mental Health Initiative (EMHI).

Background:  Over the last three years, the Early Mental Health Initiative (EMHI) program has fought dramatic budget cuts.  CASP has treated saving this program as one of our top budget priorities.  EMHI funded programs are a low-cost method of directly helping children become ready to learn.  Under this program, the State awards grants to Local Education Agencies to implement early mental health intervention and prevention programs for students in K-grade 3.  Schools that receive grants must also provide at least a 50 percent match to the funding provided by Department of Mental Health.  Schools use the funds to employ child aides who work with students to enhance the student’s social and emotional development.  Students must have parental permission to participate in the program.   The intervention provided by EMHI can have immediate impact on the child, the classroom, and the school environment.  The long-range effects can last a lifetime.  Maintaining a level of funding will ensure the continuity of critical support offered to elementary school children. 

Action Item:  Continue to advocate for funding for the EMHI program through the California State Budget. 

4:  Proposition 63

Background:  The passage of Proposition 63 (known as the Mental Health Services Act or MHSA) in November 2004, provides the first opportunity in many years for the Department of Mental Health (DMH) to provide increased funding, personnel and other resources to support county mental health programs and monitor progress toward statewide goals for children, transition age youth, adults, older adults and families.  The Act addresses a broad continuum of prevention, early intervention and service needs and the necessary infrastructure, technology and training elements that will effectively support this system. 

Action Item:  The Department of Mental Health has created a state commission to oversee implementation of the MHSA.  A series of meetings/hearings are being held to get local community recommendations.  CASP will be active with these bodies to advocate for mental health services in California’s public schools and ensure prevention and early interventions are strongly considered. 

5:  Medi-Cal billing requirements.

Background:  Rates are too low for assessment reimbursement and school districts are not allowed to bill for direct counseling services provided by school psychologists. 

Policy Position:  Allow school districts to be reimbursed for school psychologists counseling and other credentialed services.   Support legislative/regulatory measures that expand the Medi-Cal billing options to make it more effective for program providers at both the State and Federal levels.                                                                       

6:  Increase capacity of student support services training programs at CSU and UC.

Background:  A key reason for the shortage of school psychologists and other student support service credentialed personnel in California is the fact that students are being turned away at CSU and UC because of lack of programs.

Policy Position:  Working with the Pupil Services Coalition, identify key players in the CSU and UC system to explore funding to pilot an expanded training model for the school psychology and other service credentials.     This may be done in legislation or through the budget process.  

7:  Educate administrators of the services provided by school psychologist, so they can be included in efforts to improve student achievement, behavior, and overall performance.  

Background:  Because of shortages of staff, efforts have been underway to require teachers to take on the roles of psychologists, social workers, and counselors. 

Policy Position: Support efforts to educate administrators and teachers as to the training of school psychologists to assist with school based mental health issues.  Oppose any efforts to require teachers and other non-student support personnel to take on these added responsibilities.  Also, look at opportunities to better define the job of school psychologist in state statute.

8:  Special education accommodations for the high school exit exam and STAR.

Background:  Few, if any accommodations have been made for special education students in taking the STAR and the upcoming high school exit exam. 

Action Item:  Working with the Pupil Services Coalition, meet with the Governor’s Office, Office of Child Development and Education, and the State Board of Education to work on efforts to amend the current high school exit exam and STAR statutes to make accommodations for special education.   CASP will work directly on legislation to      make accommodations and improvements to both tests

9:  Seek administrative or, if necessary, legislative remedy to define school psychologists internships. 

Background:  Current preconditions required by state law for all approved internships contain requirements that could preclude district from hiring school psychologists as interns.

Action Item:  Work with the California Commission on Teacher Credentialing, and if necessary the Legislature and Administration to remove unnecessary impediments to employing qualified school psychologist interns. 

10:  Special Education Funding.

Background:  Special Education funding at both the State and Federal levels have been inadequate.  For years, federal funding increases have supplanted rather than enhanced State funding. 

Action Item:  To support adequate funding for special education programs run by school districts and county offices.  Specifically, CASP supports the application of any COLA to all sources of special education income (state, local and federal). This action would end the bifurcation of the COLA within the current special education funding model.