Legislative
Current Issues
February 2012
President Obama to announce 2013 Budget
President’s Education Budget 2013
February 2012
Chairman Kline today formally introduced his two ESEA bills: The Student Success Act (H.R. 3989) and theEncouraging Innovation and Effective Teachers Act (H.R. 3990). The Committee will hold a hearing on February 16 and then move to markup in “a few weeks”. There are differences from the earlier drafts he released. See:Kline: K-12 Legislation Marks Next Chapter in Education Reform.
February 2012
Help Remove “Red Tape” for Homeless Children and Youth
A brief background:
HR 32, introduced by Rep. Judy Biggert (R-IL) and co-sponsored by Rep. George Miller (D-CA) (among others), will make it possible for homeless students to access homeless services from the Department of Housing and Urban Development (HUD). Under current law and regulations, thousands of students classified by the Department of Education as homeless are not considered homeless. This is because they are staying temporarily in motels or with other people (i.e., they technically have housing, albeit for a limited period of time), and HUD’s definition does not consider these children to be homeless. HR 32 will allow these vulnerable students to access the services they need.
Background:
On Tuesday, February 7th, the House Financial Services Committee’s Insurance, Housing, and Community Opportunity Subcommittee will vote on HR 32, the Homeless Children and Youth Act.
HR 32 is bi-partisan legislation that amends the U.S. Housing and Urban Development (HUD) definition of homelessness to include children, youth, and their families who are verified as homeless by school district liaisons, Head Start programs, Runaway and Homeless Youth Act programs (RHYA), and early intervention programs under the Individuals with Disabilities Education Act, Part C.
Recent regulations issued by HUD make it virtually impossible for most families and youth who are living in motels and paying for the motel room, or are sharing the housing of others because they have no where else to go, to qualify for HUD Homeless Assistance programs. These regulations require children and youth in such living situations to meet extremely burdensome requirements in order to be deemed “homeless” and therefore eligible for critical HUD programs. These families and youth are living in precarious, unstable, and very often unsafe living situations that are damaging to child and youth development. These living situations are considered homeless by other federal programs, including public schools, Head Start, RHYA, and Early Intervention programs. These federal programs recognize the urgent needs of children and youth, and the reality of child and youth homelessness. H.R. 32 would eliminate the new HUD regulatory burdens by creating a streamlined referral process so that vulnerable children and youth who are identified by these four federal programs are eligible for HUD-funded emergency and transitional housing, as well as critical support services.
1. If your US Representative sits on the Insurance, Housing, and Community Opportunity Subcommittee of the Financial Services Committee, please urge him or her to vote yes on HR 32 on Tuesday. A list of subcommittee members may be found at
http://financialservices.house.gov/Subcommittees/Issue/?IssueID=28421
****** Please note that Steve Stivers from Ohio’s 15th District sits on this committee****
2. Regardless of whether your U.S. representative is on the subcommittee, please urge your U.S. Representative to sign on to H.R. 32. Contact information for U.S. Representatives may be found at http://www.house.gov or dial 202-225-3121 for the Capitol Switchboard. PLEASE USE YOUR CELL PHONE, NOT your school phone!
If the staff person isn’t available, leave a message….or you can go back to the receptionist (usually you’re given that option on the voice mail) and tell the receptionist that you would like the Representative to vote “Yes” on H.R. 32.
January 2012
NASW Ohio supports a renewal of the Health and Human Services Levy in Cuyahoga County (Issue 15), and we urge you to do the same!
See below for information on Issue 15, as well as how you can help.
ABOUT ISSUE 15
On Tuesday, March 6th, protect our Health and Human Services by Voting FOR Issue 15.
Issue 15 protects and provides critical services to our most vulnerable citizens: children, seniors, families and people in crisis across the county.
Issue 15 is not a tax increase, it is a renewal of much needed funding that the community has supported since 1976.
Issue 15 provides services throughout Cuyahoga County, including:
- Services to protect children who are at risk of abuse or neglect.
- Critical emergency services like our region’s only Level One Trauma and Burn Center at MetroHealth, Metro Life Flight and the Neonatal Intensive Care Unit.
- Services for children to enter school healthy, prepared and ready to learn.
- Supportive services for senior citizens to live independently in their own homes.
- Crisis services for our most vulnerable citizens, whenever the need arises.
Any one of us – our children, our parents, our families, our friends – may one day need help.
This March, VOTE FOR ISSUE 15 — to ensure our vital health and human services are there when we need them the most.
Central Phone Bank:
- The Alcohol, Drug Addiction and Mental Health Services (ADAMHS) Board of Cuyahoga County is hosting the Central Phone Bank. We need volunteers to make calls from 4:30 p.m.- 6:30 p.m., Monday through Thursday every week until the election starting on Thursday, February 2.
Hosting a Phone Bank in your Offices:
- Your organization may also host a Phone Bank for your staff to make calls during the day or evening.
- Phone numbers and instructions will be provided to your Phone Bank Coordinator
Detailed Phone Bank Information:
- The ADAMHS Board is located on the 6th Floor of the United Bank Building, 2012 West 25th Street, adjacent to the West Side Market. Free parking will be available for Central Phone Bank participants in the staff parking lots behind the building on West 26th Street. Check in with the parking lot attendant and let him know you are here for the ADAMHS Board phone bank.
- A script will be provided and each volunteer will indicate the outcome of the call, i.e., left a message, no answer, wrong number, etc.
- Pizza and pop will be provided.
How to Volunteer for a Phone Bank:
- To participate in a phone bank, please send an e-mail to osiecki@adamhscc.org or call 216-241-3400, ext. 814, and indicate the date of the Central Phone Bank that you prefer, as well as your contact information, i.e., phone number, e-mail, agency, etc. If you are responding for a group of individuals/organization, please have one person make the contact and provide the names of each volunteer.
- If your organization wants to host its own Phone Bank, please let me know when, where, and the name of your Phone Bank Coordinator with his or her contact information so that I can make arrangements for delivery and/or pick-up of the phone logs.
January 2012
The legislature and the administration will be revisiting portions of the approved two-year state budget this spring. This “mid-biennium” budget review is sure to mean policy changes that affect health, human services, and early care & education in Ohio.
I invite you to participate in a state budget update webinar, “Budget Redux: What the Mid-Biennium Review Means for Advocates,” this Tuesday, Jan 17th from 3-4:00 p.m.
Click here to register: http://www.anymeeting.com/PIID=EB53DE83884B
The purpose of the webinar is to learn more about the scope of the budget review, the timeline, and the opportunities for citizen and stakeholder advocacy. Statewide experts will highlight what we worked on in last year’s state budget and where they see opportunities for movement this spring for health, human service and early care & education. We will also let you know ways to impact the budget review process.
You will hear from four Advocates for Ohio’s Future leaders and coalition partners, including:
• Larke Recchie, Executive Director of the Ohio Association of Area Agencies on Aging (o4a)
• Gayle Channing Tenenbaum, Co-Chair of Advocates for Ohio’s Future and Director of Policy and Govt Affairs at PCSAO
• Cathy Levine, Executive Director of UHCAN Ohio and Co-Chair of Ohio Consumers for Health Coverage
• Lisa Hamler-Fugitt, Executive Director of the Ohio Association of Second Harvest Foodbanks (OASHF)
Click here to register: http://www.anymeeting.com/PIID=EB53DE83884B
November 2011
Eleven states have applied thus far for ESEA waivers. To view their applications, go to http://www.ed.gov/esea/flexibility.
November 2011
Harkin has made several statements, including to one of the CCD (Consortium for Citizens with Disabilities) Education Task Force co-chairmen who used to work for him, about the fact that this isn’t happening this year (like we didn’t know that!)….but sounding more and more like the next Congress? Also Brad Thomas, House Education and Workforce staff, is saying they want a “bipartisan” bill….and that clearly isn’t happening right now with what the majority has put forward thus far.
1) On Thursday, November, 10, 2011, Senator Tom Harkin made a floor speech on his committee’s work on the ESEA bill . This is an excerpt from that statement:
“Last, I want to make clear that as this process moves forward, I believe it is crucial that we maintain the integrity and balance of this bipartisan compromise. We owe it to our kids and our Nation to produce a strong bill that will actually move the needle in improving our educational system. That will be the barometer that will guide me as this process moves forward.
To that end, I would note that, historically, education policy has been done in a bipartisan fashion, and I believe the House must also maintain that approach. Without a bipartisan bill coming out of the House, I believe it would be difficult to find a path forward that will draw the support we need from both sides of the aisle to be able to send a final bill to the President that he can sign. Here in the Senate we have demonstrated it is possible to reach bipartisan consensus on ESEA. We all need to work together in a bipartisan way to replace No Child Left Behind with this new and better law.”
2) Here are two blogs that add some additional context on the future of the reauthorization process:
House Minority Lawmakers Want Subgroup Targets in ESEA Bill
November 11, 2011 by Alyson Klein
A group of House lawmakers from areas with many Asian, African-American, and Hispanic students want performance targets for various student subgroups in any ESEA rewrite.
http://blogs.edweek.org/edweek/campaign-k-12/2011/11/house_tri-caucus_criticizes_ha.html
ESEA Bill Poised for Hearing, But Will it Gain Senate Traction?
November 07, 2011 by Alyson Klein
A bill to overhaul the Elementary and Secondary Education Act faces a crowded Senate calendar worry over some provisions, as some keep an eye on the House.
http://blogs.edweek.org/edweek/campaign-k-12/2011/11/next_week_the_senate_health.html
October 2011
The Senate HELP Committee finished marking up the ESEA reauthorization bill last Friday. A list and the text of all amendments considered during the ESEA markup last week can be found at http://help.senate.gov/hearings/hearing/?id=b4d24a56-5056-9502-5d73-a45a120b096b.
We’ll send a summary of some key points soon. Most important, the school counseling program was not added back….so we will be working with our partners on an amendment strategy for the floor. Most likely the bill will not reach the Senate floor before the first of the year, so we have some time…..and will be enlisting your help.
October 2011
On behalf of the 3.2 million dedicated members of the National Education Association, we urge you to VOTE YES on cloture for the Teachers and First Responders Back to Work Act (S. 1723), scheduled for a floor vote this week. The investments in education included in this bill will jump start the economy, keep educators working, and most importantly, will keep students learning and developing the skills they need to succeed. Votes associated with this issue will likely be included in the NEA Legislative Report Card for the 112th Congress.
The situation in schools across the nation is unacceptable, as layoffs and budget cuts create ballooning class sizes and elimination of programs that help students succeed. We are sending our children a message that they do not matter and are not a priority for the nation. When educators lose their jobs, students lose too. When school began this fall, fewer dedicated professionals were there to greet and care for them — fewer teachers, teachers’ aides, librarians, bus drivers, food service workers, counselors, and nurses.
The need for immediate action to is evident in the stories being shared from across the nation:
Virginia — Our kindergartners attend a half day program, which is not adequate. As a fourth grade teacher I see children, who by the time they reach me, are a full year or two behind in reading. Having a full-time schedule would allow kindergartner teachers the opportunity to teach reading more in-depth. Now more than ever, teachers need additional support within the classroom. Supply budgets barely cover the cost of teaching for a month. I am allowed ten dollars a student for the entire year! Education funding needs to be a priority if we are to be competitive in the world market. Thank you for the opportunity to let me express my opinion.
Connecticut — They have slashed art, music, industrial arts (wood shop, auto shop and film technology), business education, and other programs at our high school. Some of the teachers were let go. We have barely any electives for our students..Please stop asking teachers to raise test scores when we have little incentives to give our students to enjoy coming to school.
Massachusetts — I have been a special education teacher for 36 years. It saddens me deeply to confront increasingly needy children with increasingly fewer personnel. First we lost the vice principals, doubling our principal’s responsibilities. Then it was half as many counselors.Now counselors get to double their caseloads..Next it was ALL remedial services and then paraprofessional help, those vital adults who support the classroom teacher’s growing duties. So one adult alone was responsible for teaching 20 six-year-olds to read, write, solve math problems, perform science experiments, and how to be a cooperative member of a community of learners.
Investing in public education is also an effective catalyst for economic growth. It has a greater net positive impact on the economy than any other type of investment, including tax cuts. When we invest in public education, lower and middle incomes grow even more than upper incomes, positively impacting businesses’ bottom line as lower-income people spend their new income on consumer goods and services. In a typical state, investing two percent more in public education generates 3,900 new jobs and $92 million in new personal income. An equal tax cut generates less than half those gains — 1,500 new jobs and $41 million in new personal income.
Director, Center for Advocacy
Manager, Federal Advocacy
© Copyright 2002-2010 National Education Association
August 2011
THE WHITE HOUSE
Office of the Press Secretary
OBAMA ADMINISTRATION SETS HIGH BAR FOR FLEXIBILITY FROM NO CHILD LEFT BEHIND IN ORDER TO ADVANCE EQUITY AND SUPPORT REFORM
WASHINGTON – In an effort to support local and state education reform across America, the White House today outlined how states can get relief from provisions of the Elementary and Secondary Education Act – or No Child Left Behind (NCLB) – in exchange for serious state-led efforts to close achievement gaps, promote rigorous accountability, and ensure that all students are on track to graduate college- and career-ready.
States can request flexibility from specific NCLB mandates that are stifling reform, but only if they are transitioning students, teachers, and schools to a system aligned with college- and career-ready standards for all students, developing differentiated accountability systems, and undertaking reforms to support effective classroom instruction and school leadership.
“To help states, districts and schools that are ready to move forward with education reform, our administration will provide flexibility from the law in exchange for a real commitment to undertake change. The purpose is not to give states and districts a reprieve from accountability, but rather to unleash energy to improve our schools at the local level,” President Obama said.
Release of this package comes nearly a decade after NCLB became law, and four years after it was due to be rewritten by Congress. NCLB shined light on achievement gaps and increased accountability for high-need students, but it also encouraged states to lower standards and narrow curriculum, focused on absolute test scores instead of student growth and gains, and created one-size-fits-all federal mandates.
Education Secretary Arne Duncan said, “We want to get out of the way and give states and districts flexibility to develop locally-tailored solutions to their educational challenges while protecting children and holding schools accountable for better preparing young people for college and careers.”
In recent months, states have led a “quiet revolution” to move beyond NCLB’s vision. States have taken the lead in pursuing reform and innovations, including widespread adoption of college- and career-ready standards, development of new assessments, and other reforms in areas including teacher and principal evaluation and support, and turning around low-performing schools.
The ESEA flexibility package announced today, developed with input from chief state school officers from 45 states, will spur momentum across America to implement a new educational system aligned to college- and career- readiness, even as the more comprehensive reforms outlined in the President’s Blueprint for Reform await Congressional reauthorization of the ESEA.
This flexibility package was developed under the waiver authority explicitly granted to the U.S. Department of Education under the ESEA, and has been exercised under the previous Administration. The flexibility will begin to have an impact during the 2011-2012 school year and will have increasing impact in subsequent years.
For a fact sheet on the details of the flexibility announcement click HERE.
August 2011
A new TV ad went up today that shows how public employees—like you and me—all across this state have made considerable financial sacrifices to help Ohio balance its budget and make ends meet.
At the same time that OEA members were making these significant sacrifices, politicians in Columbus were handing out millions of dollars in tax breaks to their corporate campaign contributors. It is not only wrong, but it’s unfair to blame teachers, school employees, public workers, firefighters, nurses and police officers for the budget mess they didn’t cause.
Issue 2 is not about John Kasich or any political party—it’s about fairness and community safety. No one benefits when educators can’t have a voice in class sizes or school safety.
With less than 48 days before the Election, I’m sharing my personal story by canvassing this weekend. I’m telling voters that the same politicians who support Issue 2 also want to cut vital local funding that would cause class sizes to balloon, implement furloughs and contract out positions held by bus drivers, school nurses and food service workers. Issue 2 is not just wrong—it’s unfair, unsafe and hurts all of us.
July 2011
NASW Standards for School Social Work Services Final Draft 7-1-11
July 2011
Congressman Edolphus “Ed” Towns (D-NY) recently launched the historicalCongressional Social Work Caucus (CSWC), which currently consists of 35 Members of Congress, including the five social workers in the House, who support the social work profession and society’s social safety net. This caucus recognizes the contributions and represents the interests of social workers and the clients they serve across the nation and around the world. We need your help to ensure that the CSWC continues to grow and has a diverse membership that can champion the work of social workers, including those working in school settings.
May 2011
NAPSO Members Support Reintroduction of Reducing Barriers to Learning Act
Congress Urged to Include Legislation as part of Elementary & Secondary Education Act (ESEA)
(Washington, DC – May 19, 2011) – The 20 national organizations of the National Alliance of Pupil Services Organizations applaud U.S. Representative David Loebsack (D-IA) on the reintroduction of the Reducing Barriers to Learning Act. This legislation would provide the leadership to ensure every student receives the critical supports necessary for school success.
““We have to give every student the opportunity to succeed, and for some children that means providing services to address their safety, health, and wellbeing in addition to meeting academic needs. This legislation will help schools and teachers better serve their students and comprehensively address their needs,” said bill sponsor Loebsack.
The bill will enable the U.S. Department of Education to establish the Office of Specialized Instructional Supports to provide leadership, guidance, and technical assistance to State education agencies and local school districts in providing specialized instructional support services in schools. This effort will also improve cross-agency coordination of services and programs supporting students who face barriers to learning.
“Also, State agencies may compete for grants to build their capacity through recruiting and retaining coordinators of specialized instructional supports at the local and state levels,” added Myrna Mandlawitz, NAPSO Co-Chairman. “Leadership at the federal, state, and local level will enhance and streamline service delivery to help students meet academic and behavioral challenges.”
NAPSO urges Congress to pass the Reducing Barriers to Learning Act and include it in the reauthorization of the Elementary and Secondary Education Act for the improvement of academic outcomes for all students.
About The National Alliance of Pupil Services Organizations
NAPSO is a coalition of national professional organizations whose members provide and support a variety of school-based prevention and intervention services to assist students in becoming effective learners and productive citizens. NAPSO organizations represent more than a million members, including school counselors, school nurses, psychologists, school psychologists, social workers and school social workers; occupational therapists, physical therapists, art therapists, dance/movement therapists, and music therapists; speech-language pathologists and audiologists; teachers, students, parents, and administrators. NAPSO promotes interdisciplinary practice and collaboration and advocates for ensuring access to quality services for all students. NAPSO member organizations are bound together by the common vision to bring all students, in all states, the programs and professional support services they need to ensure success in school.
Congressman Loebsack Fights for Critical Support Services for Students
WASHINGTON, DC—Today, Congressman Loebsack reintroduced the Reducing Barriers To Learning Act of 2011 to increase student access to critical services and to assist schools in addressing the non-academic factors that may affect students’ ability to learn.
“We have to give every student the opportunity to succeed, and for many children that means providing services to address their safety, health, and wellbeing in addition to meeting their academic needs,” said Loebsack. “This legislation will help schools and teachers comprehensively address their students’ needs, giving them the motivation to remain engaged in school and helping them to succeed academically.”
Many important services are provided by specialized personnel, such as school counselors, psychologists, social workers, nurses, occupational therapists, physical therapists, speech and language pathologists, vision and hearing specialists and other personnel. Unfortunately, these services are at risk in many schools due to the economic downturn and its impact on state and local budgets.
Loebsack’s bill would establish an Office of Specialized Instruction Support within the U.S. Department of Education to provide specialized instructional support services in schools and clarify the roles of specialized instructional support personnel. It would also create a grant program for State Education Agencies to build the capacity of Local Education Agencies to develop programs and train personnel dedicated to removing barriers to learning.
In addition, today Congressman Loebsack offered an amendment to H.R. 1891, a House Republican bill to eliminate many education programs. Loebsack’s amendment would have preserved students’ access to mental health and counseling services. It would also have protected local efforts to create effective anti-violence and anti-drug programs. Unfortunately, House Republicans voted down the amendment, jeopardizing these services that keep Iowa students healthy.
“I grew up in poverty and I know first-hand the uphill battle many low-income students face. I was very lucky to have had the help of caring adults in my family, school and community, but all too frequently the story is much different,” said Loebsack. “Support for our students is critical and I refuse to stand by and watch these services be eliminated, denying our children the opportunity to maximize their academic potential.”
April 2011
School Social Workers Improving Student Success Act
More information available at www.sswaa.org
This is an amazing step for school social workers to get legislative backing and we need your help!
H.R. 1138 needs co-sponsors in order to move forward in the House of Representatives.
Here’s where we come in!
Here are “directions” for getting additional co-sponsors for H.R. 1138. Use the attached summary of the bill for your use and to share with your representatives’ offices. Remember: Right now we are just focused on getting co-sponsors for the HOUSE bill.
Here’s what you do:
1. If you don’t already know who your House member is, go to www.house.gov, put in your zip code, and you’ll find your House member.
2. Call the member’s office. You can reach every member through the Capitol switchboard at 202-225-3121 (USE YOUR CELL PHONE. DO NOT USE YOUR SCHOOL PHONE!).
3. Once you’ve reached the office, ask for the name and spelling of the staff person who handles education issues.
4. Then I would suggest that, rather than trying to explain this to the staff person on the phone or leaving a long detailed message, EMAIL THE STAFF PERSON. All House staff email addresses follow this formula: firstname.lastname@mail.house.gov (example: nicole.stacey@mail.house.gov). Following is a template you can use for the message:
“Dear Ms./Mr. ____________,
I am a school social worker in _________ School District in (city/town) and a member of the Ohio School Social Work Association. I would like to let Representative _________ know about a new bill just introduced this month by Rep. Gwen Moore, which would amend the Elementary and Secondary Education Act to provide grants to hire and retain school social workers in high-need districts. The bill is H.R. 1138 — “School Social Workers Improving Student Success Act.”
[Add "personal" story about why more SSW are needed in your district. If you're not in a "high-need" district, talk about the state need and why SSW help kids. Make it one brief paragraph]
As a constituent of Rep. _________________, I urge him/her to consider co-sponsoring this important bill. [If you know the Rep has supported children's mental health or anything related, you might say thanks here]. I have attached a summary of the bill for your information. Additional information is available from Steffany Stern in Ms. Moore’s office.
I appreciate your considering co-sponsoring this bill. Please feel free to use me as a resource on issues that relate to this topic.
Sincerely,
Name
Address
Phone
5. Wait a few days for a response. If you don’t hear anything, follow up with a phone call.
6. If you have any questions, please let me know!
Thanks!
Nicki Stacey
February 2011
Your help is needed to keep mental health services in Cleveland
Your advocacy efforts are needed now more than ever regarding the Ohio Department of Mental Health’s decision to not build the new State Mental Health Hospital in Cleveland as originally planned. During the Governor’s State of the State Address, he indicated that the plan to not build the hospital in Cleveland is good for consumers: “So in this case we reduce operating expenses, we save money on capital improvements and the people who are mentally ill are better taken care of. We don’t do that very often.” Click this link to read the Plain Dealer article below for the entire story: http://www.cleveland.com/open/index.ssf/2011/03/post_26.html. To see the portion of the Governor’s address concerning the mental health hospital, click this link and fast forward the video to 29 minutes.:http://www.wksu.org/news/story/27776. In case you missed it, the Plain Dealer also ran an excellent editorial on Sunday, March 6, calling for the State to reverse its decision on the hospital. Click this link to read the editorial:http://www.cleveland.com/opinion/index.ssf/2011/03/revive_plan_for_midtown_clevel.html
Action Needed:
1. Send a letter or e-mail to Governor Kasich and ODMH Director Tracy Plouck, requesting that they reconsider the decision. A short sample letter is below that you may use as a guide for your letter/e-mail.
To e-mail Governor Kasich, click this link: http://governor.ohio.gov/ShareYourIdeas.aspx
Tracy Plouck’s e-mail is: Tracy.Plouck@mh.ohio.gov
Please cc: Cleveland Mayor Frank Jackson; Cleveland City Council; Cuyahoga County Executive Ed FitzGerald; Cuyahoga County Council; Cuyahoga County Delegation in the Ohio House and Senate, and William M. Denihan, CEO of the ADAMHS Board (Contact Information is below).
2. Have your agency or organization pass a resolution requesting that the Governor and ODMH reconsider the decisions. A sample resolution is below.
Sample Letter/E-mail:
Dear Governor Kasich & Director Plouck:
Please reconsider your decisions. BUILD the new State Mental Health Hospital in Cleveland as originally planned. The decision to build the hospital in Summit County is putting money before mental health consumers by making it difficult for families to visit their loved ones in a hospital more than 15 miles away from downtown Cleveland. Thank you for your compassion for people living with mental illness. Please reconsider and build the state hospital in Cleveland: For consumers, for families, and for recovery from mental illness.
Sample Resolution:
RESOLUTION NO.
Call for the Ohio Department of Mental Health and Governor John Kasich
to Reconsider the Decision to Not Build a New State Mental Health Hospital in Cleveland
WHEREAS, on February 18, 2011, the Ohio Department of Mental Health announced its decisions to close the Cleveland Campus of Northcoast Behavioral Healthcare by July 1, 2011, and not build the new State Mental Health Hospital in Cleveland – but instead expand its Northfield Campus in Summit County; and,
WHEREAS, Closing the Cleveland Campus and not building the new State Mental Health Hospital in Cleveland will force consumers requiring inpatient mental health services to be admitted to the Northfield Campus; and,
WHEREAS, There was an agreement between the City of Cleveland and ODMH since 2009 to build the new State Mental Health Hospital in Cleveland, and nearly $84 million was set aside in the capital budget for construction, and the City of Cleveland spent over $4 million to prepare the site; and,
WHEREAS, ODMH has also decided to use any remaining capital dollars from the expansion at the Northfield Campus to update other state hospitals throughout the State of Ohio; and,
WHEREAS, Closing of the Cleveland Campus and not building the new hospital in Cleveland is very bad for consumers of mental health services:
-Out of the 1,500 total admissions to Northcoast Behavioral Healthcare in FY 2010 and to date in FY 2011, 97% – or more than 1,470 – are residents of Cuyahoga County.
-Having residents of Cleveland and Cuyahoga County admitted to a hospital in Summit County will place another burden on the consumers’ families by having to arrange for transportation to see their loved ones, as well as for discharge.
-ODMH’s decision of not having a mental health hospital in the city takes mental health treatment back to the mid-19th century, when the belief was that people with mental illness should be isolated from their families and communities.
-We know today that interaction and treatment planning with family is important to a person’s mental health recovery.
-The cost of transporting patients from Cleveland to the Northfield Campus by ambulance or police is also going to be costly; and,
WHEREAS, Closing of the Cleveland Campus and not building the new State Hospital in Cleveland is also bad for Cleveland’s and Cuyahoga County’s economic development:
-The hospital would have employed 300+ people (from Cleveland Campus and Northfield Campus) with good paying jobs that would produce over $1 million in tax revenue.
-With the closing of the Cleveland Campus, Cleveland will lose nearly 200 jobs.
-Actual building of the hospital would have created construction jobs for several years.
-Businesses, such as restaurants, drycleaners, stores, etc., were anticipated to develop near the hospital to serve the workers and visiting families; and,
WHEREAS, ODMH’s decisions do not actually save money for the State of Ohio since all of the capital dollars allocated for the new State Mental Health Hospital in Cleveland will be spent elsewhere.
NOW, THEREFORE, BE IT RESOLVED THAT (YOUR AGENCY NAME HERE), WITH THE BEST INTEREST OF CONSUMERS IN MIND:
1. Respectfully requests that ODMH and Governor John Kasich reconsider the decisions and build the new state mental health hospital in Cleveland as originally agreed.
2. Directs that this resolution be sent to Governor John Kasich; Tracy Plouck, Director of ODMH; each member of the Cuyahoga County Delegation in the Ohio House and Senate; Cleveland Mayor Frank Jackson, each member of Cleveland City Council; Cuyahoga County Executive Ed FitzGerald, and each member of the Cuyahoga Council.
Contact Information:
Here are the addresses/e-mails and contact Information that you will need:
Governor John Kasich
Riffe Center, 30th Floor
77 South High Street
Columbus, OH 43215-6117
E:mail: http://governor.ohio.gov/ShareYourIdeas.aspx
Mayor Frank Jackson
Cleveland City Hall
601 Lakeside Ave.
Cleveland, Ohio 44114
E-mail to: communications@city.cleveland.oh.us
Tracy Plouck
Ohio Department of Mental Health
30 East Broad Street, 8th Floor
Columbus, Ohio 43215-3430
E-mail: Tracy.Plouck@mh.ohio.gov
County Executive Ed FitzGerald
County Administration Building
1219 Ontario Avenue
Cleveland, Ohio 44113
E;mail to: bivory@cuyahogacounty.us
Cleveland City Council – Check Web site for Council Member Names & E-mails:http://www.clevelandcitycouncil.org/Home/CouncilMembers/tabid/59/Default.aspx
601 Lakeside Ave., Room 200
Cleveland, OH 44114
Cuyahoga County Council – Check Web site for Council Member Names & E-mails: http://council.cuyahogacounty.us/
County Administration Building
1219 Ontario Street , Room 424
Cleveland, OH 44113
Senator E-Mail
Shirley Smith
District 21 senatorsmith@maild.sen.state.oh.us
Michael Skindell
District 23 SD23@maild.sen.state.oh.us
Thomas F. Patton
District 24 SD24@senate.state.oh.us
Nina Turner
District 25 senatorturner@maild.sen.state.oh.us
Representative E-Mail
Kenny Yuko
District 07 district07@ohr.state.oh.us
Armond Budish
District 08
district08@ohr.state.oh.us
Barbara Boyd
District 9 district09@ohr.state.oh.us
Bill Patmon
District 10 district10@ohr.state.oh.us
Sandra Williams
District 11 district11@ohr.state.oh.us
John Barnes, Jr.
District 12 district12@ohr.state.oh.us
Nickie Antonio
District 13 district13@ohr.state.oh.us
Mike Foley
District 14 district14@ohr.state.oh.us
Timothy DeGeeter
District 15 district15@ohr.state.oh.us
Nan Baker
District 16 district16@ohr.state.oh.us
Marlene Anielski
District 17 district17@ohr.state.oh.us
Mike Dovilla
District 18 district18@ohr.state.oh.us
OSSWA supports schools having access to highly qualified school social workers in alignment with ESEA and IDEIA. School social workers are master level professionals who have completed the requirements of an ODE approved graduate school social work program in Ohio. They have earned licensure (LSW or LISW) from the Ohio Counselor, Social Worker and Marriage and Family Therapist Board and a Professional Pupil Services License from the Ohio Department of Education. The Ohio Department of Education eliminated consultants for pupil services providers in the 1990’s. Since that time, there has been little support for including state pupil services organizations in developing policy , supporting the hiring of the professions at the local district level, devising standards or professional development for the professions.
OSSWA supports the Ohio Department of Education in conducting a study to determine the status of critical shortages of Ohio school social workers and pupil service providers. Pupil services providers were eliminated from the definition of `teacher’ in the Ohio Revised Code in the 1990’s. Since that time, support for pupil service providers and related services providers at the Ohio Department of Education has significantly declined. Ohio has not routinely included state pupil services organizations in developing policy, as have more progressive states such as Minnesota, Wisconsin, Indiana and Iowa. As a result, funding and local support for pupil services has deteriorated. Lack of support at the district level contributes to difficulty with teacher retention. In Ohio’s Part B Performance report of 2004, ODE `did not ensure the availability of an adequate supply of qualified related services personnel to provide a free and appropriate public education to children with disabilities.’ Pupil Services Providers, as defined in the Elementary and Secondary Counseling Education Act, are` School Professional Personnel who provide assessment, diagnosis, counseling, educational, therapeutic, and other necessary services (including related services defined in IDEA) and focus on meeting student’s needs’. Related Services, as described in Individuals with Disabilities Education Improvement Act, are `services that assist a student with a disability. Services include speech-language & hearing services, psychological services, OT/PT, recreation, early identification & assessment of disabilities, counseling services, orientation & mobility services, and medical services, school health services, social work services in schools, and parent counseling & training as specified on a student’s IEP.’
OSSWA supports the development of Ohio School Social Work Standards and Standards for other Pupil Personnel Services Providers consistent with current teacher and principal standards. In 2004, the Ohio General Assembly created an Educator Standards Board through Senate Bill 2. The legislature charged the board with bringing standards-based reform to the educator level by defining standards for teachers and principals at all stages of their careers, and delineating criteria for high-quality professional development. The Educator Standards Board has developed state standards for teachers and principals at all stages of their careers; formulated standards for educator professional development; created a career ladder, is defining and currently working on developing master teacher criteria, will be monitoring implementation of the created standards and recommending policies to close achievement gaps among groups of students. Students, families and teachers should have the same expectation of excellence for the pupil services providers that work on their behalf. Pupil services providers should also have the same expectation of rigorous state standards prescribed professional development, a career ladder, and expectations that through evidence based interventions, teachers and students will be more able to close the achievement gap.
OSSWA supports the development and implementation of Social Emotional Learning Standards to support state academic standards. The Collaborative for Academic, Emotional and Social Learning (CASEL) was founded in 1994 by Daniel Goleman, the author of Emotional Intelligence and educator/ philanthropist Eileen Rockefeller Growald. It is based in the Department of Psychology at the University of Illinois at Chicago (UIC). CASEL works to advance the science and evidence-based practice of social and emotional learning (SEL). The group produces books, articles, and briefs that synthesize scientific advances in SEL and explain their implications for practice. CASEL priorities focus on the benefits of preschool through high school SEL programming; how SEL coordinates with other educational movements; research and training in implementation; assessment; school and district leadership development; educational policies; and communications. The Illinois State Board of Education has adopted Social Emotional Learning Standards. While Ohio has developed School Climate Guidelines, the development of state Social Emotional Learning Standards would ensure provision of evidence-based programming shown to decrease violence in schools that implement such curriculum.
OSSWA supports inclusion of school social workers in the implementation of the ISM model via State Support Teams. SSTs address district’s condition and climates by providing support for creating safe learning climates, establishing community partnerships, engaging parents and communities, and developing supportive learning environments. School social workers are uniquely able to address non-academic barriers to student success because of their training, experience, and person-environment orientation. At the Prevention level, interventions target all students within a school system and seek to comprehensively address such issues as school climate, bullying, discrimination, and suicide/violence prevention. At the Early Intervention Level, interventions target at-risk students within a school system and seek to mitigate barriers separating these individuals from their peers. Examples of at-risk students include those indicated for special education, needing behavioral supports, or who are at high risk for delinquency. Programs addressing sexual health, drug and alcohol use, issues related to poverty and teen pregnancy are just a few examples. At the Intervention/Treatment level, interventions target students who struggle with a particular, identified need. Crisis intervention, direct counseling services, homelessness services, de-escalation, behavioral intervention plans and linkages for employment, mental health and drug/alcohol services are just a few examples. Across all levels, school social workers play an invaluable role in service coordination. School social workers work collaboratively with students, parents, teachers, administrators, law enforcement, government agencies, and other pupil services professionals to ensure students are provided comprehensive supports.
OSSWA supports the development and implementation of a statewide student information management system that can be accessed by all school districts. With significant safeguards put in place to protect student privacy, a statewide information system would support students who are transient or homeless. Schools would be able to have immediate access to records and IEPs for students of families who, due to poverty, loss of job, or domestic violence experience transiency. Interventions and supports would be implemented immediately upon enrollment in the new school.
Additional Resources
UCF alumna Marie Armantrout speaks about her job as a school social worker.
» View Video
2006-2007 Student Support Services Task Force Summary Report
» View Report