July 2026: AESA State Examiner

In every statehouse, the most important people in the room are not always the ones at the dais. Legislative staff shape what members hear, what they understand, and what they are ready to act on. For those of us who advocate for educational service agencies, that reality should shape how we approach every meeting, email, and hallway conversation.

Robert L. Guyer’s book, Guide to State Legislative Lobbying, includes a list of 27 lobbying fundamentals, including the not-so-subtle reminder that “there is no unimportant staff.” This rule captures a truth that experienced advocates learn quickly. You may not need a staff member’s support on every issue, but you can absolutely be hurt by their opposition. Better yet, the right staff relationship can help move an issue from confusion to curiosity, and from curiosity to action.

For ESA leaders and advocates, this means staff relationships are not optional. They are a core part of advocacy strategy.

Start before you need something

The best time to build a relationship with legislative staff is before a bill is moving, before a hearing is scheduled, and before a crisis arrives. Too often, advocates first make contact only when they want a vote, a sponsor, or a change in language. That is usually too late to build trust.

Instead, think of staff as long-term partners in information. Introduce yourself early. Share who you represent, what your agency does, and why your work matters for students, schools, and communities. Make it easy for staff to remember you as someone who is useful, respectful, and reliable.

Make their job easier

Legislative staff manage heavy workloads, shifting priorities, and constant interruptions. If you want their attention, help them do their job well. Be clear about your ask. Be brief when you can. Bring one-page summaries, local examples, and plain language explanations rather than long packets of jargon.

Staff appreciate advocates who can quickly explain:

• What the problem is.
• Why it matters now.
• Who is affected.
• What action you want.

The more complicated the issue, the more important it is to simplify without dumbing down. In education advocacy, we often know too much to communicate clearly. Staff need the version they can understand, repeat, and use.

Be accurate and credible

Nothing builds trust faster than reliable information. Nothing damages it faster than exaggeration. If you make a claim, be ready to back it up. If you do not know the answer, say so and follow up. If the numbers are uncertain, explain the range or the source.

This matters especially in ESA advocacy, where policy decisions often involve funding formulas, service delivery, student counts, compliance requirements, and local impact. Staff do not need the most dramatic argument. They need the clearest one. A well-supported, modest claim is far more effective than a stretched case that cannot survive scrutiny.

Respect the office, not just the member

Good advocates understand that a legislative office is a team. The scheduler, legislative aide, committee staff, policy analyst, chief of staff, and district staff all play different roles. Treat each one professionally. Learn names. Say thank you. Be on time. Follow the office’s preferred process.

If an office asks you to send materials in advance, do it. If a staff person says they need a shorter summary, listen. If you are asked to work through a policy issue with the author’s staff, do not jump over them and go straight to the member unless there is a compelling reason. Staff notice when advocates respect the chain of communication, and they also notice when they do not.

Stay connected after the meeting

A lot of advocates think the meeting is the finish line. It is not. The meeting is the beginning of the next step. Follow up with the materials you promised. Send a thank-you note. Offer to answer follow-up questions. Share updated information if the issue changes.

This is where many advocacy relationships are won or lost. Staff remember the people who made their work easier, responded quickly, and stayed useful after the first conversation. Over time, those relationships become a real advantage when a bill is being drafted, amended, or scheduled for action.

Give staff something real to use

The most effective advocacy does more than raise awareness. It gives staff something they can use internally. That might be:

• A short summary of how a bill affects students or local agencies.
• A district-level example from their own region.
• Implementation concerns that may not show up in the bill text.
• A clear explanation of what happens if the proposal passes, fails, or is changed.

For ESA leaders, this is especially important. Many legislative offices know education broadly, but they may not understand the day-to-day work of educational service agencies. Help staff see the connection between policy and practice. Show them how decisions made in the statehouse affect real services, real budgets, and real students.

Foster and maintain relationships

Relationships with staff should not be purely transactional. Check in when you do not need anything urgent. Send a note when their bill advances. Congratulate them on a committee assignment or new role. Invite them to visit your agency or program when it would help them see your work firsthand.

These small efforts matter because advocacy is built on memory. Staff remember who was professional, who was helpful, and who treated them like a partner rather than a gatekeeper. Over time, that memory becomes influence.

A final reminder

At the statehouse, staff are not an audience to impress. They are the people who help shape what becomes possible. If we want stronger policy outcomes for students and ESA communities, we need to invest in the relationships that make those outcomes possible.

That means being prepared, being respectful, being useful, and being consistent. It means understanding that good advocacy is not just about making the ask. It is about becoming the kind of person legislative staff want to hear from again.

For ESA leaders and advocates, that is not a side skill. It is the work.