AAP

NAEYC KEY ASSESSMENT Due Date: 11:59 pm EST Sunday of Unit 7 Points: 120 Points Overview For your final project, you will create your “Advocacy Action Plan.” This requires you to demonstrate the culmination of knowledge you have gained throughout this course about fundamental concepts and core underlying components for authentic home-school- community partnerships. Building on your AAP work in Units 3 and 5, you will: 1) present an advocacy issue (a pressing issue and/or concern for young children and their families), 2) act as an advocate for change, and 3) plan action. To help you get started: Advocacy Action Plan Tour! Recall that throughout the course, guided tours are provided to help you understand and complete the four phases of this project. For this final phase, you are strongly encouraged to view:

• Unit 7: “AAP Final Project Tour: Phase 4” Plan and Write! You have Units 6 and 7 to complete this final phase. Your AAP Final Project has two parts: 1. Written Advocacy Action Plan (AAP): You will use your completed AAP Guiding

Framework to write your final AAP.

You have a choice to submit your AAP in a Paper or PowerPoint format.

o Whichever format you choose, you must use explicit details and write in

complete sentences. You are required to utilize course resources (e.g.,

textbooks, articles, and media).

▪ Written Paper: Your AAP will consist of 4 to 5 pages not including the

Title and References pages.

▪ PowerPoint: Your AAP will consist of a minimum slide for each of the

five required sections (see below). Be sure to include separate Title and

References slides.

2. AAP Presentation: Prepare and record a 5-to-7-minute narrated presentation of the

key advocacy and action messages.

CHS236 – Home, School, and Community

Unit 7 Final Project: Advocacy Action Plan Paper & Presentation

NAEYC Early Childhood Professional Preparation Standards For this project, you will demonstrate what you have learned, understand, and are able to do with regard to the following NAEYC standards. NAEYC Standard 2 Building Family and Community Relationships 2a. Knowing about and understanding diverse family and community characteristics. 2b. Supporting and engaging families and communities through respectful, reciprocal

relationships. NAEYC Standard 4 Using Developmentally Effective Approaches 4a. Understanding positive relationships and supportive interactions as the foundation of

their work with children. NAEYC Standard 6 Becoming a Professional 6a. Identifying and involving oneself with the early childhood field. 6b. Knowing about and upholding ethical standards and other early childhood

professional guidelines. 6c. Engaging in continuous, collaborative learning to inform practice; using technology

effectively with young children, with peers, and as a professional resource. 6e. Engaging in informed advocacy for young children and the early childhood

profession. Instructions: Complete all of the following steps in Parts 1 and 2. Part 1: Written Advocacy Action Plan

1. Identify one (1) issue based on the status of children in your home state or another

chosen state (Children’s Defense Fund Annual “Children in the States Fact Sheets”).

NAEYC Standard 2a

2. Connect the issue to one (1) of the five Strengthening Families Protective Factors.

NAEYC Standard 4a

Write an explicit description of the issue and the connection to a protective factor. The five protective factors are: A. Parental resilience, B. Social connections, C. Knowledge of parenting and child development, D. Concrete support in times of need, and E. Social and emotional competence of children.

3. Describe your advocacy position. Explain why you have selected this issue and the

need to advocate for change. Apply all of the following to your advocacy position:

A. One (1) sociological theory NAEYC Standard 6a B. At least two (2) fundamental course concepts NAEYC Standard 6b

i. Ethical Conduct ii. Family and Community Relationships

4. Design an ACTION TEAM! NAEYC Standard 2b Families must be on the team. You are not to do this on your own! A. Describe who will you need to partner with in the development and

implementation of your plan. B. Explain how this action plan supports families as their children’s first and most

important teachers and advocates!

5. Present the Advocacy Plan NAEYC Standard 6e A. Demonstrate your ideas and strategies for addressing this issue and improving

conditions for families with young children. B. Utilize at least two evidence-based programs, approaches, strategies and/or

tools from course resources. o Examples: Help Me Grow, a checklist from Beyond the Bake Sale, an

article, and/or a video.

Part 2: Videotaped AAP Presentation NAEYC Standard 6c Think about advocates that you have listened to throughout the course. Reflect on educators and advocates such as Dr. Rita Pierson and Mr. Jensen. Recall how they communicated their advocacy issues. How did they inspire you with their key messages and presentation techniques? Using technology, you will record a 5-to-7-minute presentation. You will communicate a comprehensive, fact-based, and persuasive advocacy statement. You want to help others understand and support your key advocacy issue, position and action messages. Utilize your written AAP Paper or PowerPoint (completed in Part 1) to articulate key messages from all of the sections. You may also use information found in your AAP Guiding Framework. Your presentation must demonstrate:

• Connections between theory, data, and research-based programs,

• Identification of your selected state and the data-based advocacy issue,

• Creation of your Action Team, members, and evidence of a partnership arrangement,

• Application of one sociological theory, ethical conduct, and two fundamental course concepts,

• Utilization of programs, models, and/or tools from course resources.

• Specific ways in which you are supporting families as their children’s first and most important teachers and advocates.

Upon completion of the videotaping:

• Review the CHS236 YouTube Video Submission Instructions to learn how to submit your video to YouTube.

• Upload your completed presentation to YouTube and obtain a viewing link for submission

Requirements

1. Written AAP: Two Options

Option 1: Word document in APA 7 format (with Title Page and Reference Page).

▪ Minimum four to five (4-5) pages in length, excluding Title and Reference pages.

Option 2: PowerPoint in APA 7 format (with Title and References slides) ▪ Minimum of 1 slide for each required section.

2. Narrated AAP Presentation

Narrated video five to seven (5-7) minutes in length uploaded to YouTube.

3. Blackboard Submission Submit both the Written AAP and the AAP Narrated Presentation YouTube link to the Unit 7 assignment submission link.

Be sure to read the criteria below by which your work will be evaluated before you write and again after you write.

NAEYC CRITERIA

4 Exemplary

3 Proficient

2 Needs

Improvement

1 Deficient

20 Points 16 – 19 Points 12 – 15 Points 0 – 11 Points

Standard 2a Knowing about and understanding diverse family and community characteristics

Advocacy issue pertaining to children, families, and/or the community is stated in explicit terms. Well- presented evidence that the issue was obtained from CDF state research data on status of children.

Advocacy issue is presented in thorough terms with some evidence of connection to the CDF state research data on status of children.

Advocacy issue is presented in vague terms and/or with vague connections to CDF state research data on status of children.

Advocacy issue is presented with minimal details and/or no connections to CDF state research data on status of children.

20 Points 16 – 19 Points 12 – 15 Points 0 – 11 Points

Standard 2b Supporting and engaging families and communities through respectful,

The action plan explicitly demonstrates: 1) creation of an action team, 2) authentic engagement of

The action plan clearly demonstrates: 1) creation of an action team, 2) authentic engagement of

The action plan vaguely demonstrates: 1) creation of an action team, 2) authentic engagement of

The action plan does not address all required information.

reciprocal relationships.

families in addressing the identified issue, and 3) intentional support to families as their children’s first and most important teachers and advocates.

families in addressing the identified issue, and 3) intentional support to families as their children’s first and most important teachers and advocates.

families in addressing the identified issue, and 3) intentional support to families as their children’s first and most important teachers and advocates.

20 Points 16 – 19 Points 12 – 15 Points 0 – 11 Points

Standard 4a Understanding positive relationships and supportive interactions as the foundation of their work with children.

Detailed description of advocacy position issue with explicit connection to one of the five protective factors.

Detailed description of advocacy position issue with clearly-stated connection to one of the five protective factors.

Description of advocacy position is missing key points and/or the connection to the protective factor is loosely described.

Description of advocacy issue is vague and a connection to a protective factor is not included.

16 Points 13 – 15 Points 10 – 12 Points 0 – 9 Points

Standard 6a Identifying and involving oneself with the early childhood field.

Presents advocacy position using comprehensive details for: 1) explanation of why the issue was selected, 2) application to sociological theory, and 3) reason to advocate for change.

Presents advocacy position using clear details for: 1) explanation of why the issue was selected, 2) application to sociological theory, and 3) reason to advocate for change.

Presents advocacy position using minimal details for: 1) explanation of why the issue was selected, 2) application to sociological theory, and 3) reason to advocate for change.

Presents advocacy position using vague details and does not respond to all: 1) explanation of why the issue was selected, 2) application to sociological theory, and/or 3) reason to advocate for change.

12 Points 10 – 11 Points 7 – 9 Points 0 – 6 Points

Standard 6b Knowing about and upholding ethical standards and other early childhood professional guidelines.

Provides a comprehensive description of the application of at least one ideal or principle from the NAEYC Code of Ethical Conduct.

Provides a detailed description of the application of at least one ideal or principle from the NAEYC Code of Ethical Conduct.

Provides a sparsely detailed description of the application of at least one ideal or principle from the NAEYC Code of Ethical Conduct.

Minimal to no description is presented of the application of at least one ideal or principle from the NAEYC Code of Ethical Conduct.

12 Points 10 – 11 Points 7 – 9 Points 0 – 6 Points

Standard 6c Engaging in continuous, collaborative

Utilized technology effectively as a professional resource;

Utilized technology effectively as a professional resource;

Utilized technology adequately as a professional resource;

Did not utilize technology effectively to present advocacy plan and/or failed to

learning to inform practice; using technology effectively with young children, with peers, and as a professional resource.

demonstrated a comprehensive, fact-based, and persuasive advocacy plan. Fully met presentation time requirements.

demonstrated a substantive, fact- based, and persuasive

advocacy plan. Mostly met presentation time requirements.

demonstrated a vague and unclear advocacy plan. Partially met presentation time requirements.

meet presentation time requirements.

12 Points 10 – 11 Points 7 – 9 Points 0 – 6 Points

Standard 6e Engaging in informed advocacy for young children and the early childhood profession.

Demonstrated informed advocacy. Well-stated ideas and strategies for addressing identified issue and improving conditions for young children and families. Effectively applied two evidence- based programs, approaches, strategies and/or tools from course resources.

Demonstrated informed advocacy. Clearly-stated ideas and strategies to address issue and improve conditions for young children and families. Applied two evidence-based programs, approaches, strategies and/or tools from course resources.

Informed advocacy minimally demonstrated. Vaguely-stated ideas/strategies to address issue and improve conditions for young children and families - and/or – Applied only one evidence-based program, approach, strategy and/or tool from course resources.

Failed to demonstrate informed advocacy. Lacks: - ideas/strategies to address issue and/or - ways to improve conditions for young children and families and/or -application of an evidence-based program, approach, strategy and/or tool from course resources.

8 Points 6 – 7 Points 5 Points 0 – 4 Points

Professional Written Communication

Writing and format are professional, clear. APA compliant (in-text citations; all references cited on reference page), and error free (spelling, grammar, sentence structure). Guidelines are followed completely.

Writing and format are somewhat clear and APA compliant. Couple errors do not impede professional presentation. Guidelines are followed completely.

Writing and format are vague, APA noncompliant, and/or few errors that do not impede professional presentation. Guidelines are not followed completely.

Writing and format are poor and/or APA noncompliant. Multiple errors impede professional presentation. Guidelines are not followed.