MY ADVOCACY AND LEADERSHIP PLAN ESSAY
MY ADVOCACY AND LEADERSHIP PLAN ESSAY
MY ADVOCACY AND LEADERSHIP PLAN ESSAY
| School Name | ||||||||||||||||||||||||||||||||
| Part 1: Due Week 3 | ||||||||||||||||||||||||||||||||
| SECTION 1
The Advocacy Issue |
||||||||||||||||||||||||||||||||
| Describe the Problem: School counselors identify and distinguish individual and group variations and strive to value all students and groups equally. However, most students of color and low-income students face several obstacles taking part in higher-level classes and rigorous curricula (Cardichon et al., 2020). the U.S. Department of Education in 2014, reported that the number of students of color surpassed that of the white population in U.S. public schools (Johnson et al., 2021). Nevertheless, white students were reported to have graduated in high numbers from high schools as compared to Hispanic and black students.
Don't use plagiarized sources. Get Your Custom Essay on
MY ADVOCACY AND LEADERSHIP PLAN ESSAY
Just from $13/Page
ORDER A PLAGIARISM-FREE PAPER HERE ON; MY ADVOCACY AND LEADERSHIP PLAN ESSAYTarget population and age group: High school students (14 to 18-year-olds) Why is this a problem: Inequalities among students are associated with achievement gaps along socioeconomic lines. A student who feels discriminated against, unfairly, or negatively treated usually tends to display self-destructive behaviors like acting out, withdrawal, truancy, and not taking part in class activities (Atwell et al., 2019). This greatly undermines their academic performance, making them take longer to graduate. In Nevada, low graduate rates were reported among students of African American descent at 58.1% and Latinos at 69.2% as compared to the whites at 979.8% in the 2015-2016 academic year(Quinn & Paretti, 2021). By identifying and distinguishing the variations among students leading to inequality, school counselors can advocate for several policies and programs to help promote equity and increase the number of graduates of students of color (Thorson & Gearhart, 2019). |
||||||||||||||||||||||||||||||||
SMART Goal Template
Identify outcome data (achievement, attendance, or discipline) that serves as the basis for the goal:
|
||||||||||||||||||||||||||||||||
BUY A CUSTOM PAPER HERE ON; MY ADVOCACY AND LEADERSHIP PLAN ESSAY
References
Atwell, M. N., Balfanz, R., Bridgeland, J., & Ingram, E. (2019). Building a Grad Nation: Progress and Challenge in Raising High School Graduation Rates. Annual Update 2019. In ERIC. Civic. https://eric.ed.gov/?id=ED597661
Cardichon, J., Darling-Hammond, L., Yang, M., Scott, C., Shields, P. M., & Burns, D. (2020). Inequitable Opportunity to Learn: Student Access to Certified and Experienced Teachers. In ERIC. Learning Policy Institute. https://eric.ed.gov/?id=ED603398
Johnson, R. M., Hill, A. V., Jones, V. C., Powell, T. W., Dean, L. T., & Gilreath, T. D. (2021). Racial/Ethnic Inequities in Adverse Childhood Experiences and Selected Health-Related Behaviors and Problems Among Maryland Adolescents. Health Promotion Practice, 152483992110082. https://doi.org/10.1177/15248399211008238
Quinn, L., & Paretti, L. (2021). Challenges and Opportunities for Virtual Teaching in Nevada. Policy Issues in Nevada Education, 4(1), 1–6. https://digitalscholarship.unlv.edu/co_educ_policy/34/
Thorson, G. R., & Gearhart, S. M. (2019). Do Enhanced Funding Policies Targeting Students in Poverty Close Achievement Gaps? Evidence from the American States, 1996–2015. Poverty & Public Policy, 11(3), 205–221. https://doi.org/10.1002/pop4.253
- Select a school counseling social justice advocacy topic from the following choices in which you are interested:
- College/Career
- Equity for all students
- Gifted and Talented programs
- Social-Emotional Development
- Discipline/suspensions
- Transgender/Gender-noncomforming youth
- Undocumented youth
- Achievement Gap
- Research the scope of the problem and a gap related to schools
- Then complete The Advocacy Issue and SMART Goal template located in the order files
- Describe the Problem (Identify and describe the topic, problem, and gap. Use resources to support your points.). The advocacy issue for a student-centered challenge based on your research, data, and its effect on students in terms of student achievement, attendance, or behavior.
- Target population and age group
- Why is this a problem?
- Impact in your school community? (Include data/resources to support your points. Use APA formatting to cite your sources.)
- ASCA SMART Goal
- The measurable goal for an initiative to address the problem using the ASCA SMART format
BUY A CUSTOM PAPER HERE ON; MY ADVOCACY AND LEADERSHIP PLAN ESSAY
Rubric:
Responsiveness (Initial Post): post your completed The Advocacy Issue and SMART Goal template which addresses the following: – Describe the Problem (Identify and describe the topic, problem, and gap. Use resources to support your points.). The advocacy issue for a student-centered challenge based on your research, data, and its effect on students in terms of student achievement, attendance, or behavior. – Target population and age group – Why is this a problem? – Impact in your school community? (Include data/resources to support your points. Use APA formatting to cite your sources.) – ASCA SMART Goal – The measurable goal for an initiative to address the problem using the ASCA SMART format
view longer description
A
Post is responsive to and exceeds the requirements given in the instructions. It: 1. ) Responds to assigned or selected topic; 2.) Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.)
Quality of Writing:Does the student meet graduate level writing expectations?
A
Writing exceeds graduate-level writing expectations. The paper:… 1.) Uses language that is clear, concise, and appropriate;… 2.) Has few, if any, errors in spelling, grammar, and syntax;… 3.) Is extremely well organized, logical, clear, and never confuses the reader;… 4.) Uses a preponderance of original language and uses direct quotes only when necessary and/or appropriate;… 5.)Provides information about a source when citing or paraphrasing it.
