(Advocacy and Action Plan (AAP) Guiding Framework) (CHS

(
Advocacy and Action Plan (AAP) Guiding Framework
) (
CHS
236
–
Home, School, and Community
)
Instructions
You will use the Advocacy and Action Plan (AAP) Guiding
Framework to plan, draft and complete your AAP.
· Unit3: Complete and submit Part 1 (Sections A, B, C,
and D).
· Unit 5: Complete and submit Part 2 (Sections A, B, C,
D, and E).
· Units 6 & 7: Use the content from Parts 1 and 2 to write
your Final AAP Paper and
create your videotaped AAP Presentation.
Resources
· Course Resources: textbooks, articles, media, videos, and
model programs (e.g., Strengthening Families National
Network: state initiatives and action plans; Help Me Grow
affiliates; Parent Leadership Training Initiatives (PLTI),
Community Cafes).
· Community Resources: existing programs and agencies in your
community or state that support children and families.

Action Team
Who will you partner with in the development and
implementation of your plan? Families must be actively
involved in the creation and implementation of the plan!
Advocacy Action Plan Tours!
Throughout the course, guided tours are provided to help you
understand and complete the four phases of this project.
· Unit 1: AAP Final Project Tour: Introduction and Phase 1
· Unit 3: AAP Final Project Tour: Phase 2
· Unit 5: AAP Final Project Tour: Phase 3
· Unit 7: AAP Final Project Tour: Phase 4.
Part 1. Advocacy Issue, Position, Protective Factor, and
Resources
Due Unit 3
NAEYC Standard 2a
A. Identify at least one issue from 10 policy areas.
Child Poverty, Income and Wealth Inequality, Housing and
Homelessness, Child Hunger and Nutrition, Child Health, Early
Childhood, Education, Child Welfare, Youth Justice, and Gun
Violence
i. Read the Children’s Defense Fund State of America’s
Children Fact Sheet for your home state or another chosen state.

ii. Select and write the titles of the issue(s) that you identified
from the CDF State of America’s Children Fact Sheet.
iii. Indicate your state and the statistic(s) related to your
advocacy issue.
Issue Title: Housing and Homelessness
State: California
Statistics: Approximately 161,000 persons are homeless on any
given day. A larger percentage is comprised of individuals
experiencing chronic homelessness followed by unaccompanied
young adults (aged 18-24) and veterans. The rest involves
family households.
B. Present your advocacy position.
Issue: Explain why you have selected this issue and the need to
advocate for change.
In an actual sense, housing, and the state of homelessness in the
region and the country a as whole has increasingly turned out as
a complex social problem. The majority tend to believe that
homelessness is just an individual problem which further
complicates the whole issue. To my opinion, society has and
continues to play a major role in why people are increasingly
becoming homeless. The victims of homelessness are not lazy as
perceived by many. In reality, people are struggling with
unrelenting societal challenges including constantly
skyrocketing cost of living and hence their inability to
adequately support themselves financially. The issue as such a
factor by numerous social forces including increased costs of
housing and living, poverty, and the absence of affordable
housing plans and similar systems among others. Hence, the
issue has contributed to the development of other challenges
such as uncertain physical and mental health, community and

family breakdown, and additions including educational
challenges and violence.
NAEYC Standard 4a
C. Connect the issue to one of the five Strengthening Families
Protective Factors.
Write an explicit description of the issue and the connection to
a protective factor.
Five Protective Factors: 1) parental resilience, 2) social
connections, 3) knowledge of parenting and child development,
4) concrete support in times of need, and 5) social and
emotional competence of children
Protective Factor: Social connections
The effects or rather the consequences of homelessness are
monumental and equally devastating. Essentially, the
repercussions are not only discernible at individual levels but
also by society as a whole e. On personal levels, the victims of
homelessness are exposed to numerous elements that are
capable of taking a greater tool of their health. Equally, their
personal and psychological wellbeing is highly threatened hence
increased inclination to such tendencies as substance abuse,
involvement in violent activities, sexual assaults, Nd a, Nd
ultimately increased risks of incarceration. based on societal
effects, the cost of public services increases as the government
tends to spend more on related measures rather than just
offering homes. As a result, the issue leads to the widening of
existing social barriers and espouses a high public health threat,
especially in the t of pandemics. Hence, the particular
strengthening o famous lies’ protective factor, presumably

deteriorated by homelessness has the potential of installing the
necessary networks of support that are vital in a typical
neighborhood. Essentially, friends, family members, neighbors,
and the entire community offer emotional support, assist in
solving problems, and provide parenting advice and tangible
assistance to parents. Isolated families and other individuals
may need that extra assistance in reaching out and building
positive relationships.
D. Write references for all Part 1 resources, in APA Format.
The following two references are required. You may use more.
1. Children’s Defense Fund State of America’s Children Fact
Sheet
- The Children’s Defense Fund, (2022). THE STATE OF
AMERICA’S CHILDREN® 2021. Retrieved from
https://www.childrensdefense.org/state-of-americas-children/
2. Center for the Study of Social Policy Strengthening Families
Protective Factors Framework
- Center for the Study of Social Policy, (n.d.). Strengthening
Families: The Protective Factors Framework. Retrieved from
https://www.flgov.com/wp-
content/uploads/childadvocacy/strengthening_families_protectiv
e_factors.pdf
3. Issue, state, and statistics
- Streeter, J. (2022). Homelessness in California: Causes and
Policy Considerations. Stanford: Institute for Economic Policy
Research (SIEPR).
- National Alliance to End Homelessness, (2021). SOH: State
and CoC Dashboards. Retrieved from
https://endhomelessness.org/homeless ness-in-
america/homelessness-statistics/state-of-homelessness-
dashboards/?State=California

Part 2. Application
Due Unit 5
NAEYC Standard 6a
A. Application: One Sociological Theory
Briefly explain how you can use one sociological theory to
support your advocacy issue.
Choose from Bronfenbrenner’s Bioecological theory,
Vygotsky’s sociocultural theory, or Family systems theory.
Family systems theory
The family systems theory is essentially a theory that concerns
human behavior. Specifically, a typical family unit is defined as
a sort of complex social system in which every member
interacts and suitably cooperates in influencing the behavior of
each one. In particular, family members interconnect and hence
allowing the view of the system to be collective instead of
individual constituents or components for that matter. In that
regard, the issue of homelessness is a representation of a rather
persistent and a fixed teat to public wellbeing well-beings
around the developed world is faced ware. Families, children,
and marginal aIi, adults are faced with life-course implications
ranging from housing insecurity while at the same time
communities struggle to address the bra assortment of fun
heterogeneous homeless populations. This is further
complicated by unrelenting trends as regards the overall issue
despite initiated and existing policy programs in attempts to put
to an eon thereto. The complex systems perspective offers an
understanding and awareness as regards the changing dynamics
that underlie coordinated responses to the issue.
NAEYC Standard 6b
B. Application: Two Fundamental Course Concepts
1. NAEYC Code of Ethical Conduct

Utilize the NAEYC Code of Ethical Conduct and Statement of
Commitment. Identify and briefly explain how one ideal or
principle supports your advocacy issue. (Only one ideal or
principle is required. You can choose more than one.)
Preferred ideals: -
· To appreciate the vulnerability of children and their
dependence on adults.
· Create and maintain safe and healthy settings that foster
children's social, emotional, cognitive, and physical
development and that respect their dignity and their
contributions.
When it comes to the issue of homelessness and other relevant
societal challenges and inadequacies, children are often at the
receiving end. As exemplified, the complexities involved are
enormous and equally unrelenting. This is to illustrate that the
extremes of challenges as experienced by adults and in this case
the parents can be equated to that of children by all means. In
other words, families encountering homeless-related challenges
lack the basics of fostering optimal parental upbringing
standards hence children are at higher risk of suffering rather
immeasurable insufficiencies in nearly all aspects. In that
regard, the social policies and other protracts as potential means
of bridging the inadequacies and fostering optimal upbringing.
2. NAEYC Building Family and Community Relationships
Standard
Using key elements 2a and 2b, briefly explain the necessity of
establishing family and community relationships to effectively
address your advocacy issue.
· Key Element 2a. Knowing about and understanding diverse
family and community characteristics.
· The element is exclusively fundamental in addressing the issue
of homelessness in many aspects. Firstly, the ideal is not only
focused on addressing the needs of the child but their families
and the community as a whole. The approach thus encourages

total inclusivity where every member feels accommodated and
their needs acknowledged to the best levels possible hence
lessening the aches associated with the issue of emptiness
created by lack of belonging.
· Key Element 2b. Supporting and engaging families and
communities through respectful, reciprocal relationships.
· The beneficial aspect linked to the element and in this case in
addressing the issue of homelessness is the attempt to foster
togetherness under well-established platforms where everyone
achieves that sense of belonging and enduring relations.
NAEYC Standard 6e
C. Present an action plan.
How would you address this issue to improve conditions for
families with young children?
Utilize at least two evidence-based programs, approaches,
strategies, and/or tools from course resources. (e.g., Help Me
Grow, a checklist from Beyond the Bake Sale, an article, a
video)
1. Help Me Grow: - Focused on the wellbeing of children at no
cost and irrespective of the prospective beneficiary’s
background.
2. Article: Oudshoorn, A., Dej, E. & Parsons, C. (2020).
Evolving an evidence‐ based model for homelessness
prevention. Health & Social Care in the Community, 28(2): 1-9.
DOI: 10.1111/hsc.130 00 (mainly concerned with the preventive
strategies in conjunction with the other established programs in
addressing the issue of homelessness at all levels.
NAEYC Standard 2b
D. ACTION TEAM! (Read and review the concept in Beyond
the Bake Sale)
Demonstrate how this action plan supports families as their

children’s first and most important teachers and advocates!
· The action plan is dedicated to highlighting and raising the
awareness of the issue and the necessity as to why immediate
action is crucial not only in limiting the related challenges but
also in instituting a lasting solution.
· Children and equally the highly susceptible members of the
public will be given priority on anticipated contingency
measures and other lasting solutions.
Identify who will help you create and implement this plan. At
minimum m, your Action Team must include the
Center/Program Director, the Lead Teacher/Educator, and one
or more Family Representatives.
Remember: Families must be involved in the creation and
implementation of the plan!!
E. Write references for all Part 2 resources in APA Format.
The following references are required.
1. Sociological Theory
Fowler, P., Hovmand, P., Marcal, K. & Das, S. (2019). Solving
Homelessness from a Complex Systems Perspective: Insights
for Prevention Responses. Annual Review on public health, 40:
465-486.
2. NAEYC Code of Ethical Conduct
National Association for the Education of Young Children,
(2011). Code of Ethical Conduct: Supplement for Early
Childhood Program Administrators. Retrieved
https://www.naeyc.org/sites/default/files/globally-
shared/downloads/PDFs/resources/position-
statements/Supplement%20PS2011.pdf
3. NAEYC Standard: Building Family and Community
Partnerships Key Element(s)

National Association for the Education of Young Children, (n.
d). Summary of the NAEYC Professional Preparation Standards.
Retrieved from https://www.naeyc.org/accreditation/higher-
ed/standards/summary
4. Course Resource 1
Article: Oudshoorn, A., Dej, E. & Parsons, C. (2020). Evolving
an evidence‐ based model for homelessness prevention. Health
& Social Care in the Community, 28(2): 1-9. DOI:
10.1111/hsc.130 00
5. Action Team (Beyond the Bake Sale)
Henderson, T., Mapp, L., Johnson, R., & Davies, D. (2007).
Beyond the bake sale: The essential guide to family-school
partnerships.
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.
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.
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.
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
and 3) reason to
Presents advocacy
position using vague
details and does not
respond to all: 1)
explanation of why
the issue was

selected, 2)
application to
and/or 3) reason to
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.
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.
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.

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