ADVOCACY PLAN OUTLINE
Esther Wu
FOCUS – All students, but Black males in particular.
PLAN – Tack on to what the school and teachers already have working. School-wide
systems level – rules and rewards. Classroom level – classroom guidance and classroom
behavior charts. Individual/Group level – behavior regulation.
JUSTIFICATION – Moral: Students should all have the opportunity to learn. Obstacles that
may hinder that process, and thus their ability to advance in life, need to be addressed. Black
males in particular need to be given the resources to be successful, and perhaps bicultural, in
all settings.
Holcomb-McCoy’s School counseling to close the achievement gap: A social justice
framework for success. “I (Don’t) Hate School: Revisiting Oppositional Culture Theory of
Blacks’ Resistance to Schooling” by Angel L. Harris. “Overcoming Negative School
Experiences for African American Adolescents” by Dana Griffin and Julia Bryan. “Schools,
Prisons, and Social Implications of Punishment: Rethinking Disciplinary Practices” and “The
Trouble with Black Boys” by Pedro A. Noguera. “Educating and Counseling African
American Students” by James L. Moore III and Delila Owens.
DATA – Data supports that Black and Hispanic boys are more often referred for behavior
issues as well as learning disabilities. Data also supports the skillstreaming techniques that
teach prosocial behaviors in a step-by-step process using modeling, role-playing,
performance feedback, and generalization. (Skillstreaming the Elementary School Child by
Dr. Arnold P. Goldstein and Dr. Ellen McGinnis)
OBJECTIVES – The overall goal is to provide a healthy environment for learning where
individuals are not hindered by actual or perceived behavioral issues. Objectives would
include reduced behavior referrals, more engagement in class, increased academic
performance, fewer conflicts with peers, etc.
POTENTIAL BARRIERS – Potential barriers depend on the school environment and teacher
cooperation; however, clearly communicating and committing to common goals can help
build collaborative relationships.
POTENTIAL COLLABORATORS – At the most basic level teachers would be involved in
this process since students are under their care and tutelage at school. Behavior management
and the teaching of prosocial behavior is highly dependent on the styling of the school and
teachers. Teachers and students would be directly involved in the behavior contract system,
and in reinforcing positive behaviors.
RISKS – If the administration and staff are all on board, the school and students stand to
benefit greatly. It will also make teaching “easier” and more efficient, and students will be
able to learn in a happy and healthy environment. However, if this is not the case, there may
be some backlash from unwilling teachers, administration, and parents.
ADVOCACY PLAN OUTLINE
Esther Wu
DISPOSITIONS - Using a 1-10 scale with 1 being low and 10 being high I would rate my
dispositions in a, b, c and e as 8, and d as 9 or 10.
8 a.
8 b.
8 c.
9 d.
7 e.
the belief that advocacy is a part of their jobs
a commitment to their code of ethics
the belief that the purpose of education and school counselors specifically is to
empower students and their family
the belief that caring should underpin educational and counseling practice
a passionate approach to helping.
SKILLS - Using a 1-10 scale, with 1 being low and 10 being high I would rate a, b, e, and f
as 6, d and g as 7, and c as 8. I feel that while I have the skills, I am not always able to
convey them amongst all crowds. I do not look my age and I can be quite shy and reserved
initially, so these scores are reflection of those occasions when I may not be at my best.
6 a.
6 b.
8 c.
7 d.
6 e.
6 f.
7 g.
assertive communication
systematic problem solving
small problem-solving group leadership
conflict resolution
forming advocacy teams
data and information collection
collaborative leadership skills
EVALUATION – Effectiveness may be measured in a multitude of ways, both quantitative
and qualitative. Students currently receive Manatee Tickets for exhibiting “good behavior”
and entire classes can work together to show their collective “good behavior” in the schoolwide “bucket-filling” competition. Data may also be collected with regards to classroom
behavior charts, academic performance, behavior referrals, peer mediation sessions, referrals
for SAP, etc.